3/10/2024 0 Comments Teaching satire with the onion![]() ![]() Second, it focuses on a discussion of instructor experiences in the course, centered around common teacher concerns of teaching with humor writing. First, it identifies the kinds of expertise participants brought to the reading and writing of satire/parody news texts and examines how they enacted this expertise in their interactions with one another, the instructor, and the texts. The findings section is divided into two parts. Through the collection and analysis of participant interviews, participant artifacts, talk about humorous texts, and researcher memos, this study explores the design and implementation of a curriculum focused on the interpretation and production of parody/satire news texts. Using a practitioner inquiry approach, this study explores what happens both from an interactional perspective and an instructional perspective when high school students enrolled in a week-long summer writing program primarily and intentionally read and write humorous texts. Likewise, few studies have explored the affordances and limitations of humorous texts as a resource for literacy instruction. Few resources, however, exist to guide teachers, particularly at the high school level. ![]() Interacting with humorous texts is a promising way for adolescent students to learn about reading and writing.
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