Draft Oral Progress Report

Introduction	Research question, background/problem, product,  aim, relevance	Sandra & Wenke (?)	5min
Web Tools	Language Garden	Jule	2min
	Socrative	Kim	3min
	Prezi	Friederike	2min
	Wallwisher	Jule	2min
Conclusion	Recommendation of ‚Literature events‘ in Hamburg (poetry slam, Hamburg Players,…), Updates on Wallwisher	Wenke (?)
Presentation web tools: What is it for? Who is it for? What is the outcome? Is it useful?

Students Taking Space Race Quiz- responsible approach?

Writing a Book Review

What is the title of the article? Who is the author? Where and when did the article appear? 

• The Endangered Scholarly Book Review
• Written by Lynn Worsham
• April the 1st, 2012
• The Chronicle of Higher Education (online)

 What are the author’s credentials? 

• professor of English at Idaho State University and editior of JAC: A Journal of Rhetoric, Culture, & Politics
• B.A. in English and Psychology
• M.A. in British and American Literature
• Ph.D. in Humanities

What is the nature of the article?

• newspaper article (published in an academic journal) presenting and discussing a current problem

 What is the theme of the article?

• scholarly journals seem to eliminate their book - review sections 
• reasons: journal space is very expensive, do readers pay attention to reviews?, there are just too many books being published 

Why did the author write it?

• in her opinion, a book review is a valuable and relevant element for intellectual life. It is sad that book reviews seem to disappear

What does the author claim? 

• reviews are important for the scholarly community: which book is useful?
• reviews are “a good barometer of the books’ critical reception”
  a good review not only summarizes the content but gives a critical analysis

How does she support this?

• There are an abundance of new publications and a well-crafted book review allows us to make a well-grounded decision on what to read carefully, skim or disregard amongst them.

• By the number and statements of substantive reviews published in reputable journals one is able tell of its’ reception; they constitute an indicator.

• In the author’s opinion, to write a review is also “an excellent way for advanced doctoral students and new faculty members to develop and practice the intellectual skills involved in scholarly writing.” Besides, a review which is published in a reputable journal is not only beneficial for the young author, but also gives them “greater confidence in their ability to process, assess, and contextualize book-length projects.”

• Book reviews which deal with the topic in-depth and are being published in scholarly journals instead of blogs provide a scholarly enrichment.

What is the overall appeal of the article (or lack thereof)? Give reasons. 

• In my opinion, the overall appeal of the article is the line of argument as well as her recommendation how to write a useful review both because it is conclusive and sensible. The author illustrates various points of views and points out the benefits of a well-crafted review. Through that, her claims become quite convincing.

Do you agree or disagree with what the writer suggests? Why? Friederike

• I agree on the necessity of substantive reviews, because we are being flooded with information and it is hard to keep track of the essential. I also think that one major problem of our society is the tendency to deal with topics superficially instead of giving an in-depth examination. Reviews that summarize and reflect the content could be a good way to tackle this problem.
• I do not agree on her aversion to spreading scholarly information via internet, e. g. blogs, because I think it contributes to the plurality of information search and reaches younger people, too. Journals and web pages should complement each other and coexist.

What options does the article suggest? Explain. 

• One option the article suggests is to write effective review essays as a reflection on a disciplinary topic common to the books under review. The idea is not to put many small reviews of two or three books in a row but to put the different books in conversation with one another and structure the essay according to the issues that come up. 

Does the article provide any new insights for you or a larger reading audience? 

• I think it does give new insight for the reader. Even though some people might have noticed that book reviews of good quality have been withdrawn from regular newspapers, the article provides causes of this problem and even offers a direct advice. The complete way of developing a review from the reviewed book up to the published book review is described and shows the dimension of this issue.
  

Give your overall evaluation and recap your main reasons for this.

• Overall the article has appealed to me and has given me new insights into the field of scholarly book review.The article managed to make me aware of the importance of scholarly book review. This is to a large extent due to the excellent line of argument Worsham presented. The benefits of scholarly books reviews are twofold. First of all the gain young scholars and doctoral candidates take away from writing reviews is convincing and promising. Furthermore it gives them the chance to publish and receive public notice. -Second the benefits for professors and other people interested in the field are also great, since they usually do not have the time to read all the new books that are being published. The only argument that I can’t support is her aversion to online reviews and the shift to debating scholarly books on the internet. While I can understand her fear, I feel it is necessary to go with the times.

Would you recommend this article, and if so, to whom? Kim

• I would recommend this article to fellow students of the university. I think it is especially interesting for young people who are prospective postgraduate students. The article would also be interesting for employees of the university and professors who might be dealing with the same difficulties in publishing scholarly book reviews.

'Prezi' - Web tool to present your ideas, books and more!

Book presentation with ‘prezi’ - interactive canvas, slideshows & mind maps

The web tool ‘prezi’ provides a good opportunity to make an interesting, colorful and picturesque presentation, e.g. a book presentation with cites, images or summaries. It is comparable to a Power Point Presentation, but there are far more options to structure and design it. In my opinion it might be very attractive for pupils, because it is not boring and can be full of surprises. Teachers could use it to awaken interest in a new piece of literature or another topic and pupils could make their own virtual canvas in which they deal with the topic or share their ideas and opinions.

For more information and instructional videos (which are really easy to understand!) go to:

http://prezi.com/learn/

Just watch the instructional video, gather your ideas, headwords, images, videos etc and get started!

Prezi - Book presentation of Roald Dahl's "The Giraffe and the Pelly and Me"

 Take a walk with Billy and the 'Ladderless Window-Cleaning Company"!

Here you can find a read out version...

And here you can see & read it all by yourself!

Book presentation Brave New World

Sandra presents Aldous Huxley's novel Brave New World.

Language Garden - Let your words grow

The Idea

“Tell me and I will forget, show me and I may remember, involve me and I will understand.” says Confucius and expresses the idea of Language Garden. The inventor and director of Language Garden defines the concept of his website as a combination of visualizing information in a Mind Map with different theories of language learning and language teaching. Mind Maps use key words, and structure these organically, the words radiating out from the centre. Rather than viewing language as composed of words and grammar, two separate entities almost, these two systems should be understood as co-existing, with each word having its own grammar, a word grammar. These two powerful theories, one about learning, one about language, combined together, result in language plants.

The Offer

Language Garden is meant for learners and teachers of a languages. It is for all ages and learners do not necessarily have to be learners of English as a second language. The offer includes exploring various language plants of different topics and styles, designing one's own language plants and reading and listening to stories. There are some grammar activities which always work with colours. Interactive materials can be bought but there is also a collection of free resources.

Examples

Although the intention of Language Garden is rather to improve language skills, it offers the opportunity to use it for our purpose, too. Here are some examples how Language Garden can be used with Literature:

This Garden Plant of a part of Martin Luther King's famous speech shows that Language Garden can also be used in terms of literature in higher classes. It is simple, nice and colourful but still shows important rhetoric features of a speech such as the parallelism.










This is an impression of how the interactive material works which has to be bought.


 

This is an extract from William Blake's poem. Students need a clear understanding of a poem and have to be aware of the structure in order to transform parts of it into Language Plants.

Useful?

The results of Language Garden are amazing! I really like the way how not only language but also literary style is transformed into colourful graphics that still contain the actual intention but express even more than only words. Especially if students are asked to design the Language Plants themselves, they approach literature in a new way. Unfortunately, there are some tripping hazards to be mangaged until one gets to that point of success. It took me some time to really understand what the website aims. Is it a learning platform? Is it access to teaching material? Is it a program for drawing Language Plants? It is a mixture of all this, but for most materials you have to pay.

To put it in a nutshell - it is a nice idea but too complicated for students to handle it idependently- Why not keep the approach in mind and use the old of way of drawing Language Plants on a big sheet of paper?!

Literature Quiz

When dealing with literature in English class it can he helpful for students and teachers to test their knowledge on the novel. A playful way to evaluate knowledge at any age is the literature quiz.
The teacher can create quizzes online. He could either test the students knowledge after each chapter or do a quiz concerning the entire novel at the end of a teaching unit.
The following is an example of a literature quiz on the novel "About a boy".
If the website has the option it is very helpful if the teacher is able to see the solutions and also the errors, the students made online.

Directions: Click on the correct answer.

1)

Why does Marcus come to this conclusion about his family in Chapter 11? (from Chapters 9-12)

He and his mother are drifting apart.

Because the needs of each member often fall to the wayside.

Because he and his mother have never been closer.

So he would not be alone if his mother died.

2)

What is Marcus' theory on family near the end of the novel? (from Chapters 32-36)

Families should be small.

It is not just parents and children, but everyone who cares about you.

Families should be large.

Family cannot be trusted.

3)

Where does Marcus want Will to take him and Fiona in Chapter 13? (from Chapters 13-16)

Planet Hollywood.

To the zoo.

To buy new clothes.

The Olive Garden.

4)

Why does Will never get any job offers? (from Chapters 9-12)

He only applies for jobs he is unqualified for.

He has bad work references.

He is always late for interviews.

He has no job history.

5)

What does Will suggest when Marcus tells him about his troubles at school? (from Chapters 13-16)

He suggests ignoring his bullies.

He suggests writing a letter to the administration.

He suggests changing his appearance.

He suggests telling the principal.

6)

What does Fiona conclude of Will when they go out for a drink in Chapter 18? (from Chapters 17-20)

He is a mystery.

He is self-centered.

He is charitable.

He is dangerous.

7)

Where does the group go for dinner in Chapter 34? (from Chapters 32-36)

A pizza parlor.

A bistro.

A cafe.

A hamburger joint.

8)

What does Ali ask Will in Chapter 36? (from Chapters 32-36)

If Will is cheating on his mother.

If Will can buy him some shoes.

If Will will marry his mother one day.

If Will will ever get a job.

9)

What does Fiona ask Will to do in Chapter 18 when she calls him? (from Chapters 17-20)

Check up on Marcus occasionally.

Avoid Marcus.

Adopt Marcus.

To see Marcus again.

10)

What does Marcus try to force Will and Fiona to do over lunch in Chapter 13? (from Chapters 13-16)

Discuss their futures.

Argue.

Converse.

Flirt.

11)

Where does Will find Marcus at the beginning of Chapter 27? (from Chapters 25-28)

At Will's house.

At the park.

At Marcus' house.

At the bus stop.

12)

Who does Will see when he is driving around in Chapter 20? (from Chapters 17-20)

Marcus.

Suzie.

Fiona.

Ellie.

13)

What does Marcus manage to do in Chapter 15? (from Chapters 13-16)

Make Will feel guilty.

Get into Will's apartment.

Recite all the monarchs in British history.

Convince Will to date Marcus' mother.

14)

Where does Ellie offer to go with Marcus in Chapter 31? (from Chapters 29-32)

To visit his father.

To the principal's office.

To Will's.

To the dentist's office.

15)

What does Will ask Suzie in Chapter 12? (from Chapters 9-12)

If she would go out with him.

If she needs him to babysit.

If Marcus is adopted.

If it would be appropriate to take Marcus out for an afternoon.

16)

What do Ellie and Marcus see Ellie's mother doing in Chapter 25? (from Chapters 25-28)

Making out with a man.

Puking.

Stealing jewelry.

Taking drugs.

17)

Where does Marcus refuse to go in Chapter 31? (from Chapters 29-32)

To see his father.

To his house.

To school.

To Will's.

18)

Who is Lindsey? (from Chapters 21-24)

Will's date.

Fiona's sister.

Clive's girlfriend.

Fiona's best friend.

19)

What does Marcus realize about Ellie in Chapter 33? (from Chapters 32-36)

She is a troubled teen.

She is to blame for most of her problems.

She is very sensitive.

She is a very complex person.

20)

What does Marcus tell Will he had wanted at one time but has since given up hope of? (from Chapters 32-36)

To live with his father.

Will marrying Fiona.

To be a cool kid.

For his mother to marry again.

21)

What does Will decide about Christmas in Chapter 18? (from Chapters 17-20)

It is his favorite holiday of the year.

He will volunteer with a charity.

He will invite Marcus and Fiona over.

He will stay in and drink instead of celebrating Christmas.

22)

What does Will realize is the only interesting thing about him? (from Chapters 21-24)

Marcus.

His past.

His style.

His wealth.

23)

Why does Marcus walk out of school in Chapter 19? (from Chapters 17-20)

He forgot his homework at school.

He is taunted in gym class.

He is mad that the headmistress told him to stay away from bullies.

Bullies throw eggs at him.

24)

What does Ellie think of her mother's behavior in Chapter 25? (from Chapters 25-28)

She is unfazed.

She thinks its funny.

She thinks it's disgusting.

She doesn't mind her mother's antics.

25)

What is Will bored of in Chapter 12? (from Chapters 9-12)

His normal routine.

The weather.

His friends.

His neighborhood.

Interview

          Tessa and Fritjof are 15 years old and go to grammar school in Lüneburg. They have taken part in the interview.

Sandra: Hello you two, thanks for answering a few questions. Tessa, what is the title of the book you are reading at school at the moment?

Tessa: We are reading Homo Faber, I do not like it very much.

Sandra: And Fritjof, are you reading a book in your free time?

Fritjof: Yes, at the moment I am reading an English book. It is called "The boy in the striped pyjamas".

Sandra: Do you like reading in your free time?

Fritjof: Yes, I like it if the book is interesting.

Sandra: How do you deal with literature in your English classes?

Tessa: We read it and have a discussion then. That's it.

Sandra: Do you prefer novels, poems, biographies?

Fritjof: I like detective novels.

Tessa: I prefer thrillers or detective novels.

Sandra: And do you have an idea? How would you like to engage with literature at school?

Tessa: Hmm...we could make a play out of it. Or make an interview.

Fritjof: I think a film version would be interesting.

Sandra: Do you know an online platform where you can discuss your reading experiences?

Tessa: No, I don't. But it would be helpful when we read a book at school and have some questions.

Fritjof: I only want to discuss literature with my friends.

Sandra: Okay, thank you very much.

Terminology task

Asynchronous	not subject to time or place constraints, not at the same time
Synchronous	at the same time, sharing the same time and/or place
chat	real-time, text-based, inofmral dialogue over the internet (synchronous)
forum	website for online discussion (asynchronous); discussions on a particular theme are called “threads”; the posts might need approval by a moderator.
CoP	Community of Practice; a group of people who share a craft or profession. Online CoPs can be discussion boards or newsgroups.
Creative commons license	A form of copyright that is used by an author if she wishes to allow people to use her work in a particular way, for instance to share it, use it or even add to it, provided they observe the limitations the author has placed on its use.
hashtag	#; used to tag searchwords, e.g. on Twitter
icon	a picture or symbol shown on a computer screen to help people navigate more quickly. It functions as a kind of button to access the program or data.
LMS	Learning Management System; software used to deliver education courses. It provides the means to administer, document, track and report the teaching and learning activites.
blog	web+log; a website with information entries (posts) written by the author(s) which generally allow space for reader comment.
Microblogging system	e.g. Twitter; a site that allows brief parcels of information or links to other sites and videos to be posted for a wide readership.
PLN	Personal Learning Network; a network of people that a learner informally engages with for the purposes of learning
podcast	pod +broadcast; audio or video files produced as episodes to be downloaded or streamed to a computer or portable media player
Socialbookmarking	creating a reference link to some information on a webpage
VLE	Virtual Learning Environment; web-based education system that is a virtual reflection of real-world learning concepts
VRT	Virtual roundtable; a meeting of parties or people on equal terms for discussion in an online environment
Web 2.0	websites that use technology that makes them less static than earlier forms, e.g. allowing interaction, collaboration, tagging, video sharing, etc.
Webinar	web + seminar; interactive online group meeting with audio, visuals, Q&A and chat
Wikis	A website that allows users to create, add modify or delete content through a web browser