of purpose, his decisions can workagainst each other so that his writinglacks consis
Having a question gives the writer a better sense of purpose and guide to strive for. Its like there is an end goal to meet therefore it easier to maintain a consistent drive to the goal.
But how exactly does one "anticipatethe reader's needs"
I think this is a great focus question
ds. If a state-ment is abstract, he must give sup-porting or clarifying details to makeit concret
Giving more supporting details than less is better.
Most of your problems will come fromyour failure to realize that a statementthat seems clear to you may not beclear to them because they cannotalways see from the words alone justwhat you have in mind
I personally believe that if the reader is able to understand what the writer is talking about, it shows mindfulness from the writers part in sense that he is able to keep in mind his or her reader(s) in mind while in the process of writing their work.
. Writing is not good or bad in itself, but as it succeeds or fails in gettingthe response intended
No writing is bad. If the writing relating to any matter is well put together even when the information is extremely debatable, it can go very far when it comes to its credibility.
. A student complaining about agrade on a paper will talk very differently to his roommate and to his instructor. T
Depending on who you are talking to will largely impact how you deliver what you want to say. It is like code switching in a sense
Nor would education succeed bydrawing upon learners' cultures only to motivate them for a journey to “some presumably‘better’ place”
This is why I sided more with White than with Jenkins in week 7 when we were going over both of the authors texts that we had looked at in week 6. White (2010) defends his argument by stating how It is peoples "ATTITUDES" (White, 2010) what makes people "vulnerable to prejudice". White actually starts this article by calling out and opposing Fish's New York Times "What Should Colleges Teach?". Where Fish asks the question "Who could object learning a second language?" to the reader. But White calls fish hypocritical stating " And Fish himself acquiesce to this linguistic prejudice when he come saying that people make theyselves targets for racism if and when they dont write and speak like he do" (White 2010).
, asset pedagogies were making schools more welcoming of minor-itized cultures, yet only as a bridge to a White curriculum that remained the only arrival point,as shown in Figure 1, Option B.
This last sentence brings it all home. As I said before, I'm able to communicate through the white curriculum because it was the only thing available. There was no class on code meshing that I could take. Standard English is the standard which is fine but it almost feels like that is the only option available no matter your background.
“systemic inequalities based on race, ethnicity, and language”
Even in modern time, it is not rare to see people being or feeling like they don't fit in due to their background
At the root of this representational impoverishment was a one‐to‐one identifi-cation between race and culture that failed to do justice to the evolving nature of minoritizedyouth practices, especially to their novel combinations of languages, modalities, and literacies
What I personally understand about this text right here is someone fitting in with even with their background. I personally had to adapt to the norm and it was easier to simply adopt the entire package that is being an English speaker than to code mesh.
Paris and Alim's (2014) firstcritique was that prevailing models of asset pedagogies habitually resorted to stereotypical andlazily celebratory renditions of students' minoritized cultures, rendering growth and develop-ment difficult
This critique is something I can personally attest to. The idea of a third space is a really good one but the ESL program I was in never really helped. I was in this program since I started school and was in it until sophomore year only because my parent signed a waiver saying I didn't to be in it anymore. I wasn't taken out when I showed proficient English speaking and writing
As shown by Options A and B in Figure 1, the fact that asset pedagogies oftenreferred to the need for “bridges,” “tools,” or “scaffolds” (Alim & Haupt, 2017, p. 157; Valdez &Park, 2021, p. 329) already evinced the twofold view that schools were institutional third spacesand that education was synonymous with bridging a cultural gap.
Figure 1 really helped with making everything click. I read this a few times and the illustration was what brought it home
In this article, we investigate the nexus oftranslanguaging and culturally sustaining pedagogies
I've never stopped to think how culture impact and influences teaching. I don't have a problem with standard English in its own respective right but from an outsiders perspctive, it is so in the line. There's no influence to it other than what the rules are and that is kind of it