I’ve read only the first couple chapters of our book but have encountered thought-provoking suggestions that closely tie it with our direction and inclinations.  Two that I’ll mention here:

  • engagement with text across the entire classroom may be easier with fiction than non-fiction because of universal themes.  
  • building rigor into the classroom is more a result of our engagement and energy with the text than it is the text itself.  Difficult text doesn’t build rigor into a student’s work with the text; in fact, if it’s too hard, then the student’s practice is too hard and at a basic level of comprehension rather than at an analytical and synthesis level.  
On a mechanics note:  I don’t know if I’m entering this post correctly, so I look forward to our meeting today and clarifying our work.  

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