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.
Wednesday, October 14, 2009
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
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