examinetheunderlyinglogicincommonlyusedcitationsyst
Personally, I have never thought to examine the logic of MLA or APA. I just do it because that is what's required.
52 Matching Annotations
- Sep 2019
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drive.google.com drive.google.com
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workwithothersinvariousstagesofwriting;
Yay! Peer review!
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writetextsforvariousaudiencesandpurposesthatareinformedbyresearch(e.g.,tosupport ideas or positions, to illustrate alternative perspectives, to provide additional contexts);
I thinking teaching our students to provide sources and back up their claims with actual research is so important, especially in today's time period of untrustworthy media.
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writeandanalyzeavarietyoftypesof
I love analyzation, but I think younger students may be scared away by words like "rhetorical knowledge." We have to teach them that it is not as scary as it sounds.
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recognizethatconventions(suchasformalandinformalrulesofcontent,organization,style,evidence,citation,mechanics,usage,register,anddialect)aredependentondisciplineand context; and
I really like this because we can show our students that they can think outside of the box with each different genre they are introduced to.
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listentoandreflectontheideasandresponsesofothers—bothpeersandinstructors—to their writing
Teaching our students to truly listen is a task worth taking on.
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rdizedwritingcurriculaorassessmentinstrumentsthatemphasizeformulaicwritingfornonauthenticaudienceswillnotreinforce the habits of mind and the experiences necessary for success as students encounter the writing demands of postsecondary education.
Highly agree.
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analysis abilities inside and outside of school.
Honestly, I've never thought that I use analysis outside of school. I know that I do though, now that I think about it.
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The concept of “college readiness” is increasingly important in discussions about students’ prepa-ration for postsecondary education
This is literally the only thing that I ever heard in high school. "We're preparing you for college!"
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cdn.ncte.org cdn.ncte.org
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composed his last hours on whatever paper he could find in order to assure his loved ones that his death was not pain-ful
Well, thank you for breaking my heart while doing assigned readings. I need to be excused to, uh, vacuum. Definitely not to cry.
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They now walk each other through difficult readings of The Odyssey and Hamlet and return to class with stronger understandings.
This would have been so helpful in the tenth grade.
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and those queries were removed, too!
Censorship, man.
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Facebook users “flocked” to join the group Everybody Write “THIS IS SPARTA!”—in fact over 30,000 students. A
This is absolutely hilarious.
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but mostly, I think, to participate.
Everyone wants to be included. Just like when you were little on the playground at school.
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it can give writing classes a new and intensely social application;
Yes! I love thinking of reading and writing as a social interaction!
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test of grammar for a test ofwrit-ing
That is so sad. Imagine how many more great authors we could have been able to read had they not been discouraged by grammar tests that did not test the actual quality and ideas of their writing.
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nvention, drafting, peer review, reflection, revising and re-writing, and publishing
Now this is starting to sound familiar.
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“providing assistance to writers as they write,” and helping students understand that suc-cess is dependent “on the effect of their efforts on the audience”
It seems so unreal that 1935 was the first time that someone thought, "Hey, maybe we should provide assistance to our students as they write." What in the world?
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It was invented in a hurry to resolve a perceived crisis. . . . And as Harvard went, so went the rest of American higher education.
This is so crazy. How could these people, Harvard, who are so smart do something in a hurry like this? How could they have such a harsh writing test and then hire teachers who were not really teachers to instruct writing courses?
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Harvard’s new writing courses were not taught by a rhetorician or an English teacher, but by a newspaper-man, Adams Sherman Hill. None of the other instruc-tors of Harvard’s composition courses had advanced degrees, either.
This is unbelievable.
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much instruction in writing was no more than instruction in penmanship.
Yes, because as long you write neatly, it doesn't matter if you can produce a coherent thought. This is sarcasm, obviously.
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a hospital bed, the front steps of a house, and . . . a highway overpass
What kind of writing were these people reading?
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It is by requiring children to read the writings of adults that society has consistently attempt-ed to transmit its values.
I think young students would respond well to this text because they may think, "I'm being held back by not writing!"
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Writing has never been accorded the cultural respect or the support that reading has enjoyed,
But writing must be done in order for someone to read?
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to “grow up in a society that values knowledge and hard work and public spirit over owning stuff and looking cool.”
This is something that we college students should still try to learn.
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Today, in the 21st century, people write as never before—in print and online.
People may say that they hate writing, but they are constantly tweeting or creating captions or posts on Instagram or Facebook.
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www2.ncte.org www2.ncte.org
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How to use portfolios to assist writers in their development and how to assess portfolios;
I think it would be nice for a teacher to use a portfolio to show a student how far they have come in developing their writing ability.
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what students know and what to teach next
I think this means that sometimes lesson plans should be flexible.
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That text structures are fluid enough to accommodate frequent exceptions, innovations, and disruptions
Is this referring to giving students the ability to step out of conventional writing expectations in order to make something in their writing stand out?
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mental model
I still find it useful when writing in a new situation to look at a model text of what that genre is expected to look like.
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After making a draft, it is often helpful for writers to discuss with peers what they have done
I love this idea. In ENG 403 we discussed "sentence stems" as a way to help students discuss each other's writing by beginning with the sentence stem and filling in their own question. I know that some people don't like group work but having another set of eyes on your paper can sometimes be really helpful.
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Exploring various technologies such as drawing tools and voice-to-text translators for brainstorming and developing one’s initial thinking;
This is the first time I have heard of using drawing tools or voice-to-text translators in order to brainstorm.
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journals
I had a few opportunities in high school to choose from a wide variety of topics and write about them in a journal. I loved having that bit of freedom in choosing what I wrote about. I think free-write journals can be very helpful in the classroom.
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What writers of different genres, including political arguments, stories, poems, blog posts, technical reports, and more, say about their craft;
I think that it would be useful to introduce high school students to different genres like these if at all possible. Instead of the usual narrative, informative, and persuasive essays, which are important, they should be shown a variety of genres. I don't think that students learn how to write for different audiences when they are stuck in three categories.
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Students should become comfortable with prewriting techniques,
I'm glad the prewriting stage is pointed out. I never created an outline for an essay until I got to college and was required to make one. I actually found an outline to be helpful, and I continue to use them without being prompted.
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Writers learn from each session with their hands on a keyboard or fingers on a pencil as they draft, rethink, revise, and draft again.
What about students who, like myself, are heavy-brain-stormers instead of heavy-revisers? Personally, I think about what I want to write for a long time and then the ideas spill out onto my paper. I look over my work and edit when needed, but I am not the type to write a first-draft and then begin again on a new sheet of paper. Maybe we should encourage students to try out different writing styles and discover what works best for them.
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should be treated with the respect and generosity that should be afforded to spoken accented English.
I love this. Just because someone's English may sound a little different than yours, their ideas should not be dismissed.
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Too much emphasis on correctness can actually inhibit a writer’s development.
I agree with this wholeheartedly. I can remember actually taking a thought out of a paper that I was writing when I was younger because I could not figure out how to write it without the sentence sounding weird.
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On the other hand, achieving correctness is only one set of things writers must be able to do; a correct document empty of ideas or unsuited to its audience or purpose is not a good piece of writing.
This is something that I learned in ENG 403. We were told to put down our red pen and look at the students' ideas. Honestly, I can see this being hard for me in the future because I absolutely love editing papers. However, I know what it feels like to get a paper that you were really proud of back covered in little red marks because you're a serial comma splicer.
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Operation of hardware and software that composers use, including resources for solving software and hardware problems;
I believe this means that teachers should work to stay up-to-date on current technology and know how to remedy basic technological problems, at least. This is the first time I have ever heard of helping students solve tech problems without calling in the I.T. department, which, in my school district, is one woman working at about 5-6 schools.
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cite information found on the Internet;
I can remember having to write out a citation with all the correct commas, back-slashes, and periods on a notecard as a sophomore in high school. I cannot remember what I learned from doing that. I recount that to say, we should allow our students access to technology because writing citations on paper is a very unlikely situation in college. Students deserve to become digitally literate, and teachers should accommodate them to the best of their ability.
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Additionally, increased access to various modalities and technologies has created opportunities for students with a wide range of abilities, backgrounds, and languages to compose with more independence and agency
Some students, probably younger students mostly, may even look at writing on a computer as a treat and become excited when they get that opportunity. I think teachers should encourage students to get excited about this mode of composition because it seems as if it may be the primary mode in some situations.
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How teachers who do not speak or understand a student’s home language can embrace and support the use of home languages in the classroom;
This goes back to above comment on how correcting students' home language can affect them. If only I had read a little further, oops. I love talking about code switching.
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The ways wider social situations in which students speak, write, read, and relate to other people affect what feels to them natural or unnatural, easy or hard;
I think that teachers should be aware of the way that correcting students' home language in the classroom can affect them. It seems that if a student is constantly corrected that they will stop speaking out in class altogether. Yes, teachers are to model correct subject-verb agreement and things like that, but I think we should take into account the ways that our students can communicate their ideas easily through their home language - even if it is a little slang.
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to incorporate their heritage and home languages intentionally and strategically in the texts they write
I like this idea of teaching students to represent their heritage in their writing. Usually, teachers want students to write in conventional English, which can be somewhat difficult even for native English speakers. I think this could also open up a conversation about code switching.
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variety of English
Is this referring to Southern or African-American vernacular?
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Strategies and forms for writing for public participation in a democratic society;
I think this is something that teachers should emphasize more to their students. Let students know that writing can be a tool to use to create change.
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Or, students are taught a single type of writing and are led to believe this type will suffice in all situations.
This is such an issue, especially in high school. Some teachers force students to write a thesis statement according to strict rules and tell them that this is the only way you can write a thesis. It's hard for students to break out of that mold.
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relationships between the writers and the readers
I love the point to a relationship between a reader and writer. I have been learning to consider reading and writing as a social interaction between many people.
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Even as these expansions have enlarged the experience of writing outside school, implementation of the first USA nationwide standards in literacy—the Common Core State Standards—has, in some places, contributed to narrowing students’ experience of writing inside school.
Does this mean that NCTE does not approve of CCSS? I have heard a lot of disapproval locally over CCSS, but it is usually about the math standards. Looking at the reading and writing standards in a previous course, I did not notice anything that seemed to be asking too much. Then again, I was only looking at two sets of standards for 11th graders.
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new written languages
How can a new written language be created? Like a code, maybe?
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The ways writing and the spoken voice are mutually supportive in writing processes have become increasingly facilitated by technological capabilities.
I have never thought about writing not being accessible to someone. Sure, there are people with limited supplies, but I always thought they could make a way. I feel selfish not considering the inability of some people who may be paralyzed or something similar that inhibits them from actually putting a pen to paper. I wonder if they feel more independent when they speak their words and see them typed out on a screen.
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