Tuesday, November 17, 2009
Wednesday, October 14, 2009
Reflection on "Letter Writing"
I have to say that I really like the letter writing version of blogging because I feel like it is much more personal than the 2x journal. I like hearing the feedback from my classmate, and I like sharing information with my partner. I feel like I have a purpose for blogging when I wrote them in the "letter" format. I would use this as an activity with my students because not only is it blogging, and explaining what they have read or learned, but it is writing a letter. It also acts as a reinforcement to teaching letter writing. Plus, I think the personal component to it is helpful in creating a positive sense of communication among classmates. In my opinion, it can bring the students together and encourage discussion and communication, and create bonds, or open more doors to communication and expressing ideas in other areas of the class.
Overall, I think letter writing blogging is effective, and gets the point across. I enjoyed it, and I will use it again, and refer it to students of mine.
Overall, I think letter writing blogging is effective, and gets the point across. I enjoyed it, and I will use it again, and refer it to students of mine.
Dear Rosemarie, Blog #6
Dear Rosemarie,
I greatly enjoyed reading this week’s articles and chapters for our Writing Across the Curriculum course. I was really able to soak up most of the information McCarthy discussed in A Stranger in Strange Lands: A College Student Writing Across the Curriculum, and Bean’s Engaging Ideas, chapter four.
McCarthy’s article was lengthy, but it was a pretty easy read. McCarthy discussed approaches a student must take in order to be a successful writer in all academic courses. McCarthy focuses on a boy named David, and follows his through his college courses observing his course work, his teachers, and his way of understanding and adapting to different teachers and different classes. David said, “first you’ve got to figure out what your teachers want. And then you’ve got to give it to them if you’re gonna’ get the grade. And that’s not always so easy.” McCarthy believes that a student can be successful if he or she can determine what constitutes appropriate texts in the classroom. Do you agree with McCarthy when she says this? McCarthy also believes that “college writing is a process of assessing and adapting to requirements in unfamiliar academic settings”. Do you agree with that statement? I have to say that I do. Writing is definitely a process, a lengthy one at that, and it does require assessment and adaptation to what is expected of an individual, or student in this case, in new settings. One must become accustom to their environment and what is expected of them if they want to succeed, and I think that same rule applies to writing across the curriculum.
Like many others, David is learning new languages in new territories, he must define and master the rules of use for written discourse from on classroom to another, and he must use the communication means considered appropriate by members of particular speech or discourse communities according to McCarthy. This is a big task, don’t you agree?
McCarthy makes reference to Erickson in this article. Erickson believes that the classroom environment is not limited to just a student-teacher relationship but also the subject matter, social task structure, the enacted task, and the sequence of actions involved in the task. In other words, he is saying that there is much more that needs to be mastered besides good relations with a teacher, but that the subject matter is understood, the task is clear, and the proper actions are taken to complete the task in a proper manner. I think this is something that applies not only to classrooms but in many aspects of life. What do you think? Do you share in my views?
In Bean’s chapter four of Engaging Ideas, he discusses tips for teachers to follow to help make their classroom run much more smoothly. He mentions promoting active learning, maximizing the help given, how to keep teachers’ workloads manageable, and encourages getting students on track early in the writing process. Bean believes ways teachers can save time marking and grading students is by creating scoring guides, clarifying grading criteria, assigning drafts and outlines, and having students do paired interviews and small group tasks. I agree that these tips are helpful. By clarifying grading criteria will help students better know what is required of them, and then limit the amount of mistakes they make which in turn will make less work for the teacher. How do you feel about this Rosemarie? I think this links to what McCarthy was saying about knowing the task, and approaching the task in a manner accordingly. Did you draw the same conclusions?
In addition, Bean discusses techniques for grading students' work. He says is best to not circle things, and to limit the number of comments a teacher writes on student's work. What do you think? Do you think its best not to overwhelm the students with comments? Do you think it is overwhelming? Professor Muhlhauser wrote a lot of comments on my paper. While it was overwhelming to see, it was helpful to me when it came to revising it to his liking. How do you feel about this? Are you in support of many comments, or do you think fewer comments work better?
All in all, I think McCarthy and Bean both knew the subject matter they were discussing well. Their writing was clear and easy to read despite its length, and they offer a lot of advice in creating positive experiences in the classroom for both the teacher and the student. I enjoyed reading both of these articles together because I feel like one article focused on the teacher end of things, while the other focused on the student. I was able to understand things from both a teacher’s perspective and a student’s perspective and I think that is something important for a teacher to understand. It’s good to see things from both sides. How do you feel about that? Do you think McCarthy and Bean presented valid information that is useful for both teachers and students?
Sincerely,
Dana
I greatly enjoyed reading this week’s articles and chapters for our Writing Across the Curriculum course. I was really able to soak up most of the information McCarthy discussed in A Stranger in Strange Lands: A College Student Writing Across the Curriculum, and Bean’s Engaging Ideas, chapter four.
McCarthy’s article was lengthy, but it was a pretty easy read. McCarthy discussed approaches a student must take in order to be a successful writer in all academic courses. McCarthy focuses on a boy named David, and follows his through his college courses observing his course work, his teachers, and his way of understanding and adapting to different teachers and different classes. David said, “first you’ve got to figure out what your teachers want. And then you’ve got to give it to them if you’re gonna’ get the grade. And that’s not always so easy.” McCarthy believes that a student can be successful if he or she can determine what constitutes appropriate texts in the classroom. Do you agree with McCarthy when she says this? McCarthy also believes that “college writing is a process of assessing and adapting to requirements in unfamiliar academic settings”. Do you agree with that statement? I have to say that I do. Writing is definitely a process, a lengthy one at that, and it does require assessment and adaptation to what is expected of an individual, or student in this case, in new settings. One must become accustom to their environment and what is expected of them if they want to succeed, and I think that same rule applies to writing across the curriculum.
Like many others, David is learning new languages in new territories, he must define and master the rules of use for written discourse from on classroom to another, and he must use the communication means considered appropriate by members of particular speech or discourse communities according to McCarthy. This is a big task, don’t you agree?
McCarthy makes reference to Erickson in this article. Erickson believes that the classroom environment is not limited to just a student-teacher relationship but also the subject matter, social task structure, the enacted task, and the sequence of actions involved in the task. In other words, he is saying that there is much more that needs to be mastered besides good relations with a teacher, but that the subject matter is understood, the task is clear, and the proper actions are taken to complete the task in a proper manner. I think this is something that applies not only to classrooms but in many aspects of life. What do you think? Do you share in my views?
In Bean’s chapter four of Engaging Ideas, he discusses tips for teachers to follow to help make their classroom run much more smoothly. He mentions promoting active learning, maximizing the help given, how to keep teachers’ workloads manageable, and encourages getting students on track early in the writing process. Bean believes ways teachers can save time marking and grading students is by creating scoring guides, clarifying grading criteria, assigning drafts and outlines, and having students do paired interviews and small group tasks. I agree that these tips are helpful. By clarifying grading criteria will help students better know what is required of them, and then limit the amount of mistakes they make which in turn will make less work for the teacher. How do you feel about this Rosemarie? I think this links to what McCarthy was saying about knowing the task, and approaching the task in a manner accordingly. Did you draw the same conclusions?
In addition, Bean discusses techniques for grading students' work. He says is best to not circle things, and to limit the number of comments a teacher writes on student's work. What do you think? Do you think its best not to overwhelm the students with comments? Do you think it is overwhelming? Professor Muhlhauser wrote a lot of comments on my paper. While it was overwhelming to see, it was helpful to me when it came to revising it to his liking. How do you feel about this? Are you in support of many comments, or do you think fewer comments work better?
All in all, I think McCarthy and Bean both knew the subject matter they were discussing well. Their writing was clear and easy to read despite its length, and they offer a lot of advice in creating positive experiences in the classroom for both the teacher and the student. I enjoyed reading both of these articles together because I feel like one article focused on the teacher end of things, while the other focused on the student. I was able to understand things from both a teacher’s perspective and a student’s perspective and I think that is something important for a teacher to understand. It’s good to see things from both sides. How do you feel about that? Do you think McCarthy and Bean presented valid information that is useful for both teachers and students?
Sincerely,
Dana
Tuesday, October 13, 2009
Response Letter to Rosemarie Civitano
Dear Rosemarie,
There is no need to apologize for the delay. I sympathize with you over the fact that my life has been quite overwhelming lately as well. I share in some of the same issues regarding family obligations, my new job, my involvement at the college, and preparing for our presentation, as well as revising my first assignment. I just want to scream! Ahhhhhh!!! So, no apologies needed.
I have to say I completely agree with your opinions on what Bean was saying, and I completely agree with Bean. I have received my undergrad degree in English, and a major component of my courses focused tremendously on and around writing. Thereofre, I understand exactly how writing can be considered a tool. Writing is not only what is put down on paper, or a grade on an exam, but to me, it is something much deeper. The skills one must know and possess to be a good and effective writer are what I believe to be key. Such skills involve creativity, prior knowledge, good communication, and understanding the act of transferring thoughts onto paper. Writing is a tool to express knowledge, or explain one’s thoughts.
On the contrary, I believe writing goes deeper than being a tool. While it may be a tool, it is also its own little (or big) world. Writing can be a combination of ideas or thoughts, or a simple grocery list. Writing can be creativity, and excitement, or writing can be a retelling of a event in a person’s life. Writing can be a poem, and writing can be how to create a poem or a story. Writing can be a job resume, and writing can a diary, or a memoir, or an autobiography. Writing can be jotting down homework, or completing a math test. Writing is immeasurable and varies among individuals, cultures, classrooms and teachers. Writing is much more than a tool, but I can understand how writing can be a tool.
When in comes to Rose’s article I must say that once again I share your beliefs. I do not think writing courses are remedial. I think at times they may be depending on the particular students in that class, but not because of the course itself. I think when Rose says this he is thinking of how certain students may learn, and how it sometimes can be a remedial course. I do no think that writing courses are always remedial, and I don't think that it should be classified as a remedial course all of the time. If not, then I think Rose is talking nonsense.
Writing to me is a steppingstone to all other academic courses. I believe it is a foundation for expressing oneself in multiple ways. I think writing courses are essential to the academic development and success of my students. I find writing to be a great way to express yourself and without the proper courses and encouragement from such courses students will lose their way in other courses and in the world itself. It is critical, in my eyes, that students know how to write, and how to write well. Writing is a part of everyday life in more ways than one may typically think. For example, writing a cover letter and resume to gain employment. If one cannot complete this task accurately and appropriately one will fail in getting that good job they dreamed of.
Do you agree? How do you feel about what I am saying? I know we can probably go on about this all day and night, but for time purposes I will end this. I will see you soon. Hope to continue the exchanging of ideas!
Sincerely,
Dana
There is no need to apologize for the delay. I sympathize with you over the fact that my life has been quite overwhelming lately as well. I share in some of the same issues regarding family obligations, my new job, my involvement at the college, and preparing for our presentation, as well as revising my first assignment. I just want to scream! Ahhhhhh!!! So, no apologies needed.
I have to say I completely agree with your opinions on what Bean was saying, and I completely agree with Bean. I have received my undergrad degree in English, and a major component of my courses focused tremendously on and around writing. Thereofre, I understand exactly how writing can be considered a tool. Writing is not only what is put down on paper, or a grade on an exam, but to me, it is something much deeper. The skills one must know and possess to be a good and effective writer are what I believe to be key. Such skills involve creativity, prior knowledge, good communication, and understanding the act of transferring thoughts onto paper. Writing is a tool to express knowledge, or explain one’s thoughts.
On the contrary, I believe writing goes deeper than being a tool. While it may be a tool, it is also its own little (or big) world. Writing can be a combination of ideas or thoughts, or a simple grocery list. Writing can be creativity, and excitement, or writing can be a retelling of a event in a person’s life. Writing can be a poem, and writing can be how to create a poem or a story. Writing can be a job resume, and writing can a diary, or a memoir, or an autobiography. Writing can be jotting down homework, or completing a math test. Writing is immeasurable and varies among individuals, cultures, classrooms and teachers. Writing is much more than a tool, but I can understand how writing can be a tool.
When in comes to Rose’s article I must say that once again I share your beliefs. I do not think writing courses are remedial. I think at times they may be depending on the particular students in that class, but not because of the course itself. I think when Rose says this he is thinking of how certain students may learn, and how it sometimes can be a remedial course. I do no think that writing courses are always remedial, and I don't think that it should be classified as a remedial course all of the time. If not, then I think Rose is talking nonsense.
Writing to me is a steppingstone to all other academic courses. I believe it is a foundation for expressing oneself in multiple ways. I think writing courses are essential to the academic development and success of my students. I find writing to be a great way to express yourself and without the proper courses and encouragement from such courses students will lose their way in other courses and in the world itself. It is critical, in my eyes, that students know how to write, and how to write well. Writing is a part of everyday life in more ways than one may typically think. For example, writing a cover letter and resume to gain employment. If one cannot complete this task accurately and appropriately one will fail in getting that good job they dreamed of.
Do you agree? How do you feel about what I am saying? I know we can probably go on about this all day and night, but for time purposes I will end this. I will see you soon. Hope to continue the exchanging of ideas!
Sincerely,
Dana
Monday, October 5, 2009
Blog # 4 Letter to Rosemarie Civitano
Dear Rosemarie,
I found this week’s readings to be quite loaded. I read about many interesting things; some of which I agreed with, and other things that I did not, and some things that puzzled me. Many things were new to me, while others are very familiar and are practices I engage with on a regular basis.
When Fulwiler said, “Most people write letters in their natural voices: first person pronouns, contradictions, personal asides, digressions, humor, slang, expletives…I prefer dashes to semicolons, ellipses to transitions, sometimes sentence fragments, other times endless sentences” I happen to both agree and disagree. I mainly believe, that while it is important to keep up with the typical grammatics of letter writing, it depends, a lot on who the recipient of the letter is, and the relationship between the writer and that person. I believe that with that in mind the way in which a person writes the letter and the writing techniques he or she uses varies upon the situation and the degree of importance within that letter.
For example, if I am writing a casual letter to a friend inviting them to attend a party, it is normal and in fact okay to use fragment sentences, sometimes humor and exclamation points, and even run-on sentences to name a few. On contrary, if the letter was a cover letter for a job, those rules would obviously change and the writer would want to make sure all the “I’s” were dotted and the “T’s” were crossed sort of speak. Don’t you agree? I do not think certain rules apply all of the time in letter writing. When writing a letter to a friend wouldn’t you find it best to write in your natural voice? When writing a letter for a job, or a fundraiser, wouldn’t it be best to use a more professional voice?
On page seven, Bean said “Good writing, I like to tell my students, grows out of good talking-either talking with classmates or talking dialogically with oneself through exploratory writing.” When I first read this I agreed with it because I feel good communication does help a student’s writing to be that much better. But, I also feel that those who are less communicative tend to have a lot of “good stuff” within them that others may never hear of if it wasn’t for writing it on paper. So, my feelings are torn. What do you think of what Bean said? Do you agree with it or do you, like me, have mixed feelings? Perhaps I am just misinterpreting it.
Another thing I thought was worth pointing out from the readings was what Williams said on page fifty nine, “The great thing about repetition is that it makes items look like they belong together, even if the elements are not exactly the same. You can see here that once you establish a couple of key repetitive items, you can vary those items and still create a consistent look.” The reason this sparked my interest was because I just received a letter home from my son’s school which pointed out some ideas and tips for successful reading with and for children. It too, has pointed out the importance of repetition and how it helps students not only draw connections within the text but also for the younger students it helps them to identify certain words, their spellings, and meanings. The consistency of repetitions is a helpful tool for readers. I believe repetition whether it is in close proximity in the text or spread out it still triggers something in that persons mind. If the repetition is spread out in the text, or even if it is slightly different, I believe that it brings up ideas that were previously said earlier on in the text. Would you agree with this? I know that when I read something, if I noticed repetition a red flag would go up. I would know it is important because, why say something more than once if it isn’t? Right? Plus, because it was said multiple times it would stand out in my mind and odds are I probably won’t forget it. Do you share these similar feelings?
All in all, this is just some of the things that stood out in my mind from the readings because of either a personal connection, or because I share in the same views, or because I had torn feelings and need some assistance in understanding what I really read. I hope I brought to your attention some things that you may have just skipped over.
Yours Truly,
Dana
I found this week’s readings to be quite loaded. I read about many interesting things; some of which I agreed with, and other things that I did not, and some things that puzzled me. Many things were new to me, while others are very familiar and are practices I engage with on a regular basis.
When Fulwiler said, “Most people write letters in their natural voices: first person pronouns, contradictions, personal asides, digressions, humor, slang, expletives…I prefer dashes to semicolons, ellipses to transitions, sometimes sentence fragments, other times endless sentences” I happen to both agree and disagree. I mainly believe, that while it is important to keep up with the typical grammatics of letter writing, it depends, a lot on who the recipient of the letter is, and the relationship between the writer and that person. I believe that with that in mind the way in which a person writes the letter and the writing techniques he or she uses varies upon the situation and the degree of importance within that letter.
For example, if I am writing a casual letter to a friend inviting them to attend a party, it is normal and in fact okay to use fragment sentences, sometimes humor and exclamation points, and even run-on sentences to name a few. On contrary, if the letter was a cover letter for a job, those rules would obviously change and the writer would want to make sure all the “I’s” were dotted and the “T’s” were crossed sort of speak. Don’t you agree? I do not think certain rules apply all of the time in letter writing. When writing a letter to a friend wouldn’t you find it best to write in your natural voice? When writing a letter for a job, or a fundraiser, wouldn’t it be best to use a more professional voice?
On page seven, Bean said “Good writing, I like to tell my students, grows out of good talking-either talking with classmates or talking dialogically with oneself through exploratory writing.” When I first read this I agreed with it because I feel good communication does help a student’s writing to be that much better. But, I also feel that those who are less communicative tend to have a lot of “good stuff” within them that others may never hear of if it wasn’t for writing it on paper. So, my feelings are torn. What do you think of what Bean said? Do you agree with it or do you, like me, have mixed feelings? Perhaps I am just misinterpreting it.
Another thing I thought was worth pointing out from the readings was what Williams said on page fifty nine, “The great thing about repetition is that it makes items look like they belong together, even if the elements are not exactly the same. You can see here that once you establish a couple of key repetitive items, you can vary those items and still create a consistent look.” The reason this sparked my interest was because I just received a letter home from my son’s school which pointed out some ideas and tips for successful reading with and for children. It too, has pointed out the importance of repetition and how it helps students not only draw connections within the text but also for the younger students it helps them to identify certain words, their spellings, and meanings. The consistency of repetitions is a helpful tool for readers. I believe repetition whether it is in close proximity in the text or spread out it still triggers something in that persons mind. If the repetition is spread out in the text, or even if it is slightly different, I believe that it brings up ideas that were previously said earlier on in the text. Would you agree with this? I know that when I read something, if I noticed repetition a red flag would go up. I would know it is important because, why say something more than once if it isn’t? Right? Plus, because it was said multiple times it would stand out in my mind and odds are I probably won’t forget it. Do you share these similar feelings?
All in all, this is just some of the things that stood out in my mind from the readings because of either a personal connection, or because I share in the same views, or because I had torn feelings and need some assistance in understanding what I really read. I hope I brought to your attention some things that you may have just skipped over.
Yours Truly,
Dana
Monday, September 21, 2009
Blog #3 Gee, Pratt, Russell, and Williams
Gee: We must more and more come to see ourselves not in terms of a linear progression up a ‘career ladder’ in one single job but as a ‘portfolio’ composed of the rearrangeable skills and identities we have acquired in our trajectory through diverse projects inside and outside of ‘workplaces,’ as we move from job to job, project to project, and career to career in a fast-changing world (203)
Moody: When I first read this statement I agreed with it, but then as I read it over for a second time I found myself torn. I do agree that it is important to look at ourselves, and our work as a portfolio (the big picture), opposed to a “career ladder” (the small picture). In other words, the portfolio is the collection of works over time, whereas the linear progression is the baby steps one must take to reach the final product. I do believe that the little steps add up to something big, something amazing in the end, but it is important for one to take those little linear steps in order to reach the portfolio. In contrary, I believe that the portfolio holds a lot of weight because it is the combined efforts; it demonstrates a person’s all around work ability and efforts. This is where a person potential shines through. But, once again I do not think the linear steps should be discredited because it was those steps that helped lead to the overall product.
Williams: Do you tend to center everything? A centered alignment is the most common alignment that beginners use –it’s very safe, it feels comfortable (36).
Moody: I laughed when I read this because I can relate to it, but I always assumed that left justification was the most common since we read from left to right, and basically begin everything on the left side of the page. I do like when things are centered because there is a sense of balance, and plus, it looks pretty to me, and is more eye catching. Is it safe? I don’t know about that. But, yes it is very comfortable. This surprised me almost as much as when Williams said, “First paragraphs are traditionally not indented. The purpose of indenting a paragraph is to tell you there is a new paragraph, but you always know the first one is a new paragraph.” I never really knew this, but it makes perfect sense.
Russell: Every teacher should teach English (4)
Moody: I love this statement. This reminds me of what I said in class about English being the foundation to all other academic curriculums. I think it is probably the subject that is most free and flexible. As an English teacher you have a lot of space to do what you want, and there are endless topics to discuss and explore. English teachers I believe have the most freedom, but in addition it is the subject that you take with you everywhere. The things taught in English classes; reading, writing, grammar, pronunciation, spelling, communication, language exploration, poetic devices, literary terms, examining and analyzing texts, etc. are used in other academic areas. Those principles are generally thought of as components of the English curriculum, and many a times they originate there, but these are things that should be taken with students on their educational journey both inside and outside of the classroom. If students use what they are taught in English and apply it to other areas in their life I believe their experiences will be enhanced greatly.
Russell: The academic disciplines have taken little direct interest in writing, either by consciously investigating their own conventions of scholarly writing or by teaching their students those conventions in a deliberate systematic way.
Moody: We discussed this idea in class last week. Writing is taught less and less as the school years progress. The conventions of writing seem to be forgotten or are less important. I believe writing, in it’s entirely should be looked upon in a serious manner. It is important to continue to teach it properly across all curriculums. Teachers seem to pay much more attention on content rather than overall quality. As long as the piece is understandable and answers the question the teacher has placed before his/her students then the grammar, punctuation, and creativity do not matter. Writing should be paid much more attention to by all teachers of all subject areas.
Pratt: "If a classroom is analyzed as a social world unified and homogenized with respect to the teacher, whatever students do other than what the teacher specifies is invisible or anomalous to the analysis" (5).
Moody: I disagree with Pratt here because while it seems that a teacher is the leader of the pack, and conducts her class in a manner that suits her does not mean that students actions or opinions outside of that is invisible. It is the behaviors of students that sometimes help us as teachers conduct our classrooms. Behaviors outside of what we expect is a form of assessment and feedback; two major components in classroom management. The things that students do that the teacher does not specify may work out to be something positive on many occasions. Teachers are humans and not always are there classes constructed in a perfect formation. Sometimes students can trigger new ideas and ways of looking at something. Just because the teacher did not discover it first does not mean it is something not worth paying attention to. No student is invisible. It is the same thing as saying, “There is no such thing as a stupid question.” Each and every child is unique, and so is each and every teacher and classroom. It is each and every student that makes the class function the way it does, and each circumstance is unique. Just because it falls out of the teacher’s specifications does not mean it is wrong and should be ignored. Sorry Pratt, I must argue you on that one.
I really enjoyed doing the 2x journals because I found it to be like a dialogue. I did not have to use quotes. It was a casual back and forth type system, and it was a very easy way to express my thoughts in an understandable manner. Plus, it is an easy way to look back at the things I pointed out from the pieces to use for reference at a later time. It was clear and easy to read, and simple to implement. It was also a very organized format simple to do, and simple for readers to read. I enjoyed this form of blogging very much, and plan to continue using this type of blogging rather than using the more traditional ways. I am glad I was taught this new way of blogging.
Moody: When I first read this statement I agreed with it, but then as I read it over for a second time I found myself torn. I do agree that it is important to look at ourselves, and our work as a portfolio (the big picture), opposed to a “career ladder” (the small picture). In other words, the portfolio is the collection of works over time, whereas the linear progression is the baby steps one must take to reach the final product. I do believe that the little steps add up to something big, something amazing in the end, but it is important for one to take those little linear steps in order to reach the portfolio. In contrary, I believe that the portfolio holds a lot of weight because it is the combined efforts; it demonstrates a person’s all around work ability and efforts. This is where a person potential shines through. But, once again I do not think the linear steps should be discredited because it was those steps that helped lead to the overall product.
Williams: Do you tend to center everything? A centered alignment is the most common alignment that beginners use –it’s very safe, it feels comfortable (36).
Moody: I laughed when I read this because I can relate to it, but I always assumed that left justification was the most common since we read from left to right, and basically begin everything on the left side of the page. I do like when things are centered because there is a sense of balance, and plus, it looks pretty to me, and is more eye catching. Is it safe? I don’t know about that. But, yes it is very comfortable. This surprised me almost as much as when Williams said, “First paragraphs are traditionally not indented. The purpose of indenting a paragraph is to tell you there is a new paragraph, but you always know the first one is a new paragraph.” I never really knew this, but it makes perfect sense.
Russell: Every teacher should teach English (4)
Moody: I love this statement. This reminds me of what I said in class about English being the foundation to all other academic curriculums. I think it is probably the subject that is most free and flexible. As an English teacher you have a lot of space to do what you want, and there are endless topics to discuss and explore. English teachers I believe have the most freedom, but in addition it is the subject that you take with you everywhere. The things taught in English classes; reading, writing, grammar, pronunciation, spelling, communication, language exploration, poetic devices, literary terms, examining and analyzing texts, etc. are used in other academic areas. Those principles are generally thought of as components of the English curriculum, and many a times they originate there, but these are things that should be taken with students on their educational journey both inside and outside of the classroom. If students use what they are taught in English and apply it to other areas in their life I believe their experiences will be enhanced greatly.
Russell: The academic disciplines have taken little direct interest in writing, either by consciously investigating their own conventions of scholarly writing or by teaching their students those conventions in a deliberate systematic way.
Moody: We discussed this idea in class last week. Writing is taught less and less as the school years progress. The conventions of writing seem to be forgotten or are less important. I believe writing, in it’s entirely should be looked upon in a serious manner. It is important to continue to teach it properly across all curriculums. Teachers seem to pay much more attention on content rather than overall quality. As long as the piece is understandable and answers the question the teacher has placed before his/her students then the grammar, punctuation, and creativity do not matter. Writing should be paid much more attention to by all teachers of all subject areas.
Pratt: "If a classroom is analyzed as a social world unified and homogenized with respect to the teacher, whatever students do other than what the teacher specifies is invisible or anomalous to the analysis" (5).
Moody: I disagree with Pratt here because while it seems that a teacher is the leader of the pack, and conducts her class in a manner that suits her does not mean that students actions or opinions outside of that is invisible. It is the behaviors of students that sometimes help us as teachers conduct our classrooms. Behaviors outside of what we expect is a form of assessment and feedback; two major components in classroom management. The things that students do that the teacher does not specify may work out to be something positive on many occasions. Teachers are humans and not always are there classes constructed in a perfect formation. Sometimes students can trigger new ideas and ways of looking at something. Just because the teacher did not discover it first does not mean it is something not worth paying attention to. No student is invisible. It is the same thing as saying, “There is no such thing as a stupid question.” Each and every child is unique, and so is each and every teacher and classroom. It is each and every student that makes the class function the way it does, and each circumstance is unique. Just because it falls out of the teacher’s specifications does not mean it is wrong and should be ignored. Sorry Pratt, I must argue you on that one.
I really enjoyed doing the 2x journals because I found it to be like a dialogue. I did not have to use quotes. It was a casual back and forth type system, and it was a very easy way to express my thoughts in an understandable manner. Plus, it is an easy way to look back at the things I pointed out from the pieces to use for reference at a later time. It was clear and easy to read, and simple to implement. It was also a very organized format simple to do, and simple for readers to read. I enjoyed this form of blogging very much, and plan to continue using this type of blogging rather than using the more traditional ways. I am glad I was taught this new way of blogging.
Monday, September 14, 2009
Blog #2 Gee Chapters 4,5,6 and The Non-Designer's Design Book Chapter 2
Williams: Physical closeness implies a relationship (15)
Moody: I think this brings up many fascinating ideas. This is something I never really considered or thought about. When things are placed in close proximity it allows one to feel a sense of closeness between the two that are in physical closeness and if that is not completely true I think it is safe to say that it sends a message of some sort of tolerance. The closer the two, the greater the connection whether it is people or words, no matter what the things possessing the ‘physical closeness’ are, this speculation applies. There is definitely some sort of relationship. I think it is also safe to say that the farther away things are shows how they are disconnected, or not as strongly connected as if they were physically closer. The farther away the less related they would be. Physical closeness/distance can tell a lot about a relationship; if it exists and how strong it is, or if it is absolete and if it is weak. To support my thoughts, Williams also says, “Robin’s Principle of Proximity states that you group related items together, move them physically close to each other so the related items are seen as one cohesive group rather than a bunch of unrelated bits.” Putting things close together enhances its connection and shows cohesion.
Gee: Past experiences serve as guides for how to proceed in new situations (72)
Moody: I am a strong believer that history repeats itself. It is true that not every single experience is exactly the same but I do believe some experiences can come close to another. Past experience most definitely serve as a guide for ways to act and react to new situations however only if one pays attentions to the results and clues from the past experiences. Some people do not pay attention to how past events have unfolded and preceed without any guidance. I on the other hand use past situations to my advantage. I walk away from them with experience on how to tackle my next encounter and new experiences. “You learn from your mistakes” is probably the closest statement that I can think of that relates to Gee’s statement on page 72. While not all past experiences are negative, infact many past experiences may be wonderfully positive, we learn from both our mistakes and our successes from past experiences and that helps us proceed to new situations better informed and more aware.
Gee: In the traditional view, concepts are like general definitions in the mind (like definitions for words in dictionaries). In the traditional view, the mind thinks through stored facts and grand generalizations that are like statements in logic (91)
Moody: While certain concepts seem to be like definitions straight from a dictionary, I believe they are not so simple. Concepts can be ways of living, or even a process, or way of thinking. Concepts are not something that can be taught so simply. I believe concepts are something that need to understood. Concepts should be practiced and applied not simply memorized. Students will better understand more complex concepts if they can be seen it use. This reminds me of when Gee said, “In the end, my claim is that people have situated meanings for words when they can associate these words with images, actions, experiences, or dialogue in a real or imagined world.” Students will better understand concepts if they can be associated with experiences or used in the world. Some things are not explained and understood as simply as a definition.
Gee: In the end, my claim is that people have situated meanings for words when they can associate these words with images, actions, experiences, or dialogue in a real or imagined world (105)
Moody: I completely agree here with Gee in that we learn better when we can associate our findings with something more concrete such as images, actions and experiences. I believe we are visual learners. We learn better when we can picture things in their environment. I believe it is obvious that when we can use something or see it in multiple settings that it will stand out in our mind more vividly than if it was only used in one particular area. For example, when we can take what we have learned and apply it to a common everyday encounter or task we will use it more often and become for familiar with it. In the end it will remain in our minds and we will be able to better organize and understand our findings.
Moody: I think this brings up many fascinating ideas. This is something I never really considered or thought about. When things are placed in close proximity it allows one to feel a sense of closeness between the two that are in physical closeness and if that is not completely true I think it is safe to say that it sends a message of some sort of tolerance. The closer the two, the greater the connection whether it is people or words, no matter what the things possessing the ‘physical closeness’ are, this speculation applies. There is definitely some sort of relationship. I think it is also safe to say that the farther away things are shows how they are disconnected, or not as strongly connected as if they were physically closer. The farther away the less related they would be. Physical closeness/distance can tell a lot about a relationship; if it exists and how strong it is, or if it is absolete and if it is weak. To support my thoughts, Williams also says, “Robin’s Principle of Proximity states that you group related items together, move them physically close to each other so the related items are seen as one cohesive group rather than a bunch of unrelated bits.” Putting things close together enhances its connection and shows cohesion.
Gee: Past experiences serve as guides for how to proceed in new situations (72)
Moody: I am a strong believer that history repeats itself. It is true that not every single experience is exactly the same but I do believe some experiences can come close to another. Past experience most definitely serve as a guide for ways to act and react to new situations however only if one pays attentions to the results and clues from the past experiences. Some people do not pay attention to how past events have unfolded and preceed without any guidance. I on the other hand use past situations to my advantage. I walk away from them with experience on how to tackle my next encounter and new experiences. “You learn from your mistakes” is probably the closest statement that I can think of that relates to Gee’s statement on page 72. While not all past experiences are negative, infact many past experiences may be wonderfully positive, we learn from both our mistakes and our successes from past experiences and that helps us proceed to new situations better informed and more aware.
Gee: In the traditional view, concepts are like general definitions in the mind (like definitions for words in dictionaries). In the traditional view, the mind thinks through stored facts and grand generalizations that are like statements in logic (91)
Moody: While certain concepts seem to be like definitions straight from a dictionary, I believe they are not so simple. Concepts can be ways of living, or even a process, or way of thinking. Concepts are not something that can be taught so simply. I believe concepts are something that need to understood. Concepts should be practiced and applied not simply memorized. Students will better understand more complex concepts if they can be seen it use. This reminds me of when Gee said, “In the end, my claim is that people have situated meanings for words when they can associate these words with images, actions, experiences, or dialogue in a real or imagined world.” Students will better understand concepts if they can be associated with experiences or used in the world. Some things are not explained and understood as simply as a definition.
Gee: In the end, my claim is that people have situated meanings for words when they can associate these words with images, actions, experiences, or dialogue in a real or imagined world (105)
Moody: I completely agree here with Gee in that we learn better when we can associate our findings with something more concrete such as images, actions and experiences. I believe we are visual learners. We learn better when we can picture things in their environment. I believe it is obvious that when we can use something or see it in multiple settings that it will stand out in our mind more vividly than if it was only used in one particular area. For example, when we can take what we have learned and apply it to a common everyday encounter or task we will use it more often and become for familiar with it. In the end it will remain in our minds and we will be able to better organize and understand our findings.
Tuesday, September 8, 2009
What Video Games Have To Teach Us About Learning and Literacy by Gee
Gee: If learning is to be active, it must involve experiencing the world in new ways. (31)
Moody: I find this statement to be very intriging. Although, I feel as though I do not fully know how to interpret it and express what you mean by it, I find myself drawn to it. I understand while one learns they should be an active participate and that involves many different aspects of learning. One must take different stand points to fully learn and understand. While learning is a life experience one should experience this in many different forms, and new ways of learning will help one develop themselves as a person and obtain knowledge, in a full, well rounded manner.
Moody: I find this statement to be very intriging. Although, I feel as though I do not fully know how to interpret it and express what you mean by it, I find myself drawn to it. I understand while one learns they should be an active participate and that involves many different aspects of learning. One must take different stand points to fully learn and understand. While learning is a life experience one should experience this in many different forms, and new ways of learning will help one develop themselves as a person and obtain knowledge, in a full, well rounded manner.
The Joshua Tree Epiphany
Williams: At least 80 percent of the homes had Joshua trees in the front yards. And I had never seen one before! Once I was conscious of the tree-once I could name it- I saw it everywhere. Which is exactly my point: Once you can name something, you 're conscious of it. You have power over it. You own it. You're in control. (11-12)
Moody: I happen to agree completely with you. You never notice things until they are mentioned or pointed out, and then everywhere you go you continuously recognize it over and over again. Isn't that amazing? You never ever acknowlegdge it until that one time it is mentioned or pointed out and then you can't stop seeing it. You feel like it becomes a part of you, and like it is almost your duty to keep referring back to it. You used this example perfectly to catch our attention as readers, and pull us in to learn the "real" lesson you plan to teach/discuss in the chapter.
Moody: I happen to agree completely with you. You never notice things until they are mentioned or pointed out, and then everywhere you go you continuously recognize it over and over again. Isn't that amazing? You never ever acknowlegdge it until that one time it is mentioned or pointed out and then you can't stop seeing it. You feel like it becomes a part of you, and like it is almost your duty to keep referring back to it. You used this example perfectly to catch our attention as readers, and pull us in to learn the "real" lesson you plan to teach/discuss in the chapter.
Wednesday, September 2, 2009
Teach Writing As A Process Not Product by Donald M. Murray
2x Journal:
Murray: What is the process we should teach? It is the process of discovery through language. It is the process of exploration of what we know and what we feel about what we know through language. It is the process of using language to learn about our world, to evaluate what we learn about our world, to communicate what we learn about our world. (4)
Moody: While it is clear to me that language is of great importance and holds a lot of weight in the exploration of ideas and the communication with the world around us, but why is language placed at the center of your process. Why does language mean so much? Is there something else of equal importance that can help the process along? This does not mean that I disagree with what you’re saying because I do not. These questions simply came to my mind while reading that portion of the text.
Murray: Year after year the student shudders under a barrage of criticism, much of it brilliant, some of it stupid, and all of it irrelevant. No matter how careful our criticisms, they do not help the student since when we teach composition we are not teaching a product, we are teaching a process. (3)
Moody: The problem with education today is the fact that teachers are trained to teach for product such as an exam. Students are taught only what is needed to score well on an exam. It is true, teaching writing as a process, not aiming for a final product will help students understand the severity in learning out to write correctly, and thoroughly. Writing is a process that takes much time and effort to understand.
Murray: Instead of teaching finished writing, we should teach unfinished writing, and glory in its unfinishedness. We work with language in action. We share with our students the continual excitement of choosing one word instead of another, of searching for the on true word. This is not a question of correct or incorrect, of etiquette or custom. This is a matter of far higher importance. The writer, as he writes, is making ethical decisions. He doesn’t test his words by a rule book, but by life. He uses language to reveal the truth to himself to that he can tell it others. It is an exciting, eventful, evolving process. (4)
Moody: Examining unfinished work is where the valuable lesson lies. It is learning from such mistakes that help writers develop into much more successful writers. I agree with you, the language one uses is of great importance when conveying messages through written text. Language use, and the position of words in written texts can change the meaning to something entirely different. Writing is an extraordinary process in which the writer develops a better understanding of himself/herself, and his/her audience, as well as the way he or she views the world and the ways in which he/she wants to express those feelings. I agree again, writing is exciting, eventful, and evolving.
Murray: The student is encouraged to attempt any form of writing which may help him discover and communicate what he has to say. (6)
Moody: I think it is important to move away from traditional writing if it will allow for a student to better engage with his thoughts and put them into words on paper.
Murray: You are teaching a product your students can use-now and in the future- to produce whatever product his subject and his audience demand. (6)
Moody: Not always is it necessary to teach students to produce the basic essay or business letter. While I do believe it is important a student knows how to do those things, I think it is more critical that he or she learns how to develop his or her own ideas and construct them in a logical and grammatically correct way. There is no point in teaching something a student will never use outside of the classroom.
Tuesday, September 1, 2009
Teaching Tips #2
Poetic Devices
- Alliteration: The repetition of consonant sounds.
- Assonance: The repetition of vowel sounds.
- Imagery: Words or phrases that appeal to any sense or any combination of senses.
- Metaphor: A comparison between two objects with the intent of giving clearer meaning to one of them. Often forms of the "to be" verb are used, such as "is" or "was", to make the comparison.
- Meter: The recurrence of a pattern of stressed and unstressed syllables.
- Onomatopoeia: The use of words which imitate sound.
- Personification: A figure of speech which endows animals, ideas, or inanimate objects with human traits or abilities.
- Point-of-view: The author's point-of-view concentrates on the vantage point of the speaker, or "teller", of the story or poem.
· 1st person: The speaker is a character in the story or poem and tells it from his/her perspective (uses "I")
· 3rd person limited: The speaker is not part of the story, but tells about the other characters
but limits information about what one character sees and feels.
· 3rd person omniscient: The speaker is not part of the story, but is able to "know" and describe what all characters are thinking. - Repetition: The repeating of words, phrases, lines, or stanzas.
- Rhyme: The similarity of ending sounds existing between two words.
- Rhyme scheme: The sequence in which the rhyme occurs. The first end sound is represented as the letter "a", the second is "b", etc.
- Simile: A comparison between two objects using a specific word or comparison such as "like", "as", or "than".
- Stanza: A grouping of two or more lines of a poem in terms of length, metrical form, or rhyme scheme.
Teaching Tips #1
Characteristics of a Memoir
- Get to know the narrator. The audience must connect with the narrator. Share information about yourself or things you might have in common with the audience.
- Use description that brings the story to life. The phrase “show not tell” is commonly used here.
- Use descriptive words and phrases, making the reader feel like they were present when the action took place.
- Include dialogue that shows feeling. In this case, less often means more. Include only the most important dialogue that has the most impact.
Feature a beginning that catches the reader’s attention. Hook your readers immediately. A few ideas include starting in the middle of the action, having the characters talk, beginning with a surprising statement or fact or giving some important background information.- Add sensory details. These are words or descriptions that appeal to one of your senses. Sensory details provide a complete look at the story, and make your memoir more interesting.
- Share thoughts and feelings. This allows readers to understand how the experience affected you, and what you were going through. Thoughts and feelings help build a connection to the narrator.
- Reveal why the event was important. Writers share what they learned from this experience, building a connection with the audience. Writers want to evoke an emotional response from the reader.
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