13 Matching Annotations
  1. Aug 2021
    1. ntroduce students to the concept that reading, like writing, is a recursive process, meaning that the act of reading is not linear or straightforwardly sequential but instead demands that readers revisit various points in their reading multiple times throughout the process

      A few of my teachers actually taught reading as a recursive process where you would read the text multiple times. The first time would be a light skim of the text to get interested in the subject and form an idea of what it might be about. The next read would be a more in-depth read where the student would read all of the text. Then the student would reread the text and annotate it. Afterwards the teacher would ask the student to summarize the text, the author's purpose in writing the text, and other things that were geared towards helping the student comprehend the text fully.

    2. 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 same experience has happened to me in terms of standardized reading tests required by my school distract such as PARCC. The purpose of PARCC was to assess student's readiness for high-school in terms of the core subjects taught in school. Preparing for these tests would take up almost 80% of a singular semester and we would barely cover actual lesson.

    3. First, there exists an educational culture that privileges test-ing over sustained and meaningful encounters with texts.

      I agree, especially since tests focus more on regurgitating information in order to answer questions rather than forming opinions on the textual matter or actually comprehending what the author is trying to convey.

    4. adage

      I didn't know the exact definition for this word but it is actually, "a proverb or short statement expressing a general truth." The author seems to agree with this adage and uses it to present their argument about writing instruction.

    5. This problematic separation of the connected practices of read-ing and writing is no longer an issue in students’ early school-ing, where they are taught reading and writing simultaneously.

      RELA (reading, English, language arts) was the class taught every year in elementary school which covered both reading and writing in English.

    6. Most recently, technology has been named one of the culprits.

      It should be the inverse since technology forces the populace to read constantly as it is widely accessible and very visual, requiring your eyes to read words displayed in order to use the technology.

    7. It is a bad idea to continue priv-ileging writing at the expense of reading.

      This statement is opposing what the title says, "Reading and Writing are not connected." The author most likely used the title as a hook for the reader and as a talking point to present the opposing argument.

    8. “once upon a time”

      To me, this phrase indicates the beginning of a children's fantasy story. "Once upon a time" reminds me of stories of Disney princesses in particular.

    9. poor writing ability, when these problems are often related to students’ reading diffi-culties

      I also think poor writing ability can also be contributed to not understanding or knowing proper grammar of the language they are reading. Things like subject, verb, and predicate are touched upon in elementary school and never revisited after that, at least in my experience.

    10. These students might blindly accept whatever comes their way rather than actively engag-ing ideas, asking questions, and seeking out multiple perspectives

      Annotating is a form of actively engaging with a text while reading :). The actual meaning of the word "annotate" is to add notes to a text giving explanation or comment.

    11. inherent values and biases

      Most of political commentary is filled with bias, therefore people tend to only comprehend what they want to believe in rather than consider different viewpoints on the same issue.

    12. (as opposed to paraphrasing, copying, and citing),

      As was stated before in the text, readers often remember and interpret texts differently due to the transaction between reader and text. So what the reader is paraphrasing, copying, or citing may have been the part of the text that stood out to them the most, the only part of the text that they agree with, or the part of the text that furthers their viewpoint.

    13. summary, analysis, interpretation, and evaluation.

      Writing tasks associated with reading are: Summary: brief statement of the main points Interpretation: explaining the meaning of something Evaluation: assessing or judging the value of something.