Need to review how to do the peer review assignment your instructor is asking you to complete on turnitin.com? View the tutorial here:
http://turnitin.com/en_us/support/help-center/writing-a-review-in-peermark-as-a-student
Not sure how to access a peer review that another student has written for your paper on turnitin.com? View the tutorial about that here:
http://turnitin.com/en_us/support/help-center/reading-student-reviews-in-peermark
Is your instructor using GradeMark, but you aren't sure how to use the program to view the comments on your draft? View the information about how to make the most out of the feedback GradeMark gives you by going to:
http://turnitin.com/en_us/support/help-center/viewing-papers-in-grademark-as-a-student
Want to download or print the GradeMark version of your draft? Learn how to do that here:
http://turnitin.com/en_us/support/help-center/downloading-and-printing-a-paper-in-grademark
Is your instructor asking you to use turnitin.com through Angel, Blackboard, or Moodle? If you aren't sure how these programs affect what you need to do, you can view tutorials about using these programs in conjunction with turnitin.com here:
http://turnitin.com/en_us/support/help-center/student-articles
Wednesday, February 29, 2012
Tuesday, February 28, 2012
Viewing an Originality Report in Turnitin OriginalityCheck - Student Tra...
View a text based version of the tutorial here:
http://turnitin.com/en_us/support/help-center/viewing-originality-reports
View an article on self-plagiarism from turnitin.com here:
http://turnitin.com/en_us/support/help-center/submitting-work-for-two-different-classes
Submitting a Paper to a Turnitin Assignment - Student Training
View a text based version of the tutorial here:
http://turnitin.com/en_us/support/help-center/submitting-papers-as-a-student
Creating a Turnitin Account and Enrolling in a Class - Student Training
Remember, you will need the Course ID and enrollment password provided by your instructor to create your account or add a class to your existing account.
View a text based version of this tutorial here:
http://turnitin.com/en_us/support/help-center/enrolling-in-a-class
What to do if you forget your turnitin.com password:
http://turnitin.com/en_us/support/help-center/forgotten-passwords
Wednesday, February 15, 2012
It's OK to be Hot for Teacher, If You're Eddie Van Halen...Others Need Not Apply
According to Inside Higher Education, Joseph Corlett, a former student at Oakland University in Michigan has been suspended for the content of his "Writer's Daybook" which is a journal assignment for his English 380 (Advanced Critical Writing) class. (Read Inside Higher Education's article here: http://www.insidehighered.com/news/2012/02/13/student-suspended-after-he-writes-affection-professor) In it, students were instructed to "try out ideas and record observations."
According to the 2/15/12 edition of the Huffington Post, he was suspended for a year and must show evidence of "counseling...to work on sensitivity issues" if he wishes to re-enroll in 2013. Corlett has also been notified by the university that he will be charged with criminal trespass if he is on campus at any time during his suspension. (Read the suspension letter from the Dean of Students here: http://thefire.org/public/pdfs/fca09bffc7b510b49eae93b5833477e5.pdf?direct)
At issue is a reoccurring entry, or perhaps theme, that Corlett explores which centers around his attraction, or lack thereof, to his female professors--one of whom was his English 380 professor. Corlett indicates that he is paying homage-or at least that he's inspired by the Van Halen video, "Hot for Teacher." Which I've posted here so you can view it Not only because it's Van Halen and because it helps with the contextualization of the issue, but also, and more importantly I think, because I'm not sure how after watching it, that Corlett's entries come off as anything but tame in comparison. One of the entries in this series devotes a couple of pages to the old Mary Ann vs. Ginger dilemma that has plagued the male gender since the 1960s. Shocking stuff, I know. Enlightened? I didn't say that, but not threatening.)
While his topic choice is perhaps ill-advised at best (1. I'm not so sure how smart it is to confess these feelings in a journal to your professor. 2. If he is really "confessing" them with the intent to act upon them or with the hopes that Mitzelfeld will, then at age 56 he should know including a series of other women in his entries probably isn't going to work out well for him. And yes, I know there are arguments to made for other things he should know by this age as well... 3. He does comment from time to time about worrying that his wife might read his journal.) and a bit creepy (as some commentators observe) at worst, they are not lewd (suggestive in places, yes, but not explicit) or threatening.
He gives no indication of acting on any of these attractions. He is not engaged in merely objectifying these women (although even if he were, I'm not sure that's cause for suspension). At several points, he discusses how his attraction to these women is related to personality quirks, their intellectual sides, and their teaching styles. Also, while a good deal of the entries discuss his personal likes, dislikes, that sort of thing-several also contain content where he is not only stating his observations (as he was asked to do) but also analyzing his reactions to them. Perhaps I am giving him more credit than is due, but when I read the entries, it didn't seem as though the point of the entries was objectification of the professors or just a record of his personal fantasies about them so much as a reflection on himself, an attempt to understand and analyze this facet of his personality. His attraction to these women is the lens through which he is trying to view himself and his evolution, or lack thereof, from the time he was a young man to his current state.
These entries are interspersed with others dealing with unrelated topics. This, along with his apparent audience awareness indicates he is pretty self aware concerning what he's writing and the context of it--which does not necessarily mean he's making "the best" choices or ones I would make given the same situation or even "appropriate ones," but he is making choices, clear choices. He's making a conscious effort to create a narrative thread. He interrupts his own entries to make direct comments to his instructor such as the one where he says he hopes she doesn't misunderstand his intentions with these posts. He leaves spaces labeled for her comments. He makes editorial notes to himself. He jokes around with grammar rules. He even includes graphics of his current intake of alcoholic or caffeinated beverages for her to use as a gauge while reading the corresponding post. At one point he writes, "I'm going to write here and with no apology. I hope you like me and aren't offended, but I'm paying you to kick my ass into being a better writer."
We may not like the narrative we encounter. True enough. "Lost Opportunities/So There" seems more than a bit creepy-and more so than the "hot for teacher" ones. In it, he rants against a young co-ed who he evidently tried to contact about an assignment. From his perspective, this girl, who is "hot," has categorized him as the stereotypical old, creepy, stalker type from English class. Evidently, she has even gotten her family involved in telling him his communication is unwanted. He goes to great lengths to attest to his innocence. All he wanted, he maintains, is to do well on an assignment, and now he is willing to play the martyr because he emphatically states he will fail a class before ever again making the mistake of asking another classmate for help. Yes, this is a journal. Yes, venting can be a common aspect of those, even ones for classes. However, given the awareness he demonstrates elsewhere in his journal for the fact that what he is writing is public, not private, I can't help wondering if this entry is more than just venting. Is it a departure from his previous awareness because of his emotional state when writing the entry? Has he completely let down his guard by forgetting his audience or that there even is one? Or is this entry carefully constructed for his particular audience, his teacher.
The narrative may not fit the current political constructs of a college writing classroom in Michigan. In "Political Correctness Invades OU," he critiques an instructor's refusal to allow the "n" word in class when the students are discussing The Emperor Jones as part of the larger problem of political correctness issue he sees on campus. He also berates himself for his lack of courage in standing up to her.
Those, however, are separate issues. The fact that he is actively making choices in his writing to construct a narrative and a persona lead me to wonder how much of a "threat" it indicates that he is or potentially might be. And, as the Inside Higher Education article points out, there is nothing threatening mentioned toward any of the women.
(Read the entries here: http://thefire.org/public/pdfs/6afc320371b1194fafa955b55658aa86.pdf?direct)
Further clouding the issue of whether or not Corlett should have been suspended because of his journal entries is an e-mail sent by his English 380 instructor to the university administration wherein she states that Corlett has clearly demonstrated his "obsession" for guns, that she is afraid of his presence on campus, won't tolerate his intimidating her, and requests permission to teach from her home until he is removed from campus. (Read her e-mail here: http://thefire.org/public/pdfs/9250dff8b0960db30f46fac58acd4d1c.pdf?direct)
The only evidence she gives for his "obsession" are letters he wrote to the college paper stating his support for the right to carry concealed weapons on campus. (Read letters here: http://oaklandpostonline.com/2011/01/25/perspectives/letters-to-the-editors/) The letters are in response to an article published by the paper which discussed an incident on campus where a student had violated the campus policy on carrying firearms. In the letter, Corlett discusses his interpretation of Michigan gun laws, the campus policy, and the incident. He corrects what he feels are mistakes made in the original article on the incident. There is also a follow up post where Corlett responds to another reader, and yes, does support the right to concealed carry as he feels is defined by the state statutes of Michigan. According to the Huffington Post, at no time, though, was Corlett known to have carried a weapon on his person while on campus.
Is this enough to warrant the picture Mitzelfeld (his English 380 professor) creates of him in her e-mail to the administration? Is this what has made her too afraid to use the women's restroom or to be "20 feet" away from him in the Writing Center as she asserts? There might be other issues or instances which she hasn't articulated in the e-mail. I dunno. I do know I have had several students who have written essays on topics I would say range from highly inappropriate to completely illogical to my personal world view. I have also had students who have openly advocated for concealed carry along with the right to carry weapons on campus and in the classroom. I certainly don't agree with that position. I also don't agree, as one former student asserted, that the whole "Holocaust thing" was just made up for sympathy. It never happened. His father told him so. I might also add that this particular student came to each class dressed in a black t-shirt, fatigues, and combat boots. His head was shaved. He had been expelled from school in junior high--for bringing a weapon to school. I have also dealt with my fair share gender biased policies, remarks, and writings. I have read several essays filled with personal details I could never imagine putting into a composition assignment--some of which gave me pause concerning the particular students in question thanks to their "over sharing," but never did I feel threatened by any of them.
Repulsed. Saddened. Discouraged. Yes, to all. (And sometimes amused, too.) But not afraid.
I also know this. There might be other issues or instances which Mitzelfeld hasn't articulated in the e-mail, incidents that aren't public knowledge but that did come to light in the hearing Corlett was granted before his expulsion. Certainly, I don't know Corlett, and have not had the interaction she has had with him on campus.
I also know that a student's writing only caused me to be afraid of him once. His first essay was supposed to discuss an event in his life that he learned an important lesson from. His topic: a drive by shooting in which he'd killed someone who as he put it had "dissed" him earlier that night at a party. His important lesson: anything you do is okay as long as you don't get caught. I wasn't afraid of him after I read this piece. It could have merely been intended as a statement of facts. I asked him to write about an incident where he learned something important. This, to him, was what he felt best illustrated that. Perhaps it was bragging. My class wasn't where he was used to being, but hey, he wasn't afraid of any 5'5" English teacher or what she had to hand him. After all, he'd killed a guy, and with no remorse, either. It could have been an outright lie. Why would someone make something like this up? I don't know. However, it wouldn't be the first time something outlandish and entirely untrue had crossed my desk because a student felt as though he or she didn't have anything "good enough" or "interesting enough" to write about. What did make me afraid was the continued theme of violence/no remorse in his essays coupled with his continual invasion of my personal space whenever he wanted to discuss his progress (or lack thereof) in my class, his confronting me (one more than one occasion) in the dark hallway as I was getting ready to leave my office after a night class, and the fact that my administration did not feel this was something that warranted either his removal from my class or intervention on the part of people on campus (such as a dean or a coach or the athletic director) who might have more influence over his conduct than I evidently did. Had any of these been different--the writing without the conduct, or the conduct minus the writing--I might not have felt that way. I won't ever know for sure.
And at this point, we don't know that Mitzelfeld's assertions aren't based on the same type of confluence. Inside Higher Education's article doesn't make it appear as if they are. It would be truly unfortunate if that turns out to be the case. It's a constant struggle to get rhetoric and composition students to truly engage in their own writing, to be honest, to be vulnerable, to try--and possibly fail at--new things instead of merely repeating old, worn out patterns. And it seems, at least for a moment, Mitzelfeld had created an environment for her students where that was possible because amidst all of the more controversial topics of his writing, Corlett also writes, "I think I'm going to implement a 'no page tear out' rule so that you'll know you're seeing everything I've written. I'm starting to like this vulnerability, it's exciting," and later, after a particularly revealing and personal piece, he adds, "I cannot believe I just wrote that but I did and it's staying. I don't give a f---. It is what it is. I WILL NOT TEAR THIS PAGE." In what appears to be an effort to steel his resolve, he boxes the text for further emphasis.
He was asked to write frequently in his journal, was told that grammar and spelling would not be a basis for his grade, and to try to make the journal something that "worked" for him. Beyond that, he wasn't given much direction. It is true that after reading some of the "hot" entries, he was advised by Mitzelfeld that this topic was inappropriate and that he should discontinue writing about it. He didn't. Why? Hmmm...your guess is as good as mine. Given the anti-pc bent of some of his other entries, perhaps he felt this was just her version of political correctness which he felt he didn't have to abide by. Perhaps it was something else. I mean, who among us, haven't had the experience of telling a student very directly what he or she needed to do (or not do) with a piece of writing only to have the student completely ignore our direction. It happens. It happens a lot. Perhaps that's all it was in this case, as well.
As a professional, I would find it very discouraging if it's found that Corlett's expulsion was unjustified. However, not as discouraging as I'm sure Corlett finds it. In a biographical essay he wrote for Oakland Community College's student essay contest in 2009-2010, he says, "resuming my college education is my mid-life crisis. The regret I’ve carried about dropping out has not decreased. Like a festering wound, the regret worsened with time. Continuing my education is the only relief I’ve found." However, it does seem from his Facebook updates, Corlett is enjoying his "15 minutes" as he has deemed this turn of events in his college career.
According to the 2/15/12 edition of the Huffington Post, he was suspended for a year and must show evidence of "counseling...to work on sensitivity issues" if he wishes to re-enroll in 2013. Corlett has also been notified by the university that he will be charged with criminal trespass if he is on campus at any time during his suspension. (Read the suspension letter from the Dean of Students here: http://thefire.org/public/pdfs/fca09bffc7b510b49eae93b5833477e5.pdf?direct)
At issue is a reoccurring entry, or perhaps theme, that Corlett explores which centers around his attraction, or lack thereof, to his female professors--one of whom was his English 380 professor. Corlett indicates that he is paying homage-or at least that he's inspired by the Van Halen video, "Hot for Teacher." Which I've posted here so you can view it Not only because it's Van Halen and because it helps with the contextualization of the issue, but also, and more importantly I think, because I'm not sure how after watching it, that Corlett's entries come off as anything but tame in comparison. One of the entries in this series devotes a couple of pages to the old Mary Ann vs. Ginger dilemma that has plagued the male gender since the 1960s. Shocking stuff, I know. Enlightened? I didn't say that, but not threatening.)
While his topic choice is perhaps ill-advised at best (1. I'm not so sure how smart it is to confess these feelings in a journal to your professor. 2. If he is really "confessing" them with the intent to act upon them or with the hopes that Mitzelfeld will, then at age 56 he should know including a series of other women in his entries probably isn't going to work out well for him. And yes, I know there are arguments to made for other things he should know by this age as well... 3. He does comment from time to time about worrying that his wife might read his journal.) and a bit creepy (as some commentators observe) at worst, they are not lewd (suggestive in places, yes, but not explicit) or threatening.
He gives no indication of acting on any of these attractions. He is not engaged in merely objectifying these women (although even if he were, I'm not sure that's cause for suspension). At several points, he discusses how his attraction to these women is related to personality quirks, their intellectual sides, and their teaching styles. Also, while a good deal of the entries discuss his personal likes, dislikes, that sort of thing-several also contain content where he is not only stating his observations (as he was asked to do) but also analyzing his reactions to them. Perhaps I am giving him more credit than is due, but when I read the entries, it didn't seem as though the point of the entries was objectification of the professors or just a record of his personal fantasies about them so much as a reflection on himself, an attempt to understand and analyze this facet of his personality. His attraction to these women is the lens through which he is trying to view himself and his evolution, or lack thereof, from the time he was a young man to his current state.
These entries are interspersed with others dealing with unrelated topics. This, along with his apparent audience awareness indicates he is pretty self aware concerning what he's writing and the context of it--which does not necessarily mean he's making "the best" choices or ones I would make given the same situation or even "appropriate ones," but he is making choices, clear choices. He's making a conscious effort to create a narrative thread. He interrupts his own entries to make direct comments to his instructor such as the one where he says he hopes she doesn't misunderstand his intentions with these posts. He leaves spaces labeled for her comments. He makes editorial notes to himself. He jokes around with grammar rules. He even includes graphics of his current intake of alcoholic or caffeinated beverages for her to use as a gauge while reading the corresponding post. At one point he writes, "I'm going to write here and with no apology. I hope you like me and aren't offended, but I'm paying you to kick my ass into being a better writer."
We may not like the narrative we encounter. True enough. "Lost Opportunities/So There" seems more than a bit creepy-and more so than the "hot for teacher" ones. In it, he rants against a young co-ed who he evidently tried to contact about an assignment. From his perspective, this girl, who is "hot," has categorized him as the stereotypical old, creepy, stalker type from English class. Evidently, she has even gotten her family involved in telling him his communication is unwanted. He goes to great lengths to attest to his innocence. All he wanted, he maintains, is to do well on an assignment, and now he is willing to play the martyr because he emphatically states he will fail a class before ever again making the mistake of asking another classmate for help. Yes, this is a journal. Yes, venting can be a common aspect of those, even ones for classes. However, given the awareness he demonstrates elsewhere in his journal for the fact that what he is writing is public, not private, I can't help wondering if this entry is more than just venting. Is it a departure from his previous awareness because of his emotional state when writing the entry? Has he completely let down his guard by forgetting his audience or that there even is one? Or is this entry carefully constructed for his particular audience, his teacher.
The narrative may not fit the current political constructs of a college writing classroom in Michigan. In "Political Correctness Invades OU," he critiques an instructor's refusal to allow the "n" word in class when the students are discussing The Emperor Jones as part of the larger problem of political correctness issue he sees on campus. He also berates himself for his lack of courage in standing up to her.
Those, however, are separate issues. The fact that he is actively making choices in his writing to construct a narrative and a persona lead me to wonder how much of a "threat" it indicates that he is or potentially might be. And, as the Inside Higher Education article points out, there is nothing threatening mentioned toward any of the women.
(Read the entries here: http://thefire.org/public/pdfs/6afc320371b1194fafa955b55658aa86.pdf?direct)
Further clouding the issue of whether or not Corlett should have been suspended because of his journal entries is an e-mail sent by his English 380 instructor to the university administration wherein she states that Corlett has clearly demonstrated his "obsession" for guns, that she is afraid of his presence on campus, won't tolerate his intimidating her, and requests permission to teach from her home until he is removed from campus. (Read her e-mail here: http://thefire.org/public/pdfs/9250dff8b0960db30f46fac58acd4d1c.pdf?direct)
The only evidence she gives for his "obsession" are letters he wrote to the college paper stating his support for the right to carry concealed weapons on campus. (Read letters here: http://oaklandpostonline.com/2011/01/25/perspectives/letters-to-the-editors/) The letters are in response to an article published by the paper which discussed an incident on campus where a student had violated the campus policy on carrying firearms. In the letter, Corlett discusses his interpretation of Michigan gun laws, the campus policy, and the incident. He corrects what he feels are mistakes made in the original article on the incident. There is also a follow up post where Corlett responds to another reader, and yes, does support the right to concealed carry as he feels is defined by the state statutes of Michigan. According to the Huffington Post, at no time, though, was Corlett known to have carried a weapon on his person while on campus.
Is this enough to warrant the picture Mitzelfeld (his English 380 professor) creates of him in her e-mail to the administration? Is this what has made her too afraid to use the women's restroom or to be "20 feet" away from him in the Writing Center as she asserts? There might be other issues or instances which she hasn't articulated in the e-mail. I dunno. I do know I have had several students who have written essays on topics I would say range from highly inappropriate to completely illogical to my personal world view. I have also had students who have openly advocated for concealed carry along with the right to carry weapons on campus and in the classroom. I certainly don't agree with that position. I also don't agree, as one former student asserted, that the whole "Holocaust thing" was just made up for sympathy. It never happened. His father told him so. I might also add that this particular student came to each class dressed in a black t-shirt, fatigues, and combat boots. His head was shaved. He had been expelled from school in junior high--for bringing a weapon to school. I have also dealt with my fair share gender biased policies, remarks, and writings. I have read several essays filled with personal details I could never imagine putting into a composition assignment--some of which gave me pause concerning the particular students in question thanks to their "over sharing," but never did I feel threatened by any of them.
Repulsed. Saddened. Discouraged. Yes, to all. (And sometimes amused, too.) But not afraid.
I also know this. There might be other issues or instances which Mitzelfeld hasn't articulated in the e-mail, incidents that aren't public knowledge but that did come to light in the hearing Corlett was granted before his expulsion. Certainly, I don't know Corlett, and have not had the interaction she has had with him on campus.
I also know that a student's writing only caused me to be afraid of him once. His first essay was supposed to discuss an event in his life that he learned an important lesson from. His topic: a drive by shooting in which he'd killed someone who as he put it had "dissed" him earlier that night at a party. His important lesson: anything you do is okay as long as you don't get caught. I wasn't afraid of him after I read this piece. It could have merely been intended as a statement of facts. I asked him to write about an incident where he learned something important. This, to him, was what he felt best illustrated that. Perhaps it was bragging. My class wasn't where he was used to being, but hey, he wasn't afraid of any 5'5" English teacher or what she had to hand him. After all, he'd killed a guy, and with no remorse, either. It could have been an outright lie. Why would someone make something like this up? I don't know. However, it wouldn't be the first time something outlandish and entirely untrue had crossed my desk because a student felt as though he or she didn't have anything "good enough" or "interesting enough" to write about. What did make me afraid was the continued theme of violence/no remorse in his essays coupled with his continual invasion of my personal space whenever he wanted to discuss his progress (or lack thereof) in my class, his confronting me (one more than one occasion) in the dark hallway as I was getting ready to leave my office after a night class, and the fact that my administration did not feel this was something that warranted either his removal from my class or intervention on the part of people on campus (such as a dean or a coach or the athletic director) who might have more influence over his conduct than I evidently did. Had any of these been different--the writing without the conduct, or the conduct minus the writing--I might not have felt that way. I won't ever know for sure.
And at this point, we don't know that Mitzelfeld's assertions aren't based on the same type of confluence. Inside Higher Education's article doesn't make it appear as if they are. It would be truly unfortunate if that turns out to be the case. It's a constant struggle to get rhetoric and composition students to truly engage in their own writing, to be honest, to be vulnerable, to try--and possibly fail at--new things instead of merely repeating old, worn out patterns. And it seems, at least for a moment, Mitzelfeld had created an environment for her students where that was possible because amidst all of the more controversial topics of his writing, Corlett also writes, "I think I'm going to implement a 'no page tear out' rule so that you'll know you're seeing everything I've written. I'm starting to like this vulnerability, it's exciting," and later, after a particularly revealing and personal piece, he adds, "I cannot believe I just wrote that but I did and it's staying. I don't give a f---. It is what it is. I WILL NOT TEAR THIS PAGE." In what appears to be an effort to steel his resolve, he boxes the text for further emphasis.
He was asked to write frequently in his journal, was told that grammar and spelling would not be a basis for his grade, and to try to make the journal something that "worked" for him. Beyond that, he wasn't given much direction. It is true that after reading some of the "hot" entries, he was advised by Mitzelfeld that this topic was inappropriate and that he should discontinue writing about it. He didn't. Why? Hmmm...your guess is as good as mine. Given the anti-pc bent of some of his other entries, perhaps he felt this was just her version of political correctness which he felt he didn't have to abide by. Perhaps it was something else. I mean, who among us, haven't had the experience of telling a student very directly what he or she needed to do (or not do) with a piece of writing only to have the student completely ignore our direction. It happens. It happens a lot. Perhaps that's all it was in this case, as well.
As a professional, I would find it very discouraging if it's found that Corlett's expulsion was unjustified. However, not as discouraging as I'm sure Corlett finds it. In a biographical essay he wrote for Oakland Community College's student essay contest in 2009-2010, he says, "resuming my college education is my mid-life crisis. The regret I’ve carried about dropping out has not decreased. Like a festering wound, the regret worsened with time. Continuing my education is the only relief I’ve found." However, it does seem from his Facebook updates, Corlett is enjoying his "15 minutes" as he has deemed this turn of events in his college career.
Call for Poems
In celebration of National Poetry Month, TYCA (Two Year College English Association) is currently accepting submissions for the TYCA gallery of NCTE's National Gallery of Writing. Submissions may be made by anyone who is an instructor at a two year institution. You do not have to be a TYCA member or writing instructor to submit your work.
TYCA is looking for submissions to either their traditional gallery or their gallery which will contain audio and video versions of the works. The deadline for submissions is March 12, 2012.
You can access the complete submission process as well as access to past galleries at:
http://www.ncte.org/library/NCTEFiles/Groups/TYCA/Poetry_Month_2012.pdf.
TYCA is looking for submissions to either their traditional gallery or their gallery which will contain audio and video versions of the works. The deadline for submissions is March 12, 2012.
You can access the complete submission process as well as access to past galleries at:
http://www.ncte.org/library/NCTEFiles/Groups/TYCA/Poetry_Month_2012.pdf.
Call for Submissions from Talking Points
Talking Points is currently asking for manuscripts for the following editions. The information posted here is taken from the NCTE website.
Talking Points is published in May and October by WLU, the Whole Language Umbrella, a conference of NCTE. Talking Points helps promote literacy research and the use of whole language instruction in classrooms. It provides a forum for parents, classroom teachers, and researchers to reflect about literacy and learning. We invite submissions from professionals across the educational spectrum, including classroom teachers, teacher educators, researchers, and educational advocates/activists.
Manuscripts submitted should: (1) be on a topic or issue related to holistic teaching and learning; or (2) present theory and/or research that contributes to the knowledge base for holistic, democratic, and inclusive education. Manuscripts should be no more than 15 pages in length (standard margins, double spaced) and, to ensure a blind review, contain no information identifying the author except on an attached cover sheet.
Upcoming Themes
October 2012: Re-seeing Response, Refining New LiteraciesSubmission Deadline: March 1, 2012
Often we consider reader response in an historical sense. We remember Louise Rosenblatt and her contribution of the reading transaction. How do new literacies build on reader response and expand it? How does reader response push new literacies? In this issue we explore the symbiotic relationship of new literacies and reader response. What have your students taught you about reader response as they engage in new literacies? How has their engagement in new literacies expanded what literacy means to them and to you? How does this new definition explode curriculum? We encourage lots of classroom practices in this issue that are firmly tied to both reader response and new literacies.
May 2013: Talking, Learning and Critiquing
Submission Deadline: October 1, 2012
Teachers in the whole language community are positioned at the forefront of language, learning and critique. We understand the power of community; we know that language is a vital component to communication, reading and writing. We understand how engagement is key to learning, that diversity is strength, and that we grow only through critiquing our practices and our lives. So what is new in talking, learning and critiquing? How do these components meld, weave, and influence one another in 21st century classrooms? Where has talk caused rifts and barriers instead of learning, and what have we learned in the process? In this issue, we invite pieces that highlight the interplay of talk, learning, and critical literacy or critique at all ages and stages.
October 2013: Teacher Research in Collaborative Contexts
Submission Deadline: March 1, 2013
To submit a manuscript, email it as a Word attachment to the editor, Carol Gilles, at TalkingPoints@missouri.edu. Manuscripts are accepted at any time. If you do not receive confirmation within a few days that your manuscript was received, please resend it.
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