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ERIC ED372411: Developing Students' Discriminating Taste in Literature through Cooperative Learning Groups and Seminar Discussions. PDF

96 Pages·1994·0.93 MB·English
by  ERIC
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DOCUMENT RESUME CS 214 440 ED 372 411 Israel, Elfie AUTHOR Developing Students' Discriminating Taste in TITLE LiteraturA through Cooperative Learning Groups and Seminar Discussions. 94 PUB DATE 96p.; Ed.D. Practicum, Nova Southeastern NOTE University. Practicum Papers (043) Dissertations/Theses PUB TYPE Evaluative/Feasibility (142) Reports Tests/Evaluation Instruments (160) MF01/PC04 Plus Postage. EDRS PRICE *Childrens Literature; Creative Writing; Editing; DESCRIPTORS *Evaluation Criteria; Evaluation Methods; High Schools; *Literature Appreciation; Peer Evaluation; Poetry; Student Attitudes *Aesthetic Reading; Taste Discrimination IDENTIFIERS ABSTRACT A practicum was designed to help 40 students enrolled in creative writing classes at a suburban high school develop criteria with which to evaluate the aesthetic qualities of what they read. They were able to discern the differences between good and bad literature. Students were active participants in the process, performing skits, writing prose and poetry, and individually formulating criteria for evaluating the works of professionals and of their peers. Their final products were children's books they designed and wrote. Prose and poetry samples were disseminated, pre- and postsurveys were administered, students were trained in the peer editing process, and students were helped to prepare peer editing critique sheets. Analysis of the data revealed that the students could distinguish between good and bad literature. (Two tables of data, survey instruments and evaluation forms for book critiques, poetry evaluation, skit evaluation, and college essay critiques are included. Contains 29 references.) (Author/RS) * Reproductions supplied by EDRS arc the best that can be made * from the original document. *********************************************************************** Developing Students' Discriminating Taste in Literature Through Cooperative Learning Groups and Seminar Discussions U S. DEPARTMENT OF EDUCATION "PERMISSION TO 011.0o1Emicawwneaeaiciii.oriimpiouernent REPRODUCE THIS EDUCATIONAL RESOURCES INFORMATION MATERIAL HAS BEEN GRANTED BY CENTER (ER'C) "<"his document has been reproduced as received from the person or organization . originating it 0 Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this TO THE EDUCATIONAL RESOURCES document do not necessarily represent INFORMATION CENTER official OERI position or policy (ERIC).- by Elfie Israel Cluster 60- A Practicum I Report Presented to the E.D. Program in Child and Youth Studies in Partial Fulfillment of the Requirements for the Degree of Doctor of Education NOVA SOUTHEASTERN UNIVERSITY 1994 BEST COPY AVAILABLE 2 PRACTICUM APPROVAL This practicum took ce as descri Verifier: Amalia Gagam Assistant PrinicRal i Title Nova High School, 3600 College Avenue, Davie, FL 33314 Address 1911 Ppokc t Date q This practicum report was submitted by Elfie Israel under the direction of the adviser listed below.e4t was submitted to the Ed.D. Program in Child and Youth Studies and approved in partial fulfillment of the requirements for the degree of Doctor of Education at Nova Southeastern University. Approved: ;,A; =22 Zjim. 4(14CIP.s."4- Date dof Final Apptoval of Dr. William Anderson, Adviser Report 3 ACKNOWLEDGEMENTS The writer would like to thank Dr. William Anderson, Dr. Steven Pomerantz, and Mrs. Amalia Zagami, for their kind words, assistance, and encouragement, which were so greatly appreciated. The writer is grateful to Mr. Jim Beach and Ms. Carlene Hirsch for their tireless assistance in videotaping, photographing, and laminating materials; to colleagues who filled out forms, surveyed students, and shared their experiences and thoughts; to creative writing students for their cooperation and understanding; and to Mrs. Marge Marcus, who always understood what was expected. Additional thanks is given to Mr. Stuart Israel, the author's trusted reader and best friend; and to Sharon and Robert, her children, for their emotional support. A special thanks is given to Mrs. and Mrs. Joseph Although they are no longer with us, it was their Kaniuk. love for education which inspired their daughter and made this possible. iii 4 TABLE OF CONTENTS Page ACKNOWLEDGEMENTS iii TABLE OF CONTENTS iv .LIST OF TABLES Chapter INTRODUCTION I 1 Description of Community 1 Writer's Work Setting and Role 1 STUDY OF THE PROBLEM II 4 Problem Description 4 Problem Documentation 5 Causative Analysis 10 Relationship of the Problem to the Literature. 12 . ANTICIPATED OUTCOMES AND EVALUATION III INSTRUMENTS 20 Goals and Expectations 20 Expected Outcomes 20 Measurement of Outcomes 22 SOLUTION STRATEGY 24 IV Discussion and Evaluation of Solutions 24 Description of Selected Solution 25 Report of Action Taken 32 41 V RESULTS, DISCUSSION AND RECOMMENDATIONS Results 41 45 Discussion 66 Recommendations Dissemination 67 REFERENCES 68 iv Page Appendices A A SCALE TO MEASURE ATTITUDE TOWARD POETRY 72 . . . . READING - WRITING SURVEY B 74 STUDENTS' CHILDREN'S BOOK CRITIQUE C 77 STUDENT EVALUATION OF LITERARY WORKS D 79 "WOMAN I ADMIRE" 81 E EVALUATION OF POEM 84 F SKIT EVALUATION G 86 COLLEGE ESSAY CRITIQUE SHEET 88 H LIST OF TABLES Table Number of Students Evaluating Literary Works 1 on a Scale of 9 (High) to 1 (Low) 43 Number of Students Evaluating Award Winning 2 Children's Books on a Scale of 5 (High) to 1 (Low) 44 ABSTRACT Developing Students' Discriminating Taste in Literature Through Cooperative Learning Groups and Seminar Discussions. Practicum Report, Nova Southeastern Elfie Israel, 1994: University, Ed.D. Program in Early and Middle Childhood. Writing Evaluations/Literature Appreciation/Peer Evaluations/Children's Literature/Self-Evaluation (Groups) This practicum was designed to help high school students develop criteria with which to evaluate the aesthetic They were able to discern the qualities of what they read. Students were differences between good and bad literature. active participants in the process, performing skits, writing prose and poetry, and individually formulating criteria for evqluating the works of professionals and of Their final products were children's books their peers. they designed and wrote. The writer disseminated prose and poetry samples to students, administered pre-evaluations and presurveys and postsurveys, trained students in the peer editing process, and helped students prepare peer editing critique sheets. Analysis of the data revealed that the students could distinguish between good and bad literature. ********** Permission Statement As a student in the Ed.D. Program in Child and Youth give permission to Nova Studies, I do (14 do not ) ( Southeastern University to distribute copies of this It practicum report on request from interested individuals. is my understanding that Nova Southeastern University will not charge for this dissemination except to cover the costs of microfiching, handling, and mailing of the materials. 1,01 X3 ..;.5t.)1 Signature -Date I vi 7 CHAPTER I INTRODUCTION Description of Community The county in which the school is located is the second most populous one in its state. Its population has increased by 23.3% during the last decade while the student population has increased by 43.5 in the past 8 years, nearly double the growth rate of the county population. Average annual growth rate for non-minority students in the county was 2% a year; whereas the average annual growth rate for minority students in the county was 13.2%. The school district is the largest accredited one in the country. Writer's Work Setting and Role The writer's setting and background are unique. The worksetting is a suburban high school which is part of a four school complex; however, there is almost no The two elementary communication among the four schools. schools 2eed into the middle school, half of the students there attend the high school; the other half choose to go to their neighborhood schools. The writer's high school has no boundaries, yet it is All students must apply for considered a magnet school. admission; however, those who attend the middle school are 2 automatically eligible for the high school. Because of space constraints, the number of students in the high school The school board does have certain cannot exceed 1,700. requirements for admission into the schools which comprise No more than 5% of the students may come from the complex. any one school district unless it is overcrowded and 33% Furthermore, students' names are put on a must be Black. list and they are selected by date of application after the aforementioned requirements are met. The school was established as a research and development facility for the county and this is why the student population is supposed to proportionately reflect At the the racial and cultural composition of the county. moment only race and gender are incorporated in the admission policy; there is no attempt to reflect the The high school was one of the multicultural community. first to be aligned with Ted Sizer's Coalition of Essential The writer has taught Advanced Placement English Schools. as a part of the coalition, taught at Brown University's Summer Coalition high school, and is still involved with the Coalition and its principles. The writer is an English teacher, also licensed to She has taught teach social studies and the gifted. students on all levels from the ages of 8-18 for 22 years. Her experience includes teaching in an urban environment, on a small Caribbean island, and in both private and public 9 3 This year she is teaching three classes of schools. Advanced Placement English and two classes of creative She is also the faculty advisor of the school's writing. literary magazine and is a co-editor of the state's English She has just become one of the judges who will Journal. evaluate whether articles should be published in the English Journal, an official organ of the National Council of Teachers of English (NCTE). The advanced placement classes in English language are All the students are college theoretically homogeneous. bound, but their reading and writing abilities vary from The two creative writing PSAT verbal scores of 350 to 700. classes are heterogeneous with students in grades 10, 11, These two and 12, whose reading scores are from 300-800. classes are elective and will be the subjects of this practicum.

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