Burke Ch. 2 – Spirited Inquiry

In this chapter, Burke described how he uses inquiry-based lessons to deepen his 12^th grade AP English students’ understanding of a complex text (in this case, the novel Crime and Punishment).  On the surface, this once again seemed like a lesson that I would not be able to apply with my 12^th grade, below-level readers.  I was wrong, however, because some of Burke’s suggestions would be very useful for helping struggling readers achieve those deeper and more analytical responses to many texts (although I still probably won’t be assigning Crime and Punishment).

Burke begins his unit by providing students with a list of topics that are covered in the novel.  These topics include relationships, choices, faith, philosophy, psychology and justice.  To begin, students will write a one-page reflection on the topic, turn the subject into a guiding question that they will consider as they read and generate a list of questions about the topic to help them think more about the subject.  Students must also conduct research on the topic and participate in an online discussion group with other students focusing on the same topic.  Ultimately students will write a 5-8 page paper synthesizing information from research, from the novel and their own insights.  I think that this is a great way to make the reading experience more meaningful to students and incorporate students’ personal interests by allowing them to choose a topic of focus.  Everything that students do during reading is designed to prepare them for the writing assignment, so it won’t be as intimidating as it first might seem (although I would still have to make some adjustments to the expectations Burke outlines). 

Burke suggests several methods for increasing students’ comprehension of the text.  He requires that students annotate the text during reading (either by marking directly on the text or with post-it notes), which is a practice that I think is crucial for struggling readers.  He incorporates technology and discussion with the online discussion groups, which is something that I am very interested in trying with my own classes (if only I can find a program which isn’t blocked at school!).  He also utilizes a graphic organizer to help students understand the significance of events from the text.  It looked like this:

Who	What [did character do?]	Why	So what? [Why is it important?]

    

At the beginning of Ch. 2, Burke states, “We need generative, analytical, creative thinkers – the ones who will bring imagination to their work.  We do not need students who are obedient – those who think as they are directed; that way of thinking will ensure our country’s decline and its intellectual ruin.” (p. 46).  I think that if more teachers utilize the types of methods that Burke described in this chapter, we will have many more generative and creative thinkers graduating from high school and ready to take on the challenges of the world.