- Aug 2021
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textbooks.lib.wvu.edu textbooks.lib.wvu.edu
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Assign a wide variety of texts students can use as models for their own writing;
I feel this is a good idea because normally, students are all assigned the same book in one class, and that is the book the whole class will study for a period of time before moving on to the next. However, this method is lackluster as it doesn't recognize a student's individual interests in genre or writing style. Providing a wider variety can help students become more engaged and can help students learn what kind of writer they are.
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“analyze texts to identify the author’s attitudes, view-points, and beliefs and to critique how these relate to the larger historical, social, and cultural contexts of the texts,”
Commonly, teachers would ask us during lessons to identify the "author's purpose". We'd also commonly have entire chapters or units dedicated to finding the author's purpose for writing what they wrote, but never to identify the author's attitudes, viewpoints, beliefs, etc. It was simply our job to figure out if they wrote to entertain, persuade, or inform.
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No Child Left Behind (NCLB) legislation resulted in widespread test-ing that became a formidable obstacle to helping students develop deep reading skills.
The implementation of NCLB and CommonCore standards were, in my opinion, a huge shift in the way K-12 education was done in the United States. I remember CommonCore Mathematics being criticized for its overly-complex systems of solving and ineffective curricula. Coupled with the NCLB act, which consists of a lot of high-stakes test taking, these new programs/acts are doing less for students as they intended.
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