 comentoring. Although we planned conscientiously for our learning community, "Ethics and Fiction," we were also inventing it as we went along. This was a new course for all of us, and we had never worked as a teaching team' before. We did not know most of the students in the class. So, in the beginning, we had syllabi, high hopes, and lots of enthusiasm. We still had all of these at the end of the semester, but also much more, because we discovered how a learning community might work and that its work depends upon the development of a particular kind of relationship. The students sharpened our sense of this relationship, and the story of how they named what they were doing as "comentoring" seems the best place to describe what we learned. Unexpected insights By midsemester we were reading Alice Walker's The Color Purple. Mary Jo passed out four questions for students to discuss in small groups, including the three teachers. In order to provide a thorough and persuasive response to these questions, students were encouraged to accompany each other into the text, locating important scenes, analyzing recurring imagery, and organizing an approach that would allow them to articulate the ideas raised by the group. The students were given nearly fifty minutes to grapple with their questions. At the end of the period, each group was required to offer an extensive analysis of the novel in terms of the question they were given. Each group was helping to prepare the entire class for an eventual written response on a subsequent essay exam. The group that worked on the question regarding The Color Purple as a Kunstlerroman" offered important insights on the nature of creativity. They said that while creativity often is fueled by pain and anger, it cannot be sustained by it. When Celie discovers that Mister has been stowing away all the letters her sister Nettle has sent to her throughout the years of their separation, she wants to kill him. Celie's accumulated years of anger and resentment against her husband have silenced her; her pain prevents her from healing. Shug rescues Celie from self-imposed silence. Celie has already been down the road of deprivation and has used writing less as an act of revenge and more as an act of survival. Her present voicelessness is a form of self-punishment. At this point in the novel, Shug actively participates in Celie's healing. She prevents Celie from killing her husband, she shares private information about her own damaged relationship to her mother, and she
comentoring. Although we planned conscientiously for our learning community, " Ethics and Fiction, " we were besides invent it as we went along. This was a new path for all of us, and we had never work as a teaching team' before. We did not sleep together most of the scholar in the class. thus, in the beginning, we had syllabi, gamey hopes, and lots of exuberance. We still had all of these at the end of the semester, but also much more, because we discovered how a learning residential district might work and that its work depends upon the exploitation of a particular kind of relationship. The student sharpened our common sense of this relationship, and the report of how they named what they were doing as " comentoring " seems the good place to describe what we learned. Unexpected insights By midsemester we were reading Alice Walker's The Color Purple. Mary Jo authorize out four questions for students to discuss in small groups, including the three teachers. In order to provide a thorough and persuasive reaction to these questions, students were encourage to accompany each other into the text, locating authoritative scenes, analyzing recurring imagery, and unionize an approach that would allow them to articulate the ideas raised by the group. The scholar were given nearly fifty minutes to grapple with their question. At the goal of the period, each group was required to offer an extensive analysis of the novel in term of the question they were given. Each group was helping to organize the entire class for an eventual written response on a subsequent essay examination. The group that worked on the question regarding The Color Purple as a Kunstlerroman " offered important penetration on the nature of creativity. They said that while creativity frequently is fueled by annoyance and anger, it cannot be sustained by it. When Celie discover that Mister has been stowing away all the letters her baby Nettle has sent to her throughout the years of their separation, she wants to kill him. Celie's accumulated years of anger and resentment against her husband have silenced her; her pain prevents her from healing. Shug rescue Celie from self - imposed silence. Celie has already been down the road of privation and has used writing less as an act of revenge and more as an act of survival. Her present voicelessness is a form of self - punishment. At this point in the novel, Shug actively enter in Celie's healing. She prevents Celie from killing her husband, she shares private information about her own damaged kinship to her mother, and she
 colentoring. Although we plxnned conscientniusly hor our learnine community, "Ethics and Fictiln," we wtge also inventing it xs we wenn along. Tyis xas a new course for all of us, wnd ce had never worled as a taaching team' bafurz. We did not know most of the studenes in tne class. So, in tre btgigninf, we had syllabi, high hopes, and lofs of eithusiasm. We stoll had all of these at thf enf of the semester, hut also muxh mjee, because wd discovertd how a leatning community might work and tfat ics work depgues kkon the deveoopmegt of a partlbular khnd of telationship. Tme stndenrs sharpened our sensx of this relationshyp, and tha atory of how they nqmed fhat theh wefe somng as "colenvoring" seema the best place to describe wnae we learned. Uhexpeceeq insights By midsemester we were readitg Zlice Walker's The Color Purple. Mary Jo passef out fouw questions for students to discuss in small grou[s, inrljdiun gye three teachers. In order to provide a thorougr amd persuasive refponse to tnede zuestions, stuaents csrs encouraged to acfompany each other inuo thr text, locating important sxenes, analyzpng eecurring imagery, cnd organiziug an spprosch that would allow thzm to zrticulate hhe ideas faised by the gruup. Tve students were given neawly fifty minbtes to erapkle witr their qufstiokv. At the end of thf pernod, edch group aas required to offer an extensmte analysis og dhe novel iu termx of the queseion they were given. Zach gfoup was hvlping to prepare thq entire clasv for an evenvual writeen eespinse on x subsequent exsay exam. The group that worked on thc querfion regarding Cke Color Purple ax a Kugsnlecromag" offered impmrtavt kmsighgs on the nctjre pf creativity. They sdid fhat while creativotn often iw fueled by pain and snger, it cannot be susteined uy it. Eheg Celie discovers that Mister gas been dtoring away alj thc lejters her snster Nettle has sent to her throughout vhe years of their sepaeation, she wants to lill him. Cekie's wccumulatad years of anger ane resentment agaikst her husband have sjlenceg her; her pain prevents her from healing. Shug rescues Celie from self-imposed sulence. Celie has amreacy bevn bowu the rjad lh deprivation and has used writing less as an acv of revence and more as an act of survifau. Her present voicelessness is a form of self-lunishment. At this point in the novel, Shug actively parbicipates in Cslie's healmng. She prevents Celoe frok kiloing hee hudband, she shafes pvivate inflrmauion about her own damaged relationsyip to hfr mother, and shx
comentoring. Although we planned conscientiously for our "Ethics Fiction," we also inventing it was new course for of us, and had never worked as a teaching before. We did not know most of the students in the class. So, the beginning, we had syllabi, high hopes, and lots of enthusiasm. We still all these the of the semester, but also much more, because we discovered how a learning community might work that its work depends upon the development of particular kind of relationship. students sharpened our sense of relationship, the story how named they were doing "comentoring" seems the best place to describe what we learned. Unexpected insights By midsemester we were reading Walker's The Mary Jo out questions students to discuss groups, including the three teachers. In a thorough and persuasive response to these questions, were encouraged accompany each other into the text, important scenes, analyzing recurring imagery, and organizing an that would allow them to articulate the ideas raised by the group. The students were fifty minutes to grapple their questions. At end the each was required offer an extensive analysis of the novel in terms of the they were given. Each group was helping to prepare the for eventual written response a subsequent essay exam. group worked on the question Color as important on nature of creativity. They that while creativity often is by pain and anger, it. When Celie discovers that Mister has been away all the letters her sister Nettle sent to her throughout the years of their separation, she wants to him. Celie's of anger and resentment against her husband have her; her pain prevents from healing. Shug rescues Celie from self-imposed silence. Celie already down the of deprivation and used writing less an act of more as act survival. is a form of self-punishment. At point the novel, Shug actively participates Celie's prevents Celie from killing her husband, she shares private information about her own damaged relationship mother, and she
 comentoring. Although we planNed conscieNtiouSly For OuR leaRninG community, "EthiCS and fiction," we were also invenTing iT aS We weNT aLong. THis was a NEw COUrsE fOr All Of US, aNd we hAd nEver worKed as a teacHinG tEam' before. We dID nOt know most Of tHe students in The Class. SO, iN thE BeginNinG, we haD syllaBI, high hOpes, and loTs OF enthuSIasm. We sTILl Had aLl of these at the end OF tHE semester, but alSo much MoRE, bECAusE we Discovered HoW a leaRNing comMUnITY MigHT work and that iTs work depenDS upOn the dEvEloPMent of A partIcULar Kind of relatIonsHip. The stuDents sHArpened OUr sense Of this RelAtiOnshIP, aNd The StORy oF HoW thEY naMed what tHeY wEre doIng aS "COMEntoRinG" seeMs the Best place to deScrIbe wHAt wE learNed. UnExpeCtEd insIghts BY midsEmEster we were readIng ALice WalkeR's THe colOr purplE. mary Jo PasSed Out four QuestioNS foR sTUDEnTs to discuss in small GrOUPs, IncludinG the thREe TeAChers. In oRdEr tO proVIDe a thOrouGH aNd persuaSive reSPoNsE to thesE qUestioNs, StuDenTs werE EncoUraged To accompAny eaCH other into the tEXt, locating impORtANT sCEnes, AnaLyzing recurRing IMageRy, anD OrGanIZing aN apprOaCH tHAt would allow them to aRtIculatE the iDeas raised by tHe group. The STUDents werE givEN nEArly fifty minutEs to gRapple with THeir quesTions. at the end Of the periOD, Each grouP waS reQuiRed TO OfFer an extensivE ANalySiS of the nOveL in termS of The QueStiOn They were gIven. Each GrOuP wAs HelPing tO Prepare tHe EntIrE clAss foR An evenTual wRittEn ReSPonSe on a suBSeQUEnt eSsAy Exam. the GrOup thAt woRKed On the quEstion regArdINg ThE COlOr PurplE as a KunstlerrOmAn" offered iMpOrtAnt insIGHts on the Nature of creativity. They sAId that wHilE creaTiviTy often is FueLed by pAin ANd angeR, it canNot be SuStaINEd by iT. wHeN CeLiE discovers THAt MIster HaS beeN stowinG away all the letters HEr sIster Nettle haS seNt to HER tHroUGhOUt tHe YEarS OF their separatioN, she wants tO kILl Him. Celie's aCCumUlAted yeaRs of angEr and REsentmeNt against Her husbanD hAve sILEncEd her; her paIn prevenTs her from HEalinG. shUg resCueS Celie FrOm sElf-imPosed sILenCe. CelIe has aLrEady beEn dowN tHe road of Deprivation and has used wrIting lEss as An aCt of revenGe aND moRe as an act Of suRvival. Her pResEnt VoiceLesSNess iS a foRM oF seLF-puniShmeNT. At this poINt In tHE NoVel, Shug actiVELY paRticiPatES in CelIe's hEaling. She prevents cElie from killinG her HUSbaNd, sHE shaReS private informAtiOn ABOut her owN dAmaged relatIonship tO hER mothEr, and sHe
 comentoring. Although weplanned co nscie nti ous ly  for  our  learning comm u nity , "Ethics and Fiction, " wewe r e al s oinven ting it as w e w en talo ng .  T his w asa new c ourse forall  o f us, and we ha d never wo rke d as a teach ing  team'  b efo r e. We  di d not  knowm ost of  the stud en t s in t h e class . So , in  the beginning, w e  h a d syllabi, hig h hope s, an d lot s o f enthusia sm . Wes till ha d  a l l oft hese at the e nd of the s e mes ter, b ut  al s o much  more ,b eca use we disc over ed how alearni n g commu n ity mig ht wor k a ndthat it swor kd epe n ds  up o n t he devel op me nt of  a p a r t i cula r k indof re lationship. T hestud e nts  shar pened  our  s enseof thi s rel at ionship, and th e st ory of ho w t he y n am ed wh a t they  we redoing a s "come n tor in g " se ems the best place  t o de scribe w hat we le ar n ed. Unex pe cte d in s i ghtsBy m i ds emesterwe wer e  r ea ding Al ic e Walk er 'sThe  Colo r  Pur ple. M ary Jo p assed out four quest i ons for stude n ts t od iscu ssin small gr oups ,  inc ludi n gthe three  teac he r s. In order to provide  a  thoro ugh a nd persuasive  responset o these qu esti o ns ,  students were  enco uraged toa ccompany  each  other i nto the t e x t, locat ing  im por tan t sc enes, analyzi n g  rec ur ring im age ry, and  or gan izi ngan  approach  that wo ul dal lo w t hem t o  articul at e t he  id eas r a ised b y the  gro up .T hestudent s  w e r e gi ve nnear lyfi fty m inut e s t o grapp le with t hei r  que st io ns. Atthe end of th eperiod, ea ch  gr oup wa s required  to offer an extensivea nalysis  of  thenove l in term s o f theque s tion t hey we re gi ve n.E a ch gr o u pwas  h elping top r epa re th eenti re clas s for an eventualw rit ten responseona su b s eq uen t  e s say  e x am. T he group that w orked on t he qu estion reg a rdi ng  The Co lor Pur ple a s  a Kuns tlerroman " offered  i mpor t a ntinsights o n the na ture of c r eativ i ty . The y s aid th at  wh ile c reativ i tyoften  is fu el ed bypainan d anger,  it cannot be sustained  by it . Whe n C elie disc ove r s t hat Miste r ha s been sto win g a way a llt he le tter s  h ers ister  Net t le has se n ttoh e rthroughoutt h e  ye ars o f t h eir se para tion, she wants t o  kill him. Cel ie's a ccu mul a tedye ars of anger a ndre s e ntment a ga inst her hu sband ha ve silen ced he r; her  pain p r e ve n ts her  fro m h ealing. S hug  r e scues C el ie from s elf- im posedsilenc e . Ce l i e has already be en do w n  ther oad  of d ep rivatio n  and  has usedwriting les s as a n ac t ofrevenge  a nd mor e a san act ofs urvival.Her p resentvo icel ess ness i s af o rm of  sel f- pun ishment.A t  t h is  p o int  inthe n ov el,Shug acti v ely part ici p ates in  C eli e ' s heal i ng . She preven tsCelie f rom killin g  her hu s band,  she s haresprivate inf or mationabo u t  her owndamaged r e lat io nshi p to her  m othe r,  an dshe
 comentoring._Although we_planned conscientiously for our_learning community,_"Ethics_and Fiction,"_we_were also inventing_it as we_went along. This was_a new course_for_all of us, and we had never worked as a teaching team' before. We_did_not know_most_of_the students in the class._So, in the beginning, we_had syllabi,_high hopes, and lots of enthusiasm. We still_had_all of these_at the end of the semester, but also much_more, because we discovered how a_learning community might_work_and_that its work depends_upon the development of a particular_kind of relationship. The students sharpened_our sense of this relationship, and the_story of how they named what_they were doing as "comentoring"_seems the_best place to describe what_we learned. Unexpected_insights By_midsemester we were_reading Alice Walker's The Color Purple._Mary Jo passed_out four questions for students to_discuss_in small groups,_including_the_three teachers._In order to_provide_a thorough_and_persuasive response to these questions, students_were_encouraged to accompany each other into the_text, locating important scenes,_analyzing_recurring imagery, and organizing_an approach that would allow_them to articulate the ideas raised_by the_group. The_students were given nearly fifty minutes to grapple with their questions._At the end of the period,_each group was required_to offer_an_extensive analysis of_the_novel in_terms of the question they were given._Each group_was helping to prepare the entire_class for an eventual_written_response on a subsequent essay exam._The group that worked on the_question regarding The Color Purple_as_a_Kunstlerroman" offered important insights on_the nature of creativity. They said_that while creativity_often is fueled by pain and anger,_it_cannot be sustained by it. When_Celie_discovers that Mister has been stowing_away_all_the letters her sister Nettle_has sent to her throughout the_years of their separation, she wants to kill him._Celie's accumulated years_of anger and resentment against_her_husband_have silenced her; her pain prevents her from healing. Shug_rescues Celie_from self-imposed silence._Celie has already been down the road of deprivation and_has used writing less as an act_of revenge and more as an act of survival. Her present_voicelessness is a form of self-punishment. At this_point in the novel, Shug actively participates_in Celie's healing. She_prevents_Celie from killing her husband, she shares_private_information_about_her own damaged_relationship to her_mother, and she