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I support everything you said, and I would like to add...

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I support everything you said, and I would like to add...

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1) "As students develop and exercise
knowledge of story schema, they may be able to produce more complex stories." (Vardell, pg. 47)
- I think it's important teachers build student's background knowledge and create a schema for stories. So, as student progress to higher grade levels, they will have prior knowledge to produce and comprehend complex stories overtime.

2) "Bettelheim (1976) contends that books that allow children to see they are not the only ones with fears and that suggest ways to solve problems presented by these fears are immediately meaningful to young readers." (Richards, pg. 833)
- I believe students can connect with protagonists who experience fear. It is a real feeling everyone encounters and can be more meaningful to students. The story should be relatable to student's lives and shouldn't be read to just scare students.

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1.  "Scary stories neither promote an unhealthy interest in the macabre nor instill undue fear and anxiety. Teachers and other adults must trust children's interest in scary books and recognize the role of fear in children's normal development. In addition to providing entertainment, scary books can be useful for helping children master fearful situations"

2.   "Foreshadowing and building to a climax as well as the level of story development (as measured holistically) emerged as significantly different across the grades"

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1. “The research and the students themselves are telling teachers that scary books may be more helpful than harmful. This type of story interests avid and reluctant readers and motivates them to read (Worthy, 1996)…During in-school independent reading, readers should be encouraged to read a variety of books and to broaden their reading horizons, but individual taste and freedom to choose should prevail. The goal is to turn readers on to exploring more books, not to denigrate their existing choices and preferences.”
I chose this quote because it serves as a reminder that educators must have engaging texts readily available for students to encourage independent reading.

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1. Richards- "Adults who attempt to shelter children from harm may be overprotective and views the world as a harmful place. Rather than providing a child with a sense of security, they may be instilling a sense of fear in the child, unwittingly perpetuating what they wish to accomplish.

I chose this quote because of its direct contrast of the child's mind for exploration and learning to the overprotective nature of adults. Reading is an entrance to freedom and experiential knowledge. Erasure of this will ultimately eliminate the freedom of reading.

2. Vardell
As a

corollary, constant opportunities to compose

stories, filtering the literary experience through

an individual view, may provide for greater under-

standing in responding to literature, in creating

"other worlds" which can provide links between

peoples via unique and universal responses.
I chose this quote because books allow the individual to experience different situations and their own imaginations. Comprehension cannot just be within the concrete nature of the mind; it compromises the ideas of philosophical understanding.

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#1: "Bettelheim (1976) contends that

books that allow children to see they are not the

only ones with fears and that suggest ways to

solve problems presented by these fears are im

mediately meaningful to young readers" 833

I chose this quotation because it highlights one of the many unique benefits of implementing a scary text in reading curriculum or even just including such books as options to choose from. I agree with what it stated in the quote becauseI agree that it is beneficial for children to see their fears represented in literature and to see how those fears are handled.

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"Taking an author's point of view, becoming an objective audience, analyzing the structure of a work, and generalizing to its greater meaning are valuable skills to both the reading and writing of stories." (Vardell, 1983)
This quote stood out to me because it is definitely overarching in that the author explaining the literary elements that are taught in utilizing horror books while pointing to the concrete skills that are transferred to students' from instruction.

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1.Children choose to read scary books. With out encouragement from adults and sometimes against adult directives, children actively seek out stories that chill and thrill them. Teachers must try to understand children's perspectives and value their choices rather than dismiss their book selections as inappropriate or harmful." This is the rationale of why students are drawn to tragedy as well as why it is important to use students interests to motivate reading.

2. "The quality of students' story compositions is improved as they manipulate conventions of literature. As a corollary, constant opportunities to compose stories, filtering the literary experience through an individual view, may provide for greater understanding in responding to literature, in creating "other worlds" which can provide links between peoples via  unique and universal responses" This quote summarizes the link between reading and writing while taking into account the aspect of other worlds which promotes creativity and excitement.

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1. "Without encouragement from adults and sometimes against adult directives, children actively seek out stories that chill and thrill them." -Children are always intrigued by the unknown and things that are considered scary. Some parents may not want their children actively seeking horror material because it may not be age appropriate.
2. "The relationship between the story world and reality is the turning point in the responses to the plot." - This is an important concept to consider when writing your own mystery story.

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1. Richards et al text: "Teachers

must try to understand children's perspectives and value their choices rather than dismiss their

book selections." This will foster engagement and promote student voice and choice. As a result, this will help teachers boost motivation for learning and build rapport with their students.

2. Vardell text: "Students can

profit from modeling, just as expert artists gain mastery over technique, design, and medium by learning from their mentors." As most students are visual learners, I have witnessed this insight work effectively during countless times in my teaching experiences.

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(1) C.S. Lewis (1966) pointed out that though books may contain frightening situations, scary books themselves do not cause fear. "The difference between horror book and horror book and horrified child is a wide one" (Richards et. al. 1999). - This is significant because it is important to keep in mind the difference between what students are reading and what they are feeling.

(2)  Students' uses of plot conventions also demonstrated developmental differences. Foreshadowing and building to a climax as well as the level of story development (as measured holistically) emerged as significantly different across the grades (Vardell, 1983). - Students seem to approach this kind of writing differently as they get older because their knowledge of literary conventions increases.

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"Books aren't created equal, but teachers who dismiss the idea of using scary books in the classroom may be missing an opportunity to create and encourage independent readers" (1). When selecting classroom texts teachers should keep in mind student interests and shouldn't discourage readers from interacting with texts they like both within in class reading and independent reading.

"Our demands for original and creative writing often do not allow for the incubation and gestation of encounters with literature" (2). In writing instruction students should be able to view written pieces for ideas by authors who potentially inspire them

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(Article 1): "People in ancient times perceived the

world as an unpredictable and scary place. The fact that these stories have survived to the present day indicates that an interest in scary aspects of the world and human nature is more than a fad. The world is still an unpredictable and often scary place for children and even for adults, which could explain the popularity of adult horror books and movies." (pg. 831)
I think this quote is really significant because it discusses why the idea of horror is not simply a fad but is actually something that we can all relate to because life is a scary and uncertain thing at times.

(Article 2): "When students begin to view their own writing as literature and themselves as a critical audience, they may develop the spectator distance vital to development as readers and writers." (pg.50)
Think quote stood out to me because it shows the significant impact that can come about when students have confidence and take ownership over their own writing.

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"The quality of students' story compositions is improved as they manipulate conventions of literature." (Vardell)

-We can't have traditional teaching practices and expect students to improve. It's key that we teach different conventions to students in the classroom. Students story compositions improve as they are exposed to more.

"Reading scary stories does not appear to harm children and may instead provide them opportunities to explore and conquer their fears. Children can develop reading fluency and can learn to read for entertainment and enjoyment through these stories."(Richards)

-We can't shelter kids forever it's important to expose them to all types of literatures. Allowing students to explore let's them see what they like and allows them to possibly find enjoyment in reading. It's better to give kids book horror books that are age appropriate than having them looking on their own and finding something they may not be ready for.

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" Children choose to read scary books. Without encouragement from adults and sometimes against adult directives, children actively seek out stories that chill and thrill them." (1)
I chose this because this genre isn't necessarily read in a school setting; it is typically done on the student's own time.  Children do tend to look for things that often entail a thrill.  However, they look for a thrill that ends up landing them in trouble.  So encouraging them to seek a thrill through reading is a great way to quench that thirst for thrill.

"Teachers should structure questions to build appropriate breadth and depth of questioning." (2)
I chose this quote because it is so general to all aspects and disciplines of learning. You want to give students questions beyond the "what" or "who" and focus on the "why" and "how."

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Text 1
"Teachers must try to understand children's perspectives and value their choices rather than dismiss their book selections as inappropriate or harmful" (Richards, et. al.)

This quote brings forward the conversation around censorship and teacher choice, versus students choice and ownership of their learning. Today there are books that were once allowed in classrooms, but now are a part of a banned book list. Additionally, many classroom libraries offer limited choices, not only because of the limited resources, but also because of the screening guidelines in schools. I think it is important to consider students' interests, curiosity, and perceptions of topics like fear and horror.

Text 2
"Because of the level of engagement with their own stories, this seems to be an ideal opportunity for teaching student to consciously transfer literary knowledge from one language more to another" (Vardell)

This particular quote emphasizes the importance of offering students the opportunity to not only compose their own writing, but respond to it as well. Through guided questioning and reflection, students can integrate real world experiences and social encounters.

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1. Richardson: "Reading scary stories does not appear to harm children and may instead pro vide them opportunities to explore and conquer their fears"- in this world of constant downs and news spreading all over media sources, an outlook to text can help students overcome the setbacks that they face in their lives.
2. "constant opportunities to compose

stories, filtering the literary experience through

an individual view, may provide for greater under-

standing in responding to literature, in creating

"other worlds" which can provide links between

peoples via unique and universal response"
When students are able to retract from their everyday lives and dive into mysteries, horrors, or tragedies through their own imagination, creativity and brain stimulation occurs. Students can in their own views, struggles and interests, and embrace themselves as the author of the horror mystery

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"Does being a "horror specialist" guarantee a better book? Why do we like some authors better than others? Who do we like best and why?" (Richards, Thatcher, & Barker, 1999)
This particular quote demonstrates the process of reflection teachers undergo in selecting horror novels for instruction. In doing so teachers focus mainly on two important factors, engagement and enrichment.

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"Bettelheim (1976) contends that

books that allow children to see they are not the

only ones with fears and that suggest ways to

solve problems presented by these fears are immediately meaningful to young readers" (1).
Scary stories are meaningful for young readers, and they do not serve to scare children. Students can learn how to control their fears and digest the text at their own pace. They also help students identify with the story and participate more actively in classroom activities.

"Taking an author's point of

view, becoming an objective audience, analyzing

the structure of a work, and generalizing to its

greater meaning are valuable skills appropriate to

both the reading and writing of stories" (2).
Analyzing stories showed an increase in analytical responses, which helps students understand the deeper meaning of the texts.

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1. "The difference between horror book and horrified child is a wide one"
I chose this quote because throughout the article, we learn that there are many misconceptions when it comes to scary books. Surprisingly, scary books introduce ways on how to control fear, allow children to learn that they're not the only ones with fears, as well as provide ways to solve problems that are presented by these fears.

2. "They begin to accept literature as a view of the world and in their writing"
I chose this quote because in the reading, we see how students' writing progresses throughout the years and they begin to improve the quality of their writing and seek a connection between literature and writing.

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The fact that these stories have survived to the present day indicates that an interest in scary aspects of the world and human nature is more than a fad. (1)- My reason for picking this quote is because I found it interesting that even before we found "scary" things to be interested. It shows that humans think the same even centuries apart and I think that's interesting.

And yet, it appears that, as teachers, our past history of question-asking has been limited and has not required students to reflect on the text or to reason or justify their responses to it. (2).- My reason for picking this quote is because I agree that just asking questions after the text doesn't get students to reflect on the text. Asking students typical questions doesn't help them. You have to give the Higher thinking questions so it allows to think about the text and real-life situation and combine those two. Also get more students to write and just answer questions.

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"When students begin to view their own writing as literature and themselves as a critical audience, they may develop the spectator distance vital to development as readers and writers." (2)
The reason I chose this quote is because I think it sums up what the article was about. It is important for students to see their writing as that which has its own audience. It can only help them fine tune their writing skills as they consider more and more who or what they are writing for.

"Crosser (1994) and Stevenson (1996) concur, asserting that adults who attempt to shelter children from harm by being overprotective and overcautious portray the world as a fearful place." (1)

The reason I chose this quote is because it shows how important it is to let children read without watering it down too much. Pretending that tragedy is not a part of life does not help students in the long run. Letting students navigate scary/horror/tragedy genres helps them develop as readers and writers as well as people in general.

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Don’t let a good scare frighten you: Choosing and using quality chillers to promote reading. (Richards, Thatcher, Shreeves, Timmons, & Barker, 1999). 

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Don’t let a good scare frighten you: Choosing and using quality chillers to promote reading. (Richards, Thatcher, Shreeves, Timmons, & Barker, 1999). 

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Adults tend to find stories more frightening than children do, and adults have difficulty seeing a story through a child's eyes

or even through the eyes of their own childhood.(Richards Pg 832).  This quote is interesting to me because I don't think we actually ever think about how we felt when we were children and were scared and that really does skew our perception of what students may find scary.
Characters in the students' stories ranged from

classmates to movie stars. Sixth graders developed

characters based on familiar, often real figures.

Ninth graders were more apt to manipulate proto-

types peculiar to the detective/mystery genre, while

students at the twelfth grade included a variety of

characteristics as in the sample where detective

Tom Smith is given remarkable deductive power. (Vardell, pg 49)

I like this quote from Vardell because it shows the different levels students go through as they age, and the depth they can reach once they understand genre more.

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Reading, writing, and mystery stories. (Vardell, 1983). 

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Reading, writing, and mystery stories. (Vardell, 1983). 