Summary:
Chapter nine is one in the series of chapters focusing on the mechanics of witting and the best way to teach them. Lindeman mentions Bain's English Composition and Rhetoric, which can be a helpful tool in the structure of any writing. The tenets designated as important are usually most useful in the revision process.
The rest of the chapter follows some steps that can be used teaching paragraphing. The first important thing for composition writers to remember is that paragraphs are processes rather than products. Once that is understood, the instruction can proceed. Lindeman suggests that taping informal conversations can work to help students understand the flow of thinking and how that can be applied to writing, especially the coordinate and subordinate sequences.
The final segment of this chapter gives some sample lessons for teaching paragraphing.
Response:
I really like any type of instruction that attempts to make students feel as though they are already ready to master the concepts which are being presented to them. The "Paragraph as progress" idea that is featured in chapter nine reflects exactly thins concept. If the teacher is willing to put themselves on more of the level of a guide, I think that learning can flow more reciprocally.
As far as the actual teaching methods which Lindeman suggests, I was interested in the taped conversations and the revision lesson. Students would probably be interested in taping and analyzing their own conversations as opposed to looking at examples in textbooks. The revision lesson is a very important (and often underestimated) part of composition instruction. When words have been placed on a page they acquire a sense of permanence. It takes a lot of practice to master the art of editing.
Wednesday, October 31, 2007
Wednesday, October 24, 2007
More Research
When I wrote before about grammar instruction I had some opinions about it, but was not really sure how they might be implemented to actually improve student writing. Since that time, I have come to the conclusion that formal grammar instruction of any kind is basically not helpful in developing better writing. This would include rote memorization and drill exercises as well as usage and style suggestions. The problem is that many of the definitions used in grammar research still include this "etiquette" facet of grammar. I will begin my paper with a discussion of how the definition of grammar has been misconstrued and has actually hurt students because they get no instruction whatsoever. The next major point I will explore is what type of grammar is helpful to students. I have a plethora of evidence showing that sentence combining is the answer to developing syntactic maturity and eliminating many of the errors basic writers tend to commit. I also want to emphasize that many students think they do not like "grammar" because they have been made to feel as though they will never succeed. The truth is, they already have everything they need to succeed in this field.
My research presentation will underscore this point. Sentence combining relies on the transformational grammar, which says that all of our linguistic capabilities are in place by the time we enter school. Most students run into problems when they try to translate all of this knowledge from speech to writing. The teacher's job, then, is to give students as much practice in using their own capabilities to build better sentences. When the technique is used in groups and is discussed in class, there can be significant improvement in writing complex sentences and avoiding fundamental errors. During the presentation, I will actually engage our class in sentence combining exercises.
My research presentation will underscore this point. Sentence combining relies on the transformational grammar, which says that all of our linguistic capabilities are in place by the time we enter school. Most students run into problems when they try to translate all of this knowledge from speech to writing. The teacher's job, then, is to give students as much practice in using their own capabilities to build better sentences. When the technique is used in groups and is discussed in class, there can be significant improvement in writing complex sentences and avoiding fundamental errors. During the presentation, I will actually engage our class in sentence combining exercises.
Saturday, October 20, 2007
Cognition and Its Place for Teachers
Summary:
This chapters explores (briefly) the creative process. Lindeman references Graham Wallas' The Art of Thought and the "four stages of creative problem-solving". All of these processes (preparation, incubation, illumination, and verification) validate Lyndemann's point about having to be able to not only synthesize information, but also to filter it through all of the sensory modes which are available to us.
The chapter has headings which tell of the author's intent to focus on how we come to cognition, some theories about the cognitive process, and the ramifications for the English teacher specifically.
The section which discusses perception begins by emphasizing the idea that every person translates what they perceive into knowledge through a different route because everyone is different, forming their own set of realities. The section concludes with a discussion about language and the Whorf hypothesis which theorizes that different languages can affect how different cultures perceive the world.
Conception is an important part of the cognitive process and is discussed in terms of prewriting. Lyndemann reminds her readers that just because someone is educated in one field that doesn't mean they are going to understand every discourse situation. She emphasizes the importance of developing writing assignments that can help every student reach their own writing potential.
Response:
All of the things that Lyndemann point out about how the cognitive process can be enhanced the more it is explored made me think of the college experience. I think that the reason people can become such well-rounded individuals at the university level is that they are introduced to so many different approaches to problem-solving. If the depth of perception can lead to a brighter illumination, then all of the general education classes which students dread could be one of the ways to improving thinking.
Another interesting thing was a fairly mundane story in the perception section. Lyndemann relates the story about the wood worker's ability to see the problem through the actual materials he is using and relates this to the feeling of when we "know what we mean but can't put it into words". It seems that this could be why some students are better writers than others. If they are more inclined to think in terms of words rather than working parts, it naturally follows that their writing would be more coherent.
This chapters explores (briefly) the creative process. Lindeman references Graham Wallas' The Art of Thought and the "four stages of creative problem-solving". All of these processes (preparation, incubation, illumination, and verification) validate Lyndemann's point about having to be able to not only synthesize information, but also to filter it through all of the sensory modes which are available to us.
The chapter has headings which tell of the author's intent to focus on how we come to cognition, some theories about the cognitive process, and the ramifications for the English teacher specifically.
The section which discusses perception begins by emphasizing the idea that every person translates what they perceive into knowledge through a different route because everyone is different, forming their own set of realities. The section concludes with a discussion about language and the Whorf hypothesis which theorizes that different languages can affect how different cultures perceive the world.
Conception is an important part of the cognitive process and is discussed in terms of prewriting. Lyndemann reminds her readers that just because someone is educated in one field that doesn't mean they are going to understand every discourse situation. She emphasizes the importance of developing writing assignments that can help every student reach their own writing potential.
Response:
All of the things that Lyndemann point out about how the cognitive process can be enhanced the more it is explored made me think of the college experience. I think that the reason people can become such well-rounded individuals at the university level is that they are introduced to so many different approaches to problem-solving. If the depth of perception can lead to a brighter illumination, then all of the general education classes which students dread could be one of the ways to improving thinking.
Another interesting thing was a fairly mundane story in the perception section. Lyndemann relates the story about the wood worker's ability to see the problem through the actual materials he is using and relates this to the feeling of when we "know what we mean but can't put it into words". It seems that this could be why some students are better writers than others. If they are more inclined to think in terms of words rather than working parts, it naturally follows that their writing would be more coherent.
Writing for Every Purpose
I am not sure that I am the best person to write for this topic. Since I have approached my education so non-sequentially, it is difficult for me to remember much of the writing I have done for classes other than English. I have vague recall of having a Biology class which had essay portions on the tests. The interesting thing about that is that I learned more about science in that class than at any other time. I think it has to do with the multi-layered approach to actually "knowing" something. In that class I was required to know the information for test as well as how to use it in the lab and finally I had to process that information well enough that I would be able to write intelligibly about it. Obviously the more levels that are appealed to in learning about anything, the better the student understands it.
There is another side to this, though, than simply having to write essays for tests. The expository writing that is at the center of most English classes can have a profound impact on the critical thinking skills that are required to succeed in any field. Any time a research project is assigned for a class, the students must spend time in all of the stages which are listed by Graham Wallas and referenced here through Erika Lindemann's text: preparation, incubation, illumination and verification. It does not really matter in what discipline these creative processes are honed as long as they are practiced. When a student realizes that they actually have the ability to expand on information and present it in coherent terms, their confidence is enhanced as well as their educational prospects.
There is another side to this, though, than simply having to write essays for tests. The expository writing that is at the center of most English classes can have a profound impact on the critical thinking skills that are required to succeed in any field. Any time a research project is assigned for a class, the students must spend time in all of the stages which are listed by Graham Wallas and referenced here through Erika Lindemann's text: preparation, incubation, illumination and verification. It does not really matter in what discipline these creative processes are honed as long as they are practiced. When a student realizes that they actually have the ability to expand on information and present it in coherent terms, their confidence is enhanced as well as their educational prospects.
Monday, October 15, 2007
Our Writing Center
I am not very sure how one tells the difference between Lunsford's "Center as Storehouse" or "The Center as Garrett" when only observing from the outside. Obviously, a center that is designed to further collaborative work ("Burkean Parlor Center") would be a little bit easier to identify. However, even after reading Lunsford's article about the amazing benefits of working together, I am unsure to the feasibility of a center designed around collaborative work. The center would have to be more like a class and teachers would have to be very involved in the center.
The writing center at USCA is most probably closest to the "Center as Storehouse" model which the author describes. when I have been in the writing center, there are usually one- three tutors available for consultation. When students come in, they can either work alone or ask one of the tutors for help. The tutor/tutee relationship begins at a table where the two work alone and the tutor gives out knowledge. However, there are probably elements of the "Garrett" center as well, simply as a by-product of the tutoring the student may uncover some hidden knowledge of their own.
I believe, along with Lunsford, that the "Storehouse" design can be beneficial. Unfortunately, the tutor is often placed in the uncomfortable position of being expected to know everything.
The writing center at USCA is most probably closest to the "Center as Storehouse" model which the author describes. when I have been in the writing center, there are usually one- three tutors available for consultation. When students come in, they can either work alone or ask one of the tutors for help. The tutor/tutee relationship begins at a table where the two work alone and the tutor gives out knowledge. However, there are probably elements of the "Garrett" center as well, simply as a by-product of the tutoring the student may uncover some hidden knowledge of their own.
I believe, along with Lunsford, that the "Storehouse" design can be beneficial. Unfortunately, the tutor is often placed in the uncomfortable position of being expected to know everything.
Sunday, October 14, 2007
mankind's conversation
Summary:
This article is a self-described musing on the issue of collaborative learning. The author (Kenneth A. Bruffee) reminds the reader that this is not a "recipe" for good collaborative learning, but rather a host of reasons that any teacher could and should try collaborative learning.
The first way that Bruffee attempts to get everyone on the collaborative learning bandwagon is to trace its history in English and American school systems. He sites the works of Edwin Mason and M.L.J. Abercrombie as establishing the validity of the "educational value" of several "collaborative forms".
The reasons for the rise of collaborative learning in America had to do with the vast influx of diverse learners which descended on campuses in the 1970's. Teachers used organized collaboration and peer groups to bring everyone to the same lever.
Bruffee goes on to tell why collaborative learning is still important. The first reason he gives is that thought, writing, and discourse are all related and function in the same way so that the more they are interconnected, the better the learner does at each task separately. Another important point is of knowledge communities and how our understanding of normal discourse can be a good starting point to entering those communities. Later in the article, Bruffe charges instructors as being the person responsible for inducting students through the gate of normal discourse.
There are additional sections on how collaboration helps the view of knowledge. One of the more interesting points is that of abnormal discourse and how this fresh approach to knowledge furthers the learning of any community.
Response:
I'm not exactly sure that I understand the point of this article, other than to remind people that it is important to incorporate group situations and opportunities into our lessons to encourage learning. I suppose that this is an important reminder, but it seems that these type of situations usually come about better on their own than through any lesson.
I have been involved in many group projects over the years and I have never felt I benefited from them at all. There are usually a few things that can come out of these forced collaboration. Sometimes one person does all the work; this happens either because the person wants to do all the work because they are controlling or because the other students don't care to do the work. Either way, nobody really learns any more than they would have through individual work. The other situation that I have also seen and been involved in is when everyone in the group is involved and interested. There is nothing wrong with this, but I don't really see how anyone learns anything more than they would have on their own and the scheduling conflicts that arise are more of a hindrance than anything else.
I do believe that entering "the conversation of mankind" helps us to communicate and think in more diverse and stratified ways. Unfortunately, I don't believe that this can be structured into a lesson plan; I think it simply has to happen from discussion.
This article is a self-described musing on the issue of collaborative learning. The author (Kenneth A. Bruffee) reminds the reader that this is not a "recipe" for good collaborative learning, but rather a host of reasons that any teacher could and should try collaborative learning.
The first way that Bruffee attempts to get everyone on the collaborative learning bandwagon is to trace its history in English and American school systems. He sites the works of Edwin Mason and M.L.J. Abercrombie as establishing the validity of the "educational value" of several "collaborative forms".
The reasons for the rise of collaborative learning in America had to do with the vast influx of diverse learners which descended on campuses in the 1970's. Teachers used organized collaboration and peer groups to bring everyone to the same lever.
Bruffee goes on to tell why collaborative learning is still important. The first reason he gives is that thought, writing, and discourse are all related and function in the same way so that the more they are interconnected, the better the learner does at each task separately. Another important point is of knowledge communities and how our understanding of normal discourse can be a good starting point to entering those communities. Later in the article, Bruffe charges instructors as being the person responsible for inducting students through the gate of normal discourse.
There are additional sections on how collaboration helps the view of knowledge. One of the more interesting points is that of abnormal discourse and how this fresh approach to knowledge furthers the learning of any community.
Response:
I'm not exactly sure that I understand the point of this article, other than to remind people that it is important to incorporate group situations and opportunities into our lessons to encourage learning. I suppose that this is an important reminder, but it seems that these type of situations usually come about better on their own than through any lesson.
I have been involved in many group projects over the years and I have never felt I benefited from them at all. There are usually a few things that can come out of these forced collaboration. Sometimes one person does all the work; this happens either because the person wants to do all the work because they are controlling or because the other students don't care to do the work. Either way, nobody really learns any more than they would have through individual work. The other situation that I have also seen and been involved in is when everyone in the group is involved and interested. There is nothing wrong with this, but I don't really see how anyone learns anything more than they would have on their own and the scheduling conflicts that arise are more of a hindrance than anything else.
I do believe that entering "the conversation of mankind" helps us to communicate and think in more diverse and stratified ways. Unfortunately, I don't believe that this can be structured into a lesson plan; I think it simply has to happen from discussion.
Friday, October 5, 2007
Avoiding Plagiarism
Summary:
This peice of writing is a statement by the WPA that aims to set a foundation for the understanding and treatment of plagiarism. The article begins by stating that there seems to have been an increased problem with plagiarism with the advent of the Internet. The article is organized into four points which are listed at the beginning of the article.
The first thing that is done is to define plagiarism as a deliberate act of taking ideas or language and not giving credit where it is due. The authors make a definite distinction between academic dishonesty misuse of sources at this point which is a predominate theme for the rest of the article.
The next section of the article deals with causes for plagiarism and also for the misuse of sources. The causes for plagiarism include poor time management, lack of consequences, and fear of failure. The causes for misuse of sources include a lack of knowledge about note taking and source integration.
Students, teachers, and administrators are all charged with certain responsibilities which could eliminate much of the plagiarism and misuse of sources. The students should know how, the teachers should tell them how and make the consequences clear, and the administrators should set the disciplinary action and provide support for faculty.
The final section of the article gives pedagogical advice for teachers on how to teach the research process and implement effective assignments.
Response:
I agreed with the definition of plagiarism that was given, although I thought they might have explained the common knowledge idea a little more. The article was effective in that it used the definition to rationalize the rest of the points and the organization of the remainder of the article.
I really liked the section that was labeled "best practices". One of the most effective things that I think teachers can do is to explain the reasons why research is done. If there is a topic which interests students, I think they would be more likely to actually find the answers they are seeking. Also, seeing the process rather than just the finished product would be helpful to students. I think that papers (especially by beginning writers) should give a good deal of credit for the process, since this is supposed to be one of the most important things in a research paper. I also liked the idea of the themed class design to help students narrow in on a topic. However, I am not sure how this might be implemented in a high school classroom.
Another point that I had never really considered, but which they discussed in detail in the responsibilities and best practices, was the issue of creating challenging writing assignments to avoid plagiarism. This is something that I know will be useful to me in my own teaching career.
This peice of writing is a statement by the WPA that aims to set a foundation for the understanding and treatment of plagiarism. The article begins by stating that there seems to have been an increased problem with plagiarism with the advent of the Internet. The article is organized into four points which are listed at the beginning of the article.
The first thing that is done is to define plagiarism as a deliberate act of taking ideas or language and not giving credit where it is due. The authors make a definite distinction between academic dishonesty misuse of sources at this point which is a predominate theme for the rest of the article.
The next section of the article deals with causes for plagiarism and also for the misuse of sources. The causes for plagiarism include poor time management, lack of consequences, and fear of failure. The causes for misuse of sources include a lack of knowledge about note taking and source integration.
Students, teachers, and administrators are all charged with certain responsibilities which could eliminate much of the plagiarism and misuse of sources. The students should know how, the teachers should tell them how and make the consequences clear, and the administrators should set the disciplinary action and provide support for faculty.
The final section of the article gives pedagogical advice for teachers on how to teach the research process and implement effective assignments.
Response:
I agreed with the definition of plagiarism that was given, although I thought they might have explained the common knowledge idea a little more. The article was effective in that it used the definition to rationalize the rest of the points and the organization of the remainder of the article.
I really liked the section that was labeled "best practices". One of the most effective things that I think teachers can do is to explain the reasons why research is done. If there is a topic which interests students, I think they would be more likely to actually find the answers they are seeking. Also, seeing the process rather than just the finished product would be helpful to students. I think that papers (especially by beginning writers) should give a good deal of credit for the process, since this is supposed to be one of the most important things in a research paper. I also liked the idea of the themed class design to help students narrow in on a topic. However, I am not sure how this might be implemented in a high school classroom.
Another point that I had never really considered, but which they discussed in detail in the responsibilities and best practices, was the issue of creating challenging writing assignments to avoid plagiarism. This is something that I know will be useful to me in my own teaching career.
Plagiarism
I have been writing for quite some time and I have never even considered that I might be plagiarizing, yet there have been moments in my college writing career when it was so heavily focused on in the discussion of the research paper that I felt that I might be guilty. It seems strange to me that there can be so much problem with plagiarism, but maybe that has to do with the definition. I have always thought that plagiarism was intentional, word-for-word copying of someone's thoughts and ideas. I think that teacher's hold the key to distinguishing between plagiarism and misuse of sources or faulty citations. When teachers overemphasize the aspect of plagiarism that I have labeled as poor research, I think student's feel the same ridiculous guilt that I have felt during these ineffective discussions.
I have never given much thought to common knowledge, but I guess that it usually seems to reveal itself as I am doing research. While I may cite a certain fact during my early research, if I subsequently read it in four or five other sources, I tend to incorporate it into my own knowledge base about the subject. I think this is another place where teachers have to really focus on the research process; if these things are solidly understood, I think many of the "plagiarism" issues will work themselves out.
I have never given much thought to common knowledge, but I guess that it usually seems to reveal itself as I am doing research. While I may cite a certain fact during my early research, if I subsequently read it in four or five other sources, I tend to incorporate it into my own knowledge base about the subject. I think this is another place where teachers have to really focus on the research process; if these things are solidly understood, I think many of the "plagiarism" issues will work themselves out.
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