Blog 1-Kayleen Holder

I really enjoyed the first 3 chapters of the "Choice Words" text. I had written down at least one interesting thing, which I wanted to remember, for future use.

In the first chapter, on page 9, the author discusses how language is not only "representational," but also "constitutive"(Johnston). By this, the author was trying to show how potent and powerful the things we say can be. He uses the example of a teacher who compliments one of his/her students on poetry writing and witnessed significant effects from that little compliment, which consisted of 6 words: "'You are really quite the poet" (Johnston 9). The author goes on to explain that the teacher then observed "The student, who until that point had met little success academically, began carrying a paperback book of poetry around in his back pocket and writing more poems" (Johnston).

I think taking the time to recognize the significance of this little story is really important, because it makes us realize just how powerful we are as teachers. I look back and realize, that while I've always enjoyed writing, it is probably the praise of my teachers who influenced me to pursue a career in writing. (I am a columnist for a weekly newspaper, and am working on many other projects.)

In Chapter 2, on page 16, the author suggests that teachers should ask their students to look through stories to "write down a line you wish you had written" (Johnston). I was confused by this at first, but very intrigued when I realized how this will require students to find something they love about the text, and at least on a subconcious level, students will consider the idea that they CAN write their own books.

I think it is important for teachers to find a way, like this one, to force thier students to appreciate what they are reading--without actually forcing them. Hence, Johnston's suggestion, is a great one! I also think it's important to mention that we, as teachers, should remember to show our appreciation for words or lines from a story, as well.

In chapter 3, on page 22, Johnston discusses the idea that teachers should have students discuss and compare different authors. This activity, again, requires students to find at least something they like about one author in order to decided which author they like best. The students will determine, for themselves, what they think "good writing" is, and possibly mimmick what they like, and avoid what they dislike.

Personally, I think it would be an even better idea, if it's possible--to compare the work of our students to publsihed authors. For example, "Your writing style is similar to Judy Blume....," Your stories are all western-themed like Louis Lamour's collection of books. Are you going to be the next Louis Lamour?..." This, I feel, puts the students on another level. It makes them feel good about themselves, and it makes them realize that they too could be a published author someday.