|dc.description.abstract||Students in America today need to read different kinds of literature in order to know and
understand American culture and society. Students need to read first-hand accounts of
what happened in their country’s history in order to understand why things happen today.
This is important because as they grow older and become more involved in society, they
can reflect on the mistakes of the past, as well as the accomplishments, and make changes
for a better society. They need to be able to and want to read the newspaper, magazines,
and books in order to know what happens in the world. That is why schools require them
to take English classes.
Too many times, I have observed students not engaged in a lesson. They simply
look and sound bored and would rather do anything else. Unfortunately, I have found
that I cannot always teach something that is interesting to everyone. Consequently, I
wanted to research how to make required texts interesting to my students. Since English
is a core subject in all high school curricula, engaging the students becomes increasingly
I do not want to just teach what the curriculum requires and forget about whether
the students actually learn English. I want to be the kind of teacher that finds topics that
students enjoy and which connect across the curriculum. I want my students to know that
there are reasons for reading and writing other than just because it is required of them.
They need to understand that reading and writing is not always a tedious task and can be
fun as well. I want to learn how to pass on my passion for literature. This way, when
someone says, “Have you read the New York Times’ latest number one bestseller?” my
students can answer, “YES!”
The focus of my interest is in the generative topic: how can we get kids interested
in English, particularly when it is a required class? This research project shows what I
learned throughout my study.||en