Writing to Survive: How Teachers and Teens Negotiate the Effects of Abuse, Violence, and Disaster

by Deborah M. Alvarez

Overview

This book brings research-based attention to the problem of increasing violence, abuse

Product Details

ISBN-13:	9781607097846
Publisher:	R&L Education
Publication date:	02/16/2011
Pages:	262
Product dimensions:	6.10(w) x 9.23(h) x 0.66(d)

About the Author

Deborah M. Alvarez began her teaching career in Kansas as secondary English language arts teacher. After receiving her doctorate from the University of Wisconsin-Madison in Composition Studies, Deborah now teaches methods and writing courses to future teachers at the University of Delaware while continuing her research in the effects of natural disasters on teacher instruction and adolescent writing.

Table of Contents

Introduction vii

Part I Finding a Purpose for Writing in a Violent and Troubled World

Chapter 1 Writing to Survive 3

Chapter 2 Research Methodology for Prairie High School 27

Chapter 3 Danielle-"I'm Safe Now" 41

Chapter 4 Chase-"When I Am Happy, I Have No Problems Thinking" 75

Chapter 5 Diana-"Hell of a Life, Isn't It?" 105

Part II Finding a Purpose for Writing After Disaster Strikes

Chapter 6 Research Methodology for New Orleans Public High Schools 141

Chapter 7 Lydia-"In Then, I New My Best Friend Was Dead" 165

Chapter 8 Tyrone-"Doing Me Is What I Do Best" 193

Chapter 9 Writing Across Trauma, Tragedy, and Adolescence 217

Appendix A Syllabus for the Senior Project (Block Scheduling) 233

Appendix B Danielle's Writings 237

Appendix C Chase's Writings 239

Appendix D Diana's Writings 241

Appendix E Persuasive Speech Assessment 245

Appendix F Hurricane Information Survey (Warheit et al., 1996) 249

Appendix G English IV Literary Portfolio Project 251

Bibliography 253

Index 259

About the Author 269

What People are Saying About This

Marian Mesrobian MacCurdy

In 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.

Gabriele Rico

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.

Editorial Reviews

In 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

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

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 Reviews

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