I was so happy to get your letter in the mail yesterday. How has your week been? Did you and your girlfriend smooth things over? I have had a long week, but it has been good. I am hoping that we will get snow tonight.
I am glad to hear that you are still reading Hatchet . How is Brian surviving after the plane crash? What is happening to him at the lake? Don't tell me too much because I am going to get the book this weekend and start reading it, so just give me hints... Take care, Mara
How have you been? I've been ok. Hatchet has been going pretty well. I told you that in e-mail. He is surviving well. Made a bow and using his shoe string for a bow string. He is making out ok but it's still bad for him. I feel sorry for him. I mean it's just hard for him because he is from the city. He is not used to it. If it was me I would be ok.
Buddy (names of all students have been changed), aged 14, avid hunter and self-proclaimed "100% redneck," was, at the time of his letter-writing, in Wendy Laughton's Learning Strategies class, a 10th grade remedial reading class. Buddy had been reading Hatchet and was writing about it (and other topics such as hunting, family concerns, and disagreements with his girlfriend) to Mara, a pre-service teacher in "Literature for the Adolescent: Materials and Methods" course. Along with their classmates, Mara and Buddy were participants in a semester-long young adult book correspondence project in which they regularly wrote letters like these. In this article I examine the impact of the project on those of us in my class who participated. (See Wendy Laughton's article for the account of her students.)
A Description of the Project
I began my work with correspondence projects two years ago with a teacher friend, Jinny Wooddall-Gainey, and her middle school language arts students. The impetus came from an article called '"Book Buddies" (Bromley, Winters, and Schlimmer, 1994) and the promise of a small grant from the Southwest Virginia Writing Project for a few books and postage. Although my work with the correspondence project has evolved since that time and I am still learning how to enhance opportunities, I remain committed to further investigating the following assumptions:
- that responding to literature and sharing those responses with others promotes personal and cognitive growth (Rosenblatt, 1938; Probst, 1988) and, therefore, is a vital part of the language arts curriculum;
- that students in methods classes ought to study and work with actual classroom students, that they benefit from the guided interaction with students (Vygotsky, 1962), and that the children benefit from their association with more knowledgable others (Rogoff, 1991);
- that reading young adult literature is a legitimate academic pursuit (Monseau, 1996), that it provides students meaningful experiences with books (Allen, 1995), and that it may change attitudes about reading as a legitimate personal pursuit (though the academic and the personal cannot be neatly compartmentalized: they are synergistic);
- that students in classrooms benefit from a broader community of learners and teachers than the one the schools are called upon to provide and that interested other adults who support the work of kids in schools can increase their chances for successful endeavors;
- that teachers benefit from broader learning communities themselves and that experiences in which teachers can share ideas, interact, or work together with other teachers across grade levels, schools and cultures increase the possibility for more satisfying and fruitful labors.
For the university students, the correspondence project involved several on-going tasks, supported throughout the semester with the various readings, discussions, and projects. Students collected artifacts of these tasks in a sectioned portfolio: novel journals in which students wrote their responses to each week's choice of novel; process logs to record happenings, impressions, notes, questions about the project, pen pal's letters and copies of letters written; and, eventually, a reflective paper. It was in the reflective paper that I read accounts of their own development, their pen pals' development, and their ideas/concerns for the future. Reading these portfolios, observing the students, and listening to their discussions has given me an understanding of the personal and professional impact of the project on my students. It has also given me insights about my own teaching and what I must consider as I continue.
The Methods Students: Recollections, New Strides, Considering the Future
As I read the students' accounts, it seemed to me that it was often with surprise that they would make note of the changes in their perspectives. They would cite, for example, their sudden leap back into pleasure reading and their amazement that young adult literature would still - in some cases, for the first time - evoke strong responses. They noted changes in taste, improvement in fluency, and an evolving understanding of literacy. It was clear that my students were influenced by their experiences with reading and writing about young adult literature and, to a great extent, by their adolescent pals.
Recollections: A Return to Delight
Sampling new fare. Mia, Kim, and Mara tried reading books their pen pals were reading, ones they admitted they never would have chosen on their own in middle school, high school, or even college. Mia:
Moving toward response. Many of my students noted that their first responses were more akin to summary than reaction (something some of Wendy's students would also observe about their pen pals). The expression of a subjective response can lead to an exploration and articulation of opinions, beliefs, and values, and can, among other literary considerations, result in clarification and amplification of interpretations and provide opportunities to address the power and nuances of language, important language arts objectives. Therefore, it seemed important that my students make the shift. For some, it was easy, but for others it seemed quite difficult, and they continued to write in a genre that was closer to a critical essay than a consideration of personal meaning of text and an exploration of that meaning. Sharon wrote this in her portfolio:
It is sometimes difficult (and often quite possibly unnecessary) to separate the personal from the professional in teaching. Experiences in one dimension affect life in the other, and so it was in the correspondence project. Throughout their participation in the correspondence project the students naturally attended to the relationship of their present work to their work in the future as teachers while remaining personally invested in their work with the students. As I look back now, I see the many ways that the project helped the students prepare for their work with students - as they worked through their concerns about adolescents, as they learned to view the students with respect, as they struggled to encourage their pen pals' literate practices, and as they re-considered their notions of teacher.
"A real voice of adolescence": relating to teenagers. It was clear to me that the students faced the prospect of writing adolescents with a bit of trepidation. For example, Sharon wrote, "Remembering what it was like to be an adolescent made me wary about the type of communication Star and I would have with each other." Later, however, after several letters back and forth, she wrote how meaningful it was to have the "real voice of adolescence" to consider as she thought about young adult literature and her correspondence about it. Her experience was not unique. Others who worried at first gradually came to find a natural rhythm to their communication with their pen pals. By the end of the project, many noted how sorry they were to receive the last letter, and some planned to continue the correspondence.
Others worried, understandably, about just what was appropriate to write. Could they write about their personal lives? What if they didn't like a particular book they were reading - should they say so? What should they do if their pen pals began writing about matters that seemed too personal? A policy that Jinny and I crafted in the beginning has proven to be helpful: All letters are public - available to both teachers and might sometimes be read by pen pals other than their own. Policy, of course, does not eliminate the need for consideration, and some questions of appropriateness had to be handled on an individual basis. As the project progressed, the students found that communication became more and more natural. As to questions about admitting their honest reaction to a book, I explained that students need to see them as real people who have preferences for certain books over others.
Learning to value diverse literacies. My students were writing Wendy's remedial students because they had requested them specifically when it became clear we would need to include a class in addition to Edrie's. Even so, they weren't sure what to expect. Comments in their portfolios revealed their prior expectations and the shifts in their thinking as they communicated with their pen pals.
Through writing to her pen pal, Brenda came to understand and value not just her pen pals' literate behaviors, but her own as well:
It was a natural first strategy for my students to ask their pen pals questions about their reading, sometimes five or more per letter. They grew frustrated when their pen pals ignored the questions; and, after a class discussion one evening, some of them tried new approaches, Darlene, for example:
Brenda noted another important strategy: helping students develop meta-cognition.
Another issue of critical importance arises every semester (as it did this one), that is, looking beyond the surface features of student writing to make sense of what the students are saying. Each semester my students are initially dismayed by their pen pals' lack of attention to conventions such as spelling and grammar. It usually helps when I remind them that most of the letters are first-draft; nevertheless, it takes time for them to adjust their eyes for depth perception and, while not dismissing errors as unimportant, to learn to see them differently (Moffett and Wagner, 1992; Shaughnessy, 1977). The motivation to communicate often creates the attention to conventions for which teachers push, prod, bully, and cajole, (Atwell, 1988; Allen, 1995); but the improper emphasis of form over meaning may result - and often has - in a far more serious consequence, that is, loss of voice and loss of confidence in having something worthwhile to say.
Gradually, my students began to become aware that what they were observing and experiencing was reading theory in action, an awareness they began to articulate in their logs and, finally, in their reflection papers. Penny began her paper by stating what she had learned throughout the semester and then added,
For the methods students, it was an apprenticeship of sorts, but the ability to work without the constraints of teaching every day, for some, have the effect of getting them off on a more independent footing. It was, of course, one of my goals that they see reader response in action, but they saw so much more. Some began to see literacy in a broader context than they had heretofore considered. Most were able to see their pen pals, not as remedial students, but as delightful, diverse young people, with much to say and much to offer them. They had an advantage that most teachers do not - seeing the students individually.
Lessons for My Own Teaching: Reality Checks, New Directions, Continued Practices
There are many things I learn each semester, and this time with Wendy has been no exception. Working with her on this project has kept me in touch with the realities of life in schools and allowed me to continue learning from adolescents. Reading about my students' work with her students has given me some new insights and encourages me to continue.
Reality Checks: Back in School
The correspondence project has allowed me to become more engaged in the work of the classroom than my regular duties permit - through visits and talks with the kids, through talks and e-mails with Wendy, through discussions with my students about their pen pals, and through reading the pen pals' writing myself. I became aware again of the struggles the teachers have because of kids' varying needs and the pressure of preparing them for a fulfilling future. I was alerted once again to the constraints teachers live with that make it difficult to create a curriculum based on the needs of the kids. And when I went to the surprise going-away party the class gave Wendy in June and saw the videotape on which they recorded heartfelt messages thanking Wendy for teaching them about reading and writing, I was reminded of the potential a teacher has to create a positive space for kids; and, underneath their gratitude, I saw their yearning for accessible, meaningful, tasks.
Working with Wendy and her class kept me realistic in other ways as well. Early in the semester I went to her room with my ALAN tote bag full of books for the kids to peruse, feeling quite a bit like Santa Claus. After distributing the books I waited for the response. Some of the students gravitated toward horror books, others to books about the Holocaust (they each had been involved in a Holocaust unit in previous classes) and some were not terribly impressed with the offerings at all. When I went to Ahmad's table and handed the precious (to me) books to his buddies and him, they looked oh-so-briefly at each one and then cast them aside. "Not that one, not that one," they said. "We want thin and action, thin and action." I tried to interest them in a book about sports, but they didn't take the bite. I went to the bookstore to find thin and action.
My contact with them also helped me to relax a bit about my students' relationships with them. When I first read Dan's letters to Dwayne, I thought he was making the mistake of trying too hard to relate. His letters usually started with "Hey, Dude, I was really stoked to get your letter." I'm glad I never said anything, especially when I discovered that Dan was a huge hit, not just with Dwayne, but with the whole class! Was I ever out of touch! When Dan went to teach a lesson to the class (his choice for his literature project), I went along to videotape and observe, and, frankly, I was a bit nervous because Wendy was out of town. I didn't need to be - the class was absolutely attentive and wrote Dan wonderfully encouraging comments afterwards.
New Directions: Sharing the Wealth
Much of what I gain from the correspondence project is a feature of my having access to all of the students' work (something I've found true in my other courses, as well). Yet my students' lack this perspective, and I often think as I read their papers, "They should be able to read each others' work." Although I try to incorporate into my plans opportunities for my students to read and discuss each other's letters and journals, it is becoming clear that more time is needed. And, since their reflection papers are their last assignment, they do not have the opportunity to learn from each other in what is, perhaps, their most reflective endeavor. Therefore, it is important for me to consider how to make room in the syllabus for the experiences that will benefit us the most. In doing so, perhaps my students will come to a better understanding of community as a way of knowing, an understanding I am not sure I have supported well. Their work hints to me that they know they learn from each other, but it is not clear that all of them see how important it is to pursue that kind of relationship.
Continuing To Collaborate: It Takes a Village
Becoming part of a community (or communities) is important to my students' lives as learners; and, as teachers, the need for community is, I believe, just as urgent. Hillary Clinton recently popularized an African saying that comes to mind when I think of the book correspondence project: It takes a whole village to raise a child. It comes to mind when I think of the lives and work of my own students, some of who are taking their first teaching jobs this fall. Soon they will be "on their own" behind the door of the classroom, faced with the awesome task of education. The saying comes to mind when I think of Wendy and her ongoing search to enhance the literate lives of her students. But perhaps it comes to mind most forcefully when I think of Wendy's students and others like them, who sometimes are placed in unfriendly and unhelpful contexts, and, like most teens, need the support of many caring adults, young and old.
In our case, I'd like to modify the statement: It takes a whole village to do the work of education. It took Wendy's active, daily support and commitment - her coordination at the classrom level saved the project from being an add-on and integrated it into the curriculum she and her students created together. In my class it took the individual readings and written responses, the oral expression of those responses in small-group and class discussions, the talk with others about the pen pals, and the projects to bring the students to some of the understandings I have related in this article. In-class lectures on reading and writing theory were important in that they allowed students to entertain ideas some of them had not previously encountered. More importantly, however, seeing the pen pals in action, reading, reflecting, writing, thinking, suddenly put those lectures and readings into a newly developing framework. When taken all together, most of the students experienced a transformation of their imbedded
assumptions into a working theory they could continue to investigate in their own classrooms.
"Reading is a profoundly complex experience, which draws us both into and out of the worlds we inhabit" (Berg, 1991). Sharing those worlds with Wendy and her class through the experience of reading young adult literature and responding to it has been profoundly rewarding.
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Kathleen Carico is Assistant Professor of English Education at Virginia Tech, where she teaches methods classes and young adult literature.
Copyright 1997, The Assembly on Literature for Adolescents of the National Council of Teachers of English (ISSN # 0882-2840). Permission is given to copy any article provided credit is given and the copi es are not intended for resale.
Reference Citation : Carico, Kathleen. (1997). Methods students write about young adult literature with a tenth-grade learning strategies class. The ALAN Review, Volume 24, Number 2, 36-41.