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<table border="0" cellpadding="3" cellspacing="1" width="100%" class="forumline"> <tr> <th class="thCornerL" width="22%" height="26">Autor</th> <th class="thCornerR">Wiadomość</th> </tr> <tr> <td width="22%" align="left" valign="top" class="row1"><span class="name"><a name=""></a><b>keen62sail</b></span></td> <td class="row1" height="28" valign="top"><table width="100%" border="0" cellspacing="0" cellpadding="0"> <tr> <td width="100%"><img src="http://picsrv.fora.pl/Aniseed/images/icon_minipost.gif" width="12" height="9" alt="Post" title="Post" border="0" /><span class="postdetails">Wysłany: Sob 13:49, 19 Mar 2011<span class="gen"> </span> Temat postu: tory burch handbags - names optional</span></td> </tr> <tr> <td colspan="2"><hr /></td> </tr> <tr> <td colspan="2"><span class="postbody">Local Authors In The Classroom: Bringing Readers And Writers Together | A Business Article <br />Sitting at lunch in the faculty lounge one day,<a href="http://www.toryburchshoesshop.org/" target="_blank" class="postlink">tory burch purse</a>, a former student, now colleague asked me if I remembered taking her as a senior to hear Jodi Picoult speak. 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Hoping to inspire the young writers in my classroom, I have assigned contemporary works by local writers and have invited authors who live within travel distance to my school to visit my classroom. <br />2. Planning an Author Visit <br />Preparing students for the visiting author ensures their comfort and willingness to ask questions when the day arrives. Students will have a vested interest in the session with the author when students have read and examined the author's work. Students should annotate their texts or take notes so that they can refer to specific ideas or language. I usually have students write a list of questions they would like to ask the author about the particular work itself or about the writing process. Sometimes I have the students put their names and questions on index cards that I can hand to the author, especially if I think a particular class might be suddenly shy and reluctant to speak when the author arrives. However, if the class has brainstormed questions ahead of time, students need no prompting to speak. We always plan a gift to the author: flowers, fruit, or something with the school insignia on it. We draw names to see who will present the gift with a few words of thanks. After the visit, students discuss what they learned, what surprised them, and what affirmed their ideas about authors and writing. I sometimes ask students to complete an evaluation of the event, names optional, so that I can see how they honestly reacted to the experience, but I always assign a written reflection. Knowing that they will have to compose a reflection will assure that all students pay attention during the session, and since students usually discover ideas as they write, the after visit reflection will deepen the experience and leave lasting effects on budding writers. <br />The first writer to visit my classroom was Mary McGarry Morris. A familiar figure at our school, Morris and her husband Michael, a member of the Board of Directors, sponsor and mentor several city students. I had met Morris many times at basketball games and Theatre Guild productions. I had once asked her to speak at the NEATE Fall Conference, but she politely declined. Public speaking is not something she welcomes or enjoys. So it came as a surprise to me when two of my Advanced Placement English students came to class one day to announce that they had been talking to Morris about their English course, and she had offered to speak to the class. The students and I decided that in preparation for her visit, we would read her novel Vanished. A book for mature readers, the novel chronicles a group of lonely and disenfranchised people. 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