Description
Book Synopsis4
Trade ReviewIn her compelling book, Writing to Survive, Deborah Alvarez demonstrates that high school students not only can but do use writing to navigate the confusing, dangerous, and emotionally and physically challenging experiences that many adolescents endure. Professor Alvarez understands that affective responses that are connected to thinking through language cannot be ignored in the educational process if we want that process to be successful. As she demonstrates with the voices of the young people she researched, the more desperate the situation, the more students need to empower themselves through creative uses of language. Every high school teacher should read this book. -- Marian Mesrobian MacCurdy, author of
The Mind's Eye: Image and Memory in Writing About Trauma; co-editor of Writing and Healing: Toward an Informe, author of The Mind's Eye: Image and Memory in Writing About Trauma; co-editor of Writing and Healing: Toward an Informed Practice
Debra Alvarez's Writing to Survive is a stellar and timely book. In this complex age of radical change it is critical to enable students to survive such 'storms' as we have not yet imagined. Professor Alvarez makes a case for the value of 'expressivist writing' in English classrooms, demonstrating what happens when we use the English classroom productively to help our students not only to survive—but to thrive—by meeting the challenges of an uncertain world—in sum, teaching students to confront increasingly frequent personal, natural, and national disasters with appropriate written tools for expression. -- Gabriele Rico, Ph.D., professor of English and comparative literature and creative arts, San Jose State University; author of Writing the Natural W
Grounded in qualitative methods dominated by ethnography, case study, and poststructuralist interpretive styles, Alvarez (Univ. of Delaware) shares her research on five traumatized adolescents and their compensatory literacy strategies in their English language high school classes. Alvarez states the thesis of the book is that "the private violences and public disasters [Katrina] affect adolescents' ability to learn, and the trauma and stresses alter the ways in which adolescents construct literacy--called compensatory strategies." After a detailed description of literacy, writing, compensatory strategies, adolescent crises, social constructivism, modern brain theory, trauma, and her research design, Alvarez presents five case studies on the power of writing for adolescents traumatized by personal violence or a natural disaster. In the final chapter, Alvarez proposes a writing pedagogy, neo-expressivist, for all adolescents. The appendixes present additional details from the case studies, a class schedule, writing from three of the adolescents, a persuasive speech assessment, a hurricane information survey, and an English IV literacy portfolio project. The extensive bibliography clarifies works cited in the book. * CHOICE *
Table of Contents
Chapter 1 Writing to Survive Chapter 2 Research Methodology for Prairie High School Chapter 3 Danielle— "I'm Safe Now." Chapter 4 Chase — "When I am Happy, I Have No Problems Thinking" Chapter 5 Diana —"Hell of a Life, Isn't It?" Chapter 6 Research Methodology in New Orleans Public High Schools Chapter 7 Lydia — "In Then I New My Friend was Dead." Chapter 8 Tyrone - "Doing Me is What I Do Best" Chapter 9 Writing Across Trauma, Tragedy and Adolescence
