Annotated Bibliography

Annotated Bibliography

Books:

Becker, H. S. (1986). Writing for social scientists: How to start and finish your thesis, book, or article. Chicago: University of Chicago Press.

This book is excellent at explaining why it is important how you want to be perceived by the audience as a writer.  Do you want to be viewed as a scholar or as a pretentious jerk?  The way you choose to form your chapter will decide this.

Slavery. (2003). In The World Book encyclopedia (Vol. 17, p. 503). Chicago, IL: World Book.

I use this entry a mentor text for students.  I did not want to show them the section on the Holocaust, because that is what they will be working on later.  Instead, I specifically showed them the section in which the author depicts the conditions in which slaves had to live.  These were horrible, and the author conveys this, but with a distinct avoidance of emotional language.

Class Texts:

Gallagher, K. (2011). Write like this: Teaching real-world writing through modeling & mentor texts. Portland, Me.: Stenhouse.

I used the Gallagher text to help develop the homework assignment.  I created a graphic organized, inspired by a similar one of Gallagher’s, to outline the brainstorm that needs to take place for the students to choose their chapter topics.

Kittle, P. (2008). Write Beside Them: Risk, Voice, and Clarity in High School Writing. Portsmouth, NH: Heinemann.

I was inspired by Kittle’s book to include some way for students to be able to connect emotionally in class.  Kittle states that Emotion is an engine that keeps us going as writers.  I felt, since this will be lacking in the textbook chapter assignment, then it is important to include it in another assignment: the poems.

Internet Story:

Unknown, G. (n.d.). Giulia's Physical Violence Story. Retrieved December 12, 2014, from http://www.hiddenhurt.co.uk/giulia_physical_violence_story.html

I am using this woman’s tragic account of her experiences with domestic violence as a challenge for my students.  It is impossible to read this without experiencing an emotional reaction, but I ask my students to rewrite the story as if it is a news story.

Interview:

Meyer, A. (2014, December 12). Interview with a Veteran English Teacher [E-mail interview].

Note: I was unable to get a response from the teacher Dr. Kajder gave me to contact, so I decided to interview my mother, instead.  She was an English teacher, and I now a third-generation teacher in our family.  My mother taught writing in her high school classroom, and often had students with a difficulty beginning the writing process.

Journal Articles:

Grossman, P., Valencia, S., Evans, K., Thompson, C., Martin, S., & Place, N. (2000). Transitions into teaching: Learning to teach writing in teacher education and beyond. Journal of Literacy Research, 32(4), 631-662. doi:10.1080/10862960009548098

This article tracks several teachers’ opinions of what a writing workshop entails.  I attempted to synthesize a few of these ideas with my own to devise my plan for my class’s writing workshop in which they will peer edit their chapters.

Lindquist, D. (2009). The Coverage of the Holocaust in High School History Textbooks. Social Education, 73(6), 298-304. Retrieved December 12, 2014, from http://echoesandreflections.org/wp-content/uploads/2013/12/Coverage-of-the-Holocaust.pdf

This article discusses why it is important for textbooks that teach about the Holocaust to present the information clearly and honestly.  The article implicitly cautions that there is a great responsibility to defining the Holocaust in the most accurate, controlled way possible.