Writing to Survive: How Teachers and Teens Negotiate the Effects of Abuse, Violence, and DisasterThis ethnographic research investigates how adolescents use writing. Deborah M. Alvarez uncovers the hidden abuses and violence that adolescents bore with each school day. In two different research sites, the author follows adolescents through their academic and personal lives to discover how they use writing only to uncover the impact the public and private violence had upon their ability to learn. The author details the writing classroom practices; assignments; and how adolescents adapt, reconstruct and appropriate the lessons of the classroom for their purpose and needs. For the adolescents in the book, writing was a way to address the stresses that plagued the adolescents each day, especially when they had no other way to communicate or tell about their lived experiences. Alvarez outlines an alternative Expressivist plan for teaching writing to adolescents. This writing program builds upon the evidence from the case studies, brain theory and research on traumatic stresses to offer teachers and thereby their students a more effective way to teach writing with greater impact for those who need it most. |
Contents
Finding a Purpose for Writing After Disaster Strikes | 139 |
Syllabus for the Senior Project Block Scheduling | 233 |
Danielles Writings | 237 |
Chases Writings | 239 |
Dianas Writings | 241 |
Persuasive Speech Assessment | 245 |
Hurricane Information Survey Warheit et al 1996 | 249 |
English IV Literary Portfolio Project | 251 |
| 253 | |
| 259 | |
About the Author | 269 |
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Writing to Survive: How Teachers and Teens Negotiate the Effects of Abuse ... Deborah M. Alvarez No preview available - 2011 |
Common terms and phrases
ability abuse academic activities adolescent informant adolescent literacy adolescent’s adult affected African American amygdala analysis asked behavior brain Chase classroom cognitive compensations compensatory strategies connection create crisis critical life events cultural Danielle Danielle's Diana discussion draft emotional engage English class English language arts essay experiences Expressivist feelings genre goals healing hippocampus hurricane Hurricane Katrina images instruction interview Jane Jane’s journal Julius Caesar Katrina learning lesson literacy literature lives Lydia Martin mother Muller narrative narrator natural disaster NOHS Orleans Orleans Public Schools parents participant observer patterns Personal Communication Peter Elbow Plummer poem Prairie High School relevant responses revision Senior Project situation social story survival talk teach writing teachers tell texts things tion told topic traumatic stresses Tyrone Tyrone’s understanding violence visual Whitson words writing assignments writing pedagogy writing tasks written