Adolescents are usually able to deal with common emotional concerns. However, emotional upheavals experienced by sensitive teenagers are sometimes overwhelming and using appropriate literature may serve as a catalyst in getting young people through their hurt, to find some answers. In addition to the readers initial response, the therapeutic effect also depends on the group discussion facilitated by the teacher who provides follow-up techniques such as reflective writing, role-playing, creative problem solving, music and art activities, or self-selected options for students to pursue individually (Hébert. When presented in this way, bibliotherapy can be enjoyable while providing a time for solid introspection for young people. Why is bibliotherapy important for gifted students? The trials and tribulations of adolescence are difficult for all young people in this developmental period filled with many new stresses. When gifted students arrive at adolescence, their experience may be different because of their high level of emotionality and sensitivity which often accompanies high intelligence and may exacerbate stressful experiences of daily living (Piechowski, 1997). Meeting their social and emotional needs is critical for gifted middle and high school students (Buescher, 1985; Halsted, 1994).
Friendship : Change and, gene, essay - 792 Words
Middle and high school teachers using this approach believe that reading can influence a students thinking and behavior. Moreover, through guided discussions, selected readings can focus on specific needs of gifted students. To clarify the appropriate use of bibliotherapy with students in yourself school, a distinction is made between clinical bibliotherapy and developmental bibliotherapy. Clinical bibliotherapy involves psychotherapeutic methods used by skilled practitioners with individuals experiencing serious emotional problems. Developmental bibliotherapy is helping students in their normal health and development. One of the advantages of this approach is that teachers can identify the concerns of their students and address the issues before they become problems, helping students to move through predictable stages of adolescence with knowledge of what to expect and examples of how other. Halsted (1994) proposes that young adult literature can hook teenagers emotionally; hence, the bibliotherapy process using young adult novels is easy to understand. The therapeutic experience begins when gifted teenagers identify themselves with one or more characters in a novel. Teenage readers may feel relief that they are not the only ones facing a specific problem. The reader learns vicariously how to solve some of the problems upon reflecting how the characters in the book solved their problem. As young people enjoy reading a novel, they learn vicariously through the characters in the book.
Young adult literature offers gifted students many well-written, carefully crafted and emotionally powerful novels which can be used to effectively teach all aspects of literary analysis as well as provide students opportunities to develop an understanding of themselves (rakow, 1991). Halsted (1994) highlights another important feature of young adult literature stating that because authors often write about what they know best, many authors are gifted and were gifted adolescents, the characters in young adult literature are often characterized as gifted. Seldom, however, is the giftedness pointed out; it is simply there to be recognized by gifted teenagers who see something of themselves in the story. When teenagers see something of themselves in a novel, identify with a character from the story, reflect on that identification, and under-go some emotional growth as a result of that reading experience, a teacher should be delighted. Such an authentic interaction with a novel that results in affective growth is referred to as bibliotherapy (Adderholdt-Elliott eller, 1989; Hynes hynes-Berry, 1986). Bibliotherapy is defined as the use of reading to produce affective change and promote personality growth and development (Lenkowsky, 1987). Bibliotherapy is an attempt to help young people understand themselves and cope with problems by providing literature relevant to their london personal situations and developmental needs at appropriate times.
This article describes how young adult literature serves as a therapeutic tool, which addresses the emotional issues of gifted teenagers, and emphasizes the importance of having close friendships with people who appreciate their sensitivity. Following a discussion on bibliotherapy and its use with gifted students, a description of The mosquito test, a novel about young adult friend-ships, is presented. Students responses to the novel are described. Young Adult Literature as a therapeutic tool. As adult literature reflects society and culture (Ouzts, 1994) so does young adult literature reflect adolescent society and issues facing teenagers. Although secondary English literature teachers have recognized the positive impact of young adult literature in their regular classrooms, this genre has not been given the same importance in honors level English classes (Bushman bush-man, 1997; rakow, 1991). Although gifted teenagers are often voracious consumers of literature, it is their ability to respond emotionally to the literature that is critical. Incorporating young adult literature, which addresses the moral and emotional concerns of young adults, in honors level and advanced English literature classes, provides gifted teenagers the same experience as their peers to benefit from the young adult literature in helping them understand their adolescent experiences. Along with being asked to read classic literature, gifted students should be provided age-appropriate novels written by respected authors in young adult literature (Carlsen, 1980; Halsted, 1994).
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Challenging assignments are tackled and high quality work is produced. Her students become prolific young writers and critical consumers of literature. As the school year progresses, this dedicated teacher continues to enjoy her work with these gifted students yet realizes that not all is well with their world. It occurs to her that she has assumed that these gifted young people are free of worries, forgetting that although gifted students often appear to have so much going for them, and seem capable of handling lifes difficulties, they actually may need the emotional support. While enjoying their written reflections, she becomes aware that these gifted teenagers are often troubled by personal issues and often overwhelmed by the daily pressures facing young adults. Reading their journals, she understands that they are often unable to release building tensions and stresses.
She wonders how she can help. Gifted young adults are often highly sensitive and very aware of their feelings. They can also be intense in their depth of feeling (Silverman, 1993). Gifted teenagers who exhibit a defense heightened level of sensitivity, an intensity, or emotional overexcitability (Piechowski, 1997) need supportive adults who view these characteristics positively and have a clear understanding of their frustrations and anxiety. Teachers who work with gifted youngsters also need practical classroom strategies to address these students feelings and to create supportive environments where students feel comfortable expressing how they feel.
Vidal states that Knowles told him that the character Brinker is based on Vidal. "We have been friends for many years now vidal said, "and i admire the novel that he based on our school days, a separate peace." 6 Winner of the william faulkner Award and the rosenthal Award of the national Institute of Arts and Letters. Selected works edit a separate peace (novel london, secker warburg, 1959; New York, macmillan., 1960 Morning in Antibes (novel new York, macmillan, 1962 double vision; American Thoughts Abroad, new York, macmillan, 1964 Indian Summer, new York, random house, 1966 Phineas; six stories, new York. 1971 Spreading Fires, new York, random house, 1974 a vein of Riches, boston, little Brown, 1978 peace Breaks Out (novel new York, holt, rinehart and Winston, 1981 a stolen Past, new York, holt, rinehart and Winston, 1983 The Private life of Axie reed, new York . Hébert and Richard Kent. Manuscript submitted January, 1998.
Revision accepted January, 1999. Hébert is assistant professor of Educational Psychology in the college of Education at The University of georgia in Athens, georgia, a research Fellow of the torrance center for Creative studies, and a contributing editor for. Richard Kent teaches English, directs the Writing Center, and coaches soccer at mountain Valley high School in Rumford, maine. Kent is the author of a volume of poetry, two young adult novels, and a book on the use of literary portfolios with secondary students. Weve all laughed and cried as our favorite characters succeeded and failed, because good literature is built on life itself and lifes not always easy! Cornett cornett, (1980,. The school year begins with a summer-refreshed high school English teacher greeting a group of gifted students enrolled in an advanced literature class. Excited about exploring the worlds of Hemingway, steinbeck, and other literary giants with intelligent, energetic young adults during the upcoming year, she is exhilarated by her students eagerness and intellectual vitality. As the weeks go by, she spends hours preparing lessons she is certain will enthrall her young literary protégés.
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The setting of "The devon School" is a thinly veiled fictionalization of it, with both campus and town easily recognizable. Although the plot is not autobiographical, elements of the novel stem from personal experience, including Knowles' membership in a secret society, and sustaining of a foot injury while jumping from a tree during society exercises. In his essay, "A Special Time, a special Place knowles wrote: The only elements in a separate peace which were not in that summer were anger, violence, and hatred. There was only friendship, athleticism, and loyalty. The secondary character Finny (Phineas) is the friend of the main character Gene. Knowles has stated that he modeled Finny on david Hackett from Milton Academy, paper whom he met when both attended a summer session at Phillips Exeter Academy. Hackett was a friend of Robert Kennedy 's, under whom he later served in the. A student called Phineas Sprague lived in the same dormitory as Knowles during the summer session of 1943 and may have inspired the character's name. In his memoir Palimpsest, gore vidal acknowledges that he and Knowles concurrently attended Phillips Exeter Academy, with Vidal two years ahead.
He was a record-holding varsity swimmer during his sophomore year. Citation needed, early in Knowles's career, he wrote for the. Hartford courant and was assistant editor for Holiday magazine. With encouragement from Thornton Wilder, he concurrently began writing novels. 4 fees a separate peace edit a separate peace (1959) a separate peace was first published in London by secker and Warburg in 1959. Published in New York in 1960 by macmillan, it would be his most celebrated work. The novel is based upon Knowles's experiences at Phillips Exeter Academy.
graduated from, yale University as a member of the class of 1949. While at Yale, knowles contributed stories to campus humor magazine. The yale record 3 and served on the board of the. Yale daily news during his sophomore, junior and senior years, notably as editorial secretary during his senior year.
John year Knowles ( /noʊlz/ ; September 16, 1926 november 29, 2001) 1 was an American novelist best known for. A separate peace (1959). Contents, biography edit, knowles was born in, fairmont, west Virginia, the son of James. Knowles, a purchasing agent from. Lowell, massachusetts, and Mary beatrice Shea knowles from. His father was vice president of a coal company, earning an income which afforded them a comfortable living. 2, knowles attended.
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