As of mid-October, nearly 1,500 people had suffered from severe vaping-related illnesses, and 33 had died, according to the Centers for Disease Control and Prevention (C.D.C.).
Q1= Think and Search Answer
18 Matching Annotations
- Jan 2021
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upfront.scholastic.com upfront.scholastic.com
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addie Nelson, 18
Name & Age
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LING 338, Week 3
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- Oct 2020
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www.insidehighered.com www.insidehighered.com
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ay be a little messy
Embrace the mess!
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For those who are fans of so-called “accountability” in education, it is actually the tool that allows the worst teachers to hide amongst the good, as it’s incredibly easy to game with hacks, tips, and tricks.
YES!! Good teachers don't need to be held accountable; they already go above and beyond. Those who are ineffective or "bad," well, this literally allows them to marinate in bad rather than develop as professionals.
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But what should we replace it with?
This is what I want you all considering during our course; you already know a lot of the answer and we will continue to create various assignments and mini lessons and ways of being writers in the classroom--all will answer this.
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If the 5-paragraph essay were good training for writing college-level academic essays, you wouldn’t hear so much carping from college instructors about the quality of writing from their students.
Boom.
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More troublesome is what the 5-paragraph essay does to the writing process. The act of writing is primarily treated as a performance meant to impress a teacher or score well on a standardized exam. It fosters a number of counterproductive behaviors, not the least of which is the temptation to write in “pseudo-academic B.S.,” a lot of academic-seeming sound and fury signifying nothing, which becomes a very hard habit for students to break[1].
As someone who has taught for 22 years, I can assure you that shifting the reality for good students (like all of you, who are successful at school) is HARD work and students push back HARD-with full emotional attacks. If we, as K-16 teachers of writing, can begin leaning in to cultivating writers, rather than teaching forms and structures, we will see a shift--but this shift literally takes years (more than a decade, possibly). Imagine if you began writing in kindergarten via the writing process and rhetorical approach; by the time you arrive to HS, WOW! What FUN we could have playing with writing. But, when we shift students fast and they only get a few years of exposure, they will struggle to know what it all means and thus, teachers will get push back. We need to be strong and not buckle; a return to teaching form and structure is NOT the answer. We know that but it's familiar and people don't like hard, so we are in a vicious cycle.
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. You’ve got to know the rules to break the rules, right? Not really. At least not these rules, and the way students learn them.
Marinate here. Kirk Branch, our department chair, rhetorician, and my fellow Writing Project Director, reminds us of this OFTEN. Students should NOT be saddled with "learning all the rules" before they are allowed to write; consider it, this almost assures that students don't write as well as lets teachers sit in the erroneous notion that standardized, a priori notions of writing matter most.
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A significant portion of the opening weeks of my first-year writing class is spent “deprogramming” students from following the “rules” they’ve been taught in order to succeed on the 5-paragraph essay and opening them up to the world of “choice” that confronts them when tackling “writing related problems” that they face in college and beyond. They cannot hope to develop unless and until we first undo the damage done.
In the Day 12 video Warner explains this as "writing lies."
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We can have essays that happen to be 5-paragraphs long, but there shall be no more “5-paragraph essays.”
This fascinates me because it is a keen and powerful statement of the damage we have done. If we remove the 5 paragraph essay as a trope, as THE way of writing, we have more options to encourage our students to THINK.
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There may be no greater enemy to quality writing than the 5-paragraph essay.
This alone is a statement each of us should have on our teaching desks. Sometimes we need this, especially when our students need structure in order to pass an exam or begin/jumpstart their writing for school (especially when we get them as high schoolers who have been trained not to write); BUT, a 5 paragraph essay isn't writing nor is it the teaching of writing. We have to think rhetorically and do better by our student writers.
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- Aug 2020
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media.carnegie.org media.carnegie.orgLayout 15
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Reading Next(Biancarosa & Snow,2004), commissioned byCarnegie Corporation of New York, used up-to-date research to highlight a number of key elementsseen as essential to improving reading instruction for adolescents (defined as grades 4–12).WritingNextsets out to provide guidance for improving writing instruction for adolescents, a topic that haspreviously not received enough attention from researchers or educators.
339 Students at MSU: Note the pairing of research and reports here. Also, here is the link to a report on Reading First (the initial). https://ies.ed.gov/ncee/pubs/20094038/summ_a.asp
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national literacy crisis
I urge us to consider how we measure learning, how we "test" our students, and whose skills count as we read this report as well as consider a "national crisis." Do we have work to do? Yes and this report helps locate key areas of concern and ways to do better. AND it's important that we recognize that our teaching and testing mechanisms, as well as our institutions of school, are full of inherent problems that cannot be set aside.
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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
Our current moment (COVID 2020) is wreaking havoc on disparity and equity, making this challenge even more dominant on my mind.
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they must write.”
Notice the verbs in the previous sentence to make up this notion of writing: make, struggle, wrestle, rework, communicate. THIS is the work of writing!
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“Education is the transmission of civilization.”Putting our current challenges into historical context, it is obvious that if today’s youngsters cannotread with understanding, think about and analyze what they’ve read, and then write clearly and effectively about what they’ve learned and what they think, then they may never be able to do justiceto their talents and their potential. (In that regard, the etymology of the word education, which is todraw out and draw forth—from oneself, for example—is certainly evocative.) 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.
I urge us (teachers, parents, and students) to think about how we align with this perspective (or not). I find this to be a provocative use of "transmission" for the purposes of transformation. I would find value in discussing what this could mean/should mean for teaching and learning in public schools.
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