Glad to see everyone's been working on their Essays! We're pacing ourselves, which will make taking on such an eassy easier, but of course if you haven't been keeping up you are now working on quite a bit! The load is only going to get heavier! P2 is due this coming week so let's catch up! for many of us that means completing a weeks worth of writing in the next 24-36 hours.
Due Tonight, Friday at midnight:
SQR 1 Make ups and Revisions! Post revisions as comments to your original SQR post. Makeup SQRs are simply posted to yoru personal blog!
Put your research tools to actions! Begin your interviews/surveys/experiments/text analysis etc. You need to complete research over the weekend and bring in completed surveys/etc/etc/ on Monday!
Due Saturday Midnight:
For those of you that have yet to postup any of P2 you must now Complete and post up on the class blog your INTRO (175 words min), LIT REVIEW(300 words min, with correct in text MLA citations), CONNECTION PIECE (225 words min, with correct in text MLA Citations). Scroll down to our helpful writing links box to read up on in text MLA citations!
Due Sunday, by 5pm posted to class Blog: Post a blurb about your research process! What is that? Talk to us alittle about what you are going through! You can post abotu your research experience, a question yoru have about the process or a problem you've encountered!
Due Sunday Midnight, added to your latest P2 Post on the class blog just under your connection piece: Your 200+ word Methodology. What's this? This is wher eyou introduce your research to us, specificy the tools you plan to use. What research tools are you using, what do they consist of, and what do you hope they will help you achieve are some of the questions you need to ask yourself in orde to complete your methodology.
Due Monday in Class: Bring in completed surveys, interviews, expirments, etc.
Info on Sunday's Online Rap Session:
On Sundat at noon (and up until 5pm) I will open up a blg post in which you can comment on with questions or concerns, or even interesting expereinces your coming across in your research. I'll refresh often so I can answer whatever questions may arise, so take advantage of this rap session!
Friday, March 25, 2011
Project 2
INTRO
Have you ever wondered if there is a way in which you can improve your understanding while you are reading? Yes! definitely there are many ways in which we can improve and that is why the interest I have for my project is in note taking. How does note taking help improve reading better? Lets begin by defining what good reading is. Good reading is when we have the ability to read and feel that you engage with what you read and that it has the ability to change your life in some sort of way. I think that if you use your notes while you are reading you will definitely understand the lesson in a better way. It is a very useful resource to study. I think the people involved in this topic are students as well as teachers. I am trying to prove that note taking is a useful technique to understand our reading better and that if students and teachers practice it in a correct way they will get very good results. I will do a survey asking questions about note taking, like if they use note taking to read and / or how often they use note taking. I will apply it to 25 students of a class to demonstrate if note taking is helping them or not. I will also do an experiment that will consist in having two different types of reading, in one using notes and in the other no.
LIT REVIEW
In my first article, the author ensures to quote that "note taking is an important representation of knowledge" (Ludwig Ganske. Note-Taking: "A Significant and Integral Part of Learning Environments" Educational Communication and Technology. Vol. 29, No. 3 (Fall, 1981), pp. 155 ), but even though it is seen in all the educational environment it is not yet well accepted. Then I came up with this second article where the authors try to demonstrate by using a group of people of 40 students if note taking influence in their performance. They came up with very surprising results, were we can see that they had a better performance when they studied from others people notes. Now,if I include what Haas and Flower has to say about rhetorical reading that people use different techniques when reading and that people usually interpret reading in their own way. And we obviously have our own way of understanding better a passage, like for example for some maybe it is just easy to read once and that is it, for other they highlight and for others they take notes on what they read.
So all the three authors are trying to prove my hypothesis is note taking is good to use or not. They are trying to focus on students and teachers so that they can understand the advantages/ disadvantages of note taking.
I really like my second article were they actually come and do like the experiment im planning to do. They really put work in to it to demonstrate how this technique can be helpful when we are studying or attending class.
CONNECTION PIECE
All of the the three articles have something in common. They all discuss techniques for understanding a reading better. How do we do that, well taking notes is a good technique we can use in order to express our ideas on what we are reading. We can totally throw on paper with our own words what we are understanding while we are reading. I think note taking is also helpful in the part of vocabulary, because when you are reading and don't understand to some words what you have to do is write it down so that when you are reading next time you can remember that word's definition. I know the majority of people don't like note taking, or simply they are into different techniques of reading. But they should always remember that note taking is something that we should apply to our daily reading, it is a simpler way to understand what we are reading better. In this project I am trying to demonstrate that if you take good notes you can have a fully understanding of what your lecturer thought , or about what you've read. Note taking should be involved in our daily basis, not only in our classes but also in our work and/or any other organizations we attend. It is a very constructive technique which we should all give it a try!
Methodology
For my research i did 20 surveys in which I included 10 questions about note taking. In this survey people are supposed to select in between simple answers like always,sometimes,never, rarely. This way is simple for people to type down what their opinion about note taking is and you can simply understand what their answer is. Basically the questions included: do you take notes and if you take notes properly. I think this is a very easy type of research because you get to know what others think, even tough it is not always accurate. My second type of research are experiments, in which I will have two people read a passage from a book and then one will take notes and the other no. After they are done with their reading they will answer to several comprehension questions. I want to demonstrate that if you take notes will you are reading you will get a better understanding of what have read. So in that way the person who took notes will get a better grade in the comprehension questions.
Have you ever wondered if there is a way in which you can improve your understanding while you are reading? Yes! definitely there are many ways in which we can improve and that is why the interest I have for my project is in note taking. How does note taking help improve reading better? Lets begin by defining what good reading is. Good reading is when we have the ability to read and feel that you engage with what you read and that it has the ability to change your life in some sort of way. I think that if you use your notes while you are reading you will definitely understand the lesson in a better way. It is a very useful resource to study. I think the people involved in this topic are students as well as teachers. I am trying to prove that note taking is a useful technique to understand our reading better and that if students and teachers practice it in a correct way they will get very good results. I will do a survey asking questions about note taking, like if they use note taking to read and / or how often they use note taking. I will apply it to 25 students of a class to demonstrate if note taking is helping them or not. I will also do an experiment that will consist in having two different types of reading, in one using notes and in the other no.
LIT REVIEW
In my first article, the author ensures to quote that "note taking is an important representation of knowledge" (Ludwig Ganske. Note-Taking: "A Significant and Integral Part of Learning Environments" Educational Communication and Technology. Vol. 29, No. 3 (Fall, 1981), pp. 155 ), but even though it is seen in all the educational environment it is not yet well accepted. Then I came up with this second article where the authors try to demonstrate by using a group of people of 40 students if note taking influence in their performance. They came up with very surprising results, were we can see that they had a better performance when they studied from others people notes. Now,if I include what Haas and Flower has to say about rhetorical reading that people use different techniques when reading and that people usually interpret reading in their own way. And we obviously have our own way of understanding better a passage, like for example for some maybe it is just easy to read once and that is it, for other they highlight and for others they take notes on what they read.
So all the three authors are trying to prove my hypothesis is note taking is good to use or not. They are trying to focus on students and teachers so that they can understand the advantages/ disadvantages of note taking.
I really like my second article were they actually come and do like the experiment im planning to do. They really put work in to it to demonstrate how this technique can be helpful when we are studying or attending class.
CONNECTION PIECE
All of the the three articles have something in common. They all discuss techniques for understanding a reading better. How do we do that, well taking notes is a good technique we can use in order to express our ideas on what we are reading. We can totally throw on paper with our own words what we are understanding while we are reading. I think note taking is also helpful in the part of vocabulary, because when you are reading and don't understand to some words what you have to do is write it down so that when you are reading next time you can remember that word's definition. I know the majority of people don't like note taking, or simply they are into different techniques of reading. But they should always remember that note taking is something that we should apply to our daily reading, it is a simpler way to understand what we are reading better. In this project I am trying to demonstrate that if you take good notes you can have a fully understanding of what your lecturer thought , or about what you've read. Note taking should be involved in our daily basis, not only in our classes but also in our work and/or any other organizations we attend. It is a very constructive technique which we should all give it a try!
Methodology
For my research i did 20 surveys in which I included 10 questions about note taking. In this survey people are supposed to select in between simple answers like always,sometimes,never, rarely. This way is simple for people to type down what their opinion about note taking is and you can simply understand what their answer is. Basically the questions included: do you take notes and if you take notes properly. I think this is a very easy type of research because you get to know what others think, even tough it is not always accurate. My second type of research are experiments, in which I will have two people read a passage from a book and then one will take notes and the other no. After they are done with their reading they will answer to several comprehension questions. I want to demonstrate that if you take notes will you are reading you will get a better understanding of what have read. So in that way the person who took notes will get a better grade in the comprehension questions.
Let's Talk: bell hooks' Confronting Class in the Classroom
It was assumed that any student coming from a poor or working-class background would willingly surrender all values and habits of being associated with this background. Those of us from diverse ethnic/racial backgrounds learned that no aspect of our vernacular culture could be voiced in elite settings. This was especially the case with vernacular language or a first language that was not English. To insist on speaking in any manner that did not conform to privileged class ideals and mannerisms placed one always in the position of interloper
Demands that individuals from class backgrounds deemed undesirable surrender all vestiges of their past create psychic turmoil. We were encouraged, as many students are today, to betray our class origins. Rewarded if we chose to assimilate, estranged if we chose to maintain those aspects of who we were, some were all too often seen as outsiders. Some of us rebelled by clinging to exaggerated manners and behavior clearly marked as outside the accepted bourgeois norm. During my student years, and now as a professor, I see many students from “undesirable” class backgrounds become unable to complete their studies because the contradictions between the behavior necessary to “make it” in the academy and those that allowed them to be comfortable at home, with their families and friends, are just too great.
hooks, bell. "Confronting Class in the Classroom." Teaching to Transgress: Education as the Practice of Freedom. New York: Routledge, 1994. .
Feel free to comment to this post to talk about this Quote!
Project 2
Intro:
Does workshops and tutoring help us develop new criteria in our ideas for better writing? Why other people ideas are so important on our work? The answer for this questions is a single word called FEEDBACK. We get feedback by sharing our ideas with experienced people that help us in our writing process. Writing is an endless process and improvement is a constant change in it. My theory wants to demonstrate that the idea for students to have workshops, tutoring is in order to get feedback that will take you to a writing improvement. I think that sometimes students don't want to have feedback for many reasons but it's important that they know the high level of importance in writing. Writing deserves a high level of interest in order to catch the attention of readers and to make clear what you mean in your article. Feedback allows students the opportunity to grow as writers and to blow away their own ideas to the fullest.
Literature Review:
I’ve choose three articles that I think they are helpful on the development of my theory. Lets start with Nancy Sommers, she tells us that peer response and tutoring is a method use to keep writing in constant changing. Review is a key word in what Nancy Sommers want to tell us because this word represent everything, this help us change the students idea for better.
In the other side Richard Behm describe in his article a better way to make workshops perfect for each case. He also tell us that there is nothing better as workshop to get feedback in writing and that it depends on certain steps to make it better. Steps like choosing a topic and the angle of what the workshop would be about so that students can go through the main idea and have less confusion. Sharing ideas is a method he described as a transformation of writing.
Finally, I choose Moll and Gonzalez because I like their idea of funds of knowledge because this is the principal cause of our things and actions in the present. It’s interesting how they tell us that our funds of knowledge is our principal source of learning and that they are connected with writing of course. If teachers are prepared for teaching, workshops would be even better for students. For each student we have a different case and that’s why the teacher has to be prepared in every topic to help them in his way to writing succeed.
Connection Piece:
These three articles are a brilliant tool in the demonstration of my theory. One talks about how we need to make workshops and tutoring, the other one talk about funds of knowledge and the last one about tutoring. These three articles are connected by me because I want to demonstrate that by having tutoring you will become a better writer. So we start with funds of knowledge, in order to prepared for giving a tutoring session the teachers must be prepared with the student case or familiar on what are they going to talk (experience). Then there are certain steps you have to make in order to give a tutoring session in the best way possible. After that Nancy Sommers is connected with both because her theory about making tutoring, having revisions by experienced readers take the students to a better workplace. By making this connections we can notice that these articles are related in the way I previously described and that my theory get stronger with this ideas from this great authors. So lets start by asking students how they think about tutoring, revisions, so that this theory can start having some results that will help define each situation .
Methodology:
I am using a survey as a tool for this project, this survey consists in asking students their thoughts about tutoring and revision of work. Making surveys is the best way to get people ideas about my theory and to represent what I want to know of them. I know surveys not always concret because students can answer them with lack of enthusiasm or just for filling out the paper, but the important thing here is to gave them options in the surveys because this will make them easier for getting an answer. Another thing I put in the survey was a question that it's super relevant because by asking why, you get more feedback and information about what students really think about tutoring. Making this as random as possible makes the survey more important because we know that each student will have a different perspective about what are you really asking. My goal with this work is to represent students' ideas with numbers. Numbers are just to represent their ideas as general as possible but by asking why I can get deeper in their thoughts. Graphs would help a lot in this process of my theory and it would provide me a hole new perspective about students' ideas.
Does workshops and tutoring help us develop new criteria in our ideas for better writing? Why other people ideas are so important on our work? The answer for this questions is a single word called FEEDBACK. We get feedback by sharing our ideas with experienced people that help us in our writing process. Writing is an endless process and improvement is a constant change in it. My theory wants to demonstrate that the idea for students to have workshops, tutoring is in order to get feedback that will take you to a writing improvement. I think that sometimes students don't want to have feedback for many reasons but it's important that they know the high level of importance in writing. Writing deserves a high level of interest in order to catch the attention of readers and to make clear what you mean in your article. Feedback allows students the opportunity to grow as writers and to blow away their own ideas to the fullest.
Literature Review:
I’ve choose three articles that I think they are helpful on the development of my theory. Lets start with Nancy Sommers, she tells us that peer response and tutoring is a method use to keep writing in constant changing. Review is a key word in what Nancy Sommers want to tell us because this word represent everything, this help us change the students idea for better.
In the other side Richard Behm describe in his article a better way to make workshops perfect for each case. He also tell us that there is nothing better as workshop to get feedback in writing and that it depends on certain steps to make it better. Steps like choosing a topic and the angle of what the workshop would be about so that students can go through the main idea and have less confusion. Sharing ideas is a method he described as a transformation of writing.
Finally, I choose Moll and Gonzalez because I like their idea of funds of knowledge because this is the principal cause of our things and actions in the present. It’s interesting how they tell us that our funds of knowledge is our principal source of learning and that they are connected with writing of course. If teachers are prepared for teaching, workshops would be even better for students. For each student we have a different case and that’s why the teacher has to be prepared in every topic to help them in his way to writing succeed.
Connection Piece:
These three articles are a brilliant tool in the demonstration of my theory. One talks about how we need to make workshops and tutoring, the other one talk about funds of knowledge and the last one about tutoring. These three articles are connected by me because I want to demonstrate that by having tutoring you will become a better writer. So we start with funds of knowledge, in order to prepared for giving a tutoring session the teachers must be prepared with the student case or familiar on what are they going to talk (experience). Then there are certain steps you have to make in order to give a tutoring session in the best way possible. After that Nancy Sommers is connected with both because her theory about making tutoring, having revisions by experienced readers take the students to a better workplace. By making this connections we can notice that these articles are related in the way I previously described and that my theory get stronger with this ideas from this great authors. So lets start by asking students how they think about tutoring, revisions, so that this theory can start having some results that will help define each situation .
Methodology:
I am using a survey as a tool for this project, this survey consists in asking students their thoughts about tutoring and revision of work. Making surveys is the best way to get people ideas about my theory and to represent what I want to know of them. I know surveys not always concret because students can answer them with lack of enthusiasm or just for filling out the paper, but the important thing here is to gave them options in the surveys because this will make them easier for getting an answer. Another thing I put in the survey was a question that it's super relevant because by asking why, you get more feedback and information about what students really think about tutoring. Making this as random as possible makes the survey more important because we know that each student will have a different perspective about what are you really asking. My goal with this work is to represent students' ideas with numbers. Numbers are just to represent their ideas as general as possible but by asking why I can get deeper in their thoughts. Graphs would help a lot in this process of my theory and it would provide me a hole new perspective about students' ideas.
Intro Project 2
Intro
In our lives we all have different hobbies, and different forms of practice them, and in order to become better on what we do we need to have different and effective strategies, for example people who play sports need to know really good strategies to be successful, for example people who play golf are some of the athletes that need to know a lot of strategies and the best ones, they have to know how hard they need to hit the ball, with what direction, and they also need to know the speed of the wind, this is the same with classes on school, we want to be better and to make our work easier this is why we need to use strategies that help us in our learning and if we start with this strategies we can end up with very good results that we can use for the rest of our lives.
Lit Review
In this article Haas and Flower are talking about Rhetorical Reading Strategies, this is when students connect with the article and they have a better interpretation of it, and also they talk about how students can make the meaning of what they read, for example students have their own meaning of the article depending on how they read and the interest that they have on it, also some students have different meanings depending on their level, this means that there are experienced readers that have a better meaning of Rhetorical Reading, and there is also the beginners readers, but something that can help students to have a better point of view is when they connect with the article, something that can be a little bit harder is that students cannot interpret ate the text in a single way, this is because students have different ways to understand an article, that is why we have to use Rhetorical Reading Strategies. In this article they talk about students and they different ways to learn by response, and this means that students can learn by being tutoring, this can be also by learned by explaining student's process to others and to them too, also students can help each other by making their own language about what they want to learn, in this case reading and writing, in conclusion what they are trying to say is that students can be able to learn by themselves. Revision points up a split between teachers' claims and students' performance. Teachers assert that the practice of multiple drafts is the key to good writing. This is not a strategy that every student uses because some students can end up with a worse.
Connection
H&F is talking about some really good strategies that sometimes even little kids use them, and these are Rhetorical Reading strategies, this strategies are used when for students when they read, basicly what they do is to conect with the article and to became one of the characters to have a better understanding, this is true but I also think that there are mote strategies that students can use to make their learning easier, Gillam is talking about learning by response and this also a good strategy because students can lear by the feedback that their peers write on their papers and also they can look for people that can have good feedback for them so that way they can check it and have a better work. On "Detection, Diagnosis, and the Strategies of Revision" they are talking about the strategies that students can use to detect some incorrections that they can have on their essays, and then thinking how they can do it better and at the end they revise it and end up with a really good work.
Methodology
On my project the sources that I am gonna be using are surveys, and on these surveys I am focusing on asking the people that have experiences with these strategies of learning, and people who have different learning strategies, and I focuse on the responses that I resived from each one of them, for example the prsentages that they give me, and wich are the best or the worst strategies to use, and also when can we use them depending on the situation.
In our lives we all have different hobbies, and different forms of practice them, and in order to become better on what we do we need to have different and effective strategies, for example people who play sports need to know really good strategies to be successful, for example people who play golf are some of the athletes that need to know a lot of strategies and the best ones, they have to know how hard they need to hit the ball, with what direction, and they also need to know the speed of the wind, this is the same with classes on school, we want to be better and to make our work easier this is why we need to use strategies that help us in our learning and if we start with this strategies we can end up with very good results that we can use for the rest of our lives.
Lit Review
In this article Haas and Flower are talking about Rhetorical Reading Strategies, this is when students connect with the article and they have a better interpretation of it, and also they talk about how students can make the meaning of what they read, for example students have their own meaning of the article depending on how they read and the interest that they have on it, also some students have different meanings depending on their level, this means that there are experienced readers that have a better meaning of Rhetorical Reading, and there is also the beginners readers, but something that can help students to have a better point of view is when they connect with the article, something that can be a little bit harder is that students cannot interpret ate the text in a single way, this is because students have different ways to understand an article, that is why we have to use Rhetorical Reading Strategies. In this article they talk about students and they different ways to learn by response, and this means that students can learn by being tutoring, this can be also by learned by explaining student's process to others and to them too, also students can help each other by making their own language about what they want to learn, in this case reading and writing, in conclusion what they are trying to say is that students can be able to learn by themselves. Revision points up a split between teachers' claims and students' performance. Teachers assert that the practice of multiple drafts is the key to good writing. This is not a strategy that every student uses because some students can end up with a worse.
Connection
H&F is talking about some really good strategies that sometimes even little kids use them, and these are Rhetorical Reading strategies, this strategies are used when for students when they read, basicly what they do is to conect with the article and to became one of the characters to have a better understanding, this is true but I also think that there are mote strategies that students can use to make their learning easier, Gillam is talking about learning by response and this also a good strategy because students can lear by the feedback that their peers write on their papers and also they can look for people that can have good feedback for them so that way they can check it and have a better work. On "Detection, Diagnosis, and the Strategies of Revision" they are talking about the strategies that students can use to detect some incorrections that they can have on their essays, and then thinking how they can do it better and at the end they revise it and end up with a really good work.
Methodology
On my project the sources that I am gonna be using are surveys, and on these surveys I am focusing on asking the people that have experiences with these strategies of learning, and people who have different learning strategies, and I focuse on the responses that I resived from each one of them, for example the prsentages that they give me, and wich are the best or the worst strategies to use, and also when can we use them depending on the situation.
Project 2
Intro:
Every person has a voice in their writing. Their things that shows in their work and it forms their own style by how they think. As it is from one of my article "The Visible Voice" by Leo Hamalian, he says "Voice is the force that to bring out ones thoughts", this means to me that voice is of thoughts and with thought you create your own style by the way you think. Though their are people who believe that having a voice in writing has no importance in one work. With the help of Downs and Wardles, and Gillam, and of my own few theory works on other student thoughts on the surveys they will do and researchs on a group of people and see their writitng, on the subject.
Lit ReviewFor my articles, my first one, "The Visible Voice" by Leo Hamalian, talk about what voice is and how it is shown in work, as it of says where it talks about creative writing. As well as on how voice is important to writing, as it talks about how with out it, our words would be bland and how no force into it.This will be use to show what I mean about Voice and will give support to the oppinions and facts that I am going to make. The Second Article is of Downs and Wardles, talks of FYC, First Year Composition. Talking on how their is no actual no world wide way of writing, and how the work comes from experiences into the work. This can be used to show that the writers in the research of D&W, to show how voice can be used into works in writing. Then the last source is of Gillam. Gillam talks about Peer Response, where people read works of others then respond the work to make it better. Taking with it, the person can grow with what was given and learns more kinds of words to use in their work. This can show how other see voices and the work and give show how the voice on you work is actually work.
Connection:As of the articles, they talk almost of the same items, though one truly states about voice and how it is used. They all talk about mainly of how work is interpreted and how they use their own experiences about the work. Though in it, they do talk about how they say about voice. "The Visible Voice" states that the voice helps out into creative writing, just like how it says in Downs and Wardles. Then their is of how it talks about how voice can be listed into the works of interpretation, which connects it to Gillam, in where in peer response you try to interpret what the person is saying and give feed. bakc to the work.
Methodology:
My work on the method I using is the most complicated of anything I have done so far. In the work, I hold about works on 12 students. In it 6 of the students are of honor classes, and the other 6 are of regular. On it though, the work I doing 6 students (3 honors and 3 regulars) to work on a mini-essay that is of writing regularly. The other 6 will do mini-essays but in it they will try and not use a voice on their work. In it, to see how the work is on different works, each of the 6 will be divided into 3 different kinds of wokrs: Persuasive, Research, and Reflective. This meaning 2 from each side, a honor and regular from one side and a honor and regular from the other, will be working on the same kind of work. After they finish, they give it to me, and make a small summary answering two questions: How did you feel on the work, and how does it feel not using a voice. This is actually gives me a accurate as I can on this work. Giving me sides on those who were trained in high expectations like honor and the lower expectations of regulars. Using the 3 different types of writing allows me to see hold the work.
Every person has a voice in their writing. Their things that shows in their work and it forms their own style by how they think. As it is from one of my article "The Visible Voice" by Leo Hamalian, he says "Voice is the force that to bring out ones thoughts", this means to me that voice is of thoughts and with thought you create your own style by the way you think. Though their are people who believe that having a voice in writing has no importance in one work. With the help of Downs and Wardles, and Gillam, and of my own few theory works on other student thoughts on the surveys they will do and researchs on a group of people and see their writitng, on the subject.
Lit ReviewFor my articles, my first one, "The Visible Voice" by Leo Hamalian, talk about what voice is and how it is shown in work, as it of says where it talks about creative writing. As well as on how voice is important to writing, as it talks about how with out it, our words would be bland and how no force into it.This will be use to show what I mean about Voice and will give support to the oppinions and facts that I am going to make. The Second Article is of Downs and Wardles, talks of FYC, First Year Composition. Talking on how their is no actual no world wide way of writing, and how the work comes from experiences into the work. This can be used to show that the writers in the research of D&W, to show how voice can be used into works in writing. Then the last source is of Gillam. Gillam talks about Peer Response, where people read works of others then respond the work to make it better. Taking with it, the person can grow with what was given and learns more kinds of words to use in their work. This can show how other see voices and the work and give show how the voice on you work is actually work.
Connection:As of the articles, they talk almost of the same items, though one truly states about voice and how it is used. They all talk about mainly of how work is interpreted and how they use their own experiences about the work. Though in it, they do talk about how they say about voice. "The Visible Voice" states that the voice helps out into creative writing, just like how it says in Downs and Wardles. Then their is of how it talks about how voice can be listed into the works of interpretation, which connects it to Gillam, in where in peer response you try to interpret what the person is saying and give feed. bakc to the work.
Methodology:
My work on the method I using is the most complicated of anything I have done so far. In the work, I hold about works on 12 students. In it 6 of the students are of honor classes, and the other 6 are of regular. On it though, the work I doing 6 students (3 honors and 3 regulars) to work on a mini-essay that is of writing regularly. The other 6 will do mini-essays but in it they will try and not use a voice on their work. In it, to see how the work is on different works, each of the 6 will be divided into 3 different kinds of wokrs: Persuasive, Research, and Reflective. This meaning 2 from each side, a honor and regular from one side and a honor and regular from the other, will be working on the same kind of work. After they finish, they give it to me, and make a small summary answering two questions: How did you feel on the work, and how does it feel not using a voice. This is actually gives me a accurate as I can on this work. Giving me sides on those who were trained in high expectations like honor and the lower expectations of regulars. Using the 3 different types of writing allows me to see hold the work.
Intro
intro
Well have you ever read something and never got it even if you read it several times? i have and i didn't know why but know i have a theory. For my experiment/project I’m going see/test our if our interest on the topic affect our learning and way of seeing things. well an example of my own would be for school i have been asked to read books/articles but never got them even though i read them several times but when i read a truck magazine i would read it all and every single paragraph in it and understood what they were saying because i was familiarized with the topic and cached my attention. i have also read other several type of magazines once a gamer magazine that was my cousins i just read certain pages and took a time to get what they were saying about the game the only thing i understood was the cheat codes i think that happened due to my interest was not in the game reviews but in the cheats and even memorized it. Gillian in her article has students comment/review other peers writings and after the peers have reviewed what their peers wrote they see on what they missed out or didn't explain well this was due because of familiarizing with the writing/topic if the students who reviewed the writings would of not been familiarized with the writing they wouldn't of been able to pick out on what their peer wrote; but because the students in some point related/familiarized to the topic they will put attention to it and understand it.
lit review
well i chose two articles in one Allice Gilliam in "learning through response" has students comment/review other students writing and students learn through each other’s response she talks about metacognition "the ability to monitor our own thinking process." to Gilliam metacognition is "a major factor in mental ability because people who are aware of how they think perform better than those who aren’t." So if we are aware and familiarized with the topic we should understand better and more clearly what we are reading and the meaning of it.
the second article i chose was "Rhetorical reading strategies and the construction of meaning" by Hass and Flower they talk about how writers create their own meaning and how prior knowledge affects it. They also explain how experienced readers analyze the text and student readers only focus on the content of the text which like mentioned before could change the meaning of things.
connection
well in both articles it talks about meaning. i think that familiarity with the topic even if your pro or against the topic having that prior knowledge enables you to give meaning. when you also familiarize with something you gage interest and would like to see what they are talking about. being an experience reader also helps out allot when reading something new you will analyze the words and try to connect them and process them and give a meaning a meaning in which you will be familiarized with, being experienced reader also means you are aware of your thinking process with their fore means you will understand better and try and related it to you or any personal
experiences.
methadology
for teh project im going to do a a survey with asurvery you could reserch several people and with the responses you could come up with statistics and by having statistics you could come up to conclusions on what most people will answer. by asking straight to the points questions and either yes or no i will be able to come to conclusion faster.
reserch data
well i did a survery to 15 both random and known people. in my survery im gona ask simple quick question straight to the point for example asking if what the y mostly read is intristeng to them, do you understand what your reading?, do you read about thinkgs you like?, do sometimes come up with your own defenition of words?, do you find easier to read somthing your familiar with? and the choises for the responses will be either yes or no. by hanig yes or no aswers like mentioned before i can come up with conclusions.
reserch analizys
well after i did the survery and got the results and compared them it showed that if we read things that call our attencion or things we relate to we could understand it better so if were tought like that maybe we would learn more because we would be confortable from where we are and we could grow more writte/read on something we are fiamiar with compared on womething new that we dont know.
conversation piece
based on the results i got from my reserch most people dont like the reading they do at work but they do understand what they are readinng, and also have made or comme up with a defenition to certain words that they dont know the meaning to it. the people who read on spare time like what they read. most people read on things they relate to or calls their attention; and most find it easier to understand something their
familiar with or have intrest on.
mla
Hass, Christina and Linda Flower. Rhetorical Reading Strategies and the Construction of Meaning
Source: College Composition and Communication, Vol. 39, No. 2 (May, 1988), pp. 167-183
Gillam, Alice. Research in the classroom:learning through response
Source: The English Journal, Vol. 79, No. 1 (Jan., 1990), pp. 98-99
Well have you ever read something and never got it even if you read it several times? i have and i didn't know why but know i have a theory. For my experiment/project I’m going see/test our if our interest on the topic affect our learning and way of seeing things. well an example of my own would be for school i have been asked to read books/articles but never got them even though i read them several times but when i read a truck magazine i would read it all and every single paragraph in it and understood what they were saying because i was familiarized with the topic and cached my attention. i have also read other several type of magazines once a gamer magazine that was my cousins i just read certain pages and took a time to get what they were saying about the game the only thing i understood was the cheat codes i think that happened due to my interest was not in the game reviews but in the cheats and even memorized it. Gillian in her article has students comment/review other peers writings and after the peers have reviewed what their peers wrote they see on what they missed out or didn't explain well this was due because of familiarizing with the writing/topic if the students who reviewed the writings would of not been familiarized with the writing they wouldn't of been able to pick out on what their peer wrote; but because the students in some point related/familiarized to the topic they will put attention to it and understand it.
lit review
well i chose two articles in one Allice Gilliam in "learning through response" has students comment/review other students writing and students learn through each other’s response she talks about metacognition "the ability to monitor our own thinking process." to Gilliam metacognition is "a major factor in mental ability because people who are aware of how they think perform better than those who aren’t." So if we are aware and familiarized with the topic we should understand better and more clearly what we are reading and the meaning of it.
the second article i chose was "Rhetorical reading strategies and the construction of meaning" by Hass and Flower they talk about how writers create their own meaning and how prior knowledge affects it. They also explain how experienced readers analyze the text and student readers only focus on the content of the text which like mentioned before could change the meaning of things.
connection
well in both articles it talks about meaning. i think that familiarity with the topic even if your pro or against the topic having that prior knowledge enables you to give meaning. when you also familiarize with something you gage interest and would like to see what they are talking about. being an experience reader also helps out allot when reading something new you will analyze the words and try to connect them and process them and give a meaning a meaning in which you will be familiarized with, being experienced reader also means you are aware of your thinking process with their fore means you will understand better and try and related it to you or any personal
experiences.
methadology
for teh project im going to do a a survey with asurvery you could reserch several people and with the responses you could come up with statistics and by having statistics you could come up to conclusions on what most people will answer. by asking straight to the points questions and either yes or no i will be able to come to conclusion faster.
reserch data
well i did a survery to 15 both random and known people. in my survery im gona ask simple quick question straight to the point for example asking if what the y mostly read is intristeng to them, do you understand what your reading?, do you read about thinkgs you like?, do sometimes come up with your own defenition of words?, do you find easier to read somthing your familiar with? and the choises for the responses will be either yes or no. by hanig yes or no aswers like mentioned before i can come up with conclusions.
reserch analizys
well after i did the survery and got the results and compared them it showed that if we read things that call our attencion or things we relate to we could understand it better so if were tought like that maybe we would learn more because we would be confortable from where we are and we could grow more writte/read on something we are fiamiar with compared on womething new that we dont know.
conversation piece
based on the results i got from my reserch most people dont like the reading they do at work but they do understand what they are readinng, and also have made or comme up with a defenition to certain words that they dont know the meaning to it. the people who read on spare time like what they read. most people read on things they relate to or calls their attention; and most find it easier to understand something their
familiar with or have intrest on.
mla
Hass, Christina and Linda Flower. Rhetorical Reading Strategies and the Construction of Meaning
Source: College Composition and Communication, Vol. 39, No. 2 (May, 1988), pp. 167-183
Gillam, Alice. Research in the classroom:learning through response
Source: The English Journal, Vol. 79, No. 1 (Jan., 1990), pp. 98-99
Project 2
Intro
Which one do you find easier to understand... A history paper or a gossip magazine? A math project or a research about your favorite subject? For many people the answers may vary, some may say they prefer the math project, some others may say that they prefer a science paper, and all of this happens because people have different areas of interest. Something interesting that people doesn't know about these different areas is that they affect they meaning they give to the readings.
To prove what It is just said, I will make an experiment about how interest affects the way we give meaning to things. In the experiment I will hand some papers to people and I will ask them to read them, after that I will ask them some questions about them and with they answers, I will prove that interest affects the meaning we give to things.
Something that you may have not notice when you are reading or learning something, is that when you have interest in something, you make your best to learn and understand. Let's set an example; Mary is a 10 year old girl and she is totally into math, she loves math, but she hates history, she can't even read a history paper without falling asleep. When you handle to her a math book she reads it in less than one hour, but when you handle to her a history book, she just can't read it because she things it is the worts thing on earth. Just by looking at this we could tell that she has great notes at math, but she doesn't to that well on history.
After you read this paper, you will change your perspective about subjects and your interest about school may change too, why not?
Lit review
When we read a text, we give our own meaning to it. We interpret the text the way we believe is better for us to understand it. This theory is also saying that if we create our own meaning of something, when you explain it to someone else and it is something that you really like, you may make the other person feel comfortable of what you are teaching to them, and maybe this could influde the meaning we give to a text. If a text is explained to you by someone close to you like your friend or boyfriend or whoever you will easily understand it, that's why I chose Gilliam. Gilliam talks about peer response and that kind of response is the one that we will be talking about later.
I also choose the article of haas and flower because It talks about rhetorical reading, and this kind of reading is exactly what I was looking for. Haas and Flower also talk about meaning, which is a very big part of the theory that I am proving. Because meaning is almost the main point of this theory, we will learn how it may be changed depending on the source we got our information from.
Connections
Audience is a big part of this project too. This work is all related to how we(audience) change the meaning of the reading depending on our interest on it. And this is shown on the articles I chose. They all talk about how the reading or information we get from something affect us. Haas and Flower for example, talks about reading and what good reading means. Good reading is a very important part of this, because good reading means that you completely understand what the author is trying to tell you. Good reading could be easily achieved when you have interest on what you are reading, and that's why I chose Haas and flower to complement my theory. Then I chose Gillam. Peer response is a very clear example about interest we give to the source we get our info from. They talk about how students interact with each other to get info. Some theories say that some students feel insecure about asking their teachers, and that's why they ask all their questions to their classmates, from this we could tell that they prefer getting meaning from something they considerate to be equal in some way to them, because in that way they won't feel so bad about not knowing something. So, students prefer getting info from their classmates rather than from their teachers, and they understand easily their classmates, because they are just like them and if they are just like them, they "talk the same language" what makes them feel secure. This kind of security could refer to interest. Maybe students have more interest in a handsome 17 year old guy or in a beautiful 16 year old girl than in a 40 year old man. Which is completely normal and because of this differences they interest more in the text or meaning they give, because the person teaching them is interesting to them. And finally those are the mainly reasons of why I chose those articles to complement and base my theory on.
Methodology.
The research tools I am using to prove my theory are interviews and experiments. They consist in some tests and questions that I did to a group of friends. First the experiment, which consists in giving some papers to people I know. Since I know them I know their likes and dislikes, so I gave them two texts, one about something interesting to them, and other about something they don't care about. After that I tested them, to know what they got from the text. Obviously what I got from the tests was what I was expecting , they answered correctly most of the questions from the tests about topics that they found interesting, and they didn't do that well on the tests about topics that they didn't care about or they found not interesting. Then I made the interviews, which consisted in some questions about books, reading, and interests, I found out that people did struggle with understanding a text about something they don't like, they have to read it again and again to completely catch up what the text is trying to say. I also found out that people completely understand a book that was chosen by them, for example if I chose a drama book and I like it, I will completely understand everything, because that is something that I like. But when I chose a fiction book and I don't like fiction, I won't care about it, because it is not what I am looking for in a text. I think that interviews and experiments are the perfect tools to prove my theory, because they gave me exactly the information I was looking for.
Research data
As it was said before, what I used as tools for my research, were interviews and experiments. In the 4 interviews I did I found out similar things, people don't really enjoy reading things they dislike, they also think that they need to read a text they dislike 2 or more times to completely understand it. I also found out that the comprehension changes when you read something you like. The experiments were about handing two kinds of papers; one interesting paper(which will be paper one) and a boring paper(paper two), to people I know they like the subjects the papers are about.
Research analysis
Conversation piece
I think that what I found in my research was what I was expecting. I was expecting that people do change ther comprehension when they are interested in something, rather than when they are not interested in the topic. This is because people is different and this is what makes them to think different about everything.
Gillam, Alice M. "Research in the classroom: Learning through response ." English journal . 79.1 (1990): 98-99.
Haas, Christina, and Linda Flower. "Rhetorical reading strategies and the construction of meaning." College composition and communication . 39.2 (1988): 167-183.
Which one do you find easier to understand... A history paper or a gossip magazine? A math project or a research about your favorite subject? For many people the answers may vary, some may say they prefer the math project, some others may say that they prefer a science paper, and all of this happens because people have different areas of interest. Something interesting that people doesn't know about these different areas is that they affect they meaning they give to the readings.
To prove what It is just said, I will make an experiment about how interest affects the way we give meaning to things. In the experiment I will hand some papers to people and I will ask them to read them, after that I will ask them some questions about them and with they answers, I will prove that interest affects the meaning we give to things.
Something that you may have not notice when you are reading or learning something, is that when you have interest in something, you make your best to learn and understand. Let's set an example; Mary is a 10 year old girl and she is totally into math, she loves math, but she hates history, she can't even read a history paper without falling asleep. When you handle to her a math book she reads it in less than one hour, but when you handle to her a history book, she just can't read it because she things it is the worts thing on earth. Just by looking at this we could tell that she has great notes at math, but she doesn't to that well on history.
After you read this paper, you will change your perspective about subjects and your interest about school may change too, why not?
Lit review
When we read a text, we give our own meaning to it. We interpret the text the way we believe is better for us to understand it. This theory is also saying that if we create our own meaning of something, when you explain it to someone else and it is something that you really like, you may make the other person feel comfortable of what you are teaching to them, and maybe this could influde the meaning we give to a text. If a text is explained to you by someone close to you like your friend or boyfriend or whoever you will easily understand it, that's why I chose Gilliam. Gilliam talks about peer response and that kind of response is the one that we will be talking about later.
I also choose the article of haas and flower because It talks about rhetorical reading, and this kind of reading is exactly what I was looking for. Haas and Flower also talk about meaning, which is a very big part of the theory that I am proving. Because meaning is almost the main point of this theory, we will learn how it may be changed depending on the source we got our information from.
Connections
Audience is a big part of this project too. This work is all related to how we(audience) change the meaning of the reading depending on our interest on it. And this is shown on the articles I chose. They all talk about how the reading or information we get from something affect us. Haas and Flower for example, talks about reading and what good reading means. Good reading is a very important part of this, because good reading means that you completely understand what the author is trying to tell you. Good reading could be easily achieved when you have interest on what you are reading, and that's why I chose Haas and flower to complement my theory. Then I chose Gillam. Peer response is a very clear example about interest we give to the source we get our info from. They talk about how students interact with each other to get info. Some theories say that some students feel insecure about asking their teachers, and that's why they ask all their questions to their classmates, from this we could tell that they prefer getting meaning from something they considerate to be equal in some way to them, because in that way they won't feel so bad about not knowing something. So, students prefer getting info from their classmates rather than from their teachers, and they understand easily their classmates, because they are just like them and if they are just like them, they "talk the same language" what makes them feel secure. This kind of security could refer to interest. Maybe students have more interest in a handsome 17 year old guy or in a beautiful 16 year old girl than in a 40 year old man. Which is completely normal and because of this differences they interest more in the text or meaning they give, because the person teaching them is interesting to them. And finally those are the mainly reasons of why I chose those articles to complement and base my theory on.
Methodology.
The research tools I am using to prove my theory are interviews and experiments. They consist in some tests and questions that I did to a group of friends. First the experiment, which consists in giving some papers to people I know. Since I know them I know their likes and dislikes, so I gave them two texts, one about something interesting to them, and other about something they don't care about. After that I tested them, to know what they got from the text. Obviously what I got from the tests was what I was expecting , they answered correctly most of the questions from the tests about topics that they found interesting, and they didn't do that well on the tests about topics that they didn't care about or they found not interesting. Then I made the interviews, which consisted in some questions about books, reading, and interests, I found out that people did struggle with understanding a text about something they don't like, they have to read it again and again to completely catch up what the text is trying to say. I also found out that people completely understand a book that was chosen by them, for example if I chose a drama book and I like it, I will completely understand everything, because that is something that I like. But when I chose a fiction book and I don't like fiction, I won't care about it, because it is not what I am looking for in a text. I think that interviews and experiments are the perfect tools to prove my theory, because they gave me exactly the information I was looking for.
Research data
As it was said before, what I used as tools for my research, were interviews and experiments. In the 4 interviews I did I found out similar things, people don't really enjoy reading things they dislike, they also think that they need to read a text they dislike 2 or more times to completely understand it. I also found out that the comprehension changes when you read something you like. The experiments were about handing two kinds of papers; one interesting paper(which will be paper one) and a boring paper(paper two), to people I know they like the subjects the papers are about.
Research analysis
Conversation piece
I think that what I found in my research was what I was expecting. I was expecting that people do change ther comprehension when they are interested in something, rather than when they are not interested in the topic. This is because people is different and this is what makes them to think different about everything.
Gillam, Alice M. "Research in the classroom: Learning through response ." English journal . 79.1 (1990): 98-99.
Haas, Christina, and Linda Flower. "Rhetorical reading strategies and the construction of meaning." College composition and communication . 39.2 (1988): 167-183.
Thursday, March 24, 2011
Project 2 Luis Martinez
Intro
In this essay I will talk about how does form of text books affects the learning of the student, , what is the best form of a book for the different and see which is the one that is more adapted for a subject. In my particular case I´m studying civil engineer and I use in the most of the times books of physics and math and the books that I understand the more are the one that have a brief explenation of the theory and then gives all kind of examples that have that case, the best books for me are the one´s that just nail the main idea and don´t gives us the information we (the students) don´t need. But all the books are different, like the books that their main audience are doctors or historians, in that books they give all the information that they need and more that in the most of the times they will never use it. So my hypothesis is the books have to be written in a way that satisfy the students needs in any subject.
Lit review
The form of a book is different for all the books, in the most of the cases it depends to who it´s guided, Who is the main audience for every text book. For example in math books for every topic they are to many exercises, this is for the students practice what they have learned, and work in groups to help each other and make it more easy to understand, here is when "peer response" enters and it´s very effective for the students, also the text book must focus on how it will express their information, it has to be clear and the easier way for the student to understand it, Cause when the student see something too dificult and all mess up he is already thinking that it would be hard to understand, but by the other side if is all ordered and step by step it would be more easy for the student. Also the text book has to be very selective with the difficulty of the words that it would be in the text book, cause the author should know what would be their main audience. For example in a historic book, that it´s about the American history, the main audience are the students from elementary and middle school and the author´s will be very wrong if he puts very difficults words cause this students are barely getting a wide vocabulary and you can´t put words too difficult for them cause they wouldn´t understand it and they will be desinterested on the text book
Connection
For this essay I use Gilliam with the term of "peer response" cause for me it´s to important that students helps each other, in fact all the live you use peer response cause you´re always asking a partner or a colleague if you are right on what you are doing. And the texts books I think that should take this term account cause it would help the students, the text book have to put exercises that should be done on teams. The other article I used was about audience from Kroll, and he says that the author has to keep in mind three factors: "rhetorical, informational and social" and I´m in totally agree with him cause with this three things you have the weapons to nail the audience , taking in account what are the topics that you are trying to explain, And the las article I used was from Christensen and this article talks about how you can change sentences maintaining the main idea, and I think this is good for my essay cause one as student can change the words of a book to his own words for a better understanding, but habing the meaning of what he is trying to learn. And I think if you put all this three articles together and if you connected this three it would be a very good way to choose a book, cause it would be clearly and the audience will be defined, and if it's in words not that complicated and you understand the most and you will translate it to your daily words.
Methodology
For this project I will do different kinds of experiments to prove how does form affects an text book, his meaning. For example I will look for different math books that are similar and by this I mean that have the same explanation of a theory and how they solve it, and when I have this books I will experiment on two college students that haven't seen this kind of problem before, and see who has a better response and a more detailed answer,although they are permit to use the book, they can't get help of any other source, with this I think the answers, if they are right, it would be the same, but the process would be different and see which response is more detailed and easy to understand, and also I will do other experiment with this two students, but instead of math, it would be about American history, focus in one topic, like the discover of America, but from two different books, and for this one book is only gonna be a college text book only facts, and the other book it would be one that is illustrated and have lots of pictures, and with this experiments I will prove my theory about how form affect in the understanding of a student.
In this essay I will talk about how does form of text books affects the learning of the student, , what is the best form of a book for the different and see which is the one that is more adapted for a subject. In my particular case I´m studying civil engineer and I use in the most of the times books of physics and math and the books that I understand the more are the one that have a brief explenation of the theory and then gives all kind of examples that have that case, the best books for me are the one´s that just nail the main idea and don´t gives us the information we (the students) don´t need. But all the books are different, like the books that their main audience are doctors or historians, in that books they give all the information that they need and more that in the most of the times they will never use it. So my hypothesis is the books have to be written in a way that satisfy the students needs in any subject.
Lit review
The form of a book is different for all the books, in the most of the cases it depends to who it´s guided, Who is the main audience for every text book. For example in math books for every topic they are to many exercises, this is for the students practice what they have learned, and work in groups to help each other and make it more easy to understand, here is when "peer response" enters and it´s very effective for the students, also the text book must focus on how it will express their information, it has to be clear and the easier way for the student to understand it, Cause when the student see something too dificult and all mess up he is already thinking that it would be hard to understand, but by the other side if is all ordered and step by step it would be more easy for the student. Also the text book has to be very selective with the difficulty of the words that it would be in the text book, cause the author should know what would be their main audience. For example in a historic book, that it´s about the American history, the main audience are the students from elementary and middle school and the author´s will be very wrong if he puts very difficults words cause this students are barely getting a wide vocabulary and you can´t put words too difficult for them cause they wouldn´t understand it and they will be desinterested on the text book
Connection
For this essay I use Gilliam with the term of "peer response" cause for me it´s to important that students helps each other, in fact all the live you use peer response cause you´re always asking a partner or a colleague if you are right on what you are doing. And the texts books I think that should take this term account cause it would help the students, the text book have to put exercises that should be done on teams. The other article I used was about audience from Kroll, and he says that the author has to keep in mind three factors: "rhetorical, informational and social" and I´m in totally agree with him cause with this three things you have the weapons to nail the audience , taking in account what are the topics that you are trying to explain, And the las article I used was from Christensen and this article talks about how you can change sentences maintaining the main idea, and I think this is good for my essay cause one as student can change the words of a book to his own words for a better understanding, but habing the meaning of what he is trying to learn. And I think if you put all this three articles together and if you connected this three it would be a very good way to choose a book, cause it would be clearly and the audience will be defined, and if it's in words not that complicated and you understand the most and you will translate it to your daily words.
Methodology
For this project I will do different kinds of experiments to prove how does form affects an text book, his meaning. For example I will look for different math books that are similar and by this I mean that have the same explanation of a theory and how they solve it, and when I have this books I will experiment on two college students that haven't seen this kind of problem before, and see who has a better response and a more detailed answer,although they are permit to use the book, they can't get help of any other source, with this I think the answers, if they are right, it would be the same, but the process would be different and see which response is more detailed and easy to understand, and also I will do other experiment with this two students, but instead of math, it would be about American history, focus in one topic, like the discover of America, but from two different books, and for this one book is only gonna be a college text book only facts, and the other book it would be one that is illustrated and have lots of pictures, and with this experiments I will prove my theory about how form affect in the understanding of a student.
Research Data
So for my project I did two experiments with the same two people, that are one friend and my sister, the both of them just finish the high school so they have almost the same capacity of learning, so the first experiment was about a math problem, how to solve, I find two books that explain differently the same problem, in one book is was all messy and just one way to get to the response, but with the another book it was more clearly and tell us all the ways to get to an response and the things that may affect the problem, so I get one problem of the messy book and put it to the both of them, and the person that had the clear book, in this case my sister, had the correct response. And on the other experiment I tried with something about history, Mexican history, in this case, it was about “The Independence of Mexico” of two different books, and the both of them response correct for all my questions, and the two books were totally different, one had illustrations and underlined main ideas, and the other one was just a bunch of facts.
Research Analysis
With this two project I realize that the subject does matters cause in the case of history, it was something that this two students have learned this all their school lives, cause they are also from Mexico, and they know perfectly how the things pass, and doesn´t matters too much how one books can explain it, but in the other case, the math book, it was something new for the two of them and had never seen something like that before, it was totally new for them, I didn´t help anyone when they were solving the problem, and although my friend is better in math, my sister had the book that was more clear and explain step by step what to do and what will be the best options to solve a problem , so she had the right response, and obviously it would be easier if they had a teacher cause a teacher is a mediator but I want to prove my hypothesis and I think I was right , but not on all the topics affects my hypothesis.
Conversation Piece/ Conclusion
In my Research analysis I notice that my hypothesis was correct, of how the form of a book affect the learning of the student, well not at all, cause in the case of the history books my hypothesis doesn't matter at all, so my hypothesis is more for the books that their main topics are math and physics, because I noticed that the more clear is a book, the better explain, and by this I mean step by step, are more useful for students that the books that are all messed up, because they are some books that skips lots of steps, supposing them that the student knows how to do everything, and this is totally wrong, well for me, because sometimes the student just forgets how to do it, so in my personal opinion I think the best way is that they just put why did they do this or they do that, bur for me the best books are the ones that are explain step by step, and I think this information is good for all the students because this are the things we need ti know, because a book is our principal support thing, and when in class we don't understand or just miss that class, a book is the better way to put update, and know how to solve the new problems, or is you don't remember how to do some problems you just check on the book and review it, so that's the reason why the books have to be clear and well explain, and this has to be important to the teachers too, because in the majority of the times they are the ones that tell us which book we have tu use for the class, and it will be better for them too to choose a book that is step by step, because when the student study by their self it would be more easy for the student to understand, and more if the professor teach the same way the book explain how to solve a problem, and that way the student will learn more and the teacher will be conscious that if a student miss a class or didn't put attention in class, they have a good support book that will explain in a good way how to solve the problems. So yes, I thin my hypothesis work in books about math and physics that are step by step, and this information it has to matter to students and teachers.
Conversation Piece/ Conclusion
In my Research analysis I notice that my hypothesis was correct, of how the form of a book affect the learning of the student, well not at all, cause in the case of the history books my hypothesis doesn't matter at all, so my hypothesis is more for the books that their main topics are math and physics, because I noticed that the more clear is a book, the better explain, and by this I mean step by step, are more useful for students that the books that are all messed up, because they are some books that skips lots of steps, supposing them that the student knows how to do everything, and this is totally wrong, well for me, because sometimes the student just forgets how to do it, so in my personal opinion I think the best way is that they just put why did they do this or they do that, bur for me the best books are the ones that are explain step by step, and I think this information is good for all the students because this are the things we need ti know, because a book is our principal support thing, and when in class we don't understand or just miss that class, a book is the better way to put update, and know how to solve the new problems, or is you don't remember how to do some problems you just check on the book and review it, so that's the reason why the books have to be clear and well explain, and this has to be important to the teachers too, because in the majority of the times they are the ones that tell us which book we have tu use for the class, and it will be better for them too to choose a book that is step by step, because when the student study by their self it would be more easy for the student to understand, and more if the professor teach the same way the book explain how to solve a problem, and that way the student will learn more and the teacher will be conscious that if a student miss a class or didn't put attention in class, they have a good support book that will explain in a good way how to solve the problems. So yes, I thin my hypothesis work in books about math and physics that are step by step, and this information it has to matter to students and teachers.
Project 2
Introduction
Audience, the readers who are the ones judging and getting influenced by the writers work. Without an audience there would be no reason for anyone to put any effort into their text. Whether you just want to write for fun, persuasive or even informational the reader is always going to be the largest influence there is. There can not be a persuasive essay written for an informational type of reader. As we start school introduced to writing being just another letter grade. The only audience we are introduced to is the one person that reads it. Another way to help is by allowing students to read each others papers and write a peer response on how they think the text was and to say who the type of audience was intended for. We also start to realize that every teacher is different on how they think writing should be done. Teachers influence us to how they think is wrong or right, but there is no wrong or right way to write just how influencial it can be to the reader. As we get older and we experience the different points of views of right ways of writing there are and put them all together. So we have all these theories in the back of our head but can't do anything about it since that specific teacher is only one type of audience. I want to know why do we get only one type of audience when we start to learn how to write?
Lit Review
The sources I gathered explain that there are different ways a writer can get influenced by a reader. Explaining that the reasoon they are writing is just to receive a letter grade. So students don't get the full understanding of a self-reflective essay. "Most writing in composition classes, however, is pseudotransactional: while students are asked to consider audience, purpose, and appropriate persona, which seem to be rhetorical concerns, assignments often pose hypothetical cases while serving primarily as occasions for grading" When we are in school we can not go past what is expected of us to do. We are in this little world that won't allow us to expand and relate to the audience like we would hope to because of the limitations we are set to. When a writer will write, they take everything into consideration, being the readers already looking at their work as a bad thing or people are already on the same page as them.
The connection I have between the sources and my topic are very close. The audience being the entire reason and influence I have when I write can either be for the better or give me a difficult time putting it all together. A writer can not make every type of audience happy or understand the intention behind the writer's reasons. All of the articles I chose are very close to my theory of that a writer can write to a specific audience but he will not only be influenced by the thoughts of the people who already have the same relations with the topic but try to see into the people who have the complete opposite opinion in the matter. Both audiences will have the same amount of influence but to be able to write to both will be difficult because the wording of the text can not be too much they have fall in the the audience they intend to write to and the all the rest.
Audience, the readers who are the ones judging and getting influenced by the writers work. Without an audience there would be no reason for anyone to put any effort into their text. Whether you just want to write for fun, persuasive or even informational the reader is always going to be the largest influence there is. There can not be a persuasive essay written for an informational type of reader. As we start school introduced to writing being just another letter grade. The only audience we are introduced to is the one person that reads it. Another way to help is by allowing students to read each others papers and write a peer response on how they think the text was and to say who the type of audience was intended for. We also start to realize that every teacher is different on how they think writing should be done. Teachers influence us to how they think is wrong or right, but there is no wrong or right way to write just how influencial it can be to the reader. As we get older and we experience the different points of views of right ways of writing there are and put them all together. So we have all these theories in the back of our head but can't do anything about it since that specific teacher is only one type of audience. I want to know why do we get only one type of audience when we start to learn how to write?
Lit Review
The sources I gathered explain that there are different ways a writer can get influenced by a reader. Explaining that the reasoon they are writing is just to receive a letter grade. So students don't get the full understanding of a self-reflective essay. "Most writing in composition classes, however, is pseudotransactional: while students are asked to consider audience, purpose, and appropriate persona, which seem to be rhetorical concerns, assignments often pose hypothetical cases while serving primarily as occasions for grading" When we are in school we can not go past what is expected of us to do. We are in this little world that won't allow us to expand and relate to the audience like we would hope to because of the limitations we are set to. When a writer will write, they take everything into consideration, being the readers already looking at their work as a bad thing or people are already on the same page as them.
The connection I have between the sources and my topic are very close. The audience being the entire reason and influence I have when I write can either be for the better or give me a difficult time putting it all together. A writer can not make every type of audience happy or understand the intention behind the writer's reasons. All of the articles I chose are very close to my theory of that a writer can write to a specific audience but he will not only be influenced by the thoughts of the people who already have the same relations with the topic but try to see into the people who have the complete opposite opinion in the matter. Both audiences will have the same amount of influence but to be able to write to both will be difficult because the wording of the text can not be too much they have fall in the the audience they intend to write to and the all the rest.
Project 2
Introduction
In this essay I’m going to focus on note taking. For me note taking is one of the biggest and most important ways of learning. When I do it I only try to write the most important stuff. I am a visual learner so it is very important for me to take notes.The main reason that I wanted to do note-taking is because for me is one of the most helpful sources I have when it comes to studying. I always try to write everything down. My question is Does taking notes affect the way we learn? My answer is it depends on your learning strategies and what is affective for you. For a lot of people writing helps them to study, others just by hearing what the teacher says. But what is good note-taking? For me it involves both a good summary and your own knowledge, and of course what the teacher says. A lot of people use different kinds of strategies while doing their note. What works for me is having everything in different colors, so when it is time for me to study it doesn’t look boring. In this research I’m going to do an experiment and an interview afterwards.
Literary Review
I couldn’t find articles that their main point was notetaking but the first article that I chose is Haas and Flower. They talk about how reading is both rhetorical and constructive. You might think that this is not really about how to take notes. But because I found notes a type of reading that we do even if we don’t notice it. They also say for a student to understand a text better they use their own knowledge of the topic. And it is just like note taking, maybe you don’t understand everything the teacher is saying when you’re writing your notes, so your use your own knowledge and put it in your own words. The second article that I chose is Downs and Wardle and they say that in order for us to understand writing we have to study it. And I totally agree, teachers are the ones that need to teach us about the writing and reading disciplines. Just like note taking we need to know and learn how to write better notes and just have the essential in them. The third article that I chose was from Janet Emig and she talks about the importance of writing in our school lives, like the notes that we take are a big part of me and my classes. They are very interesting articles but I chose Haas and Flower as the main one because I think it has a little bit more to do with my idea about note taking.
Connection Piece
The three articles that chose have different but very interesting points of view, and they don’t necessarily talk about note taking, but they have a little do with it. Like Haas and Flower, they talk about reading, and when you’re doing your notes you might not notice but you are reading. Downs and Wardle talk about how writing is universal but that is just one example of a misconception. And that content doesn’t matter but grammar does. And is just like when you are writing your notes you might write them all pretty with a very extensive vocabulary, but you don’t write the most important things, then how are you going to learn or study? Note taking is all about the content. Also they say that writing is a discipline. Like notes we need to know what they are all about and rules, their rules might be on how to take good notes, and what exactly is good note taking? You have to pay attention on what your teaching is saying, you might not want to write everything down, just they important things, and they shouldn’t be very long. They can just have keywords and their meanings. At the end they might not look very pretty but what’s important is their content.
In this essay I’m going to focus on note taking. For me note taking is one of the biggest and most important ways of learning. When I do it I only try to write the most important stuff. I am a visual learner so it is very important for me to take notes.The main reason that I wanted to do note-taking is because for me is one of the most helpful sources I have when it comes to studying. I always try to write everything down. My question is Does taking notes affect the way we learn? My answer is it depends on your learning strategies and what is affective for you. For a lot of people writing helps them to study, others just by hearing what the teacher says. But what is good note-taking? For me it involves both a good summary and your own knowledge, and of course what the teacher says. A lot of people use different kinds of strategies while doing their note. What works for me is having everything in different colors, so when it is time for me to study it doesn’t look boring. In this research I’m going to do an experiment and an interview afterwards.
Literary Review
I couldn’t find articles that their main point was notetaking but the first article that I chose is Haas and Flower. They talk about how reading is both rhetorical and constructive. You might think that this is not really about how to take notes. But because I found notes a type of reading that we do even if we don’t notice it. They also say for a student to understand a text better they use their own knowledge of the topic. And it is just like note taking, maybe you don’t understand everything the teacher is saying when you’re writing your notes, so your use your own knowledge and put it in your own words. The second article that I chose is Downs and Wardle and they say that in order for us to understand writing we have to study it. And I totally agree, teachers are the ones that need to teach us about the writing and reading disciplines. Just like note taking we need to know and learn how to write better notes and just have the essential in them. The third article that I chose was from Janet Emig and she talks about the importance of writing in our school lives, like the notes that we take are a big part of me and my classes. They are very interesting articles but I chose Haas and Flower as the main one because I think it has a little bit more to do with my idea about note taking.
Connection Piece
The three articles that chose have different but very interesting points of view, and they don’t necessarily talk about note taking, but they have a little do with it. Like Haas and Flower, they talk about reading, and when you’re doing your notes you might not notice but you are reading. Downs and Wardle talk about how writing is universal but that is just one example of a misconception. And that content doesn’t matter but grammar does. And is just like when you are writing your notes you might write them all pretty with a very extensive vocabulary, but you don’t write the most important things, then how are you going to learn or study? Note taking is all about the content. Also they say that writing is a discipline. Like notes we need to know what they are all about and rules, their rules might be on how to take good notes, and what exactly is good note taking? You have to pay attention on what your teaching is saying, you might not want to write everything down, just they important things, and they shouldn’t be very long. They can just have keywords and their meanings. At the end they might not look very pretty but what’s important is their content.
Intro. Lit Review. Connection Piece.
Intro:
Many times in school we're put in groups to discuss different ideas on our classmates writings, to try to improve each others writing, or simply revise grammar. Peer response has been a big role in students academic learning life. Peer response simply means classmates looking over each others writing while giving feedback to improve each others papers. Seeing how in this class we've mainly been working with peer response, and we've studied it and read over it made me wonder, is peer response and revision really effective? Are students actually learning through peer response? I certainly believe it has taught me in a much deeper and rather effective way. When I revise or my peers revise my writing by going over it and pointing out flaws and correcting or simply giving new ideas, I believe I get a better understanding of the writing and how it can be approached. Nancy Sommer’s Article “Revision Strategies of Student Writers and Experienced Adult Writers” is a perfect example of how self revision is effective, yet not much students are experienced in this or simply don’t do it correctly. On the other hand Diana George’s "Working with Peer Groups in the Composition Classroom." and Gillam’s “Research in the Classroom: Learning through Response” are example’s of what peer response/revision can do for students. This can take a revision assignment to a higher level of thinking and learning. When students are made to revise each other’s work, they are rhetorically and thoughtfully expanding their minds to create much better writing while getting experience from other writers. To prove how effective peer response really is, I thought of having two types of experiments. One being surveys in which students are asked how they are handling peer response and peer revision, the second experiment would be interviewing english professors who use or don’t use peer response and revision in their teaching structures. This can represent how effective (or not effective) peer response/revision is.
Lit Review:
Nancy Sommers in her article writes about revision and how experienced writers use the method of revision for making improvement in writing. I plan on bringing up this article and comparing it to peer response and peer revision. If Sommers is all about revision and going over work, wouldn’t it make sense to go over more than one paper to improve your writing. would going over peers writing improve your writers. When going over someone else’s writing, we gain experience that most of the time improve our own writing. In Diana Georges article she is all for working in peer groups in composition classes. She gives more depth on how teachers role in peer groups is helpful. And also how teacher’s should encourage peer response, while still being involved as a “facilitator”. I will use this source for proof of my theory. Diana George’s article is more focused on the teacher’s role in peer response. She says how it is still necessary to have a teacher that is well prepared to handle group work yet still not taking over control, and letting students drive their discussions. Gillam will be the one source which will be able to take my writing of project two to a much deeper meaning. Gilliam not only says that peer response can help students writing, but she brings the idea of “metacognition”, which is learning about learning and knowing about knowing; using strategies that can solve a problem. When students are revising and responding to each others work, they learn to control their own thinking process. They learn how they take in text and makes it easier yet more challenging in a positive way to write better papers. “the believing game” from Elbow from Gillams article is the way we should think as far as peer response learning. We must “trust students capacity to learn from one another and for themselves” If we all believe, we call all achieve.
Connection Piece:
All of my three articles in some way connect to my writing study interest which in this case is peer response/revision. Nancy Sommers article talks about a general revision and how all students either experienced or new students should use revision in their writing. I completely agree with this idea, but by taking it a step further and having peer revision, writing can be far more interesting. In Diana Georges article, she focuses her idea on how peer group works well for composition classes, this is exactly what my idea is about peer group and peer response go hand in hand for me. If students work in groups, they will naturally help each other. A perfect way to take that to the next level would be by peer response. Giving feedback from student to student is a great way to learn new ideas and experiences which in the end is what writing is about. My last article is Gillam, she says that students who revise other students work not only create better writing, but also learn to control how they think and what they think learning wise. I mostly agree with GIllams article, it just makes sense to me. Students learn so much more by revising each other’s paper. After all we all learn from mistakes. Wouldn’t it make sense to revise?
Methodology:
I am doing two forms of research. One is quick surveys while the on the other hand is a more elaborate and intricate interviews. I will be doing surveys to students that are or have taken an english class. This survey consists of four basic questions. They will provide me with feedback that will be able to prove or not prove my theory and see how really effective peer response is. The other one is doing surveys to professors. This i will get to sit with them and actually see what they personally think of peer response. If they actually use it or what exactly they think this helps or does not. These two forms of experiments will provide good feedback on to further develop and even prove my theory. Getting actual conversations and answers from people that experience peer response in first hand will greatly benefit me into looking how exactly peer response is being done and how effective this is.
Many times in school we're put in groups to discuss different ideas on our classmates writings, to try to improve each others writing, or simply revise grammar. Peer response has been a big role in students academic learning life. Peer response simply means classmates looking over each others writing while giving feedback to improve each others papers. Seeing how in this class we've mainly been working with peer response, and we've studied it and read over it made me wonder, is peer response and revision really effective? Are students actually learning through peer response? I certainly believe it has taught me in a much deeper and rather effective way. When I revise or my peers revise my writing by going over it and pointing out flaws and correcting or simply giving new ideas, I believe I get a better understanding of the writing and how it can be approached. Nancy Sommer’s Article “Revision Strategies of Student Writers and Experienced Adult Writers” is a perfect example of how self revision is effective, yet not much students are experienced in this or simply don’t do it correctly. On the other hand Diana George’s "Working with Peer Groups in the Composition Classroom." and Gillam’s “Research in the Classroom: Learning through Response” are example’s of what peer response/revision can do for students. This can take a revision assignment to a higher level of thinking and learning. When students are made to revise each other’s work, they are rhetorically and thoughtfully expanding their minds to create much better writing while getting experience from other writers. To prove how effective peer response really is, I thought of having two types of experiments. One being surveys in which students are asked how they are handling peer response and peer revision, the second experiment would be interviewing english professors who use or don’t use peer response and revision in their teaching structures. This can represent how effective (or not effective) peer response/revision is.
Lit Review:
Nancy Sommers in her article writes about revision and how experienced writers use the method of revision for making improvement in writing. I plan on bringing up this article and comparing it to peer response and peer revision. If Sommers is all about revision and going over work, wouldn’t it make sense to go over more than one paper to improve your writing. would going over peers writing improve your writers. When going over someone else’s writing, we gain experience that most of the time improve our own writing. In Diana Georges article she is all for working in peer groups in composition classes. She gives more depth on how teachers role in peer groups is helpful. And also how teacher’s should encourage peer response, while still being involved as a “facilitator”. I will use this source for proof of my theory. Diana George’s article is more focused on the teacher’s role in peer response. She says how it is still necessary to have a teacher that is well prepared to handle group work yet still not taking over control, and letting students drive their discussions. Gillam will be the one source which will be able to take my writing of project two to a much deeper meaning. Gilliam not only says that peer response can help students writing, but she brings the idea of “metacognition”, which is learning about learning and knowing about knowing; using strategies that can solve a problem. When students are revising and responding to each others work, they learn to control their own thinking process. They learn how they take in text and makes it easier yet more challenging in a positive way to write better papers. “the believing game” from Elbow from Gillams article is the way we should think as far as peer response learning. We must “trust students capacity to learn from one another and for themselves” If we all believe, we call all achieve.
Connection Piece:
All of my three articles in some way connect to my writing study interest which in this case is peer response/revision. Nancy Sommers article talks about a general revision and how all students either experienced or new students should use revision in their writing. I completely agree with this idea, but by taking it a step further and having peer revision, writing can be far more interesting. In Diana Georges article, she focuses her idea on how peer group works well for composition classes, this is exactly what my idea is about peer group and peer response go hand in hand for me. If students work in groups, they will naturally help each other. A perfect way to take that to the next level would be by peer response. Giving feedback from student to student is a great way to learn new ideas and experiences which in the end is what writing is about. My last article is Gillam, she says that students who revise other students work not only create better writing, but also learn to control how they think and what they think learning wise. I mostly agree with GIllams article, it just makes sense to me. Students learn so much more by revising each other’s paper. After all we all learn from mistakes. Wouldn’t it make sense to revise?
Methodology:
I am doing two forms of research. One is quick surveys while the on the other hand is a more elaborate and intricate interviews. I will be doing surveys to students that are or have taken an english class. This survey consists of four basic questions. They will provide me with feedback that will be able to prove or not prove my theory and see how really effective peer response is. The other one is doing surveys to professors. This i will get to sit with them and actually see what they personally think of peer response. If they actually use it or what exactly they think this helps or does not. These two forms of experiments will provide good feedback on to further develop and even prove my theory. Getting actual conversations and answers from people that experience peer response in first hand will greatly benefit me into looking how exactly peer response is being done and how effective this is.
Wednesday, March 23, 2011
Homework Reminder
Ok, so quite a bit to do to get caught up! I expect this all completed, posted and/or on you before class Starts on Friday! READ ALL OF THIS TO KNOW WHAT IT IS YOU NEED TO DO!
Due:
Complete and Post to your Personal Blog:
A summary(in your own words please!), paraphrase(what's this? summarizes a specific part of the article but not the whole article!), and a Direct Quote for each of your sources! So that means you need to have atleast three summaries, three paraphrases and three direct quotes! Can you have more? Of course! Maybe you want to take down three or four direct quotes and maybe two more paraphrases that will aid you in your Research paper. I want to see at minimum, one of each for each source but you may want to include more for your research purposes!
Complete and post to Class Blog:
The INTRO, LIT REVIEW and CONNECTION parts of your Research Essay. Your intro must be atleast 150 words, your lit REview must be atleast 250 words and your connection piece must be atleast 200 words. Your intro must include: your interest, your question, your hypthesis as well as the sources you intend to use (and how you will use them!) and the research you plan on doing. Your Lit review must get at what your sources are saying, why they are saying them and the implications for what they are saying! Your connection piece pulls what your Sources are saying and connects them to your interest or idea. You may also choose to Sythesis what your sources are saying here and determine what the implications are for your interest and question.
Complete and Bring into Class on Friday (Ready to put it to use!):
Your research materials: Surveys, interviews, experiments, texts for analysis, etc. You've decided on how you will approach your reseach already, now you need to come up with a presentable text that you can use to complete your research. What does that mean? Of your going to use a survey for 40 people then it probably needs to be typed out, with space for people to write their answers on, and you'll need to create a number of copies (enough for atleast 40 right? if that's your goal). If you're doing an experiment and then bring it in to class ready to go into action! If your experiment needs to prompt 5 people to write something then you'll need to create those prompts as well as have paper for those people to write on.
Think: what is it that I want to do with the tools I've chosen and how can I achieve the best results? What do I need to create in order to get some answers?
SQR 1 Revision/Makeup: Didn't get such a hot score on your first SQR? Want to turn that C into an A? Go back, read my comments and revise accordingly. That doesnt mean simply going back to answer my questions but rather after reading my questions you return to revise and rewrite your SQR to attend to the questions I raised. Once you've revised comment on your original post! I'll respond before the end of the semester with your new grade! If you need to make it up, nows the time, go back and read Downs and Wardle and post your SQR up on your personal blog. Those of you making it up cannot recieve higher than a C on it, however, a C is far better than a 0. This can make or break you guys, so please PLEASE if you are missing it DO it now! Revisions and Makeups are due this Friday at midnight,
Due:
Complete and Post to your Personal Blog:
A summary(in your own words please!), paraphrase(what's this? summarizes a specific part of the article but not the whole article!), and a Direct Quote for each of your sources! So that means you need to have atleast three summaries, three paraphrases and three direct quotes! Can you have more? Of course! Maybe you want to take down three or four direct quotes and maybe two more paraphrases that will aid you in your Research paper. I want to see at minimum, one of each for each source but you may want to include more for your research purposes!
Complete and post to Class Blog:
The INTRO, LIT REVIEW and CONNECTION parts of your Research Essay. Your intro must be atleast 150 words, your lit REview must be atleast 250 words and your connection piece must be atleast 200 words. Your intro must include: your interest, your question, your hypthesis as well as the sources you intend to use (and how you will use them!) and the research you plan on doing. Your Lit review must get at what your sources are saying, why they are saying them and the implications for what they are saying! Your connection piece pulls what your Sources are saying and connects them to your interest or idea. You may also choose to Sythesis what your sources are saying here and determine what the implications are for your interest and question.
Complete and Bring into Class on Friday (Ready to put it to use!):
Your research materials: Surveys, interviews, experiments, texts for analysis, etc. You've decided on how you will approach your reseach already, now you need to come up with a presentable text that you can use to complete your research. What does that mean? Of your going to use a survey for 40 people then it probably needs to be typed out, with space for people to write their answers on, and you'll need to create a number of copies (enough for atleast 40 right? if that's your goal). If you're doing an experiment and then bring it in to class ready to go into action! If your experiment needs to prompt 5 people to write something then you'll need to create those prompts as well as have paper for those people to write on.
Think: what is it that I want to do with the tools I've chosen and how can I achieve the best results? What do I need to create in order to get some answers?
SQR 1 Revision/Makeup: Didn't get such a hot score on your first SQR? Want to turn that C into an A? Go back, read my comments and revise accordingly. That doesnt mean simply going back to answer my questions but rather after reading my questions you return to revise and rewrite your SQR to attend to the questions I raised. Once you've revised comment on your original post! I'll respond before the end of the semester with your new grade! If you need to make it up, nows the time, go back and read Downs and Wardle and post your SQR up on your personal blog. Those of you making it up cannot recieve higher than a C on it, however, a C is far better than a 0. This can make or break you guys, so please PLEASE if you are missing it DO it now! Revisions and Makeups are due this Friday at midnight,
Intro=)
(Interperating) is my interest,Interpertaing to me happens with out you even noticing it's happening mainly when you read ,a lot of people read different I believe that reading is universal .My question is, Are readers aware when they interpertate when they read?? well in my experience when I started reading the articles like Hass & Flower ,Moll &Gonzales. I notice I was reading differently not wrong!!, but Diffrent. I started to interpert a different meaning or there ideas? For example in moll&gonzales it's a very unusual setup.What am trying to say is that M&G learn from other people's reascher just to prove his idea/theory. I mean there main idea is Funds of knowledge,when I started reading the article I came to understand not what was written if not how came to interpret the meaning. Every time I read I try to get a direct quote related to my experience then explain how i interpret may meaning.What im goin to expirement in is my friend and my little brother,What am doing is make them read one of the articles we have read in class. the article i have chossen is hass & flower? im then goin to question them while thier half way through the article , am goin to ask them if is interpertating helping them take meaning of what they have read ?? the next question is are you interpating what you read?? do you realize that your interpertating reading?? does interpertation help you get meaning? In my opinion people dont notice when interpertaing happens.im reading a book were its talking to teachers but im goin to use it as a reasources the chapter name is"how metaphor gives meaning to form" there is a quote i like "can two diffrent sentence ever mean the same thing" most people will say yes other will say no?? i will ask this question to my expirement people??
well thats mostly what my reascher is about and i cant wait to see if i prove my idea to be true or not.
lite review:
I have chossen 2 articles and a chapter of a book.
the two articles i have chossen are two we have read in class previously so i can relate to them pertty well.Moll&Gonzales is about learning about each others funds of knowledge that i think that has alot to do with interpertation/meaning.beacuse the way the author of m&G did was expirement off other people expirence and she interperted there meaning and learned from their funds of knowledge. when i read this article i interperted diffrently because when i first read it i didnt understand it beacuse its and article for teachers and then of course your guna interpert it diffrently beacuse you dont have that much expirence like teacher do in teaching and reading.
well thats mostly what my reascher is about and i cant wait to see if i prove my idea to be true or not.
lite review:
I have chossen 2 articles and a chapter of a book.
the two articles i have chossen are two we have read in class previously so i can relate to them pertty well.Moll&Gonzales is about learning about each others funds of knowledge that i think that has alot to do with interpertation/meaning.beacuse the way the author of m&G did was expirement off other people expirence and she interperted there meaning and learned from their funds of knowledge. when i read this article i interperted diffrently because when i first read it i didnt understand it beacuse its and article for teachers and then of course your guna interpert it diffrently beacuse you dont have that much expirence like teacher do in teaching and reading.
Intro-Literature Review-Connection Piece
Intro:
Does workshops and tutoring help us develop new criteria in our ideas for better writing? Why other people ideas are so important on our work? The answer for this questions is a single word called FEEDBACK. We get feedback by sharing our ideas with experienced people that help us in our writing process. Writing is an endless process and improvement is a constant change in it. My theory wants to demonstrate that the idea for students to have workshops, tutoring is in order to get feedback that will take you to a writing improvement. I think that sometimes students don't want to have feedback for many reasons but it's important that they know the high level of importance in writing. Writing deserves a high level of interest in order to catch the attention of readers and to make clear what you mean in your article. Feedback allows students the opportunity to grow as writers and to blow away their own ideas to the fullest.
Literature Review:
I’ve choose three articles that I think they are helpful on the development of my theory. Lets start with Nancy Sommers, she tells us that peer response and tutoring is a method use to keep writing in constant changing. Review is a key word in what Nancy Sommers want to tell us because this word represent everything, this help us change the students idea for better.
In the other side Richard Behm describe in his article a better way to make workshops perfect for each case. He also tell us that there is nothing better as workshop to get feedback in writing and that it depends on certain steps to make it better. Steps like choosing a topic and the angle of what the workshop would be about so that students can go through the main idea and have less confusion. Sharing ideas is a method he described as a transformation of writing.
Finally, I choose Moll and Gonzalez because I like their idea of funds of knowledge because this is the principal cause of our things and actions in the present. It’s interesting how they tell us that our funds of knowledge is our principal source of learning and that they are connected with writing of course. If teachers are prepared for teaching, workshops would be even better for students. For each student we have a different case and that’s why the teacher has to be prepared in every topic to help them in his way to writing succeed.
Connection Piece:
These three articles are a brilliant tool in the demonstration of my theory. One talks about how we need to make workshops and tutoring, the other one talk about funds of knowledge and the last one about tutoring. These three articles are connected by me because I want to demonstrate that by having tutoring you will become a better writer. So we start with funds of knowledge, in order to prepared for giving a tutoring session the teachers must be prepared with the student case or familiar on what are they going to talk (experience). Then there are certain steps you have to make in order to give a tutoring session in the best way possible. After that Nancy Sommers is connected with both because her theory about making tutoring, having revisions by experienced readers take the students to a better workplace. By making this connections we can notice that these articles are related in the way I previously described and that my theory get stronger with this ideas from this great authors. So lets start by asking students how they think about tutoring, revisions, so that this theory can start having some results that will help define each situation .
Does workshops and tutoring help us develop new criteria in our ideas for better writing? Why other people ideas are so important on our work? The answer for this questions is a single word called FEEDBACK. We get feedback by sharing our ideas with experienced people that help us in our writing process. Writing is an endless process and improvement is a constant change in it. My theory wants to demonstrate that the idea for students to have workshops, tutoring is in order to get feedback that will take you to a writing improvement. I think that sometimes students don't want to have feedback for many reasons but it's important that they know the high level of importance in writing. Writing deserves a high level of interest in order to catch the attention of readers and to make clear what you mean in your article. Feedback allows students the opportunity to grow as writers and to blow away their own ideas to the fullest.
Literature Review:
I’ve choose three articles that I think they are helpful on the development of my theory. Lets start with Nancy Sommers, she tells us that peer response and tutoring is a method use to keep writing in constant changing. Review is a key word in what Nancy Sommers want to tell us because this word represent everything, this help us change the students idea for better.
In the other side Richard Behm describe in his article a better way to make workshops perfect for each case. He also tell us that there is nothing better as workshop to get feedback in writing and that it depends on certain steps to make it better. Steps like choosing a topic and the angle of what the workshop would be about so that students can go through the main idea and have less confusion. Sharing ideas is a method he described as a transformation of writing.
Finally, I choose Moll and Gonzalez because I like their idea of funds of knowledge because this is the principal cause of our things and actions in the present. It’s interesting how they tell us that our funds of knowledge is our principal source of learning and that they are connected with writing of course. If teachers are prepared for teaching, workshops would be even better for students. For each student we have a different case and that’s why the teacher has to be prepared in every topic to help them in his way to writing succeed.
Connection Piece:
These three articles are a brilliant tool in the demonstration of my theory. One talks about how we need to make workshops and tutoring, the other one talk about funds of knowledge and the last one about tutoring. These three articles are connected by me because I want to demonstrate that by having tutoring you will become a better writer. So we start with funds of knowledge, in order to prepared for giving a tutoring session the teachers must be prepared with the student case or familiar on what are they going to talk (experience). Then there are certain steps you have to make in order to give a tutoring session in the best way possible. After that Nancy Sommers is connected with both because her theory about making tutoring, having revisions by experienced readers take the students to a better workplace. By making this connections we can notice that these articles are related in the way I previously described and that my theory get stronger with this ideas from this great authors. So lets start by asking students how they think about tutoring, revisions, so that this theory can start having some results that will help define each situation .
Tuesday, March 22, 2011
Intro + Lit Review + Connection Piece Proj 2
INTRO
Have you ever wondered if there is a way in which you can improve your understanding while you are reading? Yes! definitely there are many ways in which we can improve and that is why the interest I have for my project is in note taking. How does note taking help improve reading better? Lets begin by defining what good reading is. Good reading is when we have the ability to read and feel that you engage with what you read and that it has the ability to change your life in some sort of way. I think that if you use your notes while you are reading you will definitely understand the lesson in a better way. It is a very useful resource to study. I think the people involved in this topic are students as well as teachers. I am trying to prove that note taking is a useful technique to understand our reading better and that if students and teachers practice it in a correct way they will get very good results. I will do a survey asking questions about note taking, like if they use note taking to read and / or how often they use note taking. I will apply it to 25 students of a class to demonstrate if note taking is helping them or not. I will also do an experiment that will consist in having two different types of reading, in one using notes and in the other no.
LIT REVIEW
In my first article, the author ensures to quote that "note taking is an important representation of knowledge" (Ludwig Ganske. Note-Taking: "A Significant and Integral Part of Learning Environments" Educational Communication and Technology. Vol. 29, No. 3 (Fall, 1981), pp. 155 ), but even though it is seen in all the educational environment it is not yet well accepted. Then I came up with this second article where the authors try to demonstrate by using a group of people of 40 students if note taking influence in their performance. They came up with very surprising results, were we can see that they had a better performance when they studied from others people notes. Now,if I include what Haas and Flower has to say about rhetorical reading that people use different techniques when reading and that people usually interpret reading in their own way. And we obviously have our own way of understanding better a passage, like for example for some maybe it is just easy to read once and that is it, for other they highlight and for others they take notes on what they read.
So all the three authors are trying to prove my hypothesis is note taking is good to use or not. They are trying to focus on students and teachers so that they can understand the advantages/ disadvantages of note taking.
I really like my second article were they actually come and do like the experiment im planning to do. They really put work in to it to demonstrate how this technique can be helpful when we are studying or attending class.
CONNECTION PIECE
All of the the three articles have something in common. They all discuss techniques for understanding a reading better. How do we do that, well taking notes is a good technique we can use in order to express our ideas on what we are reading. We can totally throw on paper with our own words what we are understanding while we are reading. I think note taking is also helpful in the part of vocabulary, because when you are reading and don't understand to some words what you have to do is write it down so that when you are reading next time you can remember that word's definition. I know the majority of people don't like note taking, or simply they are into different techniques of reading. But they should always remember that note taking is something that we should apply to our daily reading, it is a simpler way to understand what we are reading better. In this project I am trying to demonstrate that if you take good notes you can have a fully understanding of what your lecturer thought , or about what you've read. Note taking should be involved in our daily basis, not only in our classes but also in our work and/or any other organizations we attend. It is a very constructive technique which we should all give it a try!
Methodology
For my research i did 20 surveys in which I included 10 questions about note taking. In this survey people are supposed to select in between simple answers like always,sometimes,never, rarely. This way is simple for people to type down what their opinion about note taking is and you can simply understand what their answer is. Basically the questions included: do you take notes and if you take notes properly. I think this is a very easy type of research because you get to know what others think, even tough it is not always accurate. My second type of research are experiments, in which I will have two people read a passage from a book and then one will take notes and the other no. After they are done with their reading they will answer to several comprehension questions. I want to demonstrate that if you take notes will you are reading you will get a better understanding of what have read. So in that way the person who took notes will get a better grade in the comprehension questions.
Have you ever wondered if there is a way in which you can improve your understanding while you are reading? Yes! definitely there are many ways in which we can improve and that is why the interest I have for my project is in note taking. How does note taking help improve reading better? Lets begin by defining what good reading is. Good reading is when we have the ability to read and feel that you engage with what you read and that it has the ability to change your life in some sort of way. I think that if you use your notes while you are reading you will definitely understand the lesson in a better way. It is a very useful resource to study. I think the people involved in this topic are students as well as teachers. I am trying to prove that note taking is a useful technique to understand our reading better and that if students and teachers practice it in a correct way they will get very good results. I will do a survey asking questions about note taking, like if they use note taking to read and / or how often they use note taking. I will apply it to 25 students of a class to demonstrate if note taking is helping them or not. I will also do an experiment that will consist in having two different types of reading, in one using notes and in the other no.
LIT REVIEW
In my first article, the author ensures to quote that "note taking is an important representation of knowledge" (Ludwig Ganske. Note-Taking: "A Significant and Integral Part of Learning Environments" Educational Communication and Technology. Vol. 29, No. 3 (Fall, 1981), pp. 155 ), but even though it is seen in all the educational environment it is not yet well accepted. Then I came up with this second article where the authors try to demonstrate by using a group of people of 40 students if note taking influence in their performance. They came up with very surprising results, were we can see that they had a better performance when they studied from others people notes. Now,if I include what Haas and Flower has to say about rhetorical reading that people use different techniques when reading and that people usually interpret reading in their own way. And we obviously have our own way of understanding better a passage, like for example for some maybe it is just easy to read once and that is it, for other they highlight and for others they take notes on what they read.
So all the three authors are trying to prove my hypothesis is note taking is good to use or not. They are trying to focus on students and teachers so that they can understand the advantages/ disadvantages of note taking.
I really like my second article were they actually come and do like the experiment im planning to do. They really put work in to it to demonstrate how this technique can be helpful when we are studying or attending class.
CONNECTION PIECE
All of the the three articles have something in common. They all discuss techniques for understanding a reading better. How do we do that, well taking notes is a good technique we can use in order to express our ideas on what we are reading. We can totally throw on paper with our own words what we are understanding while we are reading. I think note taking is also helpful in the part of vocabulary, because when you are reading and don't understand to some words what you have to do is write it down so that when you are reading next time you can remember that word's definition. I know the majority of people don't like note taking, or simply they are into different techniques of reading. But they should always remember that note taking is something that we should apply to our daily reading, it is a simpler way to understand what we are reading better. In this project I am trying to demonstrate that if you take good notes you can have a fully understanding of what your lecturer thought , or about what you've read. Note taking should be involved in our daily basis, not only in our classes but also in our work and/or any other organizations we attend. It is a very constructive technique which we should all give it a try!
Methodology
For my research i did 20 surveys in which I included 10 questions about note taking. In this survey people are supposed to select in between simple answers like always,sometimes,never, rarely. This way is simple for people to type down what their opinion about note taking is and you can simply understand what their answer is. Basically the questions included: do you take notes and if you take notes properly. I think this is a very easy type of research because you get to know what others think, even tough it is not always accurate. My second type of research are experiments, in which I will have two people read a passage from a book and then one will take notes and the other no. After they are done with their reading they will answer to several comprehension questions. I want to demonstrate that if you take notes will you are reading you will get a better understanding of what have read. So in that way the person who took notes will get a better grade in the comprehension questions.
Introduction-Research
In this essay I’m going to focus on note taking. For me note taking is one of the biggest and most important ways of learning. When I do it I only try to write the most important stuff. I am a visual learner so it is very important for me to take notes. My question is Does taking notes affect the way we learn? My answer is it depends on your learning strategies and what is affective for you. For a lot of people writing helps them to study, others just by hearing what the teacher says. But what is good note-taking? For me it involves both a good summary and your own knowledge, and of course what the teacher says. A lot of people use different kinds of strategies while doing their note. What works for me is having everything in different colors, so when it is time for me to study it doesn’t look boring. In this research I’m going to do an experiment and an interview afterwards.
summary article 2
Although note-taking is an important representation of the knowledge transition that takes place in formal learning environments, surprisingly, it has largely been ignored by the educational community as a phenomenon of study. This article makes a case for note-taking as an entity for study in the domain of educational technology. Research done to date is reviewed, and possible research questions are identified.
Ganske, Ludwig."Note-Taking: A Significant and Integral Part of Learning Environments" Educational Technology Research & Development (1981)
Volume: 29, Issue: 3, Publisher: Springer Boston, Pages: 155-175-175
Ganske, Ludwig."Note-Taking: A Significant and Integral Part of Learning Environments" Educational Technology Research & Development (1981)
Volume: 29, Issue: 3, Publisher: Springer Boston, Pages: 155-175-175
summary article 1
To study the effect of note taking and opportunity for review on subsequent recall, 88 college students were randomly assigned to five treatment groups utilizing different note taking and review combinations. No treatment effects were found, although quality of notes was positively correlated with free recall an multiple-choice measures.
Fisher, Judith L. and Mary B. Harris. "Note Taking and Recall" The Journal of Educational Research. Vol 67, # 7 (March 1974) : 291-292
Fisher, Judith L. and Mary B. Harris. "Note Taking and Recall" The Journal of Educational Research. Vol 67, # 7 (March 1974) : 291-292
Project 2: Intro
Many times in school we're put in groups to discuss different ideas on our classmates writings, to try to improve each others writing, or simply revise grammar. Peer response has been a big role in students academic learning life. Peer response simply means classmates looking over each others writing while giving feedback to improve each others papers. Seeing how in this class we've mainly been working with peer response, and we've studied it and read over it made me wonder, is peer response and revision really effective? Are students actually learning through peer response? I certainly believe it has taught me in a much deeper and rather effective way. When i revise or my peers revise my writing, I believe I get a better understanding of the writing and how it can be approached. Nancy Sommer’s Article “Revision Strategies of Student Writers and Experienced Adult Writers” is a perfect example of how self revision is effective, yet not much students are experienced in this or simply don’t do it correctly. On the other hand Diana George’s "Working with Peer Groups in the Composition Classroom." and Gillam’s “Research in the Classroom: Learning through Response” are example’s of what peer response/revision can do for students. This can take a revision assignment to a higher level of thinking and learning. When students are made to revise each other’s work, they are rhetorically and thoughtfully expanding their minds to create much better writing while getting experience from other writers. To prove how effective peer response really is, I thought of having two types of experiments. One being surveys in which students are asked how they are handling peer response and peer revision, the second experiment would be interviewing english professors who use or don’t use peer response and revision in their teaching structures. This can represent how effective (or not effective) peer response/revision is.
Lit Review
Nancy Sommers in her article writes about revision and how experienced writers use the method of revision for making improvement in writing. I plan on bringing up this article and comparing it to peer response and peer revision. If Sommers is all about revision and going over work, wouldn’t it make sense to go over more than one paper to improve your writing. would going over peers writing improve your writers. When going over someone else’s writing, we gain experience that most of the time improve our own writing. In Diana Georges article she is all for working in peer groups in composition classes. She gives more depth on how teachers role in peer groups is helpful. And also how teacher’s should encourage peer response, while still being involved as a “facilitator”. I will use this source for proof of my theory. Diana George’s article is more focused on the teacher’s role in peer response. She says how it is still necessary to have a teacher that is well prepared to handle group work yet still not taking over control, and letting students drive their discussions. Gillam will be the one source which will be able to take my writing of project two to a much deeper meaning. Gilliam not only says that peer response can help students writing, but she brings the idea of “metacognition”. When students are revising and responding to each others work, they learn to control their own thinking process. They learn how they take in text and makes it easier yet more challenging in a positive way to write better papers. “the believing game” from Elbow from Gillams article is the way we should think as far as peer response learning. We must “trust students capacity to learn from one another and for themselves” If we all believe, we call all achieve.
MLA Summary 2
Sommers, Nancy. "Revision Strategies of Student Writers and Experienced Adult Writers" (pp. 378-388).College Composition and Communication, Vol. 31, No. 4 (Dec., 1980).
Nancy Sommers has a great point of view for students' writing improvement. This step of improvement is called review and it means that in order to be a better writer you must share your ideas with other people in order to get feedback. Sommers explains that writing is in constant changing and that reviews are the end of the first steps in a writing process. Sommers make a very good example of this by making a comparison between music and writing, the conection was very interesting because we noticed that music is always trying to be better in order to make it more interesting for people that would hear it. That process is the same with writting because you will always be able to change, erase and improve your articles in order to make it better.
Nancy Sommers has a great point of view for students' writing improvement. This step of improvement is called review and it means that in order to be a better writer you must share your ideas with other people in order to get feedback. Sommers explains that writing is in constant changing and that reviews are the end of the first steps in a writing process. Sommers make a very good example of this by making a comparison between music and writing, the conection was very interesting because we noticed that music is always trying to be better in order to make it more interesting for people that would hear it. That process is the same with writting because you will always be able to change, erase and improve your articles in order to make it better.
Monday, March 21, 2011
Homework Reminder
Homework: We're getting through the starts of our essays! It is important to come to class and keep on task! This Essay will be due by the end of the week!
Due tonight, Monday by midnight: A Summary, Paraphrase and Direct Quote for each of your articles posted to your personal blog! Titled it MY NOTES. You've got summaries available to you already, right? I'm totally cool with you pulling these from your SQRs and the summaries you've done over the weekend. What's a summary, paraphrase and direct quote:
Quotations must be identical to the original, using a narrow segment of the source. They must match the source document word for word and must be attributed to the original author.
Paraphrasing involves putting a passage from source material into your own words. A paraphrase must also be attributed to the original source. Paraphrased material is usually shorter than the original passage, taking a somewhat broader segment of the source and condensing it slightly.
Summarizing involves putting the main idea(s) into your own words, including only the main point(s). Once again, it is necessary to attribute summarized ideas to the original source. Summaries are significantly shorter than the original and take a broad overview of the source material. (OWL Purdue)
Due Tuesday at mid night posted to Class Blog: Intro (150 words) + Lit Review (250+ words). Your lit review is more than your explanation of others ideas, although you can begin by simply writing about other's ideas. I want you to evolve this piece into explaining not simply their ideas but how you are using them with your ideas as well.
Due Friday at Midnight, posted as a comment to your original SQR: your revised SQR 1, addressing the questions and concerns I commented with You can jump a grade here! For those of you missing SQR 1, this is your last chance to make it up! Go ahead and post it up, entitled SQR 1: LATE, to your personal blog by Friday Midnight!
Just in case you can't make it in to the workshop, though you should have! Here a pictures of the info that was on the board: This all needs to be completed and posted tonight! I will bring in grades tomorrow.
Introduction
Audience goes beyond being only a group of spectators; audience are the persons that show interest, support and enthusiasm to the speaker or the writer. For this research project my interest is based on audience and I want to know what is the relation between the audience and the topic that the author is discussing. Does every topic has it's own audience or is it universal? For me, it depends on the topic; some topics are universal because we are all concerned about them but others are for a specific audience. To prove this theory I'm going to use the articles from the authors Downs and Wardle, Gillam, Ede, Lisa and Andre Lundsford, and Park. All of them discussed the role and the importance of audience and the response that the person gets from it; finally to back up all this information I'm going to apply some surveys to my classmates and make some interviews to other college students. After all, "The Audience is the best judge of anything." (Barbra Streisand)
Sunday, March 20, 2011
mla 2
Kroll, Barry M. "Writing for Readers: Three Perspectives on Audience." CCC 35 (May 1984): 172–85
It´s an article that talks about three conceptions that affect the audience and influence the topic: rhetorical, informational and social. The rhetorical focus on the theory, try to put the audience in an argument with themselves, The informational says that the information has to be clear for the audience for a better understanding. And the social that is related with the writing and the way how it comunicates.This article focus more on how can you spread your idean and the best way the audience will understand it.
It´s an article that talks about three conceptions that affect the audience and influence the topic: rhetorical, informational and social. The rhetorical focus on the theory, try to put the audience in an argument with themselves, The informational says that the information has to be clear for the audience for a better understanding. And the social that is related with the writing and the way how it comunicates.This article focus more on how can you spread your idean and the best way the audience will understand it.
mla2
Sommers, Nancy. "Responding to Student Writing." CCC 32 (May 1982): 148–56. Rpt. in Teaching Writing: Theories and Practices. Ed. J. Travers. Glenview, Ill.: Scott, Foresman, 1988
in this article they she mainly talks about the models of writing. and how this helps students learn a little more. alsoo they explain all the projects they go thru, just the help the studnts learn different ways of doing that they are being thought. by this she means thaat teachers sometims have a hard time to give feedback that makes sense for students to revise their work. and for this to some students their "feedback" is not very useful.
in this article they she mainly talks about the models of writing. and how this helps students learn a little more. alsoo they explain all the projects they go thru, just the help the studnts learn different ways of doing that they are being thought. by this she means thaat teachers sometims have a hard time to give feedback that makes sense for students to revise their work. and for this to some students their "feedback" is not very useful.
MLA 2 Summary
Sommers, Nancy. "Responding to Student Writing." CCC 32 (May 1982): 148–56. Rpt. in Teaching Writing: Theories and Practices. Ed. J. Travers. Glenview, Ill.: Scott, Foresman, 1988.
I found this other article by Sommers, which we've read. And seeing how i am covering peer response. I thought it would be interesting to see a different type of response. Teacher response in this case. I think it would be interesting to compare different types of responses instead of only focusing on one.
Sommer says that a challenge teachers face is to develop comments which will "provide an inherent reason for students to revise". By this she means that teachers sometimes struggle to give feedback that will make sense for students to revise. For some students according to Sommers, revision is not fully learned. She says we must think of it as "a sense of revision as discovery, as a repeated process of beginning again, as starting out new". Sommers article is mainly telling how teacher response is not 100 percent accurate. As teachers, they make mistakes too. And sometimes students revise wrong by not fully understanding what is being asked for them to revise.
I found this other article by Sommers, which we've read. And seeing how i am covering peer response. I thought it would be interesting to see a different type of response. Teacher response in this case. I think it would be interesting to compare different types of responses instead of only focusing on one.
Sommer says that a challenge teachers face is to develop comments which will "provide an inherent reason for students to revise". By this she means that teachers sometimes struggle to give feedback that will make sense for students to revise. For some students according to Sommers, revision is not fully learned. She says we must think of it as "a sense of revision as discovery, as a repeated process of beginning again, as starting out new". Sommers article is mainly telling how teacher response is not 100 percent accurate. As teachers, they make mistakes too. And sometimes students revise wrong by not fully understanding what is being asked for them to revise.
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