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On May 17th, 1954, the Supreme Court reached a unanimous decision in the case of Brown v. Board of Education. This case -- probably the most famous and influential in the field of public education -- ended the practice of racial segregation in America's public schools. This week's worksheet asks students to analyze a series of quotations taken from Chief Justice Earl Warren's majority opinion with the help of the Visual Thesaurus.
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A new rant in Salon by Kim Brooks complains, "My college students don't understand commas, far less how to write an essay," and asks the perennial question, "Is it time to rethink how we teach?"
While it's always time to rethink how we teach, teaching commas won't help.
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Our old friend John E. McIntyre, longtime copy editor for the Baltimore Sun, has some pointed words on the craft of writing.
If you rummage around the Internet with a search along the lines of "college students can't write," you'll find that the "why Johnny can't write" jeremiad has a long history.
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While English teachers are notorious for teaching the plot curve and its inciting incident, rising action and climax, etc., and while this is a great way to analyze literature, one of my most interesting sets of lessons involves leaving the plot curve behind and replacing it with the three-act structure most screenwriters and novelists use today.
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As chronicled in this space over the last year, one of my 11th grade classes has been the chief guinea pig -- um, I mean, main lucky participants! -- in a curriculum one of my colleagues and I have been developing. We're taking her core Earth Science content and combining it with my Beginning Playwriting practice.
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