As we all prepare for the last day with our eager PEOPLE students, I just wanted to thank everyone from this summer's C&I 630 for a great experience. Personally, I think that this year's readings and activities were extremely beneficial, and the knowledge gained will directly affect many aspects of my teaching. I know that I am not alone in this regard.
Thanks again to Don, Jeff, Elissa, Joyce, Tom, Amy and Amylia for the enlightening comments and candid discussions. Above all, thanks to Scot for organizing and facilitating another great class. Have an awesome summer!
Friday, July 10, 2009
Thursday, July 9, 2009
New-Old Rubric
While reading this article, I wasn't aware that there was such a crisis regarding the ability to assess multimedia projects. On the first page, Sorapure refers to the three articles (Takayoshi, Zoetewey & Staggers, Yancey) and states that in all three we see a "balancing act between old and new, as the authors detail suggestions for adapting current approaches and inventing new ones to help us assess writing in new media." This doesn't seem too difficult of a task for us to bite off and chew.
This spring I was involved in an Intel course that integrated the new writing with the old curriculum. The end products consisted of technology-focused units utilizing wikis, blogs, etc. as part of the learning process. While developing these units, we had to develop assessments for different aspects of each one. Seemingly simple, we adapted traditional rubrics slightly to use in the assessment of the students' projects. As I think back to the spring, this rubric adaptation really wasn't a challenge and didn't seem to be a hurdle for any of the participants in the course.
Now, regarding the multi-modal form that the compositions take, I think that this is phenomenal. This is something that was unheard of even ten years ago, something only that could be seen on television and in the movies. I have seen some of these compositions turn out so well and right-on, and some that have crashed and burned. Just as we as educators must learn to embrace new technologies and integrate them into our curriculum, we must teach the children to embrace them and use them appropriately.
As a precursor to the larger assignments, Sorapure assigned "several shorter exercises that invited students to explore relations between text and image." Some students will "get it" right away, others (most) will need these types of activities to avoid the "crash-and-burn" scenes that could result from their misunderstanding. Furthermore, Sorapure hopes that these exercises allow "for exploration between modes," and show the students "that the modes should not simply repeat each other." This is something I feel that I need to work on when I present technologically-infused units. Right now, I am still digesting all of the metaphorical and metonymic relations between the visual and verbal modes of all of the collages represented in the article.
This spring I was involved in an Intel course that integrated the new writing with the old curriculum. The end products consisted of technology-focused units utilizing wikis, blogs, etc. as part of the learning process. While developing these units, we had to develop assessments for different aspects of each one. Seemingly simple, we adapted traditional rubrics slightly to use in the assessment of the students' projects. As I think back to the spring, this rubric adaptation really wasn't a challenge and didn't seem to be a hurdle for any of the participants in the course.
Now, regarding the multi-modal form that the compositions take, I think that this is phenomenal. This is something that was unheard of even ten years ago, something only that could be seen on television and in the movies. I have seen some of these compositions turn out so well and right-on, and some that have crashed and burned. Just as we as educators must learn to embrace new technologies and integrate them into our curriculum, we must teach the children to embrace them and use them appropriately.
As a precursor to the larger assignments, Sorapure assigned "several shorter exercises that invited students to explore relations between text and image." Some students will "get it" right away, others (most) will need these types of activities to avoid the "crash-and-burn" scenes that could result from their misunderstanding. Furthermore, Sorapure hopes that these exercises allow "for exploration between modes," and show the students "that the modes should not simply repeat each other." This is something I feel that I need to work on when I present technologically-infused units. Right now, I am still digesting all of the metaphorical and metonymic relations between the visual and verbal modes of all of the collages represented in the article.
Tuesday, July 7, 2009
Plagiarism
While reading both of the chapters by Howard and the article by Robillard, I started to think back to my years as an undergrad and the papers that I would write. I was always careful to credit all of the lines that I would borrow from others, always for fear of this thing called plagiarism. I didn't really understand that there were different degrees of this p-word, just that I knew that I didn't want to be the one who was caught using an author's words without giving the credit that was due to him or her. Oh, and I also "knew" that as long as I rewrote what was said by someone else, that was usually okay. Following these "guidelines," I felt that I wouldn't be sent packing from this great institution.
This rewriting of words and direct quoting with credit was the way of the undergraduate world. None of what I wrote was ever really original. I was learning and showing that I was learning by what I put on the paper. What I put on the paper came from the course reader, the professor, or the book that was written by the professor.
I think back to times when I worked on large-scale projects in my business classes, where we collaborated by each writing different sections and coming together to edit all of the 50-100 pages. These were always a blast to edit and revise. If ever I had doubts about my writing, these were put to rest after reading some of my group mates' work. I am sure that some sort of p-word violation must have occurred somewhere in those "original" works.
During my Master's studies, I know that I must have matured and was more vigilant about using others' words. At least my research was original, or was it? Had I taken those ideas about teaching a non-white centric curriculum of U.S. history from someone else? Was that illegal without giving due credit?
Even as we blog for these classes and comment on what we've read, I ponder the p-word. It seemed so cut and dry during my undergrad years, but I feel more than a little naive when I think of how we as a society are "unconsciously" committing degrees of the p-word more than we think.
This rewriting of words and direct quoting with credit was the way of the undergraduate world. None of what I wrote was ever really original. I was learning and showing that I was learning by what I put on the paper. What I put on the paper came from the course reader, the professor, or the book that was written by the professor.
I think back to times when I worked on large-scale projects in my business classes, where we collaborated by each writing different sections and coming together to edit all of the 50-100 pages. These were always a blast to edit and revise. If ever I had doubts about my writing, these were put to rest after reading some of my group mates' work. I am sure that some sort of p-word violation must have occurred somewhere in those "original" works.
During my Master's studies, I know that I must have matured and was more vigilant about using others' words. At least my research was original, or was it? Had I taken those ideas about teaching a non-white centric curriculum of U.S. history from someone else? Was that illegal without giving due credit?
Even as we blog for these classes and comment on what we've read, I ponder the p-word. It seemed so cut and dry during my undergrad years, but I feel more than a little naive when I think of how we as a society are "unconsciously" committing degrees of the p-word more than we think.
Thursday, July 2, 2009
FanFic
I will admit that I personally am not a fan of Harry Potter, but I am a fan how it has excited so many children (and adults!) to read challenging and intellectually (?) stimulating material. If one were to break down the complexity of the story line, Steven Johnson would be quite content that the readers of Rowling were engaging their adolescent brains in such complex works. The Hardy Boys have nothing on Harry Potter.
The FanFic genre of writing that has been inspired by the works of Rowling and the like have had such a monumental effect on the the literacy of the fans. The readers are able to discuss the works in a nonthreatening environment, where they are able to analyze texts at a very deep level. Jenkins claims, "When they discuss such stories, teen and adult fans talk openly about their life experiences, offering each other advice on more than just plot or characterization." It's analysis at a level not often seen in the traditional "brick and mortar" classroom.
Furthermore, so many classrooms are stuck in the book and chalkboard mentality. Sometimes this is due to a fear of integrating new technology or a lack of access to technology. We all see it in our school. Some are embracing technology, but face the pitfalls of the limited availability to the resources; some clutch to the way it's always been done, possibly because they see the challenges that the new technology can bring, but also because that's how it's been done for years. Jenkins discusses how "Schools are locked into a model of autonomous learning that contrasts sharply with the kinds of learning that are needed as students are entering the new knowledge cultures." He goes on to suggest that students possibly are being deskilled in the traditional classroom. It's no wonder why so many students appear to display apathy in class; they're possibly being deskilled! :)
Personally, I believe that there is a solution to this disconnect. Somewhere between the pen and pencil and the blog, we can find a happy medium where the students aren't being robbed of their skills; where they can analyze literary works at a deep level. If we treat the blog as the publication step of the writing process, the students are able to apply their formal writing skills and reach an audience larger than the teacher and the students in the class.
The FanFic genre of writing that has been inspired by the works of Rowling and the like have had such a monumental effect on the the literacy of the fans. The readers are able to discuss the works in a nonthreatening environment, where they are able to analyze texts at a very deep level. Jenkins claims, "When they discuss such stories, teen and adult fans talk openly about their life experiences, offering each other advice on more than just plot or characterization." It's analysis at a level not often seen in the traditional "brick and mortar" classroom.
Furthermore, so many classrooms are stuck in the book and chalkboard mentality. Sometimes this is due to a fear of integrating new technology or a lack of access to technology. We all see it in our school. Some are embracing technology, but face the pitfalls of the limited availability to the resources; some clutch to the way it's always been done, possibly because they see the challenges that the new technology can bring, but also because that's how it's been done for years. Jenkins discusses how "Schools are locked into a model of autonomous learning that contrasts sharply with the kinds of learning that are needed as students are entering the new knowledge cultures." He goes on to suggest that students possibly are being deskilled in the traditional classroom. It's no wonder why so many students appear to display apathy in class; they're possibly being deskilled! :)
Personally, I believe that there is a solution to this disconnect. Somewhere between the pen and pencil and the blog, we can find a happy medium where the students aren't being robbed of their skills; where they can analyze literary works at a deep level. If we treat the blog as the publication step of the writing process, the students are able to apply their formal writing skills and reach an audience larger than the teacher and the students in the class.
Tuesday, June 30, 2009
Cool
This article was intriguing in so many respects. I want to speak to a few of these issues this morning before my thoughts escape my groggy brain.
The discussion of what makes a cool city a desirable place to live was quite interesting to me. The "urban renewal" or regentrification of so many neighborhoods in cities nationwide, locally noticed especially in Milwaukee, has displaced so many residents. As people flock to the 5th Ward, Brewer's Hill (etc.) to the cool lofts and modern residences, I am baffled by the marketing ploys of the real estate developers. They come in and level the deteriorating structures that no one seems to want in an area that no one seems to want to live. The people who lived there may or may not have wanted to be there, and may or may not have wanted to leave. Where do they go? I don't assume that too many of the displaced are moving into the penthouse condos in the newly erected structures.
Furthermore, what makes these "new" places cool? The services provided by the city don't necessarily change. The schools stay the same. Maybe it's the addition of a Starbucks. I just don't "get it." I've visited some of these residences and some just don't seem that "cool", let alone warrant the steep price tags (no offense to people living in a regentrified neighborhood intended).
I loved the analysis of the sunglass-wearing Governor Granholm's attempt to decrease the flight from Michigan, or more accurately, the attempt to repopulate the burnt-out neighborhoods that remain south of 8 Mile Road. Just throw on the Raybans, pack up the Rover, and come on back to Motown. Such attempts to repopulate areas that are "less than desirable" fail to address the actual problems in Detroit: a double-digit unemployment rate and an embarrassingly high violent crime rate. To ignore the actual issues further exploits the already marginalized group of citizens. Where will they go? Will they be able to throw on a pair of Raybans and enjoy a jazz show or a cup at Caribou? I'm hopeful, but I think not.
The discussion of what makes a cool city a desirable place to live was quite interesting to me. The "urban renewal" or regentrification of so many neighborhoods in cities nationwide, locally noticed especially in Milwaukee, has displaced so many residents. As people flock to the 5th Ward, Brewer's Hill (etc.) to the cool lofts and modern residences, I am baffled by the marketing ploys of the real estate developers. They come in and level the deteriorating structures that no one seems to want in an area that no one seems to want to live. The people who lived there may or may not have wanted to be there, and may or may not have wanted to leave. Where do they go? I don't assume that too many of the displaced are moving into the penthouse condos in the newly erected structures.
Furthermore, what makes these "new" places cool? The services provided by the city don't necessarily change. The schools stay the same. Maybe it's the addition of a Starbucks. I just don't "get it." I've visited some of these residences and some just don't seem that "cool", let alone warrant the steep price tags (no offense to people living in a regentrified neighborhood intended).
I loved the analysis of the sunglass-wearing Governor Granholm's attempt to decrease the flight from Michigan, or more accurately, the attempt to repopulate the burnt-out neighborhoods that remain south of 8 Mile Road. Just throw on the Raybans, pack up the Rover, and come on back to Motown. Such attempts to repopulate areas that are "less than desirable" fail to address the actual problems in Detroit: a double-digit unemployment rate and an embarrassingly high violent crime rate. To ignore the actual issues further exploits the already marginalized group of citizens. Where will they go? Will they be able to throw on a pair of Raybans and enjoy a jazz show or a cup at Caribou? I'm hopeful, but I think not.
Monday, June 29, 2009
21st Century Writing
Technology seems to be increasingly changing, remolding, reshaping, etc. the way in which we receive our news, talk to other people, and fare following an automobile accident (thanks airbags and ABS...we almost avoided the Subaru!). It is so much apart of our lives that we fail to stop and think of the changes that have taken place over the past century in the ways that we carry out so many daily, seemingly mundane tasks.
Today in class my students were asked to begin brainstorming the role of writing in the 21st Century. The students were asked to answer certain questions such as: "Why do people write?"; "What do people write?"; "Where do people write?"; "How do people write?"; etc. We discussed the changes in technology over the past 100 years, and how the answers to these questions would have been quite different in 1909.
The discussion became quite lively and entertaining. Listening to the students perceptions of what writing used to be, and what it is today, was quite intriguing. I discussed the controversy of the introduction of the "modern pencil" to the classroom. We also talked about the transformation of the written word from one that is transcribed manually to one that is transmitted to a digital format by the the slightest application of force from our fingertip.
The students realized that they are writing much more than they realized. We discussed the differences between formal and informal writing, and how they are doing much more writing as a whole than the students of 1909. They, and I more so, were impressed.
The readings and discussions pertaining to the evolution of writing have really gotten me thinking about how to better embrace technology in the classroom and to foster both the formal and informal writing in my students. I realize that I need to "take on" new technologies at school to better prepare my students to be writers, and citizens, of the 21st Century and beyond.
Today in class my students were asked to begin brainstorming the role of writing in the 21st Century. The students were asked to answer certain questions such as: "Why do people write?"; "What do people write?"; "Where do people write?"; "How do people write?"; etc. We discussed the changes in technology over the past 100 years, and how the answers to these questions would have been quite different in 1909.
The discussion became quite lively and entertaining. Listening to the students perceptions of what writing used to be, and what it is today, was quite intriguing. I discussed the controversy of the introduction of the "modern pencil" to the classroom. We also talked about the transformation of the written word from one that is transcribed manually to one that is transmitted to a digital format by the the slightest application of force from our fingertip.
The students realized that they are writing much more than they realized. We discussed the differences between formal and informal writing, and how they are doing much more writing as a whole than the students of 1909. They, and I more so, were impressed.
The readings and discussions pertaining to the evolution of writing have really gotten me thinking about how to better embrace technology in the classroom and to foster both the formal and informal writing in my students. I realize that I need to "take on" new technologies at school to better prepare my students to be writers, and citizens, of the 21st Century and beyond.
Friday, July 11, 2008
Thanks for a good summer!
I just wanted to thank everyone for making this year's class an enjoyable and enlightening experience. I feel like I personally learned a lot from the discussion of the articles, but I learned even more from the comments made by all of you during our three weeks.
Scot: Thanks for allowing us the freedom to openly discuss the topics and go off on various tangents. Good luck with your dissertation!
Don: As always, you never disappoint us with an absence of commentary. Thanks for all of your insight this year; I always find it useful.
Amy: Again, I am always interested in the comments that your diverse experience in education and business brings to the discussion. Thanks for the helpful information.
Joyce: Your wealth of experience in writing instruction is always helpful in guiding me when I have a question. Thanks for being such a great wealth of knowledge and keeping the humor going.
Jeff: Your insight is awesome, and the angles that you take with the articles are quite interesting to me. You allow me to look at the articles in a new light.
Alex: It was awesome to see you again and have the addition your comments to the class that have been shaped by your international experience. Have fun in el caribe and Panama, and good luck in the fall.
Amylia: Thanks for adding your commentary that has been shaped by your international experience. It is always insightful!
Janet: Thanks for keeping it real and sharing your wealth of knowledge from your many years of teaching.
Everyone: Have a great summer! Thanks!
Scot: Thanks for allowing us the freedom to openly discuss the topics and go off on various tangents. Good luck with your dissertation!
Don: As always, you never disappoint us with an absence of commentary. Thanks for all of your insight this year; I always find it useful.
Amy: Again, I am always interested in the comments that your diverse experience in education and business brings to the discussion. Thanks for the helpful information.
Joyce: Your wealth of experience in writing instruction is always helpful in guiding me when I have a question. Thanks for being such a great wealth of knowledge and keeping the humor going.
Jeff: Your insight is awesome, and the angles that you take with the articles are quite interesting to me. You allow me to look at the articles in a new light.
Alex: It was awesome to see you again and have the addition your comments to the class that have been shaped by your international experience. Have fun in el caribe and Panama, and good luck in the fall.
Amylia: Thanks for adding your commentary that has been shaped by your international experience. It is always insightful!
Janet: Thanks for keeping it real and sharing your wealth of knowledge from your many years of teaching.
Everyone: Have a great summer! Thanks!
Student-Centric Lesson
The following is a lesson that could work for one 90 minute block, or split between two days with minor modifications. Additional class periods will be necessary to complete the steps of the Writing Process.
Engagement: Students will begin writing in "Free-Write" format for five minutes on a current news event chosen by either the teacher or the students. This will be followed by a class discussion of the event. In addition to engagement of all students, this activity allows all students to feel that their knowledge and opinion of the event are valuable and promote for a more student-centered opening to the class.
Lesson: Students will be working on a persuasive essay on a social issue. The class will be brainstorming topics for the essay that they feel could be possible choices to use for their papers. The teacher will model the formulation of a plan utilizing one of the student-generated topics on the whiteboard or overhead. The students will be allowed 30 minutes to access the Internet and library materials for information that they may need to assist them in the composition of their essay. The students will then be working on organizing their information and formulating a plan for their essay. Over the next two days(three if needed), the students will go through the steps of the Writing Process ultimately leading to a published draft. Each student will have a scheduled time to conference with the teacher after they have self and peer edited their essay. In addition to allowing for student choice (false empowerment), I believe that the students are made to feel that their knowledge and personal opinion of the topics chosen are valuable and important, and they are encouraged to let their personal voice to be heard. This allows for students to take ownership of their assignment and the classroom in general. The individual conference sessions allow for a one-on-one discussion about the student's essay and can be a quite successful method in the instruction of conventions that is tailored to the individual student's needs.
Closure: Students will have the opportunity to share one important event that is going on in their life, but of course have the right to pass. This activity aids in bell-to-bell engagement/learning and allows the students the opportunity to orally express something that is of particular interest in their lives. I have found that this decreases off-task behavior during student work-time when utilized as a reward for on-task behavior.
Engagement: Students will begin writing in "Free-Write" format for five minutes on a current news event chosen by either the teacher or the students. This will be followed by a class discussion of the event. In addition to engagement of all students, this activity allows all students to feel that their knowledge and opinion of the event are valuable and promote for a more student-centered opening to the class.
Lesson: Students will be working on a persuasive essay on a social issue. The class will be brainstorming topics for the essay that they feel could be possible choices to use for their papers. The teacher will model the formulation of a plan utilizing one of the student-generated topics on the whiteboard or overhead. The students will be allowed 30 minutes to access the Internet and library materials for information that they may need to assist them in the composition of their essay. The students will then be working on organizing their information and formulating a plan for their essay. Over the next two days(three if needed), the students will go through the steps of the Writing Process ultimately leading to a published draft. Each student will have a scheduled time to conference with the teacher after they have self and peer edited their essay. In addition to allowing for student choice (false empowerment), I believe that the students are made to feel that their knowledge and personal opinion of the topics chosen are valuable and important, and they are encouraged to let their personal voice to be heard. This allows for students to take ownership of their assignment and the classroom in general. The individual conference sessions allow for a one-on-one discussion about the student's essay and can be a quite successful method in the instruction of conventions that is tailored to the individual student's needs.
Closure: Students will have the opportunity to share one important event that is going on in their life, but of course have the right to pass. This activity aids in bell-to-bell engagement/learning and allows the students the opportunity to orally express something that is of particular interest in their lives. I have found that this decreases off-task behavior during student work-time when utilized as a reward for on-task behavior.
Wednesday, July 9, 2008
Architectural Composition
Okay. This article was a lot to take in. I just want to comment on three interesting points before class today.
First of all, I really enjoyed the comparison of writing to architecture. On pg. 187, Bataille is quoted: "Architecture captures society in the trap of the image it offers, fixing it in the specular image it reflects back...Architecture does not express the soul of societies but rather smothers it." From this quote, I can see the old buildings (academic discourse) smothering the new architecture (personal discourse). People should be free to change the architecture however they feel. As an addict of HGTV, I see this constant change of the old into the personal expression of the new owner. It's quite exciting to see the drastic overhauls of the dwellings. I feel that writing should be as expressive as these remodels.
Next, I really enjoyed the definition of the problem: narrow notions of form and function. In this paragraph on pg. 200, he goes on to comment on how Faigley emphasizes that the kind of writing that is accepted as "good" is strikingly similar. Obviously this limits the extent that one feels open to express oneself freely and inherently discredits writing of varying levels of "eccentricness".
Lastly, I really enjoyed the comment from Irmsher: "In many colleges and universities, Freshman English serves its traditional role: to get rid of the ill-prepared, not to help them become better writers." How true is this comment? Many students feel threatened by these courses because it makes them feel inept and ill-suited for the university. These classes should be helping students, and other added to this, to aid students in writing in multiple disciplines.
First of all, I really enjoyed the comparison of writing to architecture. On pg. 187, Bataille is quoted: "Architecture captures society in the trap of the image it offers, fixing it in the specular image it reflects back...Architecture does not express the soul of societies but rather smothers it." From this quote, I can see the old buildings (academic discourse) smothering the new architecture (personal discourse). People should be free to change the architecture however they feel. As an addict of HGTV, I see this constant change of the old into the personal expression of the new owner. It's quite exciting to see the drastic overhauls of the dwellings. I feel that writing should be as expressive as these remodels.
Next, I really enjoyed the definition of the problem: narrow notions of form and function. In this paragraph on pg. 200, he goes on to comment on how Faigley emphasizes that the kind of writing that is accepted as "good" is strikingly similar. Obviously this limits the extent that one feels open to express oneself freely and inherently discredits writing of varying levels of "eccentricness".
Lastly, I really enjoyed the comment from Irmsher: "In many colleges and universities, Freshman English serves its traditional role: to get rid of the ill-prepared, not to help them become better writers." How true is this comment? Many students feel threatened by these courses because it makes them feel inept and ill-suited for the university. These classes should be helping students, and other added to this, to aid students in writing in multiple disciplines.
Safe House II
After our discussion on Monday, I realized the type of environment that the "Safe House" was and have some concerns. I do not believe that the face-to-face contact was present to enable the feeling of comfort to discuss freely in one's own discourse in an unthreatening manner. I feel that the sterile electronic environment of the day was quiet unstructured and not understood, putting the comments in danger of exploitation and possibly giving the students a false sense of anonymity.
I realize that the students can value greatly from the "Safe House" environment, and many do so in the schools of today. Students need to be able to express themselves freely without having to worry about expression within the confines of academic discourse.
I truly feel that the students also need to know how to play the game, and the knowledge of where and when to utilize academic discourse is a must. Through continued exposure to such discourse and personal experience in the world of academia, students have the opportunity to learn how to play the game. For some, it may take longer than others. The starting line is not the same for every student; as we know, the line depends on socio-economics, learning styles, personal experiences, etc.
Lastly, students who feel threatened by such discourse, either culturally or otherwise, have the choice to not partake in such a lifestyle where said discourse is observed. They have the freedom and choice to utilize the discourse to play the game. That said, they also have the freedom and choice to utilize whichever discourse they should choose, depending on the audience and circumstances, when the academic discourse is not appropriate.
I realize that the students can value greatly from the "Safe House" environment, and many do so in the schools of today. Students need to be able to express themselves freely without having to worry about expression within the confines of academic discourse.
I truly feel that the students also need to know how to play the game, and the knowledge of where and when to utilize academic discourse is a must. Through continued exposure to such discourse and personal experience in the world of academia, students have the opportunity to learn how to play the game. For some, it may take longer than others. The starting line is not the same for every student; as we know, the line depends on socio-economics, learning styles, personal experiences, etc.
Lastly, students who feel threatened by such discourse, either culturally or otherwise, have the choice to not partake in such a lifestyle where said discourse is observed. They have the freedom and choice to utilize the discourse to play the game. That said, they also have the freedom and choice to utilize whichever discourse they should choose, depending on the audience and circumstances, when the academic discourse is not appropriate.
Monday, July 7, 2008
Safe Houses work in Urban Environments
Canagarajah's study on the effects of safe houses in the contact zone reveals some interesting findings. However, some of the findings I feel are already accepted as common knowledge in the circle of educators.
Many students in today's urban classrooms find safe houses within the schools that they attend. Their current English, Language Arts, etc. class may already be a safe house allowing them to share and express viewpoints in a non-threatening manner. This is something that I have experienced in my short career as a teacher of "urban youth", and my own experiences were similar to those of Canagarajah's. I feel that whenever students are allowed to interact with students of a similar background (not necessarily race), they feel less threatened and are more willing to express their opinions and share with the group.
The students comments on "History" and that it is of "White America" was great! I have read "Lies my Teacher Told Me" and discussed in depth the "History" of America with colleagues and students alike. It was terrific that the students understood that the history was of a narrow viewpoint and not a true account of what always happened.
Wednesday, July 2, 2008
"Silenced Dialogue" then, but not always the case now
Delpit really brings up some very good points regarding power, process versus skill approach and the need for code instruction. Having read and debated this article a few years ago, I appreciate again most of what she has to say. I agree that students need to be empowered and made to feel that they have expert knowledge. I agree that the skill and/or process approaches may not be the best manner of instruction for black, white, blue or purple students at any given time (depending, or course, on where they hang their hats at night). I agree that many students need to be taught the codes of our mainstream, middle class society to be "successful" in life (taking care not to impose "traditional",middle class values on them while doing so).
She makes some great points, but I do feel that the animal that is education has evolved greatly over the past 20 years. So many of the situations that she describes still exist, but so do many new situations. Children now, more than ever, are put at the center of the educational process. More teachers are empowering their students and acknowledging the expertise of their knowledge. Many are teaching the codes that students need to be successful; many are teaching them to play the game.
I feel that Delpit really focuses on the Black/White issue, when in actuality, it is a "class issue". Students of a lower class are almost always lesser-equipped than students of a higher class. Students realize this as well. Just yesterday my students and I were talking about social issues for our final persuasive pieces when one brought up racism. We talked about it as a class, and they recognized that being a product of poverty often has more of an effect on one's success than does the color of one's skin.
I look forward to our conversation this afternoon on this article as it always strikes up some great conversation!
She makes some great points, but I do feel that the animal that is education has evolved greatly over the past 20 years. So many of the situations that she describes still exist, but so do many new situations. Children now, more than ever, are put at the center of the educational process. More teachers are empowering their students and acknowledging the expertise of their knowledge. Many are teaching the codes that students need to be successful; many are teaching them to play the game.
I feel that Delpit really focuses on the Black/White issue, when in actuality, it is a "class issue". Students of a lower class are almost always lesser-equipped than students of a higher class. Students realize this as well. Just yesterday my students and I were talking about social issues for our final persuasive pieces when one brought up racism. We talked about it as a class, and they recognized that being a product of poverty often has more of an effect on one's success than does the color of one's skin.
I look forward to our conversation this afternoon on this article as it always strikes up some great conversation!
Monday, June 30, 2008
The Error of who, quien, which, cual, what, que?
Williams does a great job in this piece discussing the errors of written and spoken language. I found it quite comical at times, namely when he was analyzing sample errors. I could not stop thinking of many of the errors that my ELL students commit on a daily basis. It is not that they don't care or are ignorant of the "Rules of English", it's that they haven't learned all (or many) of the rules and idiosyncrasies of English (or their first language). They are simply trying to express their ideas, opinions and what they feel is the "right answer". Their inability to write in "Perfect English" does not signify that they are ignorant of the rules or just don't care, they simply aren't as proficient in their second language as they could/will be someday.
The same can be said for many of our English-dominants students who may want to do well, but cannot articulate it as clearly as, say, Bartholomae or Elbow. Their opinions, ideas and answers (wrong or right) need to be expressed. They deserve to have their voices heard regardless of their ability to speak "Proper English".
Sunday, June 29, 2008
Wednesday's Discussion showed Relevance of Debate
I am happy to have put the articles from last week behind me. I'm sure that they are interesting to Bartholomae and Elbow, but I really had great difficulty in embracing what they had to say.
Even after reading their arguments again, I don't feel that I appreciated their points as much as I should have. Though I felt that some of their points were valid in certain areas, I for once was at a loss for words and felt quite disinterested in the seemingly endless circular debate.
However....I was interested in the comments that were made on Wednesday during the discussion and was better able to see the relevance of their debate. The articles for this week seem to be much more interesting and relevant, and I am looking forward to our discussion tomorrow.
Even after reading their arguments again, I don't feel that I appreciated their points as much as I should have. Though I felt that some of their points were valid in certain areas, I for once was at a loss for words and felt quite disinterested in the seemingly endless circular debate.
However....I was interested in the comments that were made on Wednesday during the discussion and was better able to see the relevance of their debate. The articles for this week seem to be much more interesting and relevant, and I am looking forward to our discussion tomorrow.
Thursday, June 26, 2008
Elbow makes sense (sort of)
After reading both arguments from Bartholomae and Elbow, as well as the responses, all in one setting, I needed some time to process what I had read. I felt at times I had trouble comprehending what each really meant as they talked in circles, covering different sides of their points and seemingly agreeing and disagreeing with each other and themselves at the same time, wanting to cover all of the points and making their arguments weaker in the process. Not having background knowledge on either, I had to go with what was in the articles. In the end, I sided more with the points of Elbow, by having a class that is student-centered. I believe that the students need to be empowered, or at least made to feel that they are empowered, to become the academic, the writer, or the academic writer that they can be.
Monday, June 23, 2008
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