- Oct 2021
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pressbooks.howardcc.edu pressbooks.howardcc.edu
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This tier is essentially everything else. These types of sources—especially Wikipedia—can be helpful in identifying interesting topics, positions within a debate, keywords to search, and, sometimes, higher-tier sources on the topic. They often play a critically important role in the early part of the research process, but they generally aren’t (and shouldn’t be) cited in the final paper.
I found this section by the author pretty interesting. I believe that this was interesting because the author talked about sources that we could possibly get information from but aren't good enough to put in a final paper. I personally have come across many sources like this. I believe you can still get valuable information from these type of sources but you should not rely on them.
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Third, there are some great books from non-academic presses that cite their sources; they’re often written by journalists. All three of these sources are generally well researched descriptions of an event or state of the world, undertaken by credentialed experts who generally seek to be even-handed. It is still up to you to judge their credibility. Your instructors, librarians, or writing center consultants can advise you on which sources in this category have the most credibility.
The author begins to speak about the sources that come with writing. citing sources and sources overall, are very important parts in writing. By citing sourceless it allows us to show our intended audience that are work and quotes are from credible and reliable resources. This also keeps everyone's work from having plagiarism within it.
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Scholarly articles appear in academic journals, which are published multiple times a year to share the latest research findings with scholars in the field. They’re usually sponsored by an academic society. To be published, these articles and books had to earn favorable anonymous evaluations by qualified scholars. Who are the experts writing, reviewing, and editing these scholarly publications? Your professors. We describe this process below. Learning how to read and use these sources is a fundamental part of being a college student.
Here the author is showing us the audience many things. We all can learn the import steps and percautions of becoming a well-rounded college student. The author talks about how there is a process to the things that we are doing. I think that we all can learn a thing or two from this becaseu it tells us that we can break our issues into parts and try to improve
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This kind of thesis-first approach to research becomes harmful, however, when we assume that it is the only or the most valuable way to conduct research. Evidence of this widespread assumption is easy to find. A simple search for the research process on Google will yield multiple hits hosted by academic institutions that suggest a researcher needs a thesis early in the research process. For instance, the University of Maryland University College’s Online Guide to Writing and Research suggests that a thesis should be developed as soon as source collec-tion gets underway, though that thesis may change over time. In the book, A Writing Process, author Vinetta Bell suggests that the thesis-writing process begins during the “preliminary research” stage. This strategy is endorsed by multiple research library websites, such as the University of Minnesota.
Emily A. Wierszewski is trying to tell her audience that there can be harm to writing and researching in a particular way. I believe that Emily A. Wierszewski's whole goal is to help everyone change their ways of researching and writing so they can better themselves. Everyone can learn a thing or two from Emily A. Wierszewski.
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Research can be productively used in this way to verify assump-tions and arguments. Sometimes what we need is just a little support for an idea, a confirmation of the best approach to a prob-lem, or the answer to simple questions. For example, we might believe the new iPhone is the best smartphone on the market, and use research on the phone’s specs to prove we’re right.
Here the author talks about how we can all start use research in different ways. I think that this is something that is very is very important to share to other people because it can possibly help someone to better their writing skills. A person can use this advice and apply to any class they may be in.
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Our collective belief in the importance of definite answers impacts many areas of our lives, including how we understand the process and purpose of research. Specifically, it leads to a thesis-first research model in which research is only used to verify our existing ideas or theses. (Alison Witte discusses this bad idea in a previous chapter.) In this model, there is no room for doubt or ambiguity. We assume we need to know the answers to our problems or ques-tions before the process gets underway, before we consult and eval-uate what others have said.
This passage is more about how the thesis statement is very important part to conducting research. Emily A. Wierszewski makes an emphasis on truly understanding process and purpose of research. The author is making a strong case for research being a very important part of writing that should be improved upon.
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Perhaps some of the confusion over the role of research in writ-ing, and the writing process, comes from the structure of classical argument that is often included as part of the organizational pattern for the research paper. When argument is taught, it’s frequently connected to the historical practices of Greek and Roman rheto-ric. Rhetoric, the study of the ways to use language to persuade a listener, was one of the core subjects of formalized education in Greek and Roman times and was seen as a necessary compo-nent of democratic citizenship. The study of rhetoric focused on argument as an oral practice of making clear
Alison C. Witte is talking about reasons as to why there are many people who are confused on how to properly conduct research. This is a very helpful part of the passage because it clearly shows the audience on how they can change their way of thinking and their methods to better their researching skills.
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So, what does it really mean to do research? Research is a three-stage process: (1) seeking information that is new to the researcher, (2) interpreting, evaluating, and organizing that information, and (3) reporting that information to others to affect some action. Richard Larson emphasizes that the nature of research is active. The researcher—whether student, academic, or professional—takes an active role in seeking. Seeking is not limited to locating what exists, but also extends to creating new data or information in service of answering a question or solving a problem.
This section here is really about what research is actually about. Alison C. Witte tries to explain to us how we should all try to structure our research. Alison C. Witte believes that this way of researching can make things a lot easier for all of us. The way Alison C. Witte wants us to conduct our research is broken up into three sections. by putting the process into sections, it really makes things a lot easier for people to follow.
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The research paper has become a rite of passage where students choose a topic (or are assigned one) about which they present a claim, and then look for ways to confirm it with evidence located through some ambiguous thing or process called research. One of the primary problems with the research paper is that it teaches students that to do research is to look things up—to use the library or the Internet. Skills for locating information are essential to being a successful researcher, as is familiarity with the library and the rich variety of sources available, but it represents only a small part of the research process.
In this section here, I believe that the author Alison C. Witte is aiming towards the problems that may occur when it comes to writing a research paper. The author talks about how there are many problems with students writing their research papers because they are relying on resources that will nit help them in the long-run.
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While research definitely has the power to impact our lives and beliefs, research doesn’t always have to be life altering.
That is true we may need to research just to learn more about a specific topic. There are many different types of research, all which do require reading and looking through different sources. Researching can become a tedious process when you do not have a clear idea of what you're looking for, and seeing misleading information can make it worse.
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Truthfully, research rarely progresses on an uncluttered path toward a clear solution. Instead, research is a recursive process that involves many diversions, bumps, and missteps.
When researching the process is not smooth or easy. It may take weeks to find a correct solution to your question because there is so much information out available with completely different perspectives. To have acquire good research you may need to read different books, visit different library's and even read multiple articles until you find what your are looking for.
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They write that research often begins with open-ended questions that are “based on information gaps or reexamination of existing, possibly conflicting, information
I agree with this statement, a lot of research is based on questions regarding missing pieces of information. If you're doing a project and come across some information that seems to be questionable, you would want to research to make sure you have accurate information. Researching will benefit future projects so the next person will know for sure this information is correct.
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It hardly seems appropriate, or fair, to ask any student, regardless of classification, to wade through oceanic swaths of online data for the purposes of making an original contribution, as a single author, to some public policy debate or academic discipline.
I agree with this statement. For a first year college student who has no idea or have very little experience on writing a research paper will find it difficult to find out where to start. It is not fair to the college student to have to go through that experience knowing if they do not perform great their grade will be on the line. This can become very stressful and give the college student self doubt.
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Of course, finding sources may be easy, but strategically incor-porating them into an argument may seem impossible to today’s writers.
When it comes to analyzing the sources and bringing them into your work within a research paper, a lot of people will find that hard. Most students are not trained to write an intense six or seven page research paper because most schools do not focus on it. It is still important to be able to write research papers so you can understand how to analyze data and add it in your paper.
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This number makes sense if we consider the physical labor involved in visiting the library, commu-nicating with a librarian, finding the card catalog, writing down serial numbers, walking up several flights of stairs, locating the correct stack, browsing the stack, and using a step stool to reach the source in question—rinse and repeat.
Considering that a research paper is a dense package of information on a specific topic, it is realistic that the number of sources will be around 20-30. Then to explain each and every piece of evidence that was found is a whole other topic. Research papers can take up a bit of your time.
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Similarly, Susanna L. Benko describes the 5PE as scaffolding that can either enhance or hinder student learning.
I can see why Susanna may view the five paragraph essay as such. Depending on how the student was taught to write the five paragraph essay will set them back and limit their writing skills. A five paragraph essay should be a very in detail essay that covers all points and claims addressed.
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: One builds a basic structure and the individ-ual spark comes from personalizing the details, either decorating the house or the content of the essay
This is how I view the five paragraph essay. Once you have an idea what the structure should look like, all that is left is to fill in the blanks with your personalized writing. It gives you a rolling start when first learning how to write, once they become more advance than they should learn how to write more than just five paragraphs.
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Defenders of the 5PE can sometimes be found in high schools or two-year colleges, where they might work with students who struggle with writing or are learning English as a second language
I believe that the five paragraph essay is the best way to start learning how to write. It gives a basic idea of how to write to address your main claims using supporting evidence and detail. It trains students to understand how to write without running into major errors.
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Unfortunately, the labor involved in researching and using the Internet for research tends to be ignored. Instructors may underestimate the nuances of popular databases and overesti-mate students’ frequent use of databases as competency. However, Internet research really is a lot of work. Researching “the research paper” via Google, Google News, and Google Scholar retrieves almost 19,000,000 results. Unaccompanied by quotes, the number of results exceeds one billion. Without awareness of the impor-tance of Boolean logic, or operators that affect the scale of results, a researcher may find herself drowning in data. When plugged into proprietary databases available to most college and university students such as Proquest, JSTOR, ScienceDirect, and Academic Search Complete, the research paper displays several thousands of sources per database.
Alexandria Lockett talks about how the amount of labor that comes from researching with technology is being ignored. The author is telling us that writing a research paper with the internet can be daunting task as well as writing a research paper in the library. overall there could be downsides to both ways of writing a research paper.
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Typically, a first-year college student’s research paper assign-ment might require 5–10 sources, whereas advanced students are probably asked to cite no more than 30 sources. These figures may stem from research concerns that emerged during an entirely different technological history
Here the author speaks more about how the "normal" research paper should kind of look like and how it should be structured. The author talks about things like sources and citing your sources. Alexandria Lockett talks about how the amount of sources cited required can can differ when it comes to the student.
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To understand the research paper and its contemporary signif-icance, we must acknowledge how the Internet makes the process of research and of writing research much more complex. A vast majority of Internet users use the web and social media multi-ple times per day. Long gone are the days when one major func-tion of the research paper was to bring students into contact with libraries. Today’s students need to also know how to navigate the Internet—a vast digital source of information whose system archi-tecture affects the work of teaching and research.
In this section the author speaks about how the traditional way of writing a research paper has generally been lost in time. The author believes that technology has changed the way that people write their research papers. The author believes that internet has taken away many aspects of writing the traditional research paper.
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The five-paragraph essay (5PE) doesn’t have many vocal defenders in Departments of English in higher education, but for some instructors, the 5PE remains a useful tool in the pedagogi-cal kit. Most college writing instructors have eschewed the 5PE, contending that it limits what writing can be, constricts writers’ roles, and even arbitrarily shapes writers’ thoughts. Yet, defenders of the 5PE counter that beginning writers need the guidance and structure that it affords. It works, they say, and it gives writers a place from which to start.
In this section the author talks about how there are not many people who are speaking out about the 5PE format. The author is trying to say that the 5PE is a useful tool and it is not being appreciated enough. I believe that the authors goal is to spread the message that the 5PE format should be used more.
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The 5PE may sound familiar. In its most basic form, it is an introduction, three points, and a conclusion. Students are often given a topic to discuss, a passage to respond to, or a question to answer.
Here the author talks about the different parts of the 5PE. The author lists the introduction, three points, and the conclusion. This is something that I and most other students are familiar with because we learn about it when we were young writers. I believe that following this structure is very beneficial to young writers.
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Here is the thing, though: When writers (and critics) talk about the 5PE, they’re not really talking about five paragraphs any more than critics or proponents of fast-food restaurants are talking about McDonald’s. Most defenders of the 5PE will either explic-itly or implicitly see the sentence, the paragraph, and the essay as reflections of each other. Just as an essay has a thesis, a paragraph has a topic sentence; just as a paper has evidence to support it, a paragraph has detail.
Here the author talks about exactly what the 5PE is. the author is kind of telling us how things come together and how they are connected. We can understand this when the author talks about how certain things reflect each other. overall how everything flows with each-other. The walkthrough is what the author is talking about.
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- Sep 2021
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Descriptive words are used to provide more information and provide added insight. In fact, description is the one tool that most allows writers (and speakers) to show instead of just tell, which enables us to exemplify our points to our readers.
I am an active user of description when writing my essays. I like using description because it starts to make the reader begin to imagine. The reader will subconsciously be forced to start imagining what the writer is trying to say. The reader will sometimes stop just to make sure they have an accurate visualization of the description used by the writer in the essay. Using description is an essay way to bring your essay to life.
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To do this, we tend to explain what we are telling. It is sometimes very difficult to stop. However, stopping in a timely way allows the reader to draw his or her own conclusions.
I personally struggle with stopping and letting the reader draw connections. I do so to prevent the reader from any confusion and misconceptions. I want the reader know exactly what I am talking about and why I have the points I have. I am now aware that it is important to have the reader use clues from your essay to create their own conclusion because it gives a sense of completion to both the reader and the writer.
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Ultimately, narrative writing tries to relay a series of events in an emotionally engaging way. You want your audience to be moved by your story, which could mean through laughter, sympathy, fear, anger, and so on. The more clearly you tell your story, the more emotionally engaged your audience is likely to be.
It is very important to appeal to your audience emotion when writing a narrative essay. When you appeal to the audiences emotion they will have a sense of understanding and may even add a connection to their life to your narrative essay. This can change the whole experience for the audience. The audience can move from just reading the essay to having a vivd imagination of what the author is talking about.
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textbooks.lib.wvu.edu textbooks.lib.wvu.edu
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. I inter-viewed 48 people, and in countless interviews, people expressed the heartbreaking sentiment that there once was a time when they wrote creatively (poems and stories), but now, they are just academics or just workplace writers.
I believe academic and workplace writing changes the way one view and think of writing. You are taught to write in a specific way in order for your writing to be considered "good enough for a high grade". Overtime peoples creativeness and original way of writing will seem "childish". Thats when people start to see writing as burden.
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People who write everything except poetry and fiction—that is, people who contribute the vast majority of writing to the world in the form of lists, essays, emails, blog posts, texts, instruction manu-als, and so on—see their work as less creative and less important.
They may see their work as less creative and important because it does not make a big contribution to the world of writing. All the famous poets and writers have created ground breaking literature that has shaped the way we learn how to write today. Writing emails and instruction manuals does not create any big rave in the world of writing.
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know this is the image in most people’s brains because it is the one I’ve read or heard described hundreds of times by the media, in popular culture, by writers themselves, in books written by writers on writing, by my students, and by friends.
The author is explaining when it comes to writing she sees the same story. So far she is saying that most writers follow the standard procedures when it comes to writing. It seems she is trying to say that most writers force themselves to create ideas. If they are in a environment that doesn't offer any ideas they will lack creativeness.
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Comedy helps authors barnstorm brainstorming. It makes the drafting and revising process more multifaceted, open, searching, continuous—it moves from daft-ing and reviling to drifting and revving, to riffing and devising, through drafting and revising to afterdrafting and revisinging (it’s not unusual for performance to be a part of the creation of comedy, which must have voice... even if it’s Gilbert Gottfried’s)
I believe that humor keeps writer's minds brainstorming. When you start thinking about something that you found funny your mind automatically wants to think of something else that you find funny because you genuinely find joy from it. Writers should use humor to keep their brains thinking of ideas because they will have an easier time writing and they will have more enjoyment doing it.
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est word. And sentences must be tightly woven to serve as the fuse
Choosing words wisely plays a big role when attempting to write something that is meant to make the audience laugh. With one word not making sense the whole sentence could mean nothing but an error. Authors should also add some of their sense of humor to what the audience likes. Doing so will be more natural for the author to write in a humor style without it becoming forced.
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it’s
I agree with the authors statement, writer's should consider transitioning mindsets because comedy goes great with writing. What the topic is about and who the audience is, will dictate what type of sense of humor you are trying to appeal to. With that being said having appropriate language is something that should be paid attention to.
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One sphere of writing is marked off as creative while others are de-valued.
Cydney Alexis is telling us here that we all can be creative no matter what type of writing we are doing. This can help young writers out a lot because it shows them that they can be more creative no matter what they are wring. this can encourage more people to be creative and make their wring a lot better.
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The problem is that one image of writing dominates the popu-lar imagination and is weighted with value more heavily than all others: creative writing, which is treated as if it’s interchangeable with fiction and poetry. Over the years, I’ve come to understand a few pervasive problems that stem from the view of creativity as tied to fiction and poetry, from the public’s lack of awareness of what academics and other workplace writers do, from problematic attitudes held within the so-called field of creative writing itself
Here cyndey Alexis os telling us that many people are writing in the same way. SHe is saying that any people fall into the same form of writing, she is encouraging writers to try new things to better their wring. Here audience is all writers across the world. she is trying to help
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To many, if not most, the phrase creative writing marks a genre. It’s as simple as breakfast. A man writes in a garret, his pages lit by the faint glow of a lamp. Ideas are spilling madly from his cerebral cortex to the page. He probably has a cup of coffee next to him. Or a dog. And he is writing a story—perhaps about a road trip.
Cydney Alexis is telling us that many people when it comes to wring, lack creativity. she is saying that she see lots of writing that doesn't step outside of the box. She tells us here that creative writing is a process and it can be beneficial. there are good things that come with it.
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Mostly they keep silent on the topic of teaching humorous yet legitimately academic, persuasive writ-ing, and let the Western tradition’s tendency to privilege tragedy carry the big stick.
Here Micheal Theune talks about how some people keep silent on the topic. He is making this message to encourage more people to speak up on the topic. He want this issue to be handled and no one else wants to speak up about it. Micheal Thenune is showing us that there are more ways to do things.
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But those who think academic writing must exclude the come-dic are serious. (And a writing teacher should NOT call them Shirley. That is, not if that teacher wants to keep her job.)
Here Michael Theune talks about how some teachers may be enforcing this particular mindset when it comes to writing in schools. He is telling us that some teachers may be making things a little to serious without giving the freedom to the children. The children are learning from the teacher that is only right to be serious at all times.
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Surely, you can’t be serious! After all, very smart people have been slaying ignorance while slaying audiences by delivering intel-ligent ideas with comedy’s passion, edge, urgency, and punch for quite some time: Samantha Bee. John Oliver. Key and Peele.
Michael Theune Is telling us exactly what is wrong with certain peoples mindsets when it comes to writing. He is telling us that all writing dose not have to be serious. His target audience is to all writers. He is showing us certain things to make us all better writers.
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Sure, there are people who call themselves writers and mean that it is part of their formal job title. But then there are the greater numbers of us who are writers but don’t label ourselves as such, the millions of us just noodling around on Facebook or Snapchat or Instagram.
I like what these statements added to this writing. I say this because it allows the audience to connect on a more personal level and it even broadens the audience. The author talks about social media usage which is very common in this day and age. This goes to show how prevalent revision really is in our daily lives even when it isn't brought to our attention.
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It’s important to keep in mind I’m not talking about revision as proofreading or copy editing; no amount of grammatical, spell-ing, and style corrections transforms a piece of writing like focused attention to fundamental questions about purpose, evidence, and organization.
These statements stood out to me because they opened my eyes to a new perspective. I say this because oftentimes when I make revisions, I look for grammatical errors, spelling errors, and other errors that peak through the surface. Little did I know, this is a common misconception as showcased by Laura Giovanelli. In reality, revisions are about understanding the overall purpose of your writing and making sure your writing reflects that purpose.
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To writers, the act of writing is an act of thinking. One writer in a landmark study of comparing the habits of experienced writers to those of novices called their first drafts “the kernel.”
I agree with the statement that "the act of writing is an act of thinking". When we write we tend to let our thoughts take over. That's why people write the best when they have a clear head space, any distraction can alter the way you write. You can write something when you are distracted and revise it later when you are in a clear head space, and you'll think what you just wrote could have been better.
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However, talking about revision in terms of numbers of drafts implies that all writing, all writers, and all revision work one way: hit your target draft number, like your daily Fitbit goals, and you magi-cally get good writing
Having a target goal regarding drafting revisions is a very good idea. It allows yourself to write your paper to the best of your abilities within the time period you have given yourself. When we continue to read our drafts we will continue to find something that we believe we should edit, so it is a good thing that you give yourself a limit.
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The answer—463!—almost always surprises them
I believe in order to make so many revisions and corrections you need to have excellent patience because some may get discouraged because it may seem like that the process is never ending. Often times people will only revise once or twice because they know that that is the best it will get.
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But more revision isn’t necessarily better. Effective revising isn’t making changes for the sake of change, but instead making smarter changes.
This is a good point as it shows that revisions should always come with purpose. Oftentimes, people make revisions just because "something doesn't look right" and we don't really have a reason. Revising should always add to what you already have down. I am not talking about adding more words, paragraphs, charts, graphs and etc. I mean revisions should add to the overall purpose of the paper. This can even mean eliminating stuff that interrupts the flow of our writing or distracts the reader from the main argument/ claim.
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King was not content to let his words sit, but like any practiced writer working out his muscles, he revised and riffed, adapting it for new audiences and purposes.
I enjoyed how Laura Giovanelli referenced Martin Luther King as he has had a huge impact on how we live today. This is a good way to persuade the reader as it kind of makes them want to follow in his footsteps knowing that he was so successful. When I read this, it gave me the understanding that writing is situational. In other words, sometimes we have to take a break from our work and come back to it. This allows us to gather new ideas and make new connections that can help us further explain. In fact, I do this myself when revising because as circumstances change, new influences come that change my mindset when writing.
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Effective revising isn’t making changes for the sake of change, but instead making smarter changes.
In this sentence right here Laura Giovanelli is breaking down exactly what the act of revision actually is. She is telling us that revision is for us to better our writing. We should be revising our work to get better at writing not to just do it for no particular reason.
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BreidenbachThe fantasy that good writers summon forth beautiful, lean, yet intricate sentences onto a page without sweating is an unhealthy fiction, and it is wrong.
This sentence by Laura Giovanelli shows us a lot about writing. She is telling us that even the best writers in this world aren't perfect. Laura Giovanelli is telling us that there are people who believe that they are perfect and she is here to tell us that they are not. Revision is what makes the writing good is the statement she is trying to make to us.
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The standard perception that revision is something that happens at the end of the writing process is a good place to start revising ideas about revision.”
The author Laura Giovanelli puts the quote "The standard perception that revision is something that happens at the end of the writing process is a good place to start revising ideas about revision" by Cathleen Breidenbach. It is saying that most people believe that the revision should come at the end rather than doing it during the writing.
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college and universities largely privilege writ-ing over reading.
College does tend to focus and adhere on what you have to say. I do think in college writing can get overwhelming because it is a top priority to be able to concept how you feel in words. I think this can play on a deeper role because this can cause students to be less inclined to speak up for a cause or for other personal values due to being burnout from the educational system. So in college, is there another way to voice or express without having to intertwine 8 pages essays with personal thoughts that are being forced upon and possibly inorganic. More is not always better.
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course, even explicit reading instruction in a writing-inten-sive classroom will not benefit students fully if they are unable to recognize how their reading can help them improve as writ-ers.
This is why student engagement and understanding can be the most important thing in a classroom. The highlighted line drew my attention because the county will have concerns as to how well a student preform with 50 multiple choice, though the real effectiveness is within the comprehension beyond the classroom.
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All too often, this assignment has no audience other than the teacher, no purpose beyond earning a grade, leaving students with little motivation to locate quality sources and use them thoughtfully.
A teacher of purpose would be the goal because as it suggests, school should translate to real life. Even though the standard of what is being taught in school can’t always be an attribute in you’re later profession, it still has a secondary effect that gives you real word skills. Having to associate with others about learning further on a subject or asking a question triggers those sensory motor skills that you start to loose from when you were smaller in age. The educational system will never be perfect when it comes to implementing the real world into the curriculum, but utilizing those secondary real world attributes is what actually gets you prepared. Socialization and communicating can be key in all scenarios and school can play a part in improving those skills unintentionally.
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Many people bemoan the large amount of packaging that supermarkets use, particularly for fruit and vegetables, most of which have their own natural protection. Nonetheless, a major reason that supermarkets use so much packaging is to protect food and prevent waste—particularly with fresh food. Removing plastic entirely from our food supply may not be the best solution when it comes to protecting the environment and conserving valuable resources.
In this section the author is showing that audience one of the factors that goes in to waste. When we are educated on the reasons behind the issues that are going on in our communities, we can better prepare ourselves to make the right decision when time calls for it.
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Simply removing plastic from food packaging is not as sustainable as one might think. There are lots of cases where plastic packaging can be beneficial at reducing waste. But food sellers need to think of ways to reduce and reuse the plastic where possible.
When authors show solutions, It often encourages the reader to make a change for the better.
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More than 50% of food waste takes place in households and nearly 20% is wasted during processing. Plastic packaging may be a necessary evil to reduce this high level of waste in both areas. A number of factors must be taken into account when determining how useful plastic packaging is in the food supply chain, as it has the potential to preserve food and prevent its wastage
The author is giving statistics about waste which can start to persuade his audience
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This week a new report will be released on behalf of Champions 12.3 – a group of public and private sector leaders who have made a commitment to help halve global food waste per capita by 2030, in line with Target 12.3 of the UN’s Sustainable Development Goals. It sets out the economic arguments for reducing food waste.
The author also shows that his message has an intended audience. Dave lewis is trying to reach out tp the CEO's of the world.
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In other words, reducing waste offers real business opportunities. So, we need to put food waste on the boardroom agenda. CEOs rely on hard numbers. Until now, there hasn’t been a clear set of data and financial analysis that business leaders can point to on food waste. Our ambition with this report is to change that and make sure food waste gets the focus from business that it deserves.
In this section the author is trying to show us that there is a possible solution to the current waste problem. Dave Lewis also gives the audience a reason which can be persuasive
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Imagine a land mass greater than China. Now imagine that land is only used to produce food. Then suppose all the crops and produce from those 2.5 billion acres are not eaten. Imagine all of that – and you have grasped the amount of food the world wastes every year.
Dave Lewis first shows the audience a urgent issue that the world is currently going through. Letting the audience know the topic early on can help them make connections the father they read.
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- Aug 2021
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Based on analysis covering 1,200 business sites across 700 companies in 17 countries – representing the manufacturing, retail, hospitality and food service industries – the report shows that almost every time a business made an investment in curbing food waste, there was a positive return on that investment. For every £1 invested in reducing food waste, half the business sites had at least a £14 return.
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There are other reasons too why food waste needs to be addressed. Take climate change. Food waste today is responsible for around 8 per cent of global greenhouse gas emissions – if it were a country, food waste would be the world’s third-largest emitter, after China and the USA. So, there are strong – even overwhelming – moral, social and environmental reasons to reduce food waste. But with this imperative is also an opportu
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go.gale.com go.gale.com
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The second step is transparency. In 2013, Tesco took the step of publishing its UK food waste data. The numbers reveal that less than 1 per cent of our food is wasted.
I'm surprised that Tesco, a large and very popular European grocery chain, has such a low percentage of food waste. I also wonder if they reported on just their output and how that would change with the amount of sold food wasted although that wouldn't be their concern.
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For every £1 invested in reducing food waste, half the business sites had at least a £14 return.
One way companies can view this is that the more money you put into reducing food waste, the more you make back through the support of your customers.
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No matter what business we work in, the key thing is to see the scale of the challenge and take action. This report shows there’s no longer any social, environmental or economic reason not to act. Even if the moral imperative doesn’t move us, the clear business case for reducing food waste should persuade every CEO.
People should take more direct action towards the CEO's of major companies that run bug businesses because they have the power to change the companies.
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Food waste today is responsible for around 8 per cent of global greenhouse gas emissions
Yes food waste is bad, but if you want to work through climate change then you first have to address the top emitters(which he talks about later in the sentence)
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Imagine a land mass greater than China. Now imagine that land is only used to produce food. Then suppose all the crops and produce from those 2.5 billion acres are not eaten. Imagine all of that – and you have grasped the amount of food the world wastes every year. Every year a third of the world’s food is wasted. In terms of weight, it adds up to around 1.3bn tonnes. In the UK alone, we waste over 10m tonnes of food in a year. By any standard, these are huge numbers. This level of waste is clearly not acceptable. The case for action becomes even stronger when we consider that 1 in 9 people are malnourished worldwide.
Is the problem that people are making to much food, or is that people don't commit to finishing their food and creating the massive amounts of waste.
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Every year a third of the world’s food is wasted. In terms of weight, it adds up to around 1.3bn tonnes. In the UK alone, we waste over 10m tonnes of food in a year.
This shows us that waste is an urgent problem in todays society.
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textbooks.lib.wvu.edu textbooks.lib.wvu.edu
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young children need not learn how to read before they learned how to write, language arts instruc-tors now teach reading and writing alongside each other. They do so because research has shown that students learn to read and write better when they are instructed in both simultaneously.
I agree with the first statement because even as an older student I always found "writing something out" to be more helpful than just envisioning it. However, the author slightly lost me during the second sentence because she was incorporating evidence as to why reading and writing are or should be connected, as opposed to the title of the essay.
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colleges and universities are potentially producing students, or citizens, who think reading is passive.
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The integrated approach to teaching reading and writing falls away to students’ peril and causes great frustration in the professors who often attri-bute students’ struggles in their courses to poor writing ability, when these problems are often related to students’ reading diffi-culties. While students’ eyes may make their way over every word, that does not mean that students have comprehended a text or that they are prepared to successfully complete the writing tasks asso-ciated with the reading, which often involve summary, analysis, interpretation, and evaluation. More importantly, if students are not given the opportunity to continue working on their reading throughout their college careers, they may struggle analyzing, interpreting, and evaluat-ing all that surrounds them since comprehension is a crucial step toward these more advanced interpretive practices. Students may lack the ability to read the world around them because they do not have the tools to recognize the values and assumptions that inform the images, advertisements, news stories, political campaigns, and ideas with which they come into contact on a daily basis.
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Instead of drawing on models of early literacy education that focus on teaching reading and writ-ing simultaneously, college and universities largely privilege writ-ing over reading
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Although it took decades for elementary school teachers and curric-ula developers to realize that young children need not learn how to read before they learned how to write, language arts instruc-tors now teach reading and writing alongside each other. They do so because research has shown that students learn to read and write better when they are instructed in both simultaneously.
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Most recently, technology has been named one of the culprits. Johnny spends too much time on the computer and not enough time reading books. He spends so much time texting and tweeting that he has forgotten how to write correctly, how to spell, how to develop ideas in more than 140 characters.
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If we have, we must ask ourselves: how might we better integrate attention to both reading and writing in order to enrich the literacy education we are providing? We must not assume that simply exposing students to texts of all kinds and across all media will automatically result in comprehension.
We should improve the school system as a whole to better integrate both reading and writing to work together. Politics is so popular among social media, I come across all kinds of text on the internet. I think school should prepare us for the texts that we would approach in the real world. Would be very beneficial for future career paths such as politicians, nurses, and researchers. All involve areas of study require daily reading and research.
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which found that close to half of the college students in their samples did not meet mini-mum benchmarks for literacy or lacked reading proficiency.
I agree that most high school teachers don't prepare their students for college level reading. In high school, we recycle the same texts that the school system have established since the beginning. The digital age has definitely had an effect on reading in this generation. There's an urgency when it comes to reading these texts, so we eventually find shorter versions online. We never have an understanding or analysis of the texts as thorough and we would like to.
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What is often neglected in these public debates about the best way to teach literacy at the college level is that reading and writing are connected practices and, as such, the best way to teach them is together.
During elementary school, there was a huge emphasis on writing and grammar rather than reading. Towards college and high school we learn to put reading and writing together. Although there's a huge gap in middle school. I struggled with reading because there was such a huge learning gap. I wasn't taught to read over passages that I didn't understand. I was used to passive reading throughout middle school. Which made it a struggle for me to read on standardized tests like SAT.
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Employers want to hire people who can communicate effectively, and despite our culture’s recent celebration of all things STEM, many employers continue to vocalize the importance of effective communication skills.
I feel like jobs should help their employees with their communication skills because it reflects negatively on the company, but I can also understand how the companies should expect people to learn these skills from schooling. Although the STEM field is important I think companies should also be looking for people who majored in the arts because that creativity can boost productivity and profits.
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This is why a few people might read the same novel but each take some-thing different from it. That personal transaction with the text has affected how each reader creates meaning.
I believe this sentence is important because she hints to how different students learn and experience life in our own way. People create meaning based of personal experiences are their opinions so it would be impossible for two students to read or write the same way, but they are taught that there is only one way to do things and that they can not be creative.
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When one writes, one is creating mean-ing by putting words and ideas together. When one reads, the same thing is happening.
This part of the article is interesting because it directly opposes Carillo's title. Carillo wants to reach out to faculty to encourage them to continue teaching fundamental reading and writing skills because they are one in the same. If students are able to improve their reading skills then it would show on their writing abilities.
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Numerous writing studies scholars have documented how attitudes toward students, learning, and writing itself have influenced writing instruction.
I believe that attitudes play a big part in the overall learning experience. Having a positive attitude towards the students makes them excited and motivated to learn. A negative attitude could prevent students from wanting to engage in the class which could lead to students being confused on certain topics.
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Of course, even explicit reading instruction in a writing-inten-sive classroom will not benefit students fully if they are unable to recognize how their reading can help them improve as writ-ers. Explicit writing instruction that makes students aware of the interconnected nature of reading and writing benefits students in numerous ways
This shows that with teacher's guidance can help in both reading and writing aspects. As stated in the text, even when instructed by reading, reading will simply not be enough in a writing classroom, which goes back to the title of this chapter being "Reading is Not Essential to Writing Instruction", and this proves that writing instruction is still required even though reading instruction may grasp some concepts that's covered in writing.
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If we simply assign read-ing instead of teaching students how to read, we’ll get poor read-ing”—and, I would add, poor writing.
I agree if you just tell a student to read a book and don't enforce comprehending, annotating ,and actually paying attention to what exactly they are reading the'll read it for just a grade. Just giving a assignment without the students knowing how to is meaningless, People think that if you can read the words on a book then that should be it but if you don't ask your self questions think deeper really understand they book can you read or do you just see words and say them.
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As teachers understandably grew fearful about losing their jobs because of low test scores, they devoted class time to preparing students for the tests rather than developing prac-tices that would have helped students improve as readers and writ-ers. Standardized tests often rely on multiple-choice responses that neither allow for complexity of thought nor invite students to draw connections between the text under consideration and their own experiences.
School should be way more focus on actually teaching children what they need to know to help them in the future not to get a passing test score. Standardized test don't prove how much you know especially when you can just pick a letter and guess. Teachers should never just teach for students to pass they should teach them the skills they need to read and understand fully which by what Im reading sounds unnecessary considering that test arent even enforcing real reading skills.
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Though scholars such as Elizabeth Wardle have challenged the notion that FYC should prepare students for work in their disciplines, arguing instead that the course should expose students to theories of writing so they can understand how writ-ing works, the course remains overburdened, with reading increas-ingly neglected. This FYC-as-general-academic-literacy-inoculation encourages students to view reading as just another requirement, rather than as an opportunity for discovery and an important form of knowledge making.
Most of the time people don't think we need to know how to read and write as much as we really do and that why a lot of people reading and writing skills are not where they should be. People dont think its necessary because now we have technology when thats not true because reading and writing is something we need to know how to do effectively for the rest of our lives.
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While students’ eyes may make their way over every word, that does not mean that students have comprehended a text
My question is that should comprehension become a class of its own? For example, a student can have expository writing and english literature (reading) while writing and reading comprehension is a separate, but equally as important, class.
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This hierarchy is evidenced by the universal first-year writing requirement in American colleges and universities, as well as by writing across the curriculum programs.
I also believe this hierarchy is shown by the average school system in America. As students get older "reading" or "Reading, English, Language, Arts" class slowing starts to be exchanged with "English" which mostly focuses on writing and the different conventions of writing. I question the supremacy of writing in American colleges and universities because employers and such stress communication skills. Meanwhile, we are taught to never write like how you talk in school.
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but nowhere were students asked to demonstrate their ability to “analyze texts to identify the author’s attitudes, view-points, and beliefs and to critique how these relate to the larger historical, social, and cultural contexts of the texts,”
Personally, I think I would enjoy standardized testing a little bit if we were able to write such instead of rotating the same questions for 3 different reading passages. In addition to that, I think asking students to identify the author's attitudes and connect them to larger historical, social, and cultural contexts makes students more aware of the different influence around them.
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First, there exists an educational culture that privileges test-ing over sustained and meaningful encounters with texts.
This is probably one of the biggest reasons why many students dread going to school. Nowadays school is not even about learning, it is about memorizing the information, and passing all the tests so you can make everyone else proud. This toxic practice of testing over genuine learning has lead to the exposure of the poor mental health of students nationwide.
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This often manifests itself in teaching only surface-level reading strategies in K–12 such as skimming and reading for the gist, and in cries of, “They should know this stuff before they get here!” at the university level.
I remember being taught how to skim through a passage and be able to get the main ideas. Up to now, skimming through passages have not helped me whatsoever. I would have to go back and re-read the text 2-4 times after skimming, which would be a waste of time on a timed test. It wasn't until 2years ago, that I was taught how to properly skim through a passage.
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Most recently, technology has been named one of the culprits.
You would think the internet, actually encouraged literacy. We have 4-year-olds that can work the newest generation iPad and 10-year-olds who can put in card information. I just feel like if it's one thing you'll learn on the internet is to read.
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lives beyond the university and his concerns that in its emphasis on academic discourse, FYC had become a service course for other academic disciplines.
Between college and high school english, there is a huge difference in writing and reading. Reading is more essential in writing during college. During high school, we are so focused on standardized tests. Although, my last year of high school, we put a huge emphasis on how the book "Just Mercy" related to present lives. The book was based off of real events , but we as students learned how to relate the text to cultural experiences. Which is more valuable than learning how to read passages of text.
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The goal informing writing instruction at all levels should be for students to develop not only the skills that will serve them in the academic realm but also the ability to ask the questions and culti-vate the behaviors that will allow them to respond effectively to the diverse composing contexts they will encounter in their future lives and careers beyond the classroom.
Writing is essential in many career paths which is why it is so important to learn how to write. Not how to write like other people, but write like yourself.
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No Child Left Behind (NCLB) legislation resulted in widespread test-ing that became a formidable obstacle to helping students develop deep reading skills.
I do think that the NCLB should focus on education accessible to every students. With examples like, free books and resources. The government wants to ensure their money goes somewhere, so they measure this accessibility with test scores. I think this is a huge disadvantage in the school system. Making students focus on tests more than actual reading material
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As teachers understandably grew fearful about losing their jobs because of low test scores, they devoted class time to preparing students for the tests rather than developing prac-tices that would have helped students improve as readers and writ-ers. Standardized tests often rely on multiple-choice responses that neither allow for complexity of thought nor invite students to draw connections between the text under consideration and their own experiences.
Many times in different schools, the structure of the learning would be more geared towards teaching the students to pass the tests rather than actually learning the material thoroughly. This is hurting all of the students later on down the line because they will be missing the core information that they will need when they advance.
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This often manifests itself in teaching only surface-level reading strategies in K–12 such as skimming and reading for the gist, and in cries of, “They should know this stuff before they get here!” at the university level.
I agree with Julie Barger's statement when she spoke about teachers failing to realize that there are some students who may not have a strong grasp on the concepts that are "simple" or "easy". For teachers to go into new school years expecting every student understands every single concept can very likely be detrimental to a students learning progression and experience.
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Assign a wide variety of texts students can use as models for their own writing;
Personally, I dislike that most writing for school follows the same format. For as long as I can remember, most of my writing assignments have been an introductory paragraph, 3 body paragraphs, and a conclusion. Not only was doing this same format over and over again extremely boring, but not knowing how to do other formats took a toll as well.
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they devoted class time to preparing students for the tests rather than developing prac-tices that would have helped students improve as readers and writ-ers.
This explains a lot of why we are so focused on evaluating the text rather than relating to the text. It makes english overall, very uninteresting. It takes away the creative approach to reading and writing. Focusing on these standardized tests feels draining and leaves the student unmotivated to learn. There should be more opportunity for students to draw meaningful connections between the text and the reader.
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First, there exists an educational culture that privileges test-ing over sustained and meaningful encounters with texts.
One of the biggest qualms I have with schools today is that most of them prioritize test scores and grades much higher than they do actual learning. From elementary school to high school, almost all of my teachers and administrators have stressed how important it is for the school as a whole to do well on state assessments. A good chunk of our classes were devoted specifically to studying for certain tests and I always left out feeling as though I ever truly retained anything. Very rarely was something taught just for the sake of our learning.
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This FYC-as-general-academic-literacy-inoculation encourages students to view reading as just another requirement, rather than as an opportunity for discovery and an important form of knowledge making. Take, for example, the research paper, a staple in this model of FYC. All too often, this assignment has no audience other than the teacher, no purpose beyond earning a grade, leaving students with little motivation to locate quality sources and use them thoughtfully.
With limited types of writing and the teacher as the audience, it sucks the life out of the writing and allows for little individuality. Very likely, students learning to tailor their writings for a specific teacher may help in the future for writing for specific people, but not for sharing with a group at all.
I think it is more of an assumption for them to mention that there is little motivation to locate quality sources; it really depends on whether a teacher will look at the resources used. This might just be my bias because I have needed to use quality resources resources for multiple papers on things I'm not interested in or I was just motivated enough to get my A, all because I knew my instructor might or is looking for it.
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This often manifests itself in teaching only surface-level reading strategies in K–12 such as skimming and reading for the gist, and in cries of, “They should know this stuff before they get here!” at the university level.
Honestly I can't count how many times i've spent in English classes learning how to skim through texts for main ideas and "key points". Every single time we go no deeper than these surface observations and we're always left to wonder if the rest of the information really wasn't that important or if we were just cheated out of it by our teachers.
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No Child Left Behind (NCLB) legislation resulted in widespread test-ing that became a formidable obstacle to helping students develop deep reading skills. As teachers understandably grew fearful about losing their jobs because of low test scores, they devoted class time to preparing students for the tests rather than developing prac-tices that would have helped students improve as readers and writ-ers.
It is really no wonder the teachers ended up doing this. Even the most passionate teachers would change to prevent losing their job. When working under fear, how can anyone properly do their job? In a student position around that time, it was evident that many teachers didn't like it as much as students did like the situation. Many of my teachers would say every once in a while that the lesson for the day would be studying for the standardized test and it would be boring and useless for our future but necessary for everyone to continue going forward to that future.
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This often manifests itself in teaching only surface-level reading strategies in K–12 such as skimming and reading for the gist, and in cries of, “They should know this stuff before they get here!” at the university level. This abdication of responsibility has far-reaching effects for students, particularly those from underserved populations, leading them to believe they are poor readers rather than people who have not been taught to read deeply, thus potentially limiting their abilities
Teachers seem to assume all other teachers are doing their job and all schools have the materials they need and therefore a student is at fault. I am, and know, of many students who went to their "not so great" neighborhood elementary school and did well enough to have the opportunity to go to a considerably better middle school than the one in their area, but we were met with problems when assumptions were made of what we should know. If someone doesn't know something, getting angry at them for it won't change the fact they need the gap in knowledge filled. Flexibility is important.
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They do so because research has shown that students learn to read and write better when they are instructed in both simultaneous
Thinking back, I remember the early days of preschool and kindergarten. When we were first taught about reading and writing, it felt as though it was much easier to actually comprehend the words that we saw on pages once we learned how to formulate and write them for ourselves. Therefore, I wholeheartedly agree with this notion that students learn how to read and write better when they do so at the same time.
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Even if we want to be a bit cynical and argue that postsecondary education has become nothing more than a necessary, but burden-some, step to gaining employment, both reading and writing are still just as important.
It seems less cynical and more of a fact. But thankfully postsecondary education generally will help reinforce the reading and writing skills developed prior and add to them as well. Also, anecdotally, I have noticed that many students will learn to make papers and other written work not be cookie-cutter as many were taught to during middle and high school years.
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Denying students the richness of an educa-tion that considers reading and writing alongside each other means denying them the opportunity to become as proficient as possible in these connected practices and, therefore, experience and prac-tice the interpretive work that is specifically human.
Referring to reading and writing as a practice makes it sound so formal and rigid. Something that was lacking from this reading, that has been further solidified from this conclusion, is the fact that there is little mention of creative writing. There is a heavy focus on professional type writing or what would be considered useful for a job, but part of the fun of reading and writing is the stories and poems compared to essays and textbooks that are not usually as engaging. Not to disregard the importance of the formal practice of reading and writing, but is important to mention the other parts too; they are also a part of students learning.
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. Though many composition studies schol-ars would contend that differentiating what happens in FYC from what occurs in a literature course was a necessary step in the devel-opment of our discipline, it appears that in the process of defining ourselves, we lost sight of how very important reading instruction is to the teaching of writing.
After reading this part of the paper I understand that learning how to write is not all about writing. There are elements of reading that need to be learned and most people forget that and don't get those elements because of the focus of grades from the students, teachers and the people who create the curriculum.
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This research seeks to under-stand how students read sources and use them in their writing. With less than 10% of students using summary in their writing (as opposed to paraphrasing, copying, and citing), scholar Rebecca Moore Howard and her colleagues noted that their findings raise questions about students’ abilities to understand what they are reading.
What type of writing are they referring too (format and the instructions for their writing)? I tried to look for what study they were referencing for their less than 10% statistic and couldn't find it. I don't doubt that it is on The Citation Project website, but I'd like to know more on the procedure that led them to come to that conclusion.
At least personally, many of my teachers in the past would tell us to intentionally not add a summary to essays or papers. Many would say that they already know the text and so it would be useless to explain; the essay should speak for itself or the summary should be reserved for an annotated bibliography if instructed to make one.
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The majority of research on reading in the field of composition was published over 20 years ago. As a result, those teaching introductory writing classes are, as Linda Adler-Kassner and Heidi Estrem note, seldom introduced to theories of teach-ing reading, so they do not feel equipped to make explicit reading instruction part of their teaching.
It is always important to update your research because of the social and scientific changes that we learned and experienced throught the last 20 years. Newer information can help students stay up to date with whats happening in the modern world, and can help them contribute to these problems and conversations.
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but those same teachers frequently fail to assume respon-sibility for teaching students how to read.
I never thought of myself as a good writer, and some of my english teachers would always blame me for that instead of helping me improve my writing abilities. They did not want to take responsibility for not teaching me so I did not learn how to write essays properly until recently.
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preparing students for the tests rather than developing prac-tices that would have helped students improve as readers and writ-ers. Standardized tests often rely on multiple-choice responses that neither allow for complexity of thought nor invite students to draw connections
I can think back to class and remember the conversation we had about what made teachers good, where we discussed how schools were teaching students to memorize the information instead of learning it and it shows in this document. I was happy to learn about our professors grading system and how he shared the same sentiment as his students.
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Students may not have had sufficient engagement of this sort with text because the acontextual, ahistorical test-gen-erated passages did not invite rhetorical reading.
From reading this part of the text I understand that sometimes it's not even the teachers or the students fault when they don't learn stuff, it could be because of the people who made the curriculum which failed to implement things that help students learn.
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Take, for example, the research paper, a staple in this model of FYC. All too often, this assignment has no audience other than the teacher, no purpose beyond earning a grade, leaving students with little motivation to locate quality sources and use them thoughtfully.
This really stands out to me because many times the research paper is really for the teacher to read and grade but it would be great for other people to read your paper and give feedback or even learn from it. This would give the writer something to look forward too and really make them engage. This allows you to learn from their feedback and even learn about more ideas that you could have incorporated into your writing.
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Guide students in reading rhetorically (analyzing texts not for meaning as one would in a literature class but rather to determine how and why the texts were constructed as they were by asking what the context surrounding the writing is, who the intended audience is, what the author’s purpose is, and what effect the author’s choices have on the audience)
This is very helpful as it can give you an even clearer analysis of the meaning of the text when you know who it was meant for and the effects it has on the audience. You can then understand better the purpose of the text and it allows you to think broader and expand your knowledge. I agree this is something writing teachers should do.
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Composition scholars readily agree that students need to be taught how to write rather than merely be tasked with writing.
I agree with this because too many times I have been asked to do an assignment or skill without knowing or being taught how. It is stressful and nerve racking because it feels like they already expect you to know what you are doing if they ask you without teaching. Sometimes teachers may assume we have learned things when really we may have not, especially when not all teachers teach the same and students may come from different classes.
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Standardized tests often rely on multiple-choice responses that neither allow for complexity of thought nor invite students to draw connections between the text under consideration and their own experiences.
While reading this part of the text I understood that like said in class grades tend to cause issues. It's not that they're not important but people focus so much on them they tend not to learn or some teachers tend to not teach and most times the teachers or students don't realize until it's too late.
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Even a two-year-old who has been read to consistently will recognize that “once upon a time” indicates the beginning of a story, and will often begin that same way when asked to make up his or her own
Ever since the time we were all young, language has been a huge part of life everywhere. Even without prompting, young kids will often try to use words to describe themselves and the world around them. At the same time, they like to scribble on any type of paper or surface that they can find. While it may be incomprehensible to us, oftentimes that is their way of expressing ideas.
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Numerous writing studies scholars have documented how attitudes toward students, learning, and writing itself have influenced writing instruction.
Attitude can change students learning capabilities. Those who have positive attitudes have more interests in reading and writing. It helps them remember well, focus, proficient and absorb as much information possible that can help them learn. People that start on changing their reading habits can effectively change how one writes. Students are able to increase the vocabulary if they have the positive attitude for it. In addition, it is more concrete for them when developing good practices.
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Acknowledge their reading difficulties and guide students in assessing their own reading struggles
Knowing the difficulties students struggle on, helping them despite understanding the situation would improve their reading. Some may have difficulties reading and it often confuses them with some words. People with reading difficulties like this and not receive any help from a teacher/instructor, it ruins their education and success.
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Of course, even explicit reading instruction in a writing-inten-sive classroom will not benefit students fully if they are unable to recognize how their reading can help them improve as writ-ers.
That is quite true that students will not benefit if they are unable to recognize if reading cannot help them improve as writers. Reading does benefit students from improving their writing through hard vocabularies within a text. Therefore, students are able develop their own way of writing. In addition, it can also help students by transferring their knowledge in the future.
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To demystify reading and support students in learning to read like writers, writing teachers must:
This is a great list of things to consider when you're sitting down to read something.
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Take, for example, the research paper, a staple in this model of FYC. All too often, this assignment has no audience other than the teacher, no purpose beyond earning a grade, leaving students with little motivation to locate quality sources and use them thoughtfully.
This is a major reason why we're using real-world technologies (like Medium) to publish for real-world audiences.
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For example, an English III (junior-level) practice test published by Pearson for the State of Tennessee Department of Education in 2012 included 49 multi-ple-choice questions asking students to identify correct punctua-tion, combine or rearrange sentences, and determine the meaning of specialized vocabulary
The real question: is this actually reading?
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As teachers understandably grew fearful about losing their jobs because of low test scores, they devoted class time to preparing students for the tests rather than developing prac-tices that would have helped students improve as readers and writ-ers. Standardized tests often rely on multiple-choice responses that neither allow for complexity of thought nor invite students to draw connections between the text under consideration and their own experiences.
While processing this part of the text, I noticed a parallel to what a student mentioned in class on how they view grading systems and what they promote. This sentiment can be shared by many, including myself, but we students forget to take into account how our professors may share this belief too.
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but those same teachers frequently fail to assume respon-sibility for teaching students how to read. This often manifests itself in teaching only surface-level reading strategies in K–12 such as skimming and reading for the gist, and in cries of, “They should know this stuff before they get here!” at the university level. This abdication of responsibility has far-reaching effects for students
Three years ago, I had an instructor that taught us an improper usage of grammar which caused us to have to spend a chunk of the next year unlearning what we were taught. Furthermore I have also experienced times when an instructor told me "you'll learn this next year" and then was told "you were probably taught this last year" the year after.
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Johnny spends too much time on the computer and not enough time reading books. He spends so much time texting and tweeting that he has forgotten how to write correctly, how to spell, how to develop ideas in more than 140 characters.
In this day and age, it's easy to argue that technology makes writing much easier than it has ever been before. With tools such as blogging sites, virtual encyclopedias, and the world wide web, it is insensible to discredit the internet as a whole. Instead, those who are doubtful of it should take time to actually delve into it before passing judgement.
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Instructors must delib-erately teach students how to actively read the words and images and, by extension, the world around them. Instructors must do so not only so students can succeed in their courses, but so that students can be prepared to actively engage in the complex inter-pretive work that is expected of citizens in an information-rich culture.
Teachers that do this will not only prepare their students for the better, but to improve in order for them to succeed. Not many teachers are actively engaged in teaching students. For example, I feel as if this relates to me. If I can't understand the world around me, then life would be very complex or arduous. Teachers being actively engaged with their students would give them moral. Wouldn't it be hard for students if a teacher doesn't engage with them?
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When one writes, one is creating mean-ing by putting words and ideas together.
Whenever it comes to literature, authors/writers do combine their words and ideas together in order to convey a message. For example, some may use metaphors to give readers a sense of curiosity to understand what they mean. An author can simply stumble across anything within an environment and express what they've experienced and combine it to their ideas.
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Students may lack the ability to read the world around them because they do not have the tools to recognize the values and assumptions that inform the images, advertisements, news stories, political campaigns, and ideas with which they come into contact on a daily basis.
Without the information given to students, they will automatically assume what's right or wrong. Most will not recognize things that often occur to them to such degree. Therefore, they will struggle understand what's going on around them. Lacking the ability to read around one's surroundings is very difficult as one would make countless mistakes; however, we can learn from our mistakes. Taking the opportunity to continue practicing reading and writing would benefit us throughout our life and career.
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This hierarchy is evidenced by the universal first-year writing requirement in American colleges and universities, as well as by writing across the curriculum programs.
We privilege writing over reading, even though each is essential to the other.
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