Tara Lockhart Writing the Self: Conceptualizing these two chapters as essays allows for several benefits: In my essay below, I will argue that essays exist as knowledge possibilities in addition to real, material texts composed and constructed by writers. Feminist writers from Wollstonecraft to Woolf, de Beauvoir to hooks, have often turned to both the category of experience and the genre of the essay to explore ways of knowing grounded in a deep skepticism of received knowledge, disciplinary divides, and false binaries.
The Dadaists found this encouraging. And this made sense to the intellectual artists. Found poetry is also closely related to the pop culture of the mids and to Pop Art in that both rely on found and everyday objects. Poems Found Practically Everywhere.
Two of the best known and most prolific found poets of the s and s were Bern Porter and Robert Colombo.
Eliotuses many different texts, including Wagnerian opera, Shakespearian theater, and Greek mythology. The writing of found poems can be linked to multiple learning theories to support their use in classrooms and library louise rosenblatt quotes writing and reading.
Since most educators are familiar with these theories, only a brief description of them and their relationship to found poetry will be given.
He will be aglow with a particular response. He will need to register this response, to get the particular quality of it. And he will need to reflect on it. For it will be the result of the way the work fits into his own past experience of books and life.
Writing found poetry helps students construct meaning from curriculum by using class lectures, textbooks, research, novels, and primary sources to present information in new and meaningful ways. In Bloom led a group of educational psychologists in the development of a classification of levels of intellectual behavior important in learning.
This taxonomy included, starting at the most basic level: In the s a new group of cognitive psychologists updated this theory for the twenty-first century and changed the taxonomy from nouns to verbs.
The new taxonomy includes remembering, understanding, applying, analyzing, evaluating, and creating. Higher Order Thinking Skills While based on the work of most educational psychologists, the concept of higher order thinking skills is most often linked to Bloom and his taxonomy.
Using found poetry as an instructional strategy not only helps with these higher-order thinking skills but also with the lower-level skills of remembering—which includes defining, duplicating, listing, recalling, repeating, reproducing, and stating—and of understanding, which includes classifying, describing, discussing, explaining, identifying, reporting, selecting, translating, and paraphrasing.
Found poems can also be used to apply information, the third stop on the pyramid. Beyond Educational Theory Going beyond educational theory and practice, generalizations can be made about the effectiveness of using found poetry as a classroom tool: Writing found poetry encourages critical thinking and creativity.
Since the poet must weigh words and evaluate their meaning in context and form, found poetry requires the writer to synthesize the meaning of the primary source in such a way that word and phrase placement provides emphasis and clarification.
The expository writing found in most textbooks requires readers to be able to identify key terms and academic vocabulary.
The clarifying nature of found poetry lends itself well to the development of these skills. Found poetry can lead to lasting connections with the subject matter. Found poetry expands and deepens student engagement with language as it is done in collaboration with text.
Found poetry can lead to improved comprehension and increased academic language acquisition. Because students who construct found poems are encouraged to examine and reflect on the language of the author, the borrowing of text leads to a form of scaffolding. This idea closely relates to constructivism in that activities need to be appropriate for the age and maturity of the students.
Other psychologists such as Piaget and Bruner have their own theories of the stages of cognitive development, but most focus on the concept that students need to be physically, mentally, and emotionally ready to accomplish certain goals and tasks successfully; however, this is not accomplished independently but with the help of peers, parents, and teachers.The answer lies in what reader-response advocate Louise Rosenblatt terms the "transactional" approach.
Here the reader is encouraged to view all reading as a triangle of reader, text, and meaning. You are the reader replete with all the individuating traits that mark you as an individual.
Louise Rosenblatt, “A Textbook Example of What’s Wrong With Education” by Tamim Ansary, an excerpt from the longer work Your Average Nigga’ Performing Race Literacy and Masculinity by Vershawn Ashanti Young, an excerpt from A Pedagogy for Liberation by Paulo Freire and Ira Shor, and.
Excerpted Quotes from Great Women Scholars – Yetta Goodman, Maxine Greene, Louise Rosenblatt, and Margaret Meek Spencer. Maxine Greene “The point of being incomplete,” Maxine continued, “feeling like I am no nearer an answer, is that I do philosophy.
Louise M. Rosenblatt was wrong when she said that “[s]omeone else can read ing quotes and inviting students to make predictions and pose questions in response. Figure 1 is a Reading, Writing, and Rising Up: Teaching about Social Justice and the Power of the Writ-ten Word.
Milwaukee: Rethinking. This includes listening, speaking, reading, and writing about subject area content material. This level of language learning is essential for students to succeed in school. This requires more formal instruction and .
Uses of transactional theory in teaching are then discussed, emphasizing the following principles: (1) the 'poem' is within the reader, (2) primary responses should be considered, (3) the classroom atmosphere should be cooperative, (4) the conception of literary knowledge will be expanded, and (5) transactional analysis is related to other literary studies.