Blog Post #4 - Oral Communication

Oral Communication 

William Jennings Brian. Scopes Trail. 1925. (Public Domain).

 Debates, Speeches, and Dramatic Arts

         In my view, oral communication provides the foundation for literacy.  In general, the ability to learn and speak a language or multiple languages is an innate quality shared by all people.  It is by means of languages that we are readily able to communicate our personal thoughts and feelings.  Our ability to communicate through language provides us with the capacity to read and write.  Therefore oral communication is of fundamental importance for literacy as it establishes the possibility of literacy and its subsequent components.  In other words, developing strong oral communication skills is essential to advancing our ability to read and write.

Since oral communication has an integral role in literacy it should naturally play a major part in literacy education.  In this vein, the Ontario Curriculum Grades 1 – 8 Language claims that “(o)ral communication skills are fundamental to the development of literacy and essential for thinking and learning” (p.9).  This latter statement identifies the important role of literacy in the Ontario curriculum standards.  However, in my experience academic focus on oral communication is often subordinated to reading and writing.  I think that is an unfortunate error of judgment.  After all, if oral communication plays a fundamental role in literacy then strengthening oral communication skills should have a positive impact on the ability to read and write.

To help improve the oral communication of students I will discuss three relevant oral communication components in this blog post.  These are debates, speeches, and dramatic arts.  All three help to develop learning in relation to oral communication and, I believe, they offer the greatest potential to engage the interests of students.

Debates

Hillary Rodham Clinton, right, and Sen. Bernie Sanders, of Vermont, speak during the CNN Democratic Debate. 

In my opinion, classroom debates provide the greatest potential for expanding student learning of oral communication.  Furthermore, if done properly, debates can be a stimulating intellectual exercise that offers discussion on a variety of interests.  Significantly, organizing debates for academic purposes will require some thoughtful preparation.  To address this latter issue I will now consider the organization of classroom debates.

       One important aspect of debates is proper edict.  Students need to understand that an academic debate has rules and procedures.  That is, it is not two interlocutors constantly interrupting each other, as is usually the case with televised political debates.  In light of this I think it is worth the time to discuss "Robert's Rules" with students prior to the start of any formal debate.  This will help to improve decorum and order, essential components for any civilized debate.  It is also important that instructors establish clear rules and guidelines.  Rules for debating will depend on the context of the classroom (grade level, etc.).  Hence, it will require the professional judgment of the instructor to identify the rules of debate and to make sure they are understood by their students.  A good place for instructors to start is this list of debating rules provided by The Nova Scotia Debating Society.

       While rules and procedures are essential component to a well organized debate it is also important that students are interested in the subject matter they are debating.  This, I believe, is crucial for the liveliness and intensity of debates.  Hence, to help students develop an interest in debating they must be passionate about the issues they are discussing.  Student interests will vary depending on the context of the class.  However, one good place for instructors to begin researching debate topics is idebate.org.

Speeches and Dramatic Arts

Tennant and Tchaikowsky as Hamlet and Yorick. Royal Shakespeare Company.

       Two important subjects relevant to oral communication and education are speeches and dramatic arts.  I think both of these topics provide a wealth of opportunity for student exploration and captivation.  There are few people that find Martin Luther King's I Have A Dream Speech uninspiring.  There also few people that fail to find beauty in Hamlet's most famous soliloquy.   From Sophocles' Antigone to Winston Churchill's "Their Finest Hour", speeches and plays have influenced the course of human history.  Therefore incorporating speeches and plays is not only a good way to improve the oral communication skills of students, it is also a good way to provide them with a platform for understanding historical development and personal self-reflection.  There are many effective ways to do this as an instructor.  One of my most fawned memories in high school literacy comes from my grade nine teacher of Shakespeare.  She did not allow us to simply read the play Julius Caesar, instead, as a class, we acted out every line.  Academic experiences such as this one have the potential to truly inspire students by illuminating them to the power of spoken words.  Acting out plays in class is certainly something I will be engaging in with my future classes.  There are plenty of plays out their for students to partake in (see Simply Scripts for some free plays to explore), and many examples of great speeches to inspire young rhetoricians (see The History Place for a wide variety of influential speeches).  As teachers of literacy it is important that student are provided with the opportunity to see what treasures the world has to offer that lay beyond the shallow confines of their television screens.  Unfortunately, many students are simply not allotted this opportunity.  With the vast amount of both speeches and plays available it is not only the privilege of instructors to present this material to students, but, I believe, it is their duty to do so.

Blog Post #3 - Writing - Creativity and Persuasion

The Philosopher. Abraham Van Der Hecken. 1635 (Public Domain).

Writing - Creative and Persuasive

       Along with reading, writing is arguably one of the most important skills a person can learn.  In academics writing is pervasive.  That is, I am unaware of any educational subject that does not require or rely heavily on the skill of writing.  It follows that writing takes on various forms and plays a fundamental role throughout education.  In my opinion, the two forms of writing that are the most prevalent in literacy are creative and persuasive.  Arguably, these two modes of writing provide the basis for literature.  For example, creative writing includes poetry, scripts, and fictional literature.  While persuasive writing includes essays, articles, and jurisprudence.  Significantly, both creative and persuasive writing have a lot to offer in terms of expanding and exploring our understanding of ourselves and the world we inhabit.  It is for these reasons I will be exploring both creative and persuasive writing in this blog post.

The Ontario Curriculum and Academic Considerations

Bored Student Sleeping. 123rf.com Stock Photo. 

       According to The Ontario Curriculum Grades 1 - 8 Language, "Students should be given the kinds of assignments that provide opportunities to produce writing that is interesting and original and that reflects their capacity for independent critical thought" (The Ontario Curriculum Grades 1 - 8 Language, 12).  In my opinion, teaching students how to write both creatively and persuasively satisfies these curriculum expectations.  With these expectations of the Ontario Curriculum in mind I will now begin my discussion on creative writing.

Creative Writing

Virginia Woolf. Photo by George Charles Beresford. 1902 (Public Domain). 

       Creative writing can be frustrating at times, but it can also be highly rewarding.  In my view, some of the greatest achievements of humanity are products of creative writing.  From Homer to Dostoevsky, creative writing never ceases to inspire, question, and inform our understanding.  Significantly, the ability to contribute to the long list of literary geniuses requires patience, hard work, and perseverance.  Fortunately for modern writers there are many opportunities available to assist them in their arduous tasks.  One online site that I think is particularly useful is http://www.dailywritingtips.com/.  This site contains hundreds of informative articles.  Some articles focus on tips regarding grammar and style.  However, most of the site's articles focus directly on the art of creative writing.  This includes discussions on an author's voice, plot sequencing, sentence flow, dialogue construction, children's stories, starting tips, editing tips, and much more!  Sometimes the major difficulty for aspiring authors is knowing where and how to begin their project.  I believe that http://www.writersdigest.com/ provides some good advice and inspiration for writers that may be struggling.

       My humble advice is that there is no substitute for the real thing.  If you desire to be a creative writer advice and inspiration will only take you so far.  What is required is engaging in the writing process itself.  As the saying goes: "Rome was not built in a day," and neither are great works of creative writing.  So start writing, let your creative spirits loose, and, perhaps most importantly, have fun building your creation!

                                                              Persuasive Writing

                                   Noam Chomsky. Vancouver, Canada, 2004. Photo by Flikr.

       Creative writing typically requires innovation and originality, while persuasive writing tends to be analytical and expository.  In my opinion, the purpose of persuasive writing is not only to convince readers to adopt a particular position, but it should also strive to inform.  Understanding how to argue for or against a position is a crucial aspect of intellectual development.  It is by means of these latter skills we are able develop and revise our opinions as well as justify a particular stance we take on an issue.  A successful persuasive writer understands how to research and apply evidence.  They know how to organize and structure their arguments in a clear and accessible manner.  Finally, good persuasive writers are rigorous writers.  That is, they are scrupulous in their efforts, aiming for accuracy and honesty, not deception.  While all of these skills take time and practice to develop before mastering, I think a good place to begin understanding the fundamentals of persuasive writing is at essayinfo.com. This site supplies basic information and useful tips on how to write persuasively.  For example, it offers writing guides on essay types, styles, and organizational structures. Besides writing effectively, a good persuasive writer also understand how to research properly.  A good introduction to researching competently is available from the Cornell University Library.

       In my view, understanding how to write persuasively is not simply an academic skill set.  It is also a valuable tool for intellectual self-defense and for expressing personal opinion.  The veracity of our opinions depends on the strength and validity of our arguments, as well as the subsequent evidence we use to support those arguments.  Therefore becoming a good persuasive writer allows us to develop a better understanding of what we believe and why we believe it.  As the inscription on the Ancient Oracle of Delphi once read: "Know Thyself", persuasive writing provides the ability and opportunity to achieve this lofty goal.

Blog Post #2 - Reading, the Lost Art and New Educational Varieties

Why Read?

            Reading is a fundamental cornerstone of education and, arguably, civilization.  The ability to read provides access to an enormous amount of information.  But, the ability to read well allows one to comprehend and apply information in useful and meaningful ways.  There is a vast array of literary fiction and non-fiction works that I believe are more than worth our time to read, analyze, and discuss.  Unfortunately, it would seem that common cultural trends in entertainment have assisted in making the art of reading less popular and increasingly infrequent.  As a future educator it is my goal to make a contribution to turning this trend around.  It is my desire that students not only become interested in reading, but that they learn the value of reading.  Reading well requires experience, patience, and insight.  In short, it is an art.  To help students begin to discover the importance of reading it is paramount that educators get students interested in reading. The rest of this blog post is dedicated to discussing the variety of texts and genres that will hopefully encourage students to pull themselves away from their televisions and computers and pick up a book.

 Muse reading a scroll, perhaps Clio (Attic red-figure lekythos, Boeotia c. 435–425 BC). Public domain.

Expanding Reading Variety and the Ontario Curriculum

            Since I am a teacher candidate in Ontario it is important that I understand and abide by The Ontario Curriculum Grades 1-8 Language.  The document states, “By reading widely, students will develop a richer vocabulary and become more attuned to the conventions of written language.  Reading various kinds of texts in all areas of the curriculum will also help students to discover what interests them most and to pursue and develop their interests and abilities.”[i]  In my opinion, the key importance of this passage is that educators should be expanding their students’ reading interest and the variety of text made available to them.

            When I was a younger student graphic novels were the first genre I gained a passion for reading.  At the time this genre was not commonly accepted as a valid form of reading education.  Fortunately, times have changed and this genre is no longer as taboo in educational circles.  It is my belief that graphic novels are appealing to students because they offer a form of differentiated learning.  The text found in graphic novels is accompanied by vivid imagery which is both engaging and entertaining for students.  This format provides students with the ability to associate words, thoughts, and feelings, with corresponding images portraying these actions.  In our current era graphic novels have an expansive variety of content and are no longer limited to superheroes with capes.  Some offer some serious discussion and thoughtful commentary ranging from historical events (see Maus) to current developments in theoretical science (see Black Science).  Often graphic novels offer intricate plots steeped in moral lessons.  They portray friendships, conflicts, obstacles, goals, and many other relevant life lessons.  I also think they provide an excellent means to getting students hooked on reading at an early age.  Hopefully, if such an interest is established, it will influence a student's desire to read other literary genres.

            A good place to find free graphic novels online for students to enjoy and explore is: www.techsupportalert.com/free-books-comics This site provides over one hundred free titles to explore.

The Assassination Of Franz Ferdinand. Ana Santo. Centrifugal Stories. 

Fantasy, Sci-Fi, or Mystery?

            While I think graphic novels are a good way to get students interested in reading, I also think that fantasy, sci-fi, and mystery novels have a similar effect.  As with graphic novels, the fantasy, sci-fi, and mystery genres have often been excluded from literary educational settings.  I think this is unfortunate as the popularity of these genres is enormous.  In the recent past an entire generation of children have been raised on the Harry Potter series by J.K. Rowling.  Currently, J.R.R. Martin’s A Song of Fire and Ice (more popularly known as Game of Thrones) series are making record sales and receiving vast acclaim.  Growing up, I loved reading the mystery novels by Agatha Christie, Arthur Conan Doyle, or the adventures of the Hardy Boys.  As for Sci-fi, Douglas Adam's The Hitchhiker's Guide to the Galaxy must be one the most hilarious and creative series of books I have ever had the privilege of reading.  If students are interested in these kinds of books I think educators should provide encouragement for reading them.  The point is to get students interested in reading and to build a desire in them to continue reading.  The more enjoyable we can make this experience for them the more likely they will adopt the practice in their own time.  Therefore, I believe that expanding the availability of literary genres to suit student interests is a necessary practice for educators of literacy.  This is especially true in an age where the competition of digital entertainment is overwhelming and the value of reading is often overlooked.
           All the books mentioned should be available at your local library.  But if reading online is more your thing I found a site called  Free Novels Online that provides many books covering the genres I mention above and more.
            A link to free sci-fi novels
            A link to free mystery novels
            A link to free fantasy novels

The Hardy Boys. Stratemeyer Syndicate. 1927.

Final Thoughts

            While this post has focused on getting students interested in reading, it is also important that they begin to understand and analyse what they are reading.  That is, placing what they read in context, identifying relationships (e.g. moral, cultural, historical, etc.), and develop critical thinking.  My genius hour blog is a project dedicated to analyzing fictional literature using philosophical texts.  The connections made between philosophy and fiction might be interesting to students, further expanding their reading variety and critical skills.  This might prove a useful tool for students to use and explore.

Click here to go to my Genius Hour Project

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[i] The Ontario Curriculum Grades 1-8 Language.  Ministry of Education. 2006. 10.

Blog Post #1 - Understanding an Expanding Variety of Literary Texts

Introduction

       As a current teacher candidate at Brock University I have decided to dedicate this blog to developing something that would be useful for my upcoming teaching career.  I love literature and enjoy not only reading a variety of books, but also analysing and criticizing their various contents.  Hence, the title of this blog post summarizes nicely both what motivates and inspires me when writing these entries.

Chimpanzee Typing. Early Office Museum, New York Zoology Society. 1907. http://bit.ly/1RCRu3u. Public Domain.

       Since I want these posts to have academic value it is important that they accord with the expectations as outlined in The Ontario Curriculum Grades 1-8 Language.  In particular, I am focusing on the grade 8 curriculum for reading.  Hence, abiding by the Curriculum's specific expectations outlined for reading will be my priority here.  The curriculum states students must “read a wide variety of increasingly complex or difficult texts from diverse cultures, including literary texts” and “demonstrate understanding of increasingly complex and difficult texts by summarizing important ideas and explaining how the details support the main idea”.[i]  Naturally, other criteria listed in The Ontario Curriculum Grades 1-8 Language for reading will not be overlooked.  However, expectations regarding understanding and expanding familiarity with literary texts will make up the majority of the content of my posts.  With all of this in mind, I will soon begin my first blog post by discussing how students can get engaged with a wide variety of diverse texts.  But first I would like to say a few words regarding some of my views on digital technology and education.

         

A Critical Disclaimer of Current Trends in Education and Digital Media

Demotivational Grumpy Cat Poster. Sabrina Barekzai. July 28, 2014. http://bit.ly/1MnoFUg. Public Domain.

Current trends in education trend to focus on texts that are supplied by digital media.  This comes in the form of social media, websites of various integrity, and, *ahem*, blog posts.  While I have nothing against these forms of texts in general, I do think that they have a very limited capacity when it comes to higher order learning or thinking.  What I mean by this last statement is that as diverse as digital media might be, its popular content is usually devoid of intellectual substance (e.g. What are the Kardashians up to?), speech is truncated (e.g. Twitter: 140 characters or less), and, often enough, peer review is none existent (e.g. reddit.com).  While I think it is admirable that teachers want to keep up with the interests and concerns of their 21^st Century students, I do believe that the current digital media trend in education has some serious deficiencies.  To help clarify my position I will highlight just a few reasons as why I think this is the case.  First, social media tends to prioritizes information that is unworthy of an enlightening educational setting, such as gossip (celebrity or otherwise) and yes, I'll say it, pointless memes (seen any photos of someone's grumpy cat lately?).  Furthermore, digital media tends to demand concision, limiting complex debates and explanations to catch phrases, slogans, and other platitudes.  This truncated style of communication fosters a learning environment with little attention span, patience, or attention for detail and elaboration.  In my opinion all of these latter characteristics are necessary for reading complex and rewarding material successfully.  It is for these reasons that I think digital media can have an averse effect not only on how we inform ourselves, but also how we explain our positions and ideas.  Significantly, I will attempt to avoid these deficiencies in my blogs and try to keep my posts focused on what I view to be essential to having a good foundational knowledge and understanding of literary texts.

Let’s Read Some Books!

As the old saying goes, “there’s no substitute for the real thing”.  In terms of expanding student’s reading comprehension and knowledge of literature this means reading books.  The extreme majority of books that are published have been peer-reviewed.  Meaning they have gone through a vetting process which verifies their quality.  In my opinion, the latter types of texts are the type that are worth reading and are what student in turn should be encourage to explore. The easiest and cheapest way to do so is to visit your local library.  However, if you are preferring something more digitally friendly www.readbookonline.net provides access to thousands of free books, poems, plays, and essays on line for your reading pleasure.

       As I write my blog entries I will continue to compile resources that I find useful for expanding reading variety and understanding of literary texts.  It is my goal to inform my readers of the culturally rich and diverse body of literature that is out there and available to them.  I desire even further that people not only read the vast array of literature available but that they also engage in it, that they comprehend the morals and lessons many literary works portray.  I want to help students get more out of what they read by helping them engage in the kind of reading that can inspire them and aid them in their personal intellectual growth.

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[i] The Ontario Curriculum Grades 1-8 Language. 2006. 141. http://bit.ly/1Lep545