5/23/2017
A buffet of pedagogy and some small ARC bites
It's been such an energizing few days here in Nantes with Marie-Hélène! We've already shared many ideas about teaching close reading and essay-writing and, most importantly, about nurturing the love of literature that we've seen in so many of our students. I'm bowled over by the breadth of Marie-Hélène's expertise, command of pedagogical resources, and passion for literary studies, and I've been gobbling up materials and tools to bring back to Tacoma.
Of course, I also wanted to display the talents and interests of my wonderful students at Charles Wright Academy! Marie-Hélène was especially impressed by the presentations that my current juniors produced for their ARC thesis projects. This pair of videos showcases the analytical and creative brilliance that animates students' work:
Kian and Ann both wrote distinguished theses on their ARC authors, and their video presentations demonstrate their diligence, technical ability, gentle humor, and critical insight. I'm so proud to be able to share their work with all of you! I'm excited to see how our French friends will contribute to our understanding of these and many other American authors.
Finally, a shout-out to Kiana for her beautiful literary reflection! I can't wait to see what Margo and Logan write for us. It's been a genuine honor and pleasure working with these three amazing young people for the past two years, and I can't express how proud I am to see their wisdom, insight, and humanity in action here in Nantes. They're wonderful ambassadors for our community, and I can see that they're learning as much as they're imparting to our generous French hosts.
Till next time!
Of course, I also wanted to display the talents and interests of my wonderful students at Charles Wright Academy! Marie-Hélène was especially impressed by the presentations that my current juniors produced for their ARC thesis projects. This pair of videos showcases the analytical and creative brilliance that animates students' work:
Ralph Waldo Emerson, by Kian Croston
James Thurber, by Ann Thompson
Kian and Ann both wrote distinguished theses on their ARC authors, and their video presentations demonstrate their diligence, technical ability, gentle humor, and critical insight. I'm so proud to be able to share their work with all of you! I'm excited to see how our French friends will contribute to our understanding of these and many other American authors.
Finally, a shout-out to Kiana for her beautiful literary reflection! I can't wait to see what Margo and Logan write for us. It's been a genuine honor and pleasure working with these three amazing young people for the past two years, and I can't express how proud I am to see their wisdom, insight, and humanity in action here in Nantes. They're wonderful ambassadors for our community, and I can see that they're learning as much as they're imparting to our generous French hosts.
Till next time!
5/22/2017
Kiana's Literary journey
12 Years of English Class by Kiana Taghavi
When I was in grade and middle school, I used to think of English class as a means to an end, a sort of avenue to a limitless literary repertoire - nailing the standard five-paragraph essay format, understanding different techniques and figurative language, studying multiple types of clauses. I'm doing it. And I'm doing well! I'd frequently remark.
Little did I know that in high school my understanding of the English language and of literature would undergo a subtle shift, one that I'm only able to continually discern when I reflect upon my literary experience.
In high school, English class became a time for me to constantly voice my budding thoughts. It empowered me to find my sense of identity through vocal collaboration and reflection. It encouraged me to run for Student Government positions and to join different clubs.
I remember the day when I realized that I was deceiving myself by believing that I had mastered my literary voice. I was so accustomed to what I deemed standard essay writing that when a piece, which I thought had fit the established status quo, was heavily critiqued, I had a bittersweet epiphany. My writing was not mastered. Quite far from it, honestly. Sure, it was well-written with eloquent convention; however, were the emotions I felt about that particular text being accurately conveyed by my writing? Or were they being bogged down by my fantastical impression that good writing consists of 5 paragraphs, 3 quotes per body paragraph, 2 lines of analysis after each one sentence-quote, and elevated and convoluted syntax?
It was hard for me to acknowledge my literary shortfall. It was even harder for me to accept that I had to CHANGE parts of my writing style in order to improve. Revisions were indispensable. Revisions are indispensable.
That's not to say that the standard method of writing which I had dearly learned and heavily been attached to is inferior, or less laudable, to these revisions that I've made. I just knew that the only way my writing could be a better representation of me and, thus, my identity would be to find my own voice first. Through failure. Through success. Through strict structure. Through no structure. Through individual autonomy, most importantly.
English class, I soon grasped, was neither a core requirement nor a gateway to mastering English literature. Instead, English class has broadened the way I think, interact, communicate, and write. It has been a journey in itself that has anchored my personal values and has instilled a passion of awareness and love within me.
When I was in grade and middle school, I used to think of English class as a means to an end, a sort of avenue to a limitless literary repertoire - nailing the standard five-paragraph essay format, understanding different techniques and figurative language, studying multiple types of clauses. I'm doing it. And I'm doing well! I'd frequently remark.
Little did I know that in high school my understanding of the English language and of literature would undergo a subtle shift, one that I'm only able to continually discern when I reflect upon my literary experience.
In high school, English class became a time for me to constantly voice my budding thoughts. It empowered me to find my sense of identity through vocal collaboration and reflection. It encouraged me to run for Student Government positions and to join different clubs.
I remember the day when I realized that I was deceiving myself by believing that I had mastered my literary voice. I was so accustomed to what I deemed standard essay writing that when a piece, which I thought had fit the established status quo, was heavily critiqued, I had a bittersweet epiphany. My writing was not mastered. Quite far from it, honestly. Sure, it was well-written with eloquent convention; however, were the emotions I felt about that particular text being accurately conveyed by my writing? Or were they being bogged down by my fantastical impression that good writing consists of 5 paragraphs, 3 quotes per body paragraph, 2 lines of analysis after each one sentence-quote, and elevated and convoluted syntax?
It was hard for me to acknowledge my literary shortfall. It was even harder for me to accept that I had to CHANGE parts of my writing style in order to improve. Revisions were indispensable. Revisions are indispensable.
That's not to say that the standard method of writing which I had dearly learned and heavily been attached to is inferior, or less laudable, to these revisions that I've made. I just knew that the only way my writing could be a better representation of me and, thus, my identity would be to find my own voice first. Through failure. Through success. Through strict structure. Through no structure. Through individual autonomy, most importantly.
English class, I soon grasped, was neither a core requirement nor a gateway to mastering English literature. Instead, English class has broadened the way I think, interact, communicate, and write. It has been a journey in itself that has anchored my personal values and has instilled a passion of awareness and love within me.
Lily's visit to Nantes and the birth of the project
After having had preliminary discussions online, Lily and I, her students and mine finally met in Nantes!
The Americans are exhausted (9-hour jet lag and trip) but are also entusiastic and ready to begin collaborating!
And they had already been assigned a task from afar!
Here is the project for next year!
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