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.

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.

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.

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.

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.

Teaching Tips #2

Poetic Devices

1. Alliteration: The repetition of consonant sounds.
2. Assonance: The repetition of vowel sounds.
3. Imagery: Words or phrases that appeal to any sense or any combination of senses.
4. 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.
5. Meter: The recurrence of a pattern of stressed and unstressed syllables.
6. Onomatopoeia: The use of words which imitate sound.
7. Personification: A figure of speech which endows animals, ideas, or inanimate objects with human traits or abilities.
8. 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.
9. Repetition: The repeating of words, phrases, lines, or stanzas.
10. Rhyme: The similarity of ending sounds existing between two words.
11. Rhyme scheme: The sequence in which the rhyme occurs. The first end sound is represented as the letter "a", the second is "b", etc.
12. Simile: A comparison between two objects using a specific word or comparison such as "like", "as", or "than".
13. 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.