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In Search of the Novel:Teacher-TalkNovel

Subject: Re: Frankenstein--for what ability?

From: Denee Stevenson (stevenson@basd.k12.pa.us)
Date: Fri Mar 24 2000 - 10:06:42 EST


Dear Gail,

Thank you so much for your response. Despite your students' frustrations, it appears that they benefited from the experience of reading and exploring the issues both of language and related topics.

As a college professor, what is your opinion of the classics "made easy" by changes in language and editing as some publishers offer. I recently found a version of Frankenstein, but I haven't looked at the copy. Up until this point, I've eschewed those versions myself. What do you think?

Denee
----------
>From: gcor <gcor@jersey.net>
>To: Multiple recipients of list <Teacher-TalkNovel@learner.org>
>Subject: Re: Frankenstein--for what ability?
>Date: Thu, Mar 23, 2000, 10:22 AM
>

>
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>Hi Dennee,
>
>I have taught the novel recently to a small group of readers in a college
>developmental reading course. The language in the novel is very difficult. I
>found that I had to discuss each chapter of the book, and read aloud whole
>passages to help students decipher meaning. For each section I developed
>study guide questions.
>
>Students did "I-Search" type research papers related to an aspect of the book
>that interested each of them. I started this process by sharing with them
>Internet sites about Frankenstein, and we had a book in our library about
>genetic engineering. The students were fascinated by Mary Shelley's life,
>too, and several of them began to think that the monster was symbolic of her
>existence.
>
>We viewed three versions of the film after we completed discussing each
>chapter of the novel.
>
>If you add this novel, the students will experience a degree of frustration
>with language, but it then becomes an occasion for discussing how language
>changes with the time, how literature reflects the author's identity, how
>literature reflects philosophy, religion, history, and science.
>
>I have not yet viewed the videoconference about this novel,but I look forward
>to receiving a copy soon.
>
>Truly,
>
>Gail Corso
>
>~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
>
>Dr. Gail S. Corso
>Associate Professor of Comunication Arts
>Neumann College
>Aston, PA 19014-1298
>gcorso@neumann.edu
>
>Denee Stevenson wrote:
>
>> Although I have not read the novel Frankenstein, I've been impressed with
>> the depth of issues the 11th grade teacher has his students explore in the
>> video
>> we see for the course. I have juniors in class who, I feel, would relish
>> discussing
>> these issues of science, creation, creator, etc. My concern is that they
>> have low
>> reading levels and low interest in reading.
>>
>> How difficult is the text of the book? Has anyone used this novel with
>> students
>> who have below-grade level reading abilities and interests?
>>
>> Denee Stevenson
>>
>> stevenson@basd.k12.pa.us
>
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><!doctype html public "-//w3c//dtd html 4.0 transitional//en">
><html>
>Hi Dennee,
><p>I have taught the novel recently to a small group of readers in a college
>developmental reading course.&nbsp; The language in the novel is very
>difficult.&nbsp;
>I found that I had to discuss each chapter of the book, and read aloud
>whole passages to help students decipher meaning.&nbsp; For each section
>I developed study guide questions.
><p>Students did "I-Search" type research papers related to an aspect of
>the book that interested each of them.&nbsp; I started this process by
>sharing with them Internet sites about <i>Frankenstein</i>, and we had
>a book in our library about genetic engineering.&nbsp; The students were
>fascinated by Mary Shelley's life, too, and several of them began to think
>that the monster was symbolic of her existence.
><p>We viewed three versions of the film after we completed discussing each
>chapter of the novel.
><p>If you add this novel, the students will experience a degree of frustration
>with language, but it then becomes an occasion for discussing how language
>changes with the time, how literature reflects the author's identity, how
>literature reflects philosophy, religion, history, and science.
><p>I have not yet viewed the videoconference about this novel,but I look
>forward to receiving a copy soon.
><p>Truly,
><p>Gail Corso
><p>~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
><p>Dr. Gail S. Corso
><br>Associate Professor of Comunication Arts
><br>Neumann College
><br>Aston, PA 19014-1298
><br>gcorso@neumann.edu
><p>Denee Stevenson wrote:
><blockquote TYPE=CITE>Although I have not read the novel Frankenstein,
>I've been impressed with
><br>the depth of issues the 11th grade teacher has his students explore
>in the
><br>video
><br>we see for the course.&nbsp; I have juniors in class who, I feel, would
>relish
><br>discussing
><br>these issues of science, creation, creator, etc.&nbsp; My concern is
>that they
><br>have low
><br>reading levels and low interest in reading.
><p>How difficult is the text of the book?&nbsp;&nbsp; Has anyone used this
>novel with
><br>students
><br>who have below-grade level reading abilities and interests?
><p>Denee Stevenson
><p>stevenson@basd.k12.pa.us</blockquote>
></html>
>
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>


 

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