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No
Linda
Silent
Partner:
Rief's
Seeking
Diversity
100
EnglishJournal
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develop their reading and writing skills. Nineteen appendices are filled with Rief's handouts and procedural
plans for running a literacy workshop. Ample bibliographies of young-adult, professional, and children's books
appear at the ends of chapters. Readers will find ideas to
adapt to their own classrooms-such as Rief's "generations" unit, where students forge intellectual and emotional links to the aged. Also, the "reader's-writer's
project" shows what can happen when students become
immersed in a genre, author, or theme. And in a stunning chapter, "The Art of Literature/The Language of
the Arts," Rief shows how she honors nonverbal ways of
knowing, seeing, and communicating. In this vivid piece
of classroom research (complete with color photographs), she reveals the processes of students who collaborated to create acrylic collages of books they had
read.
SeekingDiversityis an important new book in our profession. Rief's clear voice and sensible, humanistic ideas
about teaching reading and writing will speak to English
teachers everywhere. We need more stories like hers: a
teacher demonstrating literate behavior, showing how
she applies what she knows about literature, adolescents,
and reading and writing instruction to help students
attain a full, rich literacy.
What Rief is really seeking in her small New Hampshire college town, it seems to me, is quality. And given
the great differences among students in one classroom,
that quality cannot but be diverse. In other classrooms-those in rural areas, the inner city, or on Indian reservations-the diverse quality Rief seeks will be even more
pronounced when students break with traditional language-arts curricula to pursue their interests in reading
and to become genuine creators of literary artifacts.
September 1992
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101