allows the worst teachers to hide amongst the good
It would be so helpful for not only good teachers but also schools to find the bad teachers if we did not enable them to hide within tricks and hacks and ruin the learning experience for students.
22 Matching Annotations
- Oct 2020
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www.insidehighered.com www.insidehighered.com
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It is a spirit killer for both students and teachers.
These is the very truth we face in English class of any grade level. We need to change how we write in class to empower pride in writing.
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Mrs. Goldman was teaching us a number of different things, genre awareness, audience, structure and sequencing. None of it had anything to do with a standardized assessment. We were solving a writing-related problem. Most of all, we were absorbing the lesson that above all, writing is done for audiences.
It is wonderful to see a teacher show the power of writing and the variety you can have when writing. And this was done for a 3rd grade class! What we could accomplish by starting at a young age with teaching good writing would be phenomenal.
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The result is a Frankenstein’s monster of an “essay,”
It is sad to see how students are taught to write in 5 paragraph essay, being told that this is the best form of writing, believing it and thinking they are actually becoming writers and making creations that they treasure. Only to find out that their treasure creation is only seen as a monster to the outside world.
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“deprogramming” students from following the “rules” they’ve been taught in order to succeed on the 5-paragraph essay
Interesting use of wording when describing teaching students new ways of writing and getting out of their heads the "holy grail" of high school writing, 5 paragraph essay. In a way, students are seen as robots as what they write is robotic when using the 5 paragraph essay and so it is necessary to deprogram them.
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5-paragraph essay is indeed a genre, but one that is entirely uncoupled from anything resembling meaningful work when it comes to developing a fully mature writing process.
This is a great reason as to why we need to end the obsession with the 5 paragraph essay. We as a teaching society and as teachers know that we do not get any true deep thinking from 5 paragraph essays. Our students only touch the surface of a topic in a 5 paragraph essay.
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- Sep 2020
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At times, school boards and administrators have supported and defended their teachers, their use of materials under fire, and the student’s right of access to the materials. At other times, however, special committees have been formed to cull out “objectionable works” or “modern trash” or “controversial literature.” Some teachers have been summarily reprimanded for assigning certain works, even to mature students. Others have been able to retain their positions only after initiating court action.
Teachers need to take a close look at what the schools they could be teaching at supports and then if teachers face problems with administration, find out how to quell the issue so that the teacher can keep their job and also teach what they believe is right for students or step away from the school because there is not support.
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As long as groups such as African Americans, Pacific Islanders, American Indians, Asian Americans, and Latinxs “kept their proper place”—awarded them by a White society—censors rarely raised their voices.
This shows how people are still trying to oppress minority groups today. The statement, "'kept their proper place' - awarded them by a White society" is really powerful.
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But many contemporary novels for adolescents focus on the real world of young people–drugs, premarital sex, alcoholism, divorce, gangs, school dropouts, racism, violence, and sensuality
Any generation or group today needs to realize how this is the reality of young adults today. We can't hide things as well as we used to today because of the internet and the media and how easy it is for young adults to access any type of information.
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Some books have been attacked merely for being “controversial,” suggesting that for some people the purpose of education is not the investigation of ideas but rather the indoctrination of a certain set of beliefs and standards.
This is a great statement right here. It is stating the true meaning of education and how it should be in society today and yet we have people around the world who think that just because something doesn't align with their ideas and may have children questioning their beliefs (like how regular adult conversation should have the right to) it is not right and should be kept in the dark from students. And yet, these ideas are found by students anyway, just in resources other than school and these resources can sadly steer students away from correct information (although schools can do that as well).
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- Aug 2020
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drive.google.com drive.google.com
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Developing Rhetorical Knowledge
I am curious to see how they are going to develop this in schools or how it is already used in schools as I have not heard this be used in schools as of yet. I believe that this is a great habit to form for students as it will really help their editing skills since that is a skill that can be skipped over or rushed through by a lot of students.
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Openness – the willingness to consider new ways of being and thinking in the world.Openness is fostered when writers are encouraged to • examine their own perspectives to find connections with the perspectives of others;• practice different ways of gathering, investigating, developing, and presenting information; and• listen to and reflect on the ideas and responses of others—both peers and instructors—to their writing.
This is definitely an important topic to take into consideration in my opinion. Although in high school classes you are taught to see what the opposing side would argue in your essay, but I don't think that truly helps students have openness for other perspectives of writing. So if teachers can start developing openness with these habits, it will bring a positive outcome.
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Additionally, because writing is of concern for those inside and outside education, audiences beyond the classroom—including parents, policymakers, employers, and the general public—also can use this document.
I think that it is really neat how they include a multitude of audiences that could benefit from this article. It really shows how many influences there are in a student's life and how those influences can learn to help the student be successful. Not just put the full weight of responsibility on a teacher.
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Knowledge of conventions – the formal and informal guidelines that define what is considered to be correct and appropriate, or incorrect and inappropriate, in a piece of writing; and
This is very important in my opinion. When I was in high school (only 4 years ago) and they were not teaching students how to write other guidelines of writing. It was still focused on the 5 paragraph essay to be a good writer for the classes and the mandated tests. So I am intrigued and excited to hopefully see a focus on other forms of writing to take form in high school English classes.
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Curiosity – the desire to know more about the world.• Openness – the willingness to consider new ways of being and thinking in the world.• Engagement – a sense of investment and involvement in learning.• Creativity – the ability to use novel approaches for generating, investigating, and representing ideas.• Persistence – the ability to sustain interest in and attention to short- and long-term projects.• Responsibility – the ability to take ownership of one’s actions and understand the consequences of those actions for oneself and others.• Flexibility – the ability to adapt to situations, expectations, or demands. • Metacognition – the ability to reflect on one’s own thinking as well as on the individual and cultural processes used to structure knowledge.
Even if this article says that you need these habits of mind to be successful with college writing, I feel like you don't have to have these habits fully developed when you enter college. I definitely did not have all of these developed in my mind but what has helped me be successful with college writing was learning how to improve these habits of mind and these habits can still be improved even with all of the classes I have taken and this can go for any student.
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media.carnegie.org media.carnegie.orgLayout 17
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Students examine and infer the qualities of a number of objects in order to describe them in writing. The students touch objectswhile wearing blindfolds, examine seashells, listen to sounds, do physical exercise, become aware of bodily sensations, examine pictures, pantomime brief scenarios, act out dialogues,and examine model compositions. Students’ responses to theseobjects are elicited. Students list more and more precise details,and respond to each other’s descriptions in small groups or wholeclasses under teacher guidance in order to become increasinglyaware of the writing task and possible audience reactions to the written product. The students write and revise several compositions. The teacher makes comments on each draft of the composition with the intention of increasing specificity, focus,and impact of the writing.
I have never heard of a class doing an activity like this so it would be interesting to see how it would work and the results you get from it.
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The average weighted effectsize for the studies with low-achieving writers (1.02)was larger than the averageweighted effect size for students across the full range of ability in regular classrooms (0.70).
The thing to note about these effect sizes is (and a sad thing about math) is that even though it looks as thought the effect size is decreasing when you use it in a general class, the general class is still benefiting from these strategies. The effect size goes down because the higher achieving students in the general class don't improve as much so then the number for the effect size of the general class isn't as high.
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Similarly, educators need to test mixes of interventionelements to find the ones that work best for studentswith different needs.Researchers do not knowwhat combination or how much of each of the recommended activities isneeded to maximize writinginstruction for adolescents in general or low-achievingwriters in particular. Nor do they yet know what combination of elementsworks for which types of writers.
The thing I feel teachers and schools need to keep in mind with this advice is that you may have a mix of elements that work for one year of students but then you might have to start all over and create a new mix of elements that bring success the next year.
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The National Assessment of Educational Progress (NAEP) writingexam was last given in 2002 (Persky, Daane, & Jin, 2003); it measured the writing skills of 4th, 8th, and 12th graders andtranslated their scores into three levels of proficiency: Basic,Proficient, or Advanced.
What type of rubrics was this association using when grading these students and what did this test look like to students?
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If this were the case, then helping students learn to read better would naturally lead to the samestudents writing well.However, although reading and writing are complementary skills whose development runs a roughly parallel course,they do not necessarily go hand in hand.
The thing I have noticed with this finding is one (out of many) reason why students do not improve in their writing the same time as they improve their reading. When I was in secondary school, teachers would point out good writing in literature and talk about the message that the text was trying to express or what image the text was trying to paint for the reader, but teachers never pointed out what the writer did in their writing or how they structured their sentence/paragraph to make it sound like intelligent writing and skills that students could take from the text that could make their writing better. This is one skill, if schools see it as beneficial, that could be used to improve writing.
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to organize information into knowledge—can be viewed as tantamount to a survival skill.Why? Because in the decades ahead, Americans face yet another challenge: how to keep our democracy and our society from being divided not only between rich and poor,but also between those who have access to information and knowledge, and thus, topower—the power of enlightenment,the power of self-improvement and self-assertion, the power toachieve upward mobility,and the power over their own lives and their families’ ability to thrive andsucceed—and those who do not.
It is interesting that they connect knowledge to a survival skill. The knowledge that the authors are referring to (one taught in school) is not one commonly referred to as a survival skill but as one to further yourself in society. But we can see with the problems American people face today, knowledge can definitely apply itself to a survival skill. We are seeing disparities that run for generations among people who do not get educated as well as other groups (the ones who are in power) and we need to end that cycle. We need to start helping people who are in need by giving them more resources to educate themselves and help them get their voices heard more often and more clearly. But we also have to notice how there are people who are educated and in power and they don't even use the resources they have access to while people who want to use those resources have to fight for them (lower income schools have to fight and find ways to fund their schools to get better books and resources for their students.)
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Indeed, young peoplewho do not have the ability to transform thoughts, experiences, and ideas into written words are indanger of losing touch with the joy of inquiry, the sense of intellectual curiosity, and the inestimablesatisfaction of acquiring wisdom that are the touchstones of humanity.
These are some important and fascinating ways to describe what you can experience from writing. It definitely puts a weight on the ability to write for young people. But what we need to consider is whether we see what students write now as actual writing or if it is something we need to improve to show that they are "educated" and can "educate" others. Also, we need to express these aspects of writing to teachers so then they can have a varied picture of what writing can do for their students and help them become more inspired to teach their students about literature and writing to the best of their ability.
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