An Electronic Magazine by Omar Villarreal and Marina Kirac ©


Year 4                    Number 95               January 12th   2003


           4400 SHARERS are reading this issue of SHARE this week


Thousands of candles can be lighted from a single candle, and the life of the candle will not be shortened. Happiness never decreases by being SHARED





I hope you were already missing us. We were missing you a bit. You know that both Marina and I enjoy these weekly meetings with you but the weather has been so splendid so far that it was hard to sit at the computer and prepare SHARE as every other week. We decided ( on second thoughts I think Marina commanded) that I should be barred from the computer at least for  the first ten days of our holidays and I complied. And I must confess it was no effort at all. We have not gone on holidays anywhere and we are not going to. This has not been our best year in economic terms but we are not suffering. We´ve got our nice little pool and garden and plenty of friends always ready (and willing) to cook some hamburgers and sausages in the garden barbecue pit (or on grand occasions we do get a real barbecue!) which saves Marina from cooking (this if you do not count her pizzas, that everybody demands).

We don´t want to make this a long introduction. There´s a lot to read in this issue. Only one more word : there will be only two issues in January: this one and another one on either January 25th or 26th. With some many people away on holiday we do not want to clog their mail boxes (this is a white lie, actually if the weather keeps this good ,more laziness can be anticipated!)


Keep on enjoying your holidays!


Omar and Marina






1.-    Thematic Literature and Very Young Learners.

2.-    After Harry Potter, What?      

3.-    Shakespeare for Young Learners.

4.-    Electronic Village Online Sessions 2003.

5.-    In Your Own Write.

6.-    Call for Teachers of English Writing Skills.

7.-    Maestrías en la UBA.

8.-    Correction and Hypercorrection.      

9.-    The Art of Achievement.     

10.    >From an Argentinian Sharer in the States.







Our dear SHARER Marisa Cogut from Corrientes, Argentina has sent us this article from ERIC Clearinghouse on Languages and Linguistics.



Thematic Literature and Curriculum for English Language Learners in Early Childhood Education


by Betty Smallwood, Center for Applied Linguistics


The incorporation of age- and language-appropriate thematic literature into the early childhood curriculum can stimulate content-based academic learning for English language learners (ELLs). This systematic approach is particularly beneficial to young ELLs ages 3 through 8 because it provides background knowledge and cultural information along with opportunities to hear, speak, and interact with carefully crafted language in thematic and story contexts. It also develops literacy in an engaging and playful context (Ghosn, 2002). For example, a well-chosen picture book can provide a meaningful focus for developing reading skills such as vocabulary and comprehension, as well as an awareness of sounds and sound-letter relationships (Smallwood, 1998). While this careful introduction to reading is important for all children in Grades preK-3 (Snow, Burns, & Griffin, 1998), it is critical for the growing population of young ELLs. Almost half (47%) of the K-12 ELL school population reported by grade (1999-2000) is enrolled in Grades K-3, representing about 1.3 million children (Kindler, 2002). Many of these children are interacting socially beyond the home and family for the first time, hearing extensive English, being exposed to books and read aloud to, and functioning as part of a learning community.

This digest provides early childhood educators with book selection criteria, literature-based teaching strategies, curricular topics, and book lists for representative topics appropriate for use with ELLs in early childhood settings.


Book Selection Criteria


Book selection is critical because not all books are equally effective with ELLs (Smallwood, 1991; Tabors, 1997). Most book lists do not carefully weigh the particular learning needs of ELLs, and even fewer address young ELLs. Teachers should consider the following questions when evaluating a book's appropriateness for this population:


* Does the book help meet curricular objectives or enhance the thematic units being studied? Dickson's (2001) research confirms that preschool teachers often select stories that are connected to classroom themes. This connection is especially important for ELLs, who benefit from reinforcement of a topic.


* Is the book's content appropriate to the children's age and intellectual level? Books should be developmentally and content appropriate for young ELLs, many of whom have had limited exposure to books or to English.


* Does the book use language that is at or slightly above the level of the learners? Both the amount of text and the level of complexity should be considered, and the level of grammatical difficulty should increase in alignment with the students' level of aural comprehension.


* Does the book contain repeated, predictable language patterns? Such patterns include rhyming and repetition of sounds, words, refrains, or entire sentences.


* Are there clear illustrations that help tell the story? Teachers depend on pictures to explain new vocabulary and to hold the attention of the young learners. Photographs can capture hard-to-explain emotions, such as curiosity and excitement. When the teacher and student do not share a language, illustrations are often the most critical book selection criterion.


* Will the book add to the collection of bilingual and multicultural books in the classroom that represent the diverse languages and cultures of the children? Hearing their native language or about their home culture boosts ELLs' self-esteem and provides opportunities for enhancing literacy skills in both the native language and English.


Teaching Strategies


Many effective strategies for reading aloud with young children apply to ELLs (e.g., predicting from the book cover before reading, pointing to illustrations during reading, checking for comprehension upon completion). The strategies suggested below are especially useful for developing oral language and beginning literacy with students learning English as an additional language (Smallwood, 1998).



Before reading a story aloud, preview the story, highlight key vocabulary, and make a clear connection to the curriculum topic being studied. Encourage students to express key words or concepts in their native language, using a bilingual staff member, parent, or other student, if available, to help interpret. Vocabulary can be introduced and later reinforced through a picture dictionary organized by topics (e.g., The Oxford Picture Dictionary for Kids, Keyes, 1998; Oxford University Press). If the students are able, have them share related background experiences from their home or culture, in either their native language or English. Pose a specific listening objective to help the children focus, such as asking them to think about three feelings described in the book Everybody Has Feelings (Avery, 1992; Open Hand).


Reading Aloud.


Read slowly and clearly with a lot of dramatic expression. Plan fairly short read-aloud sessions; 10 minutes of listening is about all that students new to a language can productively absorb. Allow young children to hold and quietly play with something, such as a ball or doll, to help focus their attention, if necessary. If there is an aide or other adult available during book reading time, seat them near ELLs to help them remain focused or to quietly reinforce the story. If a book is beyond the students' language, content, or developmental level but meets other selection criteria, edit the story as you read or retell it through the pictures. For example, simplify I'm New Here (Howlett, 1993; Houghton Mifflin), which describes in first-person narrative and photos the first school experiences and emotions of a 9-year-old girl from El Salvador. Pause regularly to do an informal check of students' comprehension and to allow them to discuss the pictures or story, while not losing track of the reading focus.


Discussion, Review, and Extension Activities.


Encourage ELLs to talk about the story by having them point out their favorite parts, in English or their home language (if an aide or parent is available to interpret). After a comprehension check, follow with some literacy skill development. For example, with Miss Mary Mack (Westcott, 1998; Little, Brown), children repeat by chanting the three initial m sounds in the title and three rhyming words-Mack, back, and black-that practice initial sounds and a difficult-to-pronounce final blend. This is a natural, contextualized way to develop an awareness of different speech sounds. ELLs also need followup time to reinforce the connection between the book and the curricular theme. For example, after reading aloud Bread, Bread, Bread (Morris, 1989; Lothrop, Lee, & Shepard), with its photographs of delicious bread from around the world, bring in different kinds of bread for the children to experience and have them draw, label, and write a description of their favorite. Other possible reinforcement activities include making a graph that tallies students' favorite breads, making a collage of bread pictures, or taking a class field trip to a bakery.


Arrange for ELLs to listen to the book again, ideally in a smaller group, and provide them with additional opportunities to interact with and learn the vocabulary, structures, and information. Encourage them to retell the story to others and to take the book home, if permitted. If there is a bilingual edition of the book, invite a bilingual staff member or parent to read it and make it available for the families. Another way to provide repeated exposure to a book is for the teacher or parent volunteer to record it on tape and put it in the listening center along with the book.


Curriculum Topics


Traditional curricular topics for early childhood education and also for ESL have emphasized basic interpersonal communicative skills, such as the ability to talk about food, family, and holidays. Increasingly, however, topics are also focused on developing more cognitively demanding academic language in the content areas. For example, in science, early childhood units may be developed on the food pyramid, dinosaurs, insects, or simple machines. In social studies, countries and cultures represented by students in the class can be introduced, "coming to America" stories can be discussed, and cultural diversity of the neighborhood can be celebrated. Most early childhood education curricula focus on both basic communication skills and the more complex language needed for academic contexts. This dual focus is very helpful for ELLs, who need to become proficient in both social and academic language.

There are resources available to help teachers develop thematic units in elementary (Meinbach, Rothlein, & Fredericks, 1995) and early childhood settings (Carroll & Kear, 1993) with guidelines, sample topics, and activities, but neither of these addresses the specific needs of ELLs. "Everything ESL" (, a Web site devoted to K-12 ESL, offers lesson plans on content-based themes for the elementary grades.


The multicultural literature recommendations for early childhood curricular topics listed below also meet our selection criteria for ELLs in these grades. These suggestions are derived from annotated book lists compiled for monthly themes of the pre-K curriculum in Prince George's County Public Schools, MD (Smallwood, 2000).


Learning About School

Ashley, B. (1995). Cleversticks. New York: Random House.

Baer, E. (1990). This is the way we go to school. A book about children around the world. New York: Scholastic.

Mitchell, D. (1997). Schools around the world. Austin, TX: Steck-Vaughn.

Morris, A. (1999). Teamwork. New York: Lothrop, Lee & Shepard.

All About Me and You!

Fox, M. (1997). Whoever you are. New York: Harcourt Brace.

Gordon, G. (1993). My two worlds. New York: Clarion.

Raschha, C. (1993). Yo! Yes? New York: Orchard.

Roe, E. (1991). Con my hermano/With my brother. New York: Bradbury.


Getting to Know Mexico and Spanish

Grejniec, M. (1993). Buenos dias. Buenos noches. New York: North-South.

Orozco, J-L. (1997). Diez deditos. Ten little fingers and other play rhymes and action songs from Latin America. New York: Dutton.

Soto, G. (1993). Too many tamales. New York: G.P. Putnam's Sons.

Van Laan, N. (1996). La boda. A Mexican wedding celebration. Boston: Little, Brown.


Enjoying Snow Around the World

Chapman, C. (1994). Snow on snow on snow. New York: Dial Books for Young Readers.

Good, M. (1995). Reuben and the blizzard. Intercourse, PA: Good Books.

Lee, H. V. (1995). In the snow. New York: Holt.

Shulevitz, U. (1998). Snow. New York: Farrar Straus Giroux.

Siddals, M. K. (1998). Millions of snowflakes. New York: Clarion.


Celebrating Chinese New Year

Chinn, K. (1995). Sam and the lucky money. New York: Lee & Low.

Demi. (1997). Happy New Year. Kung-His Fa-Ts'ai. New York: Crown.

Low, W. (1997). Chinatown. New York: Holt.

Waters, K., & Slovenz-Low, M. (1990). Lion dancer. Ernie Wan's Chinese New Year. New York: Scholastic.




Literature-based, thematic, and content-based approaches have a strong research base and have been used widely in elementary and middle school mainstream, ESL, and foreign language programs (Haas, 2000). These approaches are now becoming equally important for early childhood education to prepare students for the demands of academics and testing. With authentic literature, teachers are helping to build emotional, social, and intellectual responses to the natural language of engaging stories linked with attractive illustrations.




Carroll, J. A., & Kear, D. (1993). A multicultural guide to thematic units for young children. Chicago: Good Apple.

Dickson, D. (2001). Book reading in preschool classrooms. In D. K. Dickson & P. O. Tabors (Eds.), Beginning literacy with language (pp. 175-204). Baltimore, MD: Paul H. Brookes.

Ghosn, I. K. (2002). Four good reasons to use literature in the primary school ELT. English Language Teaching Journal, 56, 172-79.

Haas, M. (2000). Thematic, communicative language teaching in the K-8 classroom (ERIC Digest). Washington, DC: ERIC Clearinghouse on Languages and Linguistics.

Kindler, A. L. (2002). Survey of the states' limited English proficient students and available educational programs and services. 1999-2000 Summary Report. Washington, DC: U.S. Department of Education, National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs.

Meinbach, A. M., Rothlein, L., & Fredericks, A. D. (1995). The complete guide to thematic units: Creating the integrated curriculum. Norwood, MA: Christopher-Gordon.

Smallwood, B. A. (1991). The literature connection: A read-aloud guide for multicultural classrooms. Reading, MA: Addison-Wesley.

Smallwood, B. A. (1998). Using multicultural children's literature in adult ESL classes (ERIC Digest). Washington, DC: National Center for ESL Literacy Education.

Smallwood, B. A. (2000). Booklists for pre-K curriculum topics. Unpublished project documents. Adelphi, MD: Prince George's County Public Schools.

Snow, C. E., Burns, M. S., & Griffin, P. (Eds.) (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.

Tabors, P. O. (1997). One child, two languages. A guide for preschool educators of children learning English as a second language. Baltimore, MD: Paul H. Brookes.


Digest - EDO-FL-02-08. This digest was prepared with funding from the U.S. Dept. of Education, Office of Educational Research and Improvement, National Library of Education, under contract no. ED-99-CO-0008. - ERIC Clearinghouse on Languages and Linguistics - 4646 40th Street NW - Washington DC 20016-1859 -






Our dear SHARER Juan Pablo Fernandez Rubio from Concepción, Chile wants to share this article with all of us. He says it proves his point that there is life for children´s literature teachers after Harry Potter.


After Harry Potter, What? Recommended Books and Authors

by Elizabeth Kennedy


The comment we hear again and again in schools, from friends, and at the bookstore is that J.K. Rowling's Harry Potter books are making readers out of kids who haven't been that interested in reading on their own. That's great, but what happens when these students finish the Harry Potter books? After Harry Potter, what is there? Plenty, I am happy to report.

Long before Rowling, there were writers engaging children with stories of ordinary children having extraordinary adventures. Many of these books involved fantasy or science fiction. Often, the hero or heroine felt like a misfit in the reality of everyday life but was transformed by being transported, at least for a time, to an alternate reality. Still other books involved boys and girls coping with their lives being changed by death or war.

C.S. Lewis' "The Chronicles of Narnia" is a terrific series for children. The book "The Lion, the Witch, and the Wardrobe" has been particularly popular. Younger children enjoy hearing the books read aloud while older children often prefer to read them on their own.

One of the authors who is frequently compared to J.K. Rowling is Roald Dahl. While he is best known for "Charlie and the Chocolate Factory", he also wrote a number of other children's books. Several, including "James and the Giant Peach" and "Charlie and the Chocolate Factory" have been made into movies.

Other authors Rawlings' fans might enjoy are Madeline L'Engle, whose book "A Wrinkle in Time" was awarded a Newbery Medal in 1963, and Diana Wynne Jones, who is also an award winning author. Her books "Archer's Goon," "Castle in the Air," and "Howl's Moving Castle," all received the ALA (American Library Association) Best Book for Young Adults designation. They are written for 8 to 12 year olds.

If you have younger children looking for extraordinary adventures, they will probably enjoy P.L. Travers' "Mary Poppins" and Mary Norton's "The Borrowers." This list would not be complete without "The Secret Garden" by Frances Hodgson Burnett, my all-time favorite. In any case, as you can see, if your children enjoyed the Harry Potter books, there are many other appealing books available to them.

If you have never read any of the Harry Potter books, find out what all the excitement is about. Read a sample chapter of "Harry Potter and the Chamber of Secrets." Then, move around Scholastic's Official Harry Potter site to learn more about Rowling's books. Scholastic is the American publisher of the Harry Potter books, and this site has interviews, games, discussion guides, and more for parents, teachers, and kids. By doing so, when you look for books that will appeal to children who like the Harry Potter books, you'll have a better idea of what that means.


(c) 2002 About, Inc.






This is the title of the plenary session that distinguished lecturer Nora Kreimer will offer during the FIRST ANNUAL CONFERENCE OF APPLIED DRAMA that The Bs. As. Players are organizing at Teatro Santamaría, Montevideo 842, Ciudad de Buenos Aires, on -February, Thursday 27 and Friday 28 of February -9 am to 5 pm and Saturday 1st March - 9 am to 1 pm

SHARE is co-sponsoring this event together with  Kel Ediciones, Buenos Aires Herald, AACI and APIBA.


The following is the abstract of Ms Kreimer´s presentation:


Shakespeare for Young Learners


“This lecture is an attempt to explore and validate the presence of Shakespeare texts in a classroom of young learners. This exploration is not only a very desirable activity but also an enjoyable one, from the point of view of the dramatic possibilities that are involved. I'd not only suggest a good analysis of the text in Early Modern English spelling, as opposed to some current attempts at eliminating this diction in favor of contemporary English. Also, a play-acting game: at times involving only boys as in Shakespeare's times, or, why not, also only girls! may prove very successful. This is a very interesting type of role playing that work on a Shakespeare text may generate, where laughter will be combined with introspection .


Regarding the opening up of students to a world of personal enrichment, the cultural implications of this activity cannot be fully evaluated, as a closer analysis and possible performances of Shakespeare plays may encourage a sustained interest in Shakespearean performances. The role of student-actors and teacher-directors may extend the border of the traditional classroom bond, where the exploration will be the target, and not a traditional type of training and evaluation in Shakesperean analysis, the results being definitely very satisfactory and commendable. This lecture will include a sample activity from a video of As You Like It in modern costumes, which may illustrate the concept that Shakespeare in jeans may be as or most effective in this attempt to bring Shakespeare closer to young people in class.”


Nora Kreimer

Graduada de Profesora en Inglés en el Instituto Superior del Profesorado "Joaquín V.González". Profesora Titular de I) Literatura Inglesa Medieval y Renacentista y II) de Literatura Neoclásica, Romántica y Victoriana del Instituto del Profesorado del CONSUDEC. Obtuvo el titulo de "Profesora Agregada a la Cátedra de Literatura Inglesa III (Shakespeare) del Profesorado del CONSUDEC. Actualmente se desempeña como Profesora Titular del Departamento de Inglés Cátedra de Literatura I (Medieval y Renacentista)Profesora Literatura II (Neoclásica, Romántica y Victoriana )Cátedra de Literatura Inglesa III ( William Shakespeare.) Desde 1996 está traduciendo la obra poética de Homero Manzi al inglés.



Other topics and lecturers include : The ABC in Applied Drama, by Celia Zubiri, Dramatic Activities through Poetry, by Beatríz Pena Lima, Words and Music in Applied Drama, by Ana María Bergel,Body Language and Space Management, by José Muñoz. Iniciación a la expresión con títeres y objetos, por Carlos Martínez, Creative Storytelling by Patricia Gómez and  El teatro en la educación por Roberto Vega,.

For further information on detailed schedule, lecturers, topics, registration, fees and payment, we invite all Sharers to visit the Bs As Players site: or to write to us and we will gladly send you the conference poster by e-mail.


For Registration: before 27th January phone (011) 15-4493-3543. After 27th January contact:

The Bs. As. Players: Montevideo 850, Monday to Friday 10 AM to 5 PM. Ciudad de Buenos Aires or by mail / or  Fax: (54-11) 4812-5307 / 4814-5455





The CALL Interest Section of TESOL is proud to announce its third round of online sessions, including readings, discussions, chats, guest speakers, and task-based activities.  If you can't come to the conference, now the conference can come to you!
You do NOT have to be a member of TESOL, nor do you have to register for TESOL 2003, to take part in these FREE  events.
The EV Online 2003 sessions are held prior to the TESOL Convention and some in conjunction with Interest Section Academic Sessions or Strands.  They run for seven weeks, starting on January 20 and ending on March 7, 2003.

Registration for the sessions will be from January 6 to 20, 2003.

The following Online Sessions will be offered:
Viva, the Virtual Electronic Village in the Ardeche" -- Moderator: Philip Benz -- CALL-IS
Reading Online -- Moderator: Elizabeth Hanson-Smith -- CALL-IS
A Basic Workshop for using the Internet in class -- Moderator: JoAnn Miller  CALL-IS, EFL-IS
An Intermediate Workshop for using the Internet in class -- Moderator: JoAnn Miller -- CALL-IS, EFL-IS
Oral Communication Skills for Professionals -- Moderators: Christine Parkhurst & Rebecca Dauer -- SPR-IS, ITA-IS, ESP-IS
Creating an Online Magazine to Publish Student Writing -- Moderators: Sandra Peters, Julia Karet, Anne Davis -- CALL-IS
Communities of practice online: Reflection through experience and experiment with the Webheads community of language learners and practitioners -- Moderators: Vance Stevens, Chris Jones, John Steele, Christine Bauer-Ramazani, Teresa Almeida d'Ega, Susanne Nyrop, Keiko  Schneider, Rita Zeinstejer, Arif Altun, Christopher Johnson, Aiden Yeh,  Dafne Gonzalez Chavez, Buthaina Othman, Arlyn Freed, Michael Coghlan  -- CALL-IS
For complete session descriptions and registration information, please visit the web site:
Please also note the following TESOL Online Workshops:
April 2003 -- Part 1: The Basics of Online Instruction (requiring only basic knowledge of navigating the Internet)
Summer 2003  (Winter 2003 for Cono Sur)-- Part 2: Advanced Workshop for Online Presenters
(requires successful completion of Part 1 in the series or some experience in designing and teaching online courses)
For more information and registration, please visit the TESOL web site:






Our dear SHARER and friend Susana Pfaffen from Rafaela writes to us:


Monday, December 30, 2002 5:37 PM


Dear Omar & Marina,

                               Before the year is over (and I'd better hurry as tomorrow it will) I want to release myself from this sense of guilt I feel for always receiving from you and never giving back.

                             Though I haven't started my holidays yet, I did set to work on one of my vacation chores that is to tidy up (so as to make room in) my overloaded bookcases, and literally get rid of all those old books which I definitely do not and will not use any more. (Some day or other I had to do it.) A heartbreaking task, mind you, which took me long hours to decide "away with this one" or "this one ... not yet". Before placing them sorrowfully in the "away" pile, I went through each one trying to find "a reason to save them". This I was doing when I came across some old issues of a little magazine -"READ" - from which I copied these poems that teachers may enjoy themselves, or use in their classes, or may be a source of ideas to make their students write their own poems.

The important point to notice is that they have been written by teenagers in junior high or high school ( and may already be parents of teenagers by now ! ) who contributed to the section of the magazine called In your own Write. 


My deep and warmest wishes for a Light of HOPE that lead us all into the New Year.


Susana Pfaffen




In your own Write    (from "Read" Magazine)


Average Me

Average is just average,

And average isn't fair,

But no matter what you say to them,

They act like you're not there.


They always give attention

To the smart thing that is said,

But if you make a soft remark,

They smile and pat your head.


They never even give you a chance

To talk about what you did.

They always compare you to others

And treat you like a kid.


You're never really bad enough,

And you're never  really good.

And when you say you can't,

You know, they always say you could.


Today I think, perhaps,

I should just use my brain a bit.

Maybe average isn't bad.

Maybe I won't quit.


I'm glad to be not good or bad.

In fact, I jump with glee

To know I am an average person,

A perfectly average me!

                                     April Webb - Orem, Utah


I Wonder

I wonder if there's something wrong

because I'm so different.

I kinda like sports

and I kinda don't.

Sometimes I like school;

Sometimes I don't.

Some days my favourite subject is

social studies;  but some days, science.

Sometimes I wonder what I am

and if I'll ever be perfect.

Sometimes I wonder if I'm anything

because I know I'm not close to perfect.

I keep telling my parents, "Please be patient;

God isn't finished with me yet."

But I do wish God would hurry;

I'm getting tired of waiting.

                                          Kip Beasley - Haven, Kansas



Love is like the wind.

You can't see it or touch it.

But it's always there.

It might lift you up

Or bring you down,

But it's sure to turn

Your world around.

                             Pat Mickey - Chicago Heights, Illinois




I'd rather we be a could be

If we couldn't be an are,

For a could be is a maybe

With a chance of reaching par.

I'd rather we be a have been

Than a might have been, by far,

For a might have been has never been,

But a have been was an are.

                                       No name given



Catching Time

T  ime is something you can't stop.

I   t's fun for some, for some it's not.

M aybe if we could put time in a cage,

E  verybody would stop complaining

      about age.

                                  Justin Solonynka - Churchville, Pennsylvania




Nightmares are something

that we all dread,

because they come

when we're alone in bed.

You fall asleep


of what might happen

in your mind somewhere.


You see dark colors,

alleys, and streets.

you hear strange noises

and eerie creaks.

You hear people's voices

and people screaming.

You're getting scared

and hope you're just dreaming.


Things are following you

through the dark night.

You cannot see

because there's no light.

Monsters are chasing you -

you can't escape!

You're running and running.

Then you awake.

                         Karen Barry - Pittsburgh, Pennsylvania






Our dear SHARER Fairy C. Hayes-Scott, sends us this announcement:

The International Journal for Teachers of English Writing Skills is making its annual call for prose, poetry, and short plays for its August 2003, Special Literary Edition. There is a Young People's Section (ages 10-17) and  Senior Writers' Section (ages 18 and older).
Work is anonymously refereed by an international jury. No specific subject is required. The aim is to allow good writers of all ages to share their talent with no constraints.
Beginning with the 2003 Special Literary Edition, interpretative readings of some of the poems will be available on a CD that will accompany the edition.
As in the past, the cover will reflect the top winner in each section as determined by the jury.
Deadline for submissions: March 15, 2003
Word limit: 1000
Preferred method of submission is via e mail to:
Can send disk if Microsoft Word 6.0 or higher

Submission address for hard copy (send 4):
2910 E. Eisenhower Parkway
Ann Arbor, MI  48108
For further inquiries, please contact me.
Sunrises and Sunsets,
Fairy C. Hayes-Scott, Ph.D.
Ann Arbor, MI  USA











La Secretaría de Posgrado de la Facultad  de  Filosofía  y  Letras de la Universidad de Buenos Aires informa que desde el 10 de Febrero y hasta el 7 de Marzo de 2003 está abierta  la inscripción a las siguientes maestrías y carreras de especialización:


* Maestría en Análisis del Discurso.

* Carrera de Especialización en Procesos de Lectura y Escritura

* Maestría en Docencia Universitaria.

* Maestría en Administración Cultural.

* Maestría en Etica Aplicada.

* Maestría en Literaturas Española y Latinoamericana.

* Maestría en Teatro Argentino.

* Carrera de Especialización en Historia Argentina.


Los requisitos para cursar estos postgrados pueden consultarse en la página web de la    Facultad:ías/Posgrado/Maestrías.             ,

Informes  e  inscripción:, o








Our dear SHARER  Gerardo Lafferiere sends us this “word”. He says “this might make a few Language teachers reflect and make their students´lives less miserable”



hypercorrection (hi-puhr-kuhr-REK-shun) noun

A grammatical, usage or pronunciation mistake made by `correcting' something that's right to begin with. For example, use of the word whom in "Whom shall I say is calling?"
[From Greek hyper- (over) + correction.]

  "One explanation is that some people may have been corrected for saying
   `bad' in another construction such as `I need money bad' and so in
   hypercorrection use `badly' in all constructions. Other use it trying to
   be elegant, thinking `feeling bad' is somehow less educated."
   Roz Young, The Good Word is Don't Feel Bad About 'Feeling Badly',
   The Dayton Daily News, Sep 4, 1993.

  "The truth is that hypercorrection isn't grammar's coup de grace. We all
   do it occasionally; here's how: Fear of the objective case. This comes as
   a shock to we (should be `us') people who care about grammar, but between
   you and I (should be `me'), hypercorrection is quite common."
   Rob Kyff, The Error of Fixing What Ain't Broke, The Hartford Courant,
   Apr 20, 1994.

In a related development I (Omar writing now) would like to comment on some mistakes (?) I seem to have spotted in this e-mail sent to Kinder Korner, a very popular list for kindergarten teachers in the USA. I have highlighted them in red (yes,RED!!!) for your consideration. Two of them are, to me, unmistakable examples, of slips of the pen (slips of the keyboard?) :

“She want more HW”  and “I e-mail address is…” But the other one:  “we all give different homeworks.” How would you rate it? Marina says this me still bleeding from the last time I wrote I had my toasts and butter___but then I am no native speaker and this girl is!


----- Original Message -----

From: <>

To: <>

Sent: Sunday, January 05, 2003 7:08 PM

Subject: [KinderKorner] Digest Number 5125


Message: 1
Date: Sun, 5 Jan 2003 10:30:27 EST
Subject: Homework and Organization
A first grade teacher and myself (Kgn.) were asked to present a parenting workshop on Homework and Organization. I could use some ideas.  We also need to be able to address questions that we know will come up:
*My child won't do his homework.
*I don't get home until late. (The housekeeper doesn't speak much English.)
* "Homework is always a battle, we end up at each others throats"
*Johnny finishes his HW in 5 minutes. Can you give more HW.
*HW is too easy and/or boring for Mary.
She want more HW like her sister (in 4th grade)
This has to be general because there are 5 classes and we all give
different homeworks. Also, we are talking to both K and 1 parents together.
I could use your input. Any ideas or suggestions would be greatly appreciated:
Thanks for your help. 
I e-mail address is




Our dear SHARER Edith Zas wants to SHARE these thoughts with all of us. Thank you for this, Edith and for your heart-warming comments and wishes.




You hold in your hand the camel's hair brush of a painter of Life. You stand before the vast white canvas of Time. The paints are your thoughts, emotions and acts.


You select the colors of your thoughts; drab or bright, weak or strong, good or bad.


You select the colors of your emotions; discordant or harmonious, harsh or quiet, weak or strong.


You select the colors of your acts: cold or warm, fearful or daring, small or big.


Through the power of your selective imagination you catch a vision ... you dream a dream.


You visualize yourself as the man you want to be.


You see yourself as a triumphant personality striding toward far horizons of constructive accomplishment.


You see yourself as a master servant of the race, ministering to human needs, radiating happiness.


You see yourself as a builder, making a creative contribution to the evolution of modern civilization.


You strive to make the ideal in your mind become a reality on the canvas of Time.


You select and mix the positive colors of heart, mind and spirit into the qualities of effective living: patience, determination, endurance, self-discipline, work, love and faith.


Each moment of your life is a brush stroke in the painting of your growing career.


There are the bold, sweeping strokes of one increasing, dynamic purpose.


There are the lights and shadows that make your life deep and strong.


There are the little touches that add the stamp of character and worth.


The art of achievemet is the art of making life - your life - a masterpiece.


from Twenty- Three essays on the Art of Living by Wilfred A. Peterson






Our dear SHARER Analía Cogliano sends us this mail from the States where she is currently working:


----- Original Message -----

From: <>

To: <>

Sent: Monday, December 09, 2002 2:00 PM

Subject: trabajo en U.S.A


Queridos Marina y Omar,


Mi nombre es Analía Cogliano de Santa Fe , Capital y  soy una de sus SHARERS. En el último SHARE leí algo acerca de Amity, yo he participado de Amity hace unos años, pero el año pasado me vine para USA con otro programa y ahora estoy trabajando aquí en Carolina del Norte hasta Junio que es el fin del año lectivo aquí.

Este programa es muy bueno ya que el salario es como el de cualquier otro profesor y además el programa te paga el pasaje de ida y vuelta a tu país.

Yo estoy teniendo una experiencia fantástica y quería compartirla con otra gente que tal vez este interesada en trabajar por un tiempo en USA.

La oportunidad es para cualquier profesor (Música, Física, ESL, Español, etc). Yo estoy enseñando Español en una escuela secundaria y adoro mi trabajo a pesar de que me llevo un buen tiempo captar el acento sureño.

En fin, simplemente quería compartir mi experiencia con ustedes. Si quieren publicar mi mail en el próximo SHARE, no hay ningún problema, me encantaría poder compartir mi experiencia con otras personas. Mi mail es:

Si quieren hacerme alguna pregunta por favor siéntanse libre de hacerlo y yo con gusto se las voy a contestar.


Analia Cogliano




Next Monday 20th of January is Martin Luther King´s Day in the States. Today we will say goodbye with a few of his quotations to pay homage to this unique Civil Rights fighter and a true apostle of peace and non-violence:


"Never succumb to the temptation of bitterness."

-- The Strength of Love

"A second basic fact that characterizes nonviolence is that it does not seek to defeat or humiliate the opponent, but to win his friendship and understanding."

-- Stride Toward Freedom

"If you lose hope, somehow you lose the vitality that keeps life moving, you lose that courage to be, that quality that helps you go on in spite of it all. And so today I still have a dream.”

-- The Trumpet of Conscience





Omar and Marina.


SHARE is distributed free of charge. All announcements in this electronic magazine are also absolutely free of charge. We do not endorse any of the services announced or the views expressed by the contributors.  For more information about the characteristics and readership of SHARE visit:

VISIT OUR WEBSITE : There you can read all past  issues of SHARE in the section SHARE ARCHIVES.




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