Salts 1

Kennedy Salts

Dr. Montz

ENG 310

21 February 2018

Annotative Bib

Andrews, Richard, et al. “Teaching Argument Writing to 7- to 14-Year-Olds: an

International Review of the Evidence of Successful Practice.” Cambridge Journal
of Education, vol. 39, no. 3, Sept. 2009, pp. 291–310., login.lib-
proxy.usi.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=
eric&AN=EJ855488&site=ehost-live.

In English classes, argumentative writing is being neglected and looked over for

other types of writing such as narrative and creative writing due to the fact that everyone

seems to believe that non-fiction writing is boring. Of course, students will believe that

non-fiction writing is boring and dry when their teachers present this type of writing to

them. This would prove to be helpful to me in my journey to becoming a teaching

because this article gives me a kind of wakeup call on how non-fiction and argumentative

writing could be and should be taught to students that range from the ages of 7-14. Of

course I would only be interested in teaching students from the ages of 10-14, but those

age groups still get addressed. This article also shows me some research that was

conducted for several different ages, which I found to be interesting and useful.

Blackburn, Mollie V, and Jill M Smith. “Moving Beyond the Inclusion of LGBT-Themed
Literature in English Language Arts Classrooms: Interrogating Heteronormativity
and Exploring Intersectionality.” Journal of Adolescent & Adult Literacy, vol. 53,
no. 8, May 2010, pp. 625–634., www.jstor.org/stable/25653923.

This particular article talks about how a lesbian mom and a straight allied English

teacher came together to address issues of homophobia and other related topics such as
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the use of homophobic language in the classroom. They did this by starting to include

LGBTQ+ texts into the classroom and, according to the article, “seemed to accomplish

the work we set out for ourselves (Blackburn, Smith).” I found this article helpful to me

because it gives me ideas of how to combat homophobia and the issue of

heteronormativity in my own classroom. Homophobia and heteronormativity can be toxic

to young students, especially the ones who don’t feel like they fit in with their peers due

to their own sexual orientations or due to their genders.

Blackburn, Mollie V, et al. “Examining Queer Elements and Ideologies in LGBT-

Themed Literature.” SAGE Journals, vol. 47, no. 1, 17 Feb. 2015, pp. 11–48.,
doi:https://doi.org/10.1177/1086296X15568930.

This article examines a collection of LGBTQ+ novels and it documents how

queer literature looks and what it could offer a reader. I found this particular article

interesting and very informative because it gives some research on how students, teacher,

and adults (probably parents are included) reacted to these novels and how the grew from

them. It also gave some ideology that would help in the classroom as more exposure to

LGBTQ+ topics and subjects would help decrease the issue of homophobia. Homophobia

is an issue that desperately needs to be addressed and confronted and the best way, in my

opinion, is to start the battle in the classroom. Students seem to react better to these kinds

of topics when they are being presented to them in some form of media that they can take

at their own pace and interpret for themselves rather than having an idea forced upon

them and shoved down their throat. I don’t want my students to feel like I’m imposing

LGBTQ+ issues on them, I just want my LGBTQ+ students to feel included and my

straight/cis gender students to be understanding and to take something from whatever

queer lit book we happen to be reading.

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English Language Arts Standards » Writing » Grade 11-12.” English Language Arts
Standards » Writing » Grade 11-12 | Common Core State Standards Initiative,
www.corestandards.org/ELA-Literacy/W/11-12/.

This here is the Common Core Standards for Washington State. This is of interest

to me because Washington is actually somewhere I’d really like to relocate to. This

website has all the standards for grades K-12 and it seems detailed enough; it is actually

easier to read than Indiana’s state standards. If I actually did get the chance to find a

teaching job in Washington and I got to move there, looking through this website and

studying their standards would be beyond helpful. If I am familiar with the standards it

would look really good when trying to get a job, but it would also help me in my

transition from Indiana teaching to Washington State teaching.

Kiuhara, Sharlene A., et al. “Teaching Writing to High School Students: A National
Survey.” Journal of Educational Psychology, vol. 101, no. 1, 2009, pp. 136–
160. American Psychological Association, doi:10.1037/a0013097.

Throughout American school, writing is falling behind and with the help of

several surveys administered to both students and teachers of multiple age groups and

grades, the areas and reasons for this deficit was revealed. When I found this particular

article and survey I was so excited because now I have the chance to see where other

teachers are making mistakes and I can take these and I can learn from it. The surveys tell

where students are falling behind in writing and it also tells why they’re falling behind.

These surveys are so helpful because I can see what I should do more of and compare and

contrast my ideas and already existing plans against these surveys to see where they

stand. This is important to me because I can actually get an idea as to how my students

will do and how prepared they would be if I do x,y, and z.

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Monroe, Brandon W., and Gary A. Troia. “Teaching Writing Strategies to Middle School
Students With Disabilities.” Journal of Educational Research, vol. 100, no. 1,
2006, pp. 21–33., doi:http://dx.doi.org/10.3200/joer.100.1.21-33.

Students with learning disabilities often have a more difficult time organizing,

revising, and producing their writings. Of course, there are several factors that go into

why these students experience difficulties with writing and it is important to know of

these difficulties as well as how to move past these issues. This would be incredibly

helpful to me because I can guarantee that I will have an inclusive classroom at some

point and I will have to be on the look out for students with LD and it’s so important that

when I do have a student with LD that I know how to help them to the fullest extent. I

would really like to teach middle school and this article gives me lots of ideas and tips on

how to approach this situation.

Roberts, Mike. “Teaching Young Adult Literature: YA Literature Belongs in the

Classroom Because...” The English Journal, vol. 102, no. 5, May 2013, pp. 89–
90., www.jstor.org/stable/24484103.

This article explains why young adult literature is important and why it should be

included in the classroom along with classics like Melville and Twain. The author, Mike

Roberts had emailed a number of authors from YA novels he had in his class and asked

them the question of “YA Literature belongs in the classroom because…” and he got

several wonderful responses that really hit the nail on the head. I personally loved the

article and the responses from the authors. I learned quite a bit just from the author

responses and a few touched me in a soft spot in my heart. YA literature is absolutely

necessary to have in a middle school and a high school classroom because the YA novels

are addressing issues students are currently going through and experiencing. It’s
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important for students to have characters in literature that they read that they can relate

with.

Schieble, Melissa. “A Critical Discourse Analysis of Teachers’ Views on LGBT

Literature.” Studies in the Cultural Politics of Education, vol. 33, no. 2, May
2012, pp. 207–222., login.lib-
proxy.usi.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=
eric&AN=EJ959883&site=ehost-live.

The main point of this article is to talk about how LGBT literature is approached

and taught in schools. I found this particular article interesting because it challenged how

I thought I could help the situation. This article made me think of my previous thought

process in a different way; I was trying to include LGBTQ+ literature into my classroom

to make sure that every student felt like they were being represented, but am I really

doing that? This article helped me to see that I don’t need to feel like I have to try so

hard, if that makes sense.

“SLAUGHTERHOUSE FIVE by Kurt Vonnegut - Teacher's

Guide.” PenguinRandomhouse.com,
www.penguinrandomhouse.com/books/184345/slaughterhouse-five-by-kurt-
vonnegut/9780385333849/teachers-guide/.

This source gives tons of ideas on discussion questions to ask students as well as

writing topics, and it gives great tips on how to teach the book. The source would be

helpful to me due to the fact that I’d like to teach this book to 11th and 12th graders and it

gives me so many ideas and tips that goes chapter by chapter. It’s awfully detailed and I

think it’s pretty great. This would be a great novel to teach to students due to the abstract

nature of the writing and it would give students a good idea of how not all writing has to

be fluid and chronological in order to function and be a good piece to read. I feel that this

is important for students to learn and understand so that they can take charge of their own
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personal writings and it may even be good to teach before a creative writing unit (which

is what I may actually do).

Spencer, Derek. “Free Teaching Guide: Slaughterhouse Five.” Prestwick House,

www.prestwickhouse.com/blog/post/2015/09/how-to-teach-slaughterhouse-five.

This source gives great tips on how to teach Kurt Vonnegut’s Slaughterhouse-

Five. This is very useful to me because I would love to teach this novel in an 11th or 12th

grade classroom. I feel like at that point, students will be developed cognitively enough to

understand the alternating timeline and the themes of the novel. I read this in my English

10H class and it was a little confusing at first, but once I did the research on the novel and

Kurt Vonnegut it made more sense. I feel that this would be a great novel to get students

to think more abstractly and critically.