Week 9: In Class Topic

I am thinking of the traditional teacher who does not want to change!  This person says that, education is so very important and we must respect how it is done.  How in the world can you expect a student to learn something and this person is a million miles away from the teacher?  What is the quality of education are they getting?  They will NEVER really learn well because the teacher is not there to help them grasp the material.

This person may be a die-hard traditionalist who truly loves and respects education, but does not respect the changes that have taken place.  This person may also not want to give up that sent of 'control' that traditional classroom teachers have.  Why should they post their well-written tests for anyone to view?  After all, the teacher cannot be in a student's house while the test is going on.  This type of teacher may also respect the value of oral traditions.

After reading my paper, I would like this person to be more willing to value the computer and its many capabilities.  This teacher should be willing to at least consider that online feedback can be sometimes more specific and individualized for a student.  Due to the nature of computers (able to duplicate the same feedback), teachers are able to point a student directly to a page number or source that can help them in their writing.

I am not exactly sure of what steps are there, but I think that they may be that I give them advantages of  online education.

Week 9: Draft 3 (million that is)

Ahhh...it is getting late, I have to work in the morning, and I have just wrapped up my millionth draft. 

I think that I have a pretty good draft this time, and hope that we get time for feedback from classmates.  For my latest trick, I decided to take a new approach and begin with a semi-anecdote.  I gave a brief little story of how the traditional classroom evolved into this online, technological monster! 

I also tried to tighten up my writing by stating my exact meanings and using good word choice.

Paragraph headings helped me to somewhat organize my thoughts better.  While I do have a hand-written, scratched up outline, the headings helped me to stay on course. 

The last thing that I am waiting on is an online article that the librarian has to send me from ERIC.  I have tried 3 different colleges and cannot get this article in my hand...uuuggghh.

Finally, I took a fresh look at some of my references and added a few more!  I can only hope that I am getting closer to the end.

GN (I recently learned that that means, Good Night!)

Week 9: Article Reviews

The purpose of the Bunn article is to get the reader to Read Like a Writer (RLW).  In this article, Bunn begins with an interesting anecdote of how he used to read by flashlight while working at the Palace Theater.  As he continued to read, he began to realize that as readers, we should begin to read critically in order to discover ‘why’ the author made the writing choices that were made.  In other words, all writers make choices as they write, so readers should imagine the reasoning why said writing decisions were made. One good example that he gave is that if a writer was to write to architects on what Corinthian columns are, we would write differently than if we were writing to carpenters.  With architects, the writer may want to look at the history of the style, but with carpenters, more specifics such as the dimension of the columns would be important.

Throughout the article, Bunn laid out many different questions that we could ask about our reading, such as…What is the author’s purpose for writing?...Who is the intended audience?...Why did the author use this genre of writing?…Was the style of writing effective?  The questions can go on forever, but the RLW process helps the reader to essentially become better writers.

The Bunn article is very relevant in my experience.  Due to cultural differences (coming from a Southern, African-American family), I had a very difficult time writing in school.  As a young adult, my teachers would often become frustrated because I wanted to write like we talked at home.  After some frustration, I realized that if I wanted to write better, then I had to start reading and listening to more formal language.  This led to me reading the newspaper critically (looking for reasons why grammatical choices were made), and listening to the news. I surmised that since the newspaper writers and reporters HAD to be grammatically correct, I should model my writing after them.  While I am in no way perfect at the task, I must state that mimicking the media has helped me greatly as a reader.  

The second article, by John Bean, gives strategies that teachers can use to help students read better. He notes that students need to become more focused readers who look carefully at the subject.   Good readers form visual images of the setting, make predictions, and constantly ask questions about what they are reading.  Some of the techniques that Bean mentioned to help students included teaching them to re-read difficult material, adjust their reading strategies depending upon the difficulty of the text, look for structure in the material (how the writer sectioned the ideas), learn cultural codes, and pay attention to grammar.  In addition, Bean mentioned that teachers should make the students more responsible for the readings and avoid quizzes. Teachers can also empower students to take notes, use the dictionary, and ask detailed questions regarding the reading.

This article was very interesting and it listed numerous strategies that I could use to help my students better understand the material.  While I feel that I can write forever on the topic, I will just choose one thing that I can do in the future.  In the fall semester, I will be teaching accelerated classes for the first time.  In my regular classes, I find that student sometimes struggle with understanding the concepts.  This is partially because they have not read the chapter prior to class.  They have learned how to search the book for answers to the quizzes, but when given a hands-on task (of the same material), they often flop.  One thing that I can do is to make the students read the chapter BEFORE coming to class.  I think that I could use probing questions to ensure that they understood the concepts, as opposed to just lecturing about the material.  Graphic organizers may also help the students to better grasp the concepts.  Overall, both of the articles were very good reads and were filled with helpful, practical strategies for teachers of writing.

Week 8: Assignment 2 Reflection

This is a response to Stuart's Assignment (Clarifying your Argument...)

What was most effective for you in the colleague’s assignment you just carried out? What in the assignment enabled what was effective to be effective? What can you learn from this for the future, when you are guiding others to develop their own writing?

This assignment forced me to think through my argument again and judge whether it was clear. It also caused me to look at counter arguments.  I think that the questions asked about my argument were clear and pointed.  I had to think about what I was trying to tell my audience.  The question about why should my audience care really struck me :)  I had to almost make a case for this one! 

How did the tone and organization of the assignment shape your responses? What can you learn from this for the future, when you are guiding others to develop their own writing? What did you learn from the assignment that will help you move forward in revising your paper?

The tone and organization were both clear.  I like how the questions built upon one another.  I learned that assignments should be simple and structured.  This was a more difficult assignment, but I like how I was given instructions Step By Step.  This helped me to know if I was on the right track.  Again, this assignment will help me in writing my paper, because I have taken one more step toward making my argument clear to the reader. 

Week 8: Assignment 1 Reflection

This is my response to Hayley's assignment (Describe a new product...).

What was most effective for you in the colleague’s assignment you just carried out? What in the assignment enabled what was effective to be effective? What can you learn from this for the future, when you are guiding others to develop their own writing?

The thing that was most effective was the chance to practice using words that help to describe something.  It was a little more difficult than I first thought and ideas kept popping up in my head.  I found that I had to make my responses clear in the future.  It was almost like a process, whereby I had to do something step by step. 

How did the tone and organization of the assignment shape your responses? What can you learn from this for the future, when you are guiding others to develop their own writing? What did you learn from the assignment that will help you move forward in revising your paper?  

The tone was appropriate; I liked the short and sweet approach.  Hayley gave very good instructions and not too much detail.  Sometimes too much detail can confuse the student, and nothing ends up being accomplished.  In revising my paper, I learned the importance of taking a stand and making my points clear.

My Trial Assignment for You

WE REAL COOL

Please open the following link and READ THE POEM, entitled, “We Real Cool”, by Gwendolyn Brooks FIRST (do not listen to the audio).

http://www.poets.org/viewmedia.php/prmMID/15433

          

After you read the poem, rewrite the poem using your best diction and grammar.  DO NOT ANALYZE THE POEM, just rewrite it in your own words.  Consider that you will be writing the poem to either your instructor, and/or a Harvard scholar.

Next, listen to the audio.  Write any reflections you have on the poem after listening to the author’s take on the poem.  Was your translation correct with regards to the author’s meaning, or were you complexly off base?  Explain why you think this is the case.

Here are the outcomes:

Vocabulary:  I would like to see different students define the word, Cool.  This assignment should also help students think about how we judge writing.

Translation:  Learn how to decode language.  I would like to see how difficult it is for students to switch dialects.

Power:  Discover different interpretations between cultural groups in society.

Week 8: My Revision Plan

Hi, everyone:  Here is my plan! 

1. Kick my family out of the house for a day.
2. Turn off the phones.
3. Research more articles on the best practices of online teachers.
4. Brainstorm some of my own best practices and get them down.
5. Open my rough draft and begin to solidify my argument.
6. Worry about the APA stuff later, but pay attention to it.
7. Revise my writing so that my own style bleeds through.
8. Invite my family back home for hot chocolate and cookies! 

Hmm...how does this sound?

Week 8: Thinking Toward a Revision Plan

I had the opportunity to meet with Anne last week on my research paper.  Like many students, I have become frustrated because I just cannot nail down the argument.  After our meeting, my argument seemed to become clearer to me, and I look forward to creating a good thesis statement. I plan to study how online teachers can make the best of their students’ essays.  My thesis may be something like, “Good feedback is essential in an online classroom to help students produce presentation-quality essays.” HOW DOES SOUND, ANYONE?  FEEL FREE TO LEAVE COMMENTS!

So far, I have been able to find well-supported evidence of my claims.  I have several research articles that discuss the use of videos, how to set up an online class effectively, and how to encourage dialogue.  Some of my own experience will also be helpful.  Since I teach in an online environment, I plan to look at some of the best practices that get students engaged in the learning process.

I will set my argument up as not to be offensive to any reader, yet make my point with understanding and tact.  Right now, the best online classes are those that give the students the right materials to succeed.  My paragraphs are pretty much ‘hanging out there’ right now and I cannot honestly state that they are NOT where they will end at the conclusion of my paper.

My plan is to sit down during spring break when I don’t have other assignments competing for attention, and focus on this paper.  I would like to set up an introduction that grabs the reader right off the bat; I am not sure if I will use a short story or interesting quote.  My paragraphs will be able to guide the readers through my thought processes, as well as my research findings.  Finally, my conclusion will end the paper on a positive, upbeat note that summarizes my ideas.  I am not sure how to make it memorable to readers, but hopefully, I can find a great quote or statement to end my paper well.

Week 8: Bartholomae Article

While some view writing as internal, meaning that the writer has everything he or she needs on the inside, Bartholomae views writing as an external struggle to carry out the writing process. Writing represents a closed society whereby students struggle to fit in. Since writing is a discourse that is not a student’s own, the assignments must lead them through the process, while allowing room for both failure and mastery.  Not every student will arrive at the same point at the same time.

Instead of just giving students a subject to write on, students must also be given the opportunity to provide their own meaning to the subject. Individual projects should be part of a larger group project to help them develop as writers.  Finally, students should be given assignments that allow them to take time with the writing process, through prewriting and revising activities so that they can grow. 

I have never considered writing as being external.  In my experience, writing has always been an internal form of expression that will blossom as the writing develops.  It is interesting to think of writing from an external point of view. Furthermore, I never really saw it as a ‘hidden society’ to my students.  After reading this writing, it is evident that I must take the time to unlock some of the doors to my students.  This can be done by giving them more time to understand their mistakes and the process in general. 

I recently assignment an article critique, and after reading a few assignments, it seems that most of them have written nothing more than summaries. When I return to class, my new goal will be to help guide them through the process a little better.  Instead of making red marks all over their papers, I plan to allow some class time for both my own coaching and group work.  My goal is to point them to ideas that may work, allow for discussion, and allow more time for revisions.  I believe that this will help them to become better writers overall—many students are just used to turning in an assignment, getting a grade, and moving to the next assignment.  They will be surprised when I stop them in the process and make them go back over their writing.  I hope that they will be willing to give it another try, and I will encourage them to do just that! 

Week 8: The Writing Process

The Writing Process.  The arrow indicates that one can move back and forth between divisions.

Week 8: Reflective Writing

What are you thinking now about “the” composing process? What do you see to be the main parts of such a process—and how would you describe those parts to someone who had never thought about such a process? How do the parts fit together?

How has our reading, discussion, and thinking shifted your sense of writing? How has your writing shifted your sense of writing?

I think that the first article we read on Invention, by Sharon Crowley, helped me to give the writing process a form.  In my opinion, the main parts are invention, arrangement, and style. I am aware that delivery was also included in the process, but to be honest, I am having a difficult time separating that from style. For me, the invention process is the creation stage of writing and this is where the idea begins and pen takes to paper.  The writer at this phase is just beginning the process and not sure of what will happen at the end.  The arrangement process is where the writing begins to take shape and the ideas actually become in order.  Style to me is best describe as the writer’s twist to the document and where the writer begins to refine the document. This is where a lot of grammatical revisions, etc. may come into play.  Delivery is where the final product is complete.  I agree (as we discussed in class) that we move between the parts of invention, and it is acceptable for us to move back and forth. 

Our reading and discussion has shifted my understanding of writing.  I am more conscious of the steps that I take when writing.  I am not sure if this is a good thing for me because I can sometimes focus too much on the process and never get anything done. J  The good part about understanding the process is that I am now able to ‘forgive’ myself if I do not have a perfect product at the beginning.  I am somewhat of a perfectionist, and at times, it is difficult for me to let go of things.  I find it easier to put my writing away and come back to it at a later date.

Week 7: Where is My Writing Today?

Right now, I believe that I am somewhere between the prewriting and drafting stages of writing.  After reading some feedback from my classmates, I was able to solidify my argument a little more and make it stronger.  I am at the point where I am making my argument stronger and I am locating research that will help to support my main points.  For me, I am essentially in the REFINING stage and I am making everything stronger.

The article would suggest that I become more structured in my critique of my writing and begin to ask questions.  My questions may start off as general, such as, "What makes this piece good?" to more specific, like, "What is my thesis statement?"  At this point, I need to make sure that my audience can understand my writing and that it correlates with my true meaning.

Week 7: Responding to My Classmates

I decided to use the old-fashioned approach and write directly on the paper.  I guess I am a traditionalist in that way; I love to interact with paper and pen.  It also works well in that I don't have to logon anywhere in order to respond  The hand-written comments seem to be more personal, and I can write wherever I wish on the page!

Week 7: How to Respond to My Students

The Faigley article was quite interesting in that I do not CONSCIOUSLY grade writing based upon emotionalism.  This article caused me to really think about the fact that good writing is defined by many things, including how interesting it is.  When judging my students' writing, I must say that I am somewhat of a traditionalist.  I appreciate the basic conventions of grammar, but am not overbearing when grading it.  I have YET to find a person who always writes grammatically correct (who does that :).  I also believe that all forms of writing can be valuable, because they help the students to better express themselves.  One advantage of the 5-paragraph essay is that it makes students follow a format and sum up their writing in a few short paragraphs.  The bottom line, though, is that regardless of the format, good expression is a valuable tool in writing.

After reading the articles, I am much more open to grading based upon how well a student told the story.  In the Faigley article, I became immersed in memories of the days when we wrote hand-written letters.  The post office story reminded me of the days when I was in the military andeagerly awaited the letters from friends and family around the world.  It also reminded me of a friend who was in prison at the time.  I remembered how we would eagerly await hearing from one another.

Faigley is right!  The letters were so powerful because of the life experiences we shared, and not because of the grammar or spelling.  While these things are important for a student to express himself, good writing should include more of an expression of oneself.

Week 7: Harris Article Summary

The two articles for this week's reading were both pretty good reads!

The Harris article focused on continuously critiquing a student's writing for the purpose of growth as a writer.  One way in which students can 'grow' is by working in groups and receiving feedback from classmates on what works well and what does not. This group is essentially the student's audience and helps to clarify for the student what a typical audience may experience.  The audience can answer questions such as whether or not they enjoyed the writing, what made it enjoyable, and how it could become more effective.  The teacher's role is to facilitate the process.  At the end of the process, the student should have accomplished some skill in his or her writing and is now able to revisit the paper and refine it using new and improved writing skills.

The Faigley article was quite interesting.  This article also viewed the teacher as a judge or coach.  One interesting thing was that the article looked at a College Entrance Examination Board's review of 2 student's writing.  This review had taken place in 1929!  Faigley analyzed their reviewd and found that at that time, writing teachers were more concerned with how well students could interpret popular literature at the time.  In fact, a student who was unable to analyze literature (using their standards for good vs. bad) was essentially denied entrance into the school.  Overall, the student's analysis must show the correct attitude so that he can fit in with the elite social class.

Fast forward to 1981, where 48 writing teachers entered one example of great writing from one of their students.  Faigley found that not one essay was a research paper. Instead, the papers represented writings about very painful aspects of the students' lives.  For example, one student discussed a rape! What made these papers so valuable, though, was the brutal honesty of truthful experiences.  Instead of the students using literature to obtain that sense of awareness, their used their own writing , or "self" to understand life.  It is interesting to note that neither Harris nor Faigley discussed the importance of good grammar; they focused more on how well the student communicates with the audience through writing.