Aaaaaahhhhhhh
My last post! I can hardly believe it! Even though I'm working slightly ahead and am actually writing this on the eve of our gratuitous holiday, I am thinking in terms of winter break. How wonderful is it to have a whole month to devote to reading, writing, and watching your favorite movies over and over again? Since I am so ready for the break, I thought I might write about the specific things I plan o doing over the holiday.
First of all, my favorite, favorite thing to do is to watch Pride and Prejudice. (Only the A&E version, of course.) This film is the best adaptation of any book I think that I have ever seen and there is nothing better than having no kids (because their break starts after mine!) and the prospect of at least four hours of Lizzie and Mr. Darcy ahead of me. This actually became tradition for me when I quit smoking several years ago, and I return to it every year. It feels like therapy.
The next thing on my list is a new one. I am actually going to revise one of my short stories from about eight years ago. I have never been a faithful rewriter; I think I was a little bit daunted by the permanency of the written word. However, with all of these composition classes, I have begun to think of my writings as much more malleable, and I am quite excited by the prospect of returning to this story. I wrote it one afternoon when I worked at the Aiken Museum and everyone who has ever read it really liked it and thought it quite funny, but I've always tended to think of it as rather simplistic. Now, though, I am thinking in terms of the skeletal story, which is good, and my own ability to manipulate it.
Merry Christmas!
Wednesday, November 21, 2007
Chapter 14
Summary:
Lindeman begins by describing some of the popular ways of evaluating student work-- namely, standardized testing. She comments on the fact that the people who have instituted these tests really are trying to help the educational system, albeit in a roundabout way. This section also describes the CCCC's goals for evaluating student work, which are more in-depth and thoughtful than the more traditional testing method.
The next section of this chapter focuses on Shaughnessy's method of diagnostically reading student's papers. This is a very useful and practical way for teachers to judge their student's writing, while still helping them to actually become better writers. This system requires that teachers note the types of common errors their students may use, as well as why they might make these errors. Diagnostic reading assumes that errors occur logically and deliberately and that a careful evaluator can help begin the process of reteaching that logic.
The rest of the chapter mostly discusses the most effective way to use comments for teaching writing at the drafting level. There are specific steps given that can be beneficial to teachers using this method.
Response:
My favorite part of this chapter was the section on comments. I have never really thought about how much a teachers comments can either help or hurt their student's writing. The attitude of the student is also discussed through the long example of the frustrated fragger. I have often felt this way when I have gotten my own papers back. In fact, I had a teacher once who I really, really loved. We had a close relationship and I loved her class. She thought I was a great writer and I always received A's on anything that I wrote for her, but the paper would still come back covered in spidery, indecipherable code. I never looked up those abbreviations and I never asked her what all of those marks might mean; I simply took my A and rolled on. Yet looking back, I see that I was shortchanged in a way because this teacher could have helped me to become a much better writer instead of allowing me to remain stagnated.
Lindeman begins by describing some of the popular ways of evaluating student work-- namely, standardized testing. She comments on the fact that the people who have instituted these tests really are trying to help the educational system, albeit in a roundabout way. This section also describes the CCCC's goals for evaluating student work, which are more in-depth and thoughtful than the more traditional testing method.
The next section of this chapter focuses on Shaughnessy's method of diagnostically reading student's papers. This is a very useful and practical way for teachers to judge their student's writing, while still helping them to actually become better writers. This system requires that teachers note the types of common errors their students may use, as well as why they might make these errors. Diagnostic reading assumes that errors occur logically and deliberately and that a careful evaluator can help begin the process of reteaching that logic.
The rest of the chapter mostly discusses the most effective way to use comments for teaching writing at the drafting level. There are specific steps given that can be beneficial to teachers using this method.
Response:
My favorite part of this chapter was the section on comments. I have never really thought about how much a teachers comments can either help or hurt their student's writing. The attitude of the student is also discussed through the long example of the frustrated fragger. I have often felt this way when I have gotten my own papers back. In fact, I had a teacher once who I really, really loved. We had a close relationship and I loved her class. She thought I was a great writer and I always received A's on anything that I wrote for her, but the paper would still come back covered in spidery, indecipherable code. I never looked up those abbreviations and I never asked her what all of those marks might mean; I simply took my A and rolled on. Yet looking back, I see that I was shortchanged in a way because this teacher could have helped me to become a much better writer instead of allowing me to remain stagnated.
Saturday, November 17, 2007
Comments on Writing
I really like it when teachers give a lot of feedback on anything that I write. Of course, it is always nice to have good comments on papers, but writing well is definitely a process (one that I suppose will never end) and teachers are in a position to help that process along.
The most effective things that teachers can do is to address all aspects of the piece. I always wonder if there was something that I was not sure about and the teacher says nothing about it. Does that mean that I did it right? Does that mean that the teacher just didn't notice? I want to know about the organization, errors, and themes. I spend a lot of time considering all of these elements while I am writing, so it only seems fair that the instructor spend some time addressing these things. I don't really know that I ever get enough feedback to improve my writing. One thing I know I never hear is praise for any strengths that I may have in my writing. Teachers never tell you that.
Something that absolutely drives me crazy is if there is nothing on the paper but a grade. I also really don't like teachers using check marks for errors. It's confusing! I guess all in all teachers don't really comment on my papers because they spend more time on students that need more help. If you are a "good writer", it seems like you get to a point where you are pretty much on your own.
The most effective things that teachers can do is to address all aspects of the piece. I always wonder if there was something that I was not sure about and the teacher says nothing about it. Does that mean that I did it right? Does that mean that the teacher just didn't notice? I want to know about the organization, errors, and themes. I spend a lot of time considering all of these elements while I am writing, so it only seems fair that the instructor spend some time addressing these things. I don't really know that I ever get enough feedback to improve my writing. One thing I know I never hear is praise for any strengths that I may have in my writing. Teachers never tell you that.
Something that absolutely drives me crazy is if there is nothing on the paper but a grade. I also really don't like teachers using check marks for errors. It's confusing! I guess all in all teachers don't really comment on my papers because they spend more time on students that need more help. If you are a "good writer", it seems like you get to a point where you are pretty much on your own.
Non-Native English Speakers
Whenever someone is trying to learn a new language, there are difficulties because language is so difficult. The best way to approach learning a new language, I would think, is specific practice with real-world applications in the fundamentals of that language. Unfortunately, the public school system is fumbling to meet even the most basic needs, so the students are often thrown into a mainstream class and expected to come up to speed.
These students do have several things in their favor. Since they are already in the process of learning the new language, their consciousness is being brought to the structural level of that language. On the flip side, they are often unaware of the little nuances that make language so strange and difficult. If the students have reached the typical grade level for which they are meant, the struggles will be less pronounced simply because they have an understanding of the academic expectations.
On the other hand, there are students whose education may have been interrupted for any number of reasons. These students still have a lot in their favor, if the school system can adjust programs to meet their individual needs. One teacher would be unable to do everything that these students will need to be successful in their academic career. The most important thing for these students is a cohesive faculty with lots of support from every department.
These students do have several things in their favor. Since they are already in the process of learning the new language, their consciousness is being brought to the structural level of that language. On the flip side, they are often unaware of the little nuances that make language so strange and difficult. If the students have reached the typical grade level for which they are meant, the struggles will be less pronounced simply because they have an understanding of the academic expectations.
On the other hand, there are students whose education may have been interrupted for any number of reasons. These students still have a lot in their favor, if the school system can adjust programs to meet their individual needs. One teacher would be unable to do everything that these students will need to be successful in their academic career. The most important thing for these students is a cohesive faculty with lots of support from every department.
Sunday, November 11, 2007
Drafting
Summary:
Muriel Harris begins her article with descriptions of different types of writers. She specifically addresses experienced writers, because she doesn't want to confuse her study with those types of one-draft writers who do so because of procrastination. Harris also acknowledges that most writers fall somewhere in the place in-between the extremes. Eventually, she moves on to her study, which tries to make some broad generalizations about the behavioral differences of one- or multi-drafters.
The first difference which is noted is that of the starting point of both groups of writers. The one-drafters like to start with a specific focus, their topic well understood. The multi-drafters write at first to develop the topic. The next item of discussion is the way in which the writers make choices. The one-drafters may have a couple of options, but they quickly focus in and move on. The multi-drafters have the tendency to write out their options with the expectation of rejecting much of what they write. One drafters like to finish and be completely done with the assignment, while the multi's are never finished. Writing is more akin to thinking for these students. The final difference which Harris notes is perhaps the most important one. The one-drafters write for an audience, while the multi-drafters write for themselves.
Response:
I am really intrigued by the writing process and how differently everyone approaches it. I have always considered myself a multi-drafter because I write so much that I eventually don't use. However, when the word "tedious" was connected with the one-draft group, I felt a kinship.
I believe that the biggest difference between the two types of composers is that the one-drafters use their mind to think, while using the page to write. The multi-drafters use the page to think, and their revisions to write.
I am unsure of what this really means in a writing course, since certain criteria (like revision) must be taught whether or not everyone is comfortable with it. These students were extremes of both examples, so the one-drafters really did not need to revise very often. Most people are somewhere in the middle, though, and need as much practice as they can get. The study seemed to point more towards psychological and cognitive differences than actual writing styles.
Muriel Harris begins her article with descriptions of different types of writers. She specifically addresses experienced writers, because she doesn't want to confuse her study with those types of one-draft writers who do so because of procrastination. Harris also acknowledges that most writers fall somewhere in the place in-between the extremes. Eventually, she moves on to her study, which tries to make some broad generalizations about the behavioral differences of one- or multi-drafters.
The first difference which is noted is that of the starting point of both groups of writers. The one-drafters like to start with a specific focus, their topic well understood. The multi-drafters write at first to develop the topic. The next item of discussion is the way in which the writers make choices. The one-drafters may have a couple of options, but they quickly focus in and move on. The multi-drafters have the tendency to write out their options with the expectation of rejecting much of what they write. One drafters like to finish and be completely done with the assignment, while the multi's are never finished. Writing is more akin to thinking for these students. The final difference which Harris notes is perhaps the most important one. The one-drafters write for an audience, while the multi-drafters write for themselves.
Response:
I am really intrigued by the writing process and how differently everyone approaches it. I have always considered myself a multi-drafter because I write so much that I eventually don't use. However, when the word "tedious" was connected with the one-draft group, I felt a kinship.
I believe that the biggest difference between the two types of composers is that the one-drafters use their mind to think, while using the page to write. The multi-drafters use the page to think, and their revisions to write.
I am unsure of what this really means in a writing course, since certain criteria (like revision) must be taught whether or not everyone is comfortable with it. These students were extremes of both examples, so the one-drafters really did not need to revise very often. Most people are somewhere in the middle, though, and need as much practice as they can get. The study seemed to point more towards psychological and cognitive differences than actual writing styles.
Wednesday, November 7, 2007
Revsions
I would have to say that I probably revise everything that I write at least twice, but usually three times. If the paper is a creative writing, I revise with an eye more toward content and overall form. If the piece is expository in nature, I read and revise mostly organizational components.
However, since I have been inundated with composition theory this semester, I have noticed a trend in my writing toward more in-depth revision. I don't think that I necessarily go through more drafts, but I think about that process much more deliberately. I have begun to look for things like paragraph structure more closely, as well as style components of my actual sentences. I have been reading Style by Joseph Williams and he harps on the old-new contract, parallel constructions, and balanced phrasing. Erika Lindeman's writings on paragraphs and sentences have furthered the attention to detail. Also, my own work on grammar education has led me to think about the smaller parts of my writing and how they may fit together as a whole.
Saturday, November 3, 2007
Teaching about Words
Summary:
Lindeman is discussing the importance of understanding words as transient rather than static in this chapter. If students come to their writing with a fear of choosing the wrong word or form, their writing is likely to be confusing and filled with inconsistencies. She suggests the importance of helping students become more comfortable in talking about their own language and being able to see their own writing as a living thing. There are several ways that the author says this can be accomplished is lots of classroom practice and discussion about such topics as parts of speech, effectively using active and passive voice, recognizing inflectional and derivational suffixes, and viewing style as word choice.
Response:
Lindeman does a great job in every chapter of reinforcing the idea that students are just as gifted in language as the instructor. The responsibility, then, lies with the instructor to help them view their language as something that can be changed from speech to the more conventional edited American English. There is also the idea that the more language is discussed, the better students become at writing for different audiences and making choices about style. I also liked the part about using nonsensical words to illustrate the systematic nature of inflectional suffixes.
Lindeman points out that while textbooks can be useful tools, the best way to help students become more proficient in their own writing is to use their own writing. Some teachers may be reticent to do this because it takes the ball out of their own court and makes the classroom a bit more unpredictable, but the extra effort certainly gets the desired results.
Lindeman is discussing the importance of understanding words as transient rather than static in this chapter. If students come to their writing with a fear of choosing the wrong word or form, their writing is likely to be confusing and filled with inconsistencies. She suggests the importance of helping students become more comfortable in talking about their own language and being able to see their own writing as a living thing. There are several ways that the author says this can be accomplished is lots of classroom practice and discussion about such topics as parts of speech, effectively using active and passive voice, recognizing inflectional and derivational suffixes, and viewing style as word choice.
Response:
Lindeman does a great job in every chapter of reinforcing the idea that students are just as gifted in language as the instructor. The responsibility, then, lies with the instructor to help them view their language as something that can be changed from speech to the more conventional edited American English. There is also the idea that the more language is discussed, the better students become at writing for different audiences and making choices about style. I also liked the part about using nonsensical words to illustrate the systematic nature of inflectional suffixes.
Lindeman points out that while textbooks can be useful tools, the best way to help students become more proficient in their own writing is to use their own writing. Some teachers may be reticent to do this because it takes the ball out of their own court and makes the classroom a bit more unpredictable, but the extra effort certainly gets the desired results.
Friday, November 2, 2007
Paragraph Revision
Original:
1) One of the the most effective things that I saw in Prof. Law's teaching of the writing process was her use of "error logs".
2) When the students turn in the final draft, the teacher grades and comments on them for conceptual and mechanical flaws.
1) At that point, the students are given the opportunity for a revised grade only if they complete their error logs.
3) The student must look up every mistake in their handbook and copy the rule onto a piece of paper.
3) Then, they must rewrite the flawed sentence/word/idea and incorporate it into the revised paper.
Revised:
Students are also led through the revision process by using "error logs". When they turn in their final draft, the teacher grades and marks them for conceptual and mechanical flaws. At that point, the students are given the opportunity for a revised grade only if they complete their error logs. Each student must look up every mistake in their handbook and copy the rule onto a piece of paper along with the flawed sentence/ word/ idea. Finally, all revisions must be incorporated into the new draft.
1) One of the the most effective things that I saw in Prof. Law's teaching of the writing process was her use of "error logs".
2) When the students turn in the final draft, the teacher grades and comments on them for conceptual and mechanical flaws.
1) At that point, the students are given the opportunity for a revised grade only if they complete their error logs.
3) The student must look up every mistake in their handbook and copy the rule onto a piece of paper.
3) Then, they must rewrite the flawed sentence/word/idea and incorporate it into the revised paper.
Revised:
Students are also led through the revision process by using "error logs". When they turn in their final draft, the teacher grades and marks them for conceptual and mechanical flaws. At that point, the students are given the opportunity for a revised grade only if they complete their error logs. Each student must look up every mistake in their handbook and copy the rule onto a piece of paper along with the flawed sentence/ word/ idea. Finally, all revisions must be incorporated into the new draft.
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