A Reading Diary: A Passionate Reader's Reflections on a Year by Alberto Manguel

By Alberto Manguel

Whereas touring in Calgary, Alberto Manguel used to be struck by means of how the unconventional he was once analyzing (Goethe's Elective Affinities) appeared to mirror the social chaos of the realm during which he was once dwelling. an editorial within the day-by-day paper may abruptly be illuminated through a passage within the novel; an extended mirrored image will be caused by means of a unmarried observe. He made up our minds to maintain a checklist of those moments, rereading a publication every month, and forming A analyzing Diary: a quantity of notes, reflections, impressions of shuttle, of associates, of occasions private and non-private, all elicited by means of his interpreting. From Don Quixote (August) to The Island of Dr. Moreau (February) to Kim (April), Manguel leads us on a charming experience in literature and lifestyles, and demonstrates how, for the passionate reader, one is completely inextricable from the opposite.

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Positive Interdependence The first step in promoting cooperation among students is to structure positive interdependence within the learning situation. Positive interdependence exists when one perceives that one is linked with others in a way so that one cannot succeed unless they do (and vice versa) a n d / o r that one must coordinate one's efforts with the efforts of others to complete a task (Johnson & Johnson, 1990). Positive interdependence is the most important factor in structuring learning situations cooperatively.

One of the most compelling studies of process gain was conducted by Ames and Murray (1982). They identified first- and second-grade children who were unable to understand conservation tasks. Subjects were randomly assigned to one of four conditions: individualistic work, being informed that a stranger had a different opinion; role playing the opposite of what they had originally answered; listening to a model peer answer conservation problems; and being placed in a cooperative pair with a partner who had different opinions (equally erroneous) and being required to reach consensus.

During the week the class begins with triads whose responsibility is to check members' homework to make sure it is completed accurately and that all members understand how to do it. On Monday a short lecture is given in which informal cooperative learning groups are used. Students are assigned to formal cooperative learning groups and assigned an academic unit to complete before Friday. On Tuesday, the groups work together, ensuring that all members understand the material and are doing the homework.

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