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[Xmca-l] Re: Reviewer required for David Kellogg's new book.
Thanks, Huw (and thanks, Rob!)
The copies that the publisher sent to Rob, if they are like my copies, do
not have index numbers yet! I put the index numbers in (twice....grrrrrr)
but because of last minute formatting the index numbers were all wrong, and
had to be redone, and they didn't get redone at the last minute (being
somewhat eidetic, I insisted on lots of pictures and diagrammes and whatnot
and this makes the book rather hard to format).
The book's being reprinted, this time with index numbers. So whoever
reviews it should, well, go easy on the lack of numbers in the index. The
new copies should be out in about two weeks.
It's still a good book, if you don't try to read it backwards!
Hankuk University of Foreign Studies
On 7 August 2014 05:37, Huw Lloyd <firstname.lastname@example.org> wrote:
> I think your message justifies a new subject line & thread.
> Congratulations David.
> On 6 August 2014 21:24, Robert Lake <email@example.com> wrote:
> > Hi Everyone,
> > I have a copy of David Kellogg's new book:
> > *The Great Globe and All Who It Inherit: Narrative and Dialogue in
> > Story-telling with Halliday, Vygotsky, and Shakespeare **Sense
> > Rotterdam, The Netherlands.*and will mail it to anyone who would like to
> > write a review of it. David did a fabulous job on it and is already using
> > it in his English classes in Korea. By the way,
> > He did not ask me to do this.
> > *Robert Lake*
> > *From the back cover.*
> > Every storyteller soon discovers the difference between putting a story
> > inside children and trying to extract it with comprehension questions and
> > putting children inside a story and having them act it out. Teachers may
> > experience this as a difference in "difficulty", or in the level of
> > motivation and enthusiasm, or even in the engagement of creativity and
> > imagination, and leave it at that. This book explores the divide more
> > critically and analytically, finding symmetrical and even complementary
> > problems and affordances with both approaches.
> > First, we examine what teachers actually say and do in each approach,
> > the systemic-functional grammar of M.A.K. Halliday.
> > Secondly, we explore the differences developmentally, using the
> > cultural-historical psychology of L.S. Vygotsky.
> > Thirdly, we explain the differences we find in texts by considering the
> > history of genres from the fable through the plays of Shakespeare.
> > and "Outside" the story turn out to be two very different modes of
> > experiencing-the one reflective and narrativizing and the other
> > participatory and dialogic. These two modes of experience prove to be
> > equally valuable, and even mutually necessary, but only in the long
> > run-different approaches are necessary at different moments in the
> > different points in development, and even different times in human
> > In the final analysis, though, this distinction is meaningless to
> > and to their teachers unless it is of practical use.
> > Each chapter employs only the most advanced technology ever developed for
> > making sense of human experience, namely thinking and talking--though not
> > necessarily in that order. So every story has a specific narrative to
> > a concrete set of dialogues to try, and above all a practicable time and
> > practical space for children, their teachers, and even their teachers'
> > teachers, to talk and to think