Susanne Rubenstein teaches English at Wachusett Regional High School in Holden, Massachusetts. She is the author of Raymond Carver in the Classroom "A Small, Good Thing" (NCTE 2005), Go Public! Encouraging Student Writers to Publish (NCTE 1998). Her fiction and poetry have appeared in such publications as Literal Latte, The MacGuffin and The Worcester Review, and her essays on teaching have been published in The Christian Science Monitor, Voices from the Middle, School Arts, and Teacher Magazine as well as a number of collections, including NCTE's Short Stories in the Classroom. Susanne is active in the National Writing Project sites in Massachusetts and frequently presents workshops for teachers and students. She strongly believes that both need to share their words with the world.
View Susanne Rubenstein's Resume
Susanne's special interests are the teaching of contemporary literature and the teaching of writing.
Teaching Literature / “New Writers, New Readers—Voices of a New Generation”
Audience: 9–12 Teachers
This workshop offers high school teachers a rationale for integrating contemporary literature (1970’s to the present) into the curriculum, along with the materials and classroom activities to make this addition successful. This literature includes minimalist fiction (with a special emphasis on Raymond Carver), “Brat Pack” fiction, the writing of the Vietnam War, diverse voices, New Journalism, and work by the newest writers of the 21st century, and the workshop can be tailored to include any or all of the above. As a supplement to the more traditional curriculum, this “new literature” has the potential to turn reluctant readers into eager readers because it addresses the concerns and issues of adolescents today in language that speaks to them.
Teaching Writing / “Spice Up the Process”
Audience: 6 – 12 Teachers
Under the demands of state-mandated testing, writing instruction can become too methodical and template-driven. This workshop offers both veteran and new teachers the opportunity to expand their work with and understanding of the writing process. In a supportive atmosphere, participants experience, through their own writing, all stages of the process—prewriting, writing, response, revision, rewriting and publication—and discover how process writing contributes to students’ success both in the classroom and on standardized tests. Participants develop a repertoire of classroom activities and assignments based on the process writing model that can be used throughout the curriculum. This workshop can be presented in abbreviated form in one daylong session, but it is designed to be offered in a series of sessions, allowing participants time for writing and revision.
Teaching Writing / “Publishing Our Students, Publishing Our Selves”
Audience: 6 – 12 Teachers
This workshop is for middle and high school teachers who are committed to the process writing model and who are eager to promote the last step of the process—publication. The first half of the workshop offers a variety of specific ideas and classroom activities that help students develop the confidence and ability to publish their work in a wide market. With the goal of publication in mind, students come to realize that the real purpose of writing is to communicate with an audience, and, with this understanding, they find a reason to write well. The second part of the presentation focuses on the teacher as published writer with the potential to be a strong voice in the field of education. The workshop also offers an overview of accessible markets for both students and teachers and information on the publishing process.