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I don't naturally love short stories, even though I do like small things:
fairies, marshmallows and babies all come to mind. But in my personal
reading, I prefer the meatiness of a long book, be it fiction or non-.
Even in my magazine reading (and I am a devoted magazine reader),
I catch myself flipping ahead to see how long an article is before I
start. To my mind, the longer the better, which is why I am inordinately
fond of Malcolm Gladwell's articles in The New Yorker.
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Michele Dunaway teaches English and journalism at Francis Howell High School in St. Charles, Missouri, when she's not writing best-selling romance novels. Here Michele continues her discussion from last month about how choosing the right literature to read is the key to getting students excited about books.
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The New York Times is a vocabulary-learning bonanza for students at all levels, employing a larger number of what teachers would call "vocabulary words" than any other American publication. And inside The Times, every day, there's a bonanza within that bonanza, the succinct and telegraphic television listings page, whose capsule movie reviews employ more vocabulary — including words, terms and expressions — than any other page in the paper. And quite enjoyably, too.
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We welcome back Michele Dunaway, who teaches English and journalism at Francis Howell High School in St. Charles, Missouri, when she's not writing best-selling romance novels. Here Michele argues that to get students excited about books in this highly distracted era, choosing the right literature to read is key.
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Last month, I held forth on the art of getting your students — or, for that matter, yourself! — to write more. By now, you no doubt have sheaves of scrawl-covered loose-leaf sitting about. So, what's next? Editing and revising.
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To get across the importance of grammatical rules to her students, writing teacher Margaret Hundley Parker finds that a common-sense approach works best. Here Margaret gives examples of how unclear writing style reflects unclear thinking.
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