DOCSLIB.ORG

Children's Literature Discussions Literature for Backgrounds and at Varying English Proficiency Diverse Levels

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Children's Literature Discussions Literature for Backgrounds and at Varying English Proficiency Diverse Levels LAE 3005: Children’s Literature Fall 2017, Section 6714, 2G66 University of Florida Lin Deng Office Hours*: Instructor Wednesdays 11:40 am –12:40 p.m. 2216 Norman Hall [email protected] *Office hours are also available by appointment. The instructor will notify students via email and course website if office hours need to be rescheduled for a particular week. Notifications may also be posted on the office door. Class Meetings: Our section meets on Wednesday periods 2 – 4 (8:30 a.m. – 11:30 a.m.) in NRNA 2337. Class will begin promptly. There will be a short break at an appropriate time during class activities. *Please note that instructor reserves the right to make changes to this syllabus. Students will be updated of any changes. Latest Syllabus Update: August 2017 Course Description The purpose of this course is to provide you with the theoretical knowledge and practical experience for designing an elementary school curriculum for a classroom focused on social justice themes and where instruction is based in children’s literature. Literature is an authentic resource that can be the foundation of a literacy (reading/writing/speaking/ listening/viewing) program, as well as a major resource for other curriculum areas. In this course, which uses a genre approach to literature study, you will learn how to select high quality children’s literature to serve classrooms with diverse student populations. You will also learn how to plan for a literature studies curriculum, integrate technology into your curriculum, meet the needs of English language learners, and assess your own and children’s critical responses to literature. 1 Fall 2017 Course Objectives 1. To grow in your capability to critically read, analyze, and respond to literature. 2. To demonstrate your ability to select high-quality current, multicultural literature in a wide variety of genres to share with a diverse student population. 3. To demonstrate your understanding of the theoretical underpinnings of a critical reader response approach to analyzing and teaching literature. 4. To use a wide variety of print, Internet, and technological resources to gather information about children’s books, authors, illustrators, and curriculum applications. 5. To demonstrate your mastery of the Florida Educator Accomplished Practices (FEAPs) through the Educator Assessment System (EAS) tasks developed in this course. Required Course Materials Required Texts: o Short, K. G., Lynch-Brown, C., & Tomlinson, C. M. (2013). Essentials of Children’s Literature (8th Ed.). Boston: Pearson. ISBN: 9780133066739 o Two novels for which you will sign up in class. You can purchase hard copies or download copies of these two novels. Additional Required Readings: (These readings will be posted on Canvas.) Burns, E., Kimmel, S., & Garrison, K. L. (2013). How common is common? An analysis of the recommended text exemplars. Teacher Librarian, 41(1), 23-27. Dalton, B., & Grisham, D. L. (2013). Love that book: Multimodal response to literature. The Reading Teacher, 67(3), 220-225. Kovalcik, B., & Certo, J. L. (2007). The poetry café is open! Teaching literary devices of sound in poetry writing. The Reading Teacher, 61(1), 89-93. Schrodt, K., Fain, J. G., & Hasty, M. (2015). Exploring culturally relevant texts with kindergartners and their families. The Reading Teacher, 68(8), 589-598. Course Website Information This course will involve interaction with UF’s Online Learning Management System Canvas. To access this course on Canvas, go to <http://online.education.ufl.edu/>. Click on the button to Log In to Canvas and enter your Gatorlink username and password. Click on the link for “LAE 3005: Children’s Literature (6714) or (2G66), Fall 2017”. You must log into Canvas at least once each week prior to class. Any difficulties related to Canvas should 2 Fall 2017 be directed to the UF Computing Help Desk or the COE technical support staff at <[email protected]>. Class materials, presentation notes, discussion topics, course updates and announcements, assignment materials, and grades will be posted on the site prior to each class meeting. You might need to print items from the Canvas site, so plan accordingly. However, Canvas will not be used for emailing the instructor. Please use the email address provided in the instructor’s contact information. Course Requirements and Evaluation Readings: As you will learn in this and subsequent courses, wide reading builds background knowledge, which contributes to comprehension. Accumulating a deep knowledge base necessary for effective literacy teaching is a serious commitment and expectation of this program. All assigned readings are required to be completed before class and it is recommended to take notes and record questions while reading. Reading guides are provided on Canvas for each reading so that you know on what to focus on in each reading. Class discussion and collaborative learning is dependent upon this requirement; students will be held accountable in various ways, including class discussions, online discussions, quizzes, written responses, and presentations. 1. Attendance and Professionalism: Attendance and conduct of a professional nature is expected of all students for every class session. Attendance in this course is mandatory. Professional conduct includes exhibiting academic honesty, submitting work reflective of professionals, and respecting instructors and classmates. You are required to notify the instructor of any absence for any reason through email and/or voicemail PRIOR to the class meeting time. Failure to do so will affect your grade as well as acquisition of knowledge. Points will be deducted for unexcused absences, tardies, and early departures from class for each occurrence. The instructor deserves the right to deduct 5 points per absence and 2 points per tardy or early departure from your attendance and professionalism grade. The instructor deserves the right to request a doctor’s note for medical appointments. Students should also display professionalism in emails to the instructor and in correspondence with other class members. Attendance and demonstration of professionalism represent 5% of the final grade. 2. UEP Colloquium Attendance and Participation: Students are expected to attend and participate in all sessions of the UEP program colloquium for their semester. Tasks that are completed or submitted in colloquium are included in this grade. Points allocated for this grade will be divided between the two halves of the semester. If all colloquium sessions and tasks are attended and completed in the respective half, students earn the allocated points. If a colloquium session is missed or tasks are not completed, students do not earn the allocated points for that half. A colloquium absence will only be excused in the case of an emergency or severe illness; these cases must have accompanying documentation and will be determined on a case-by-case basis by the program coordinator. If a student misses a colloquium session, associated tasks must be submitted to the program coordinator within three days. Colloquium sessions are not available for make-up. Attendance and participation in colloquium represents 5% of the final grade. 3 Fall 2017 3. Participation: You are expected to participate in all class activities and discussions about readings and content covered in class both during class sessions and on the course website. Active participation will enhance your learning and includes extending ideas presented in class, supporting and elaborating ideas and perspectives, asking questions, making connections between the readings and your knowledge and beliefs, and completing assignments. Participation credit may be awarded for discussion posts on Canvas, task completion during small group activities, quizzes, class discussions, responses to instructor questions, participation in small-group conversations, and other activities at the discretion of the instructor. Your lowest quiz grade of the semester will be dropped. You should bring all required materials to class each period. Please bring a charged laptop to each class meeting. Another aspect of active participation is avoiding inappropriate and unnecessary technology use during the class period. Failure to participate actively in a given class period will result in 2 points being deducted from your overall participation grade. Points based on participation in all class activities and discussions represent 10% of the final grade. 4. Assignments: You will be responsible for completing assignments pertaining to the topic of the week and/or overall objectives for the course for most class sessions. The assignments consist of finding, reading, and bringing books of a particular genre to class and preparing various products. These products and the book genre will vary from week to week and are listed in the course schedule later in this syllabus. You will also create some technological resources (i.e. a Goodreads electronic library with 40 books). You will receive one grade for having at least 20 books in your electronic classroom library at the midterm and another grade for having at least 40 books in your classroom library at the conclusion of the course. You are encouraged to add commentary and rate the books on your Goodreads account. This resource will be valuable as you begin your career as a teacher. You are expected to complete each assignment prior to class and share your books and products in various ways with classmates. These assignments also serve as models for the types of responses to literature students you can ask your students do. Whereas a general rubric provided on Canvas (E-learning) denotes how most assignments will be graded, the instructor will provide assignment- specific rubrics for some assignments. You can access a Google Doc on which models of and resource for weekly assignments are provided on Canvas. For each day an assignment is late, 10 points will be deducted from each assignment's total points. Your assignment grades represent 30% of the final grade. 5. Exams: Two exams will be administered this semester. The first exam will cover what you have learned in the first half of the course.
Load more

Recommended publications
  • The Smashwords Book Marketing Guide
    The Smashwords Book Marketing Guide Copyright 2008-2012 Mark Coker, Founder of Smashwords (http://www.smashwords.com) Version 1.18 Updated 12.9.12 ~~**~~ Smashwords Edition Cover design by PJ Lyon ~~**~~ Other Smashwords Titles by Mark Coker: The Smashwords Style Guide (how to format an ebook) The Secrets to Ebook Publishing Success (ebook publishing best practices) The 10-Minute PR Checklist – How to Earn the Publicity You Deserve Boob Tube (novel about Hollywood celebrity) ~~**~~ Table of Contents Introduction: About the Smashwords Book Marketing Guide Background on Smashwords Setting expectations How Smashwords helps authors and publishers market books Adopting a proactive marketing mindset Marketing starts now Hyperlinks help readers discover books The importance of authors helping authors 37 Marketing Tips (all free to implement!) Tip #1 – Update your email signature Tip #2 – Post a notice on your web site or blog Tip #3 – Contact your friends, family, co-workers and fans Tip #4 – Post a notice to your social networks Tip #5 – Update your message board signatures Tip #6 – How to reach readers with Twitter Tip #7 – Publish more than one book to create a multiplier effect Tip #8 – Advertise your other books in each book you publish Tip #9 – Make it easy for your readers to connect with you Tip #10 – Issue a press release on a free PR wire service Tip #11 – Join HARO, Help-a-reporter-online for free press leads Tip #12 – Encourage fans to purchase and review your book Tip #13 – Write thoughtful reviews for other books Tip #14 – Participate
    [Show full text]
  • Binjamin Wilkomirski, Tania Head and Ishmael Beah
    Ghent University Faculty of Arts and Philosophy The Creation and Reception of False Testimony: Binjamin Wilkomirski, Tania Head and Ishmael Beah Supervisor: Dissertation submitted in partial fulfilment Prof. Dr. Craps of the requirements for the degree of “Master in de Taal- en Letterkunde: Engels-Spaans” by Hans Pieters June 2009 2 Contents Contents...................................................................................................................................... 2 Acknowledgements .................................................................................................................... 3 1. Introduction ............................................................................................................................ 4 2. The curious case of Binjamin Wilkomirski............................................................................ 7 2.1. Binjamin Wilkomirski’s traumatic history...................................................................... 7 2.2. From Bruno Dösseker to Binjamin Wilkomirski, a Holocaust survivor....................... 10 2.3. Allegations and exposure of his lies.............................................................................. 13 2.4. From Binjamin Wilkomirski back to Bruno Grosjean .................................................. 22 2.5. Bruno’s strategies of deception ..................................................................................... 27 2.6. His possible motives and ‘triggers’..............................................................................
    [Show full text]
  • ED362879.Pdf
    DOCUMENT RESUME ED 362 879 CS 214 065 AUTHOR Webb, C. Anne, Ed.; And Others TITLE Your Reading: A Booklist for Junior High and Middle School. Ninth Edition. NCTE Bibliography Series. INSTITUTION National Council of Teachers of English, Urbana, REPORT NO ISBN-0-8141-5942-7; ISSN-1051-4740 PUB DATE 93 NOTE 260p.; For the previous edition, see ED 337 804. AVAILABLE FROMNational Council of Teachers of English, 1111 W. Kenyon Rd., Urbana, IL 61801-1096 (Stock No. 59427-0015; $12.95 members, $16.95 nonmembers). PUB TYPE Reference Materials Bibliographies (131) Books (010) EDRS PRICE M001/PC11 Plus Postage. DESCRIPTORS *Adolescent Literature; Annotated Bibliographies; Childrens Literature; Elementary School Students; Intermediate Grades; Junior High Schools; Junior High School Students; Middle-Schools; *Reading Material Selection; *Recreational Reading IDENTIFIERS Aesthetic Reading; Middle School Students ABSTRACT Designed for use by students in grades 5 through 9, this annotated bibliography of nearly 600 titles of fiction and nonfiction also serves as a resource for teachers, librarians, and parents in search of titles that might catch the attention of junior high and middle school students. The book presents annotations of books published in 1991 or 1992, along with a few titles published too late for the eighth edition and a few early 1993 releases. Titles are grouped by subject matter under four main headings: Imagining, Learning, Exploring, and Understanding. The book includes a special index which lists 150 "classics" of young adult literature from 1940 to 1990. It also includes subject, title, and author indexes and a directory of publishers. (RS) *********************************************************************** Reproductions supplied by EDRS are the best that can be made * from the original document.
    [Show full text]
  • Defending Literary Culture in the Fiction of David Foster
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Texas A&M University NOVEL AFFIRMATIONS: DEFENDING LITERARY CULTURE IN THE FICTION OF DAVID FOSTER WALLACE, JONATHAN FRANZEN, AND RICHARD POWERS A Dissertation by MICHAEL LITTLE Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY May 2004 Major Subject: English NOVEL AFFIRMATIONS: DEFENDING LITERARY CULTURE IN THE FICTION OF DAVID FOSTER WALLACE, JONATHAN FRANZEN, AND RICHARD POWERS A Dissertation by MICHAEL LITTLE Submitted to Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Approved as to style and content by: David McWhirter Mary Ann O’Farrell (Chair of Committee) (Member) Sally Robinson Stephen Daniel (Member) (Member) Paul Parrish (Head of Department) May 2004 Major Subject: English iii ABSTRACT Novel Affirmations: Defending Literary Culture in the Fiction of David Foster Wallace, Jonathan Franzen, and Richard Powers. (May 2004) Michael Little, B.A., University of Houston; M.A., University of Houston Chair of Advisory Committee: Dr. David McWhirter This dissertation studies the fictional and non-fictional responses of David Foster Wallace, Jonathan Franzen, and Richard Powers to their felt anxieties about the vitality of literature in contemporary culture. The intangible nature of literature’s social value marks the literary as an uneasy, contested, and defensive cultural site. At the same time, the significance of any given cultural artifact or medium, such as television, film, radio, or fiction, is in a continual state of flux.
    [Show full text]
  • Books Recommended by Ed Mylett
    Books Recommended By Ed Mylett Peanut and rhetorical Hakim crimps so concretely that Wilson misjudges his danseur. Reza scamper erotically if alcyonarian Bryn confuted or foredoom. Basifixed Felice never stove so furtively or daggle any chalazions unbeknown. Enter your day you by ed mylett also known as well known to spend his empire builder bedros keuilian on coolspring street in this podcast This reading really helped me get here a super difficult time in specific life and. Ed Mylett on Success crime and Building 100M Businesses. Real strategies to a reason people i am not starting place here to change your work on to become. Ed Mylett Books List of books by author Ed Mylett Thriftbooks. Max Out future Life together By Ed Mylett Carl Wolfgang Schultz. This book by staying true because i brought us were asking. To review andor recommend beers from the regions where local crime occurred. I listened to such book Maxout Your lyrics on Audible which moment the added. MAXOUT Your Life eBook Mylett Ed Amazonin Kindle Store. Quitting is by step back into taking recommended to book recommendations and how. Ed Mylett is a life funeral business strategist peak performance expert and sought after keynote speaker Not answer does Ed talk the scales he also. Hansen holding you by surprise and rituals that book recommendations or two play? Listen to 173 episodes of THE ED MYLETT SHOW on Podbay the best. Robert Maxwell's last days before drowning are depicted in electrifying detail in on book. Imlyoung614. Ed Mylett Audio Books Best Sellers Author Bio Audiblecom.
    [Show full text]
  • Illustrated Fictional Book Competition
    2014 Illustrated Fictional Book Competition Open to students in grades 3 - 5 Who May Enter: To enter, a student must attend a Wisconsin school and be in grades 3-5 this school year. Books must be entered at the student’s current grade level. Book Requirements: • Books must be written and illustrated by the student. • The book should be a fictional piece with well-developed characters, setting, plot, etc. (NOT poetry) • Appropriate illustrations should be drawings, collages, computer art, or photographs and must be incorporated into the text (not just before or after the story). Students must list sources for downloaded or scanned illustrations. The illustrations must be flat when the book is closed, although pop-ups may be used provided they are an integral part of the book. All art media and techniques may be used alone or in combination. The cover design should relate to the story. • Stories may be handwritten, typed, or computer printouts. Typing may be done by someone other than the author. Required book size is a standard 8 ½” X 11” (Book measurement must be 8 ½ x 11 or entry will be disqualified.) • Books must have a cover and be securely bound (stapled, sewn, spiral bound, etc.). If using plastic report covers, please staple text to the plastic cover before covering with the binder strip. • Books may not exceed the maximum of 1500 words at all grade levels. (Count all words.) (Book that exceeds word count maximums will be disqualified.) • Contest Information Page: 2 copies of this page are required for each book: Copy 1: Student should securely attach copy of Contest Information Page as the last page of the student’s book.
    [Show full text]
  • Destination Unknown: Experiments in the Network Novel
    UNIVERSITY OF CINCINNATI DATE: November 25, 2002 I, Scott Rettberg , hereby submit this as part of the requirements for the degree of: Doctorate of Philosophy (Ph.D.) in: The Department of English & Comparative Literature It is entitled: Destination Unknown: Experiments in the Network Novel Approved by: Thomas LeClair, Ph.D. Joseph Tabbi, Ph.D. Norma Jenckes, Ph.D. Destination Unknown: Experiments in the Network Novel A dissertation submitted to the Division of Research and Advanced Studies of the University of Cincinnati in partial fulfillment of the requirements for the degree of Doctorate of Philosophy (Ph.D.) in the Department of English and Comparative Literature of the College of Arts and Sciences 2003 by Scott Rettberg B.A. Coe College, 1992 M.A. Illinois State University, 1995 Committee Chair: Thomas LeClair, Ph.D. Abstract The dissertation contains two components: a critical component that examines recent experiments in writing literature specifically for the electronic media, and a creative component that includes selections from The Unknown, the hypertext novel I coauthored with William Gillespie and Dirk Stratton. In the critical component of the dissertation, I argue that the network must be understood as a writing and reading environment distinct from both print and from discrete computer applications. In the introduction, I situate recent network literature within the context of electronic literature produced prior to the launch of the World Wide Web, establish the current range of experiments in electronic literature, and explore some of the advantages and disadvantages of writing and publishing literature for the network. In the second chapter, I examine the development of the book as a technology, analyze “electronic book” distribution models, and establish the difference between the “electronic book” and “electronic literature.” In the third chapter, I interrogate the ideas of linking, nonlinearity, and referentiality.
    [Show full text]
  • Recommended Texts for Adolescents
    Texts for Adolescents Suggestions from the Students of READ 500 Montclair State University Contact: Erik Jacobson [email protected] A Good Kind of Trouble Lisa Moore Ramée Themes: identity; activism; standing up for what is right; social justice; friendship Appeal: This book shows the perspective of a 12-year-old black girl named Shayla, who struggles with her own identity while trying to adjust to the recent events of the world. A police officer killed an unarmed black man and was not convicted of any wrongdoing. Shayla hates getting in trouble, but she feels the need to make a difference. Shayla decides that some rules are worth breaking. This book is written in kid-friendly language but includes such a powerful message. Suggested Activities: I would recommend this book as a read-aloud in the middle grades to spark strong conversations regarding social justice, standing up for what is right, even if others are saying it is wrong, and for educating students on real-world events. Submitted by Crystal Nzegwu The Absolutely True Diary of a Part-Time Indian Sherman Alexie Potential Appeal: At first the book as engaging illustrations on the cover and throughout that may appeal to students. The novel is about a teenage boy that lives with his family on an Indian reservation. The novel is told through a journal type of writing which also may appeal to students. Junior, the main character, has many birth defects and is often made fun of. The Indian reservation which he lives on, along with his family, are extremely poor, His teacher encourages him to go to another school in a very wealthy town.
    [Show full text]
  • A Tale of Two Secret Books
    A Tale of Two Secret Books The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Russell, James R. 2011. "A Tale of Two Secret Books." Paper presented at Knowledge to die for: Transmission of prohibited and esoteric knowledge through space and time, May 2-4, 2011, Berlin, Germany. Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:11879455 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Open Access Policy Articles, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#OAP 1 A TALE OF TWO SECRET BOOKS OR, HOW AND WHY THE ARMENIAN MAGICAL BOOK OF THE SIX THOUSAND EXISTS BUT SOME PEOPLE THINK IT DOESN’T AND H.P. LOVECRAFT’S NECRONOMICON DOESN’T EXIST BUT SOME PEOPLE THINK IT DOES, AND WHY THEY’RE BOTH WRONG. By James R. Russell, Harvard University. (“Knowledge to die for” conference, The Free University of Berlin and the Max Planck Institute, May 2011) Visători din toate ţările, uniţi-vă!1 1. PREFACE In August 1936, even as Germany was presenting to its guests at the Berlin Olympic Games an image of peace, order, and prosperity, Adolf Hitler wrote a private memo to Hermann Göring setting out the reasons for the four-year war plan the latter was to take charge of that October. The Reichsführer explained that in the period between the French and Russian Revolutions the forces of international Jewry, manipulators of both capitalism and communism, had systematically replaced the traditional ruling classes of Europe.
    [Show full text]
  • The Effects of Fictional Literature on Real-World Perceptions of Students
    University of Mississippi eGrove Honors College (Sally McDonnell Barksdale Honors Theses Honors College) Spring 4-30-2021 The Effects of Fictional Literature on Real-World Perceptions of Students Dylan Dowty Follow this and additional works at: https://egrove.olemiss.edu/hon_thesis Part of the Secondary Education Commons Recommended Citation Dowty, Dylan, "The Effects of Fictional Literature on Real-World Perceptions of Students" (2021). Honors Theses. 1597. https://egrove.olemiss.edu/hon_thesis/1597 This Undergraduate Thesis is brought to you for free and open access by the Honors College (Sally McDonnell Barksdale Honors College) at eGrove. It has been accepted for inclusion in Honors Theses by an authorized administrator of eGrove. For more information, please contact [email protected]. THE EFFECTS OF FICTIONAL LITERATURE ON REAL-WORLD PERCEPTIONS OF STUDENTS by Dylan Dowty A thesis submitted to the faculty of The University of Mississippi in partial fulfillment of the requirements of the Sally McDonnell Barksdale Honors College. Oxford November 2020 Approved by ___________________________________ Advisor: Dr. Rosemary Oliphant-Ingham ___________________________________ Reader: Dr. Joel Amidon ___________________________________ Reader: Dr. Sally Quong © 2020 Dylan Dowty ALL RIGHTS RESERVED ii DEDICATION I humbly dedicate this honors thesis to everyone who has ever made a lasting impact on my life. To my mom and dad who have taught me many life lessons, helped me through some of my hardest struggles, and helped me become the person I am today. To my cousin, Cortney, who is always willing to talk to me about books and life while we paint her house, and who has fed my love for literature (particularly Stephen King and YA literature).
    [Show full text]
  • 2016 Illustrated Fictional Book Competition Open to Students In
    2016 Illustrated Fictional Book Competition Open to students in grades 3 – 5 Who May Enter: To enter, a student must attend a Wisconsin school and be in grades 3-5 this school year. Books must be entered at the student’s current grade level. Book Requirements: • Books must be written and illustrated by the student. • The book should be a fictional piece with well-developed characters, setting, plot, etc. (NOT poetry) • Appropriate illustrations should be drawings, collages, computer art, or photographs and must be incorporated into the text (not just before or after the story). Students must list sources for downloaded or scanned illustrations. The cover design should relate to the story. • Stories may be handwritten, typed, or computer printouts. Typing may be done by someone other than the author. Required book size is a standard 8 ½” X 11” or smaller. • Books must have a cover and be securely bound (stapled, sewn, spiral bound, etc.). If using plastic report covers, please staple text to the plastic cover before covering with the binder strip. • Books may not exceed the maximum of 1500 words at all grade levels. (Count all words.) Books that exceed word count maximum will be disqualified. • Contest Information Page: 1 copy of this page is required for each book. Student should securely attach copy of Contest Information Page as the last page of the student’s book. Please note: An incomplete Contest Information Page will disqualify an entry from the contest. • Teacher/Parent checklist for submitting books should be filled out and submitted with the books for each class or homeschool family.
    [Show full text]
  • The Sisters in Crime Quarterly June 2020
    inSinC the Sisters in Crime quarterly June 2020 inSinC • June 2020 • Page 1 Mission Statement Promote the ongoing advancement, recognition, and professional development of women crime writers. inSinC Board Members The Sisters in Crime Quarterly • June 2020 Lori Rader – Day, President S.G. Wong, Vice President inSinc is the official publication of Sisters Faye Snowden, Secretary Jacki York, Treasurer in Crime International and is published Tracee de Hahn, Membership Development Liaison four times a year. One – year dues are Kellye Garret, Member at Large $50 for professional US and Canada writ- Stephanie Gayle, Grants/ACA Coordinator ers and $40 for non – professionals. Two Chris Goff, Education Liaison – year dues are $100 and $80; lifetime, Vanessa Lille, Publicity Chair Debra H. Goldstein, Monitoring Chair $500 and $400. Address and all other Shari Randall, Library Liaison changes can be made by members at our Barb Ross, Web Liaison website. Alec Peche, Chapter Liaison If you do not use a computer or need a Sherry Harris, Immediate Past President user name, please contact Next Wave Next Wave Group 550M Ritchie Hwy #271 Group at the address at left. Information 833.492.7463 • 410.544.4640 Fax in inSinC is submitted or reprinted from ©2019 Sisters in Crime International sources listed in each article. Where re- inSinC quired, permission to reprint has been Molly Weston, Editor granted and noted. SinC does not investi- Marcia Preston, Proofreader gate each submission independently and Margie Bunting, Proofreader Wrona Gail, Proofreader articles in no way constitute an endorse- Priscilla Gruenewald, Proofreader ment of products or services offered. No Merrilee Robsons, Proofreader material may be reprinted without written Arthur Vidro, Proofreader permission from Sisters in Crime; contact Marisa Young, Proofreader Molly Weston.
    [Show full text]