In Search of the Novel:Teacher-TalkNovel
Subject: Re: Frankenstein and I - Search paperFrom: firstname.lastname@example.org
Date: Fri Mar 24 2000 - 10:08:06 EST
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I have the same problem - students listening to the idscussion in class but not
bothering to read the assignment is one example - and sometimes - not always -
I use activities with the actual language of the story. In Huck Finn, there are
several dialects, not too mention the famous "n" word. The story of how people
talk is part of the story. So execises dealing with the Twain's actual words do
help. Reading aloud to the students and performances of chapters by the
students help also. I'm not sure we will ever eliminate it entirely, but I try
to see that they do get some of the flavor of the literature along with the
Quoting Jennifer Hack <email@example.com>:
> Dear Colleagues,
> I am struggling with an ever-present nemesis, plagiarism. For canonical
> students often frequent Monarch Notes, Cliff Notes or related movies. Too
> frequently, these supplements become the sole relationship that my students
> read or view.
> Even though, I believe that there are students who do honestly read the
> prescribed works and may use supplements as aids, there still seems to be
> an inordinate number of students who are looking for ways to circumvent the
> actual reading of whatever work is at hand.
> Some might believe that it's okay because, at least, they are reading, and
> this might be valid. However, these same students are hesitant about
> venturing into discussion or committing themselves to points relating to
> plot, theme, or host of other story elements (possibly for fear of
> discovery). Unfortunately, then, the discussions or related forums are
> relegated to the few who have actual demonstrable knowledge of the literary
> Aside from creating another canon (which I am presently trying to
> construct) that deviates from our sponsored school district listings, what
> remedies work well in your teaching environments?