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It's not enough for students to just understand a text. In order for students to achieve academic excellence and succeed in today's society, they must also be able to exercise critical awareness over what they read. But how do you cultivate comprehension and help kids sharpen their analytical skills? The answer, writes Barbara King-Shaver, lies in thinking outside the book by studying texts in tandem.
In When Text Meets Text, King-Shaver lays out rationales and strategies for using an approach called intertextuality, where a reading of carefully paired texts increases students' grasp of content while honing their command of crucial critical tools. Making connections among texts, students delve deeper into each by observing similarities and differences in literary characteristics such as syntax, plot, character, and structure, propelling them toward greater meaning making. King-Shaver presents the research supporting intertextual instruction, techniques for adding it to your curriculum, suggestions for a wide array of books to teach together, and, best of all, practical ideas for units of study covering key aspects of teaching literature, including:
| Price | Condition | Delivery | Seller | Action |
| $99.99 | Digital |
| WonderClub |
Nancy Johnson
reviewed When Text Meets Text: Helping High School Readers Make Connections in Literature on March 13, 2016
When Text Meets Text: Helping High School Readers Make Connections in Literature
Reading "The Good High School" by Sara Lawrence-Lightfoot. It is an ethnographic portrait of six high schools - two urban, two suburban, two elite prep schools. The schools are widely considered "good", or were in 1982, and she uses a clear lens and a narrative voice to portray the contexts of these schools.
As someone who wasn't born yet in 1982, the book serves as a reminder that the formula for successful schools - and the debates about schooling - have largely stayed the same and the context hasn't changed very much at all. The "school reform" debates of today have a genesis in the exact same concerns and anxieties that were taking place in the early 80s (and led to the much-lauded and much-panned "A Nation At Risk" report by the Reagan administration.)
Not sure where I'm going with this. It's just a helpful reminder - as a new educator and someone who is considering academia - that "the more things change, the more they stay the same." Cliched? Perhaps - but important to remember in the contentious ed-reform landscape.
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