Students often see little connection between their school lives and the lives they lead outside of school. Thesis-driven essays often further this disconnection by emphasizing form over content and by depersonalizing the relationship between writer and audience. By inviting students to mine their personal experiences, teachers can help students not only understand literatu Students often see little connection between their school lives and the lives they lead outside of school. Thesis-driven essays often further this disconnection by emphasizing form over content and by depersonalizing the relationship between writer and audience. By inviting students to mine their personal experiences, teachers can help students not only understand literature better, but also begin to make story-sense out of their own lives. All writing (and all reading) is ultimately autobiographical. In _This Time It's Personal_, John S. O'Connor encourages us to care as deeply about the texts of our students' personal lives as we do the lives of literary characters and the subject matter we teach in all classes. Rather than allow students to view school passively, as mere consumers of other people's stories, we need to explicitly invite students into the larger community of storytellers. This book features a diverse range of creative nonfiction writing assignments with authentic audiences--including writer's autobiography; writing about place; memoirs; op-ed essays; blogs; oral histories--and many vibrant examples of student writing.
This Time It's Personal: Teaching Creative Nonfiction
Students often see little connection between their school lives and the lives they lead outside of school. Thesis-driven essays often further this disconnection by emphasizing form over content and by depersonalizing the relationship between writer and audience. By inviting students to mine their personal experiences, teachers can help students not only understand literatu Students often see little connection between their school lives and the lives they lead outside of school. Thesis-driven essays often further this disconnection by emphasizing form over content and by depersonalizing the relationship between writer and audience. By inviting students to mine their personal experiences, teachers can help students not only understand literature better, but also begin to make story-sense out of their own lives. All writing (and all reading) is ultimately autobiographical. In _This Time It's Personal_, John S. O'Connor encourages us to care as deeply about the texts of our students' personal lives as we do the lives of literary characters and the subject matter we teach in all classes. Rather than allow students to view school passively, as mere consumers of other people's stories, we need to explicitly invite students into the larger community of storytellers. This book features a diverse range of creative nonfiction writing assignments with authentic audiences--including writer's autobiography; writing about place; memoirs; op-ed essays; blogs; oral histories--and many vibrant examples of student writing.
Compare
Related products
Modern Painters: Volume IV: Original Text
Soulsplitting: Volume IV
The Westminster Hospital Reports; Volume IV
Transactions of the National Association of the United States Pension Examining Surgeons; Volume IV
The Lives Of The Lord Chancellors And Keepers Of The Great Seal Of England, From The Earliest Times Till The Reign Of King George Iv; Volume 4
The History of Rome; Volume IV
The History of Rome; Volume IV
Ken –
What I like: I'm very much in tune with O'Connor's philosophy and with his advocacy of personalized writing over thesis-based argument writing. I see its merits and its value to kids. I like, too, his choice in assignments. You could base a year's worth of writing assignments on all or some of his ideas and he conveniently supplies the prompts. The assignments are as follows: * A Writer's Autobiography * Essays about Place * Haibuns (and no, I had never heard of these before, hard of hearing as I a What I like: I'm very much in tune with O'Connor's philosophy and with his advocacy of personalized writing over thesis-based argument writing. I see its merits and its value to kids. I like, too, his choice in assignments. You could base a year's worth of writing assignments on all or some of his ideas and he conveniently supplies the prompts. The assignments are as follows: * A Writer's Autobiography * Essays about Place * Haibuns (and no, I had never heard of these before, hard of hearing as I am) * Memoir * Op-Ed Essays * Writing about Inexact and Irresponsible Language (gee, do you think there's enough material for this?) * Blog Entries That Explore the World (Current Topics) * Oral Histories or Interview Essays * Exploratory Essays * Reflections on Education What I dislike: Much as I loved the assignments and the justifications, I thought that the book was top-heavy with student examples. Some professional ones are provided, but much fewer -- and many are just alluded to. But whole swaths of pages are taken up with examples from O'Connor's classes. Without them, this just-over-200 pager would never had made it. Bottom line: Some good ideas for writing assignments, including prompts and examples you can share with your class.
University of Chicago Magazine –
John S. O'Connor Author From our pages (Jan–Feb/12): "Former Lab Schools teacher John S. O'Connor, named a 2007 Golden Apple Teacher of Distinction, aims to connect high-school and college students with their lessons by having them write about what they know: their own lives. He includes creative-nonfiction writing assignments, such as op-ed essays, autobiographies, and blogs, as well as sample student responses." John S. O'Connor Author From our pages (Jan–Feb/12): "Former Lab Schools teacher John S. O'Connor, named a 2007 Golden Apple Teacher of Distinction, aims to connect high-school and college students with their lessons by having them write about what they know: their own lives. He includes creative-nonfiction writing assignments, such as op-ed essays, autobiographies, and blogs, as well as sample student responses."
Ted Fabiano –
Brandi Hughes –
Min –
Michelle –
Curt Bobbitt –
Maureen Fitzpatrick –
Katherine –
Pam Fischer –
Dave Schaafsma –
Jen Baker –
Chris Oetter –
Terry –
Temoca –
Kara –
Kathy –
Laura M. –
Colleen Coyne –
NWA Writing Project –
Chelsea –
Becky –
Dave Schaafsma –
Laura M. –
Carrie –
Paul –
C.w. Second –
Michelle –
Lakin –
Tamala Szyman –
Jamie –
Daniel Nissani –
Ashley –
Charles Ellenbogen –