Get entered for a chance to win one of these books. Read over the descriptions and by way of comment to the post, let me know which one you’d choose if you win. Comments must be left by Sunday 8/26/2012 / 3:00 PM. That time gives my daughters and I time to make a video to announce the winner.
Southern Gothic steeped with Midwestern sensibility stirs the waters of the Tippecanoe River that embraces the town of Horseshoe and its inhabitants. A novel-in-stories, Horseshoe intertwines revenge, regret, murder, adultery, and insanity through the lives of the outwardly ordinary citizenry. Although the ideas for the stories have come from all sorts of places real and imaginary, the setting is grounded in my hometown of Winamac, Indiana.
Love on the Big Screen
In Love on the Big Screen, you’ll meet Zuke. He’s a college freshman whose understanding of love has been shaped by late-eighties romantic comedies. The story is set at a fictionalized version of Olivet Nazarene University and while creating the story, I reflected on my own romantic life and special obsession for films such as Say Anything and Sixteen Candles. My adaptation of this novel won the Grand Prize of the Rhode Island International Film Festival Screenplay Competition.
Thanks for participating!
If you commented on my Facebook post earlier in the week, you were entered for a chance to win Josh Henkin’s novel, The World Without You.
Watch the following video to see who won.
I’ll notify Josh of the winner and he will be in touch with you. Thanks for participating everyone!
In the writing classrooms where I teach, we often sit in a circle and do a “quick share” to begin class where everyone offers a brief comment. Examples of what students might say include a golden line from a reading, a question for our fellow writers, or an observation about a project in progress they are working on. Beginning in this way helps me to avoid talking too much to start off the class, and I hope to encourage students who might otherwise just sit back and relax to try and engage actively with the activity of the course.
the challenge of conversation
Even trying for rapid-fire sharing around the room, with up to twenty-five students, writers can get bored, feel left out, or be uncomfortable enough talking in front of a group that they don’t speak in a way that the students in the class can hear them. Even if a student speaks two minutes out of fifty, that’s not much engagement or opportunity to be heard. In considering this problem, I’m taken back to my days as a basketball coach. I was always looking for ways to maximize our practice time and the opportunities each player had to improve. For example, if I were to put fifteen players in a line and have them shoot, get their own rebound, and then pass to the next player, then each player might get three shots in ten minutes. This isn’t helping anyone very much and to my way of thinking, not so different than a student in a writing class who only gets to be heard once or twice. So what to do?
As a teacher, I often go back to my time as an athlete and then a coach. For me, developing as a writer has a lot in common with my development as a shooter of the basketball or training for a long run. When I coached and wanted to get my players more practice, I arranged shooters into five lines of three, and all of the sudden each player got five times the amount of practice than if they were in one big-long line. The classroom version of this basketball solution would be to make use of small groups. Theoretically, a student in a small group has more opportunity to join a conversation about their reading and writing. However, I’ve been in small groups as a student and now as a faculty member, and I’m often not impressed with the sort of work that gets done. There’s often a lot of noise, but it doesn’t often seem to be the noise of conversation about reading and writing. If you want students (or faculty) to work in small groups, then there has to be a plan for how this conversation can flourish. As someone who was beginning to get more and more interested in Twitter, I wondered about the possibility of using it to enhance classroom conversation. More on that experiment in coming posts, and if you’ve got your own ideas about classroom discussion or the use of small groups, I’d love to hear them!