Apologies for gdtting this up today instead of last night. Good thing nothing important was due last night! :D
So here's the lineup for the weekend:
Due TONIGHT, emailed to me(bonmgarcia@gmail.com) and the STUDO (studio.utpa@gmail.com) by midnight: Your completed research essay, don't forget to edit your essay for correct in-text citations and don't forget to include your WORKS CITED page. :)
Yesterday we began to complete the last bit of our essay: the convo piece and the conclusion. There are many ways to tackle these ending pieces, and you cna ustilize any of the ways we discussed in class I defintely want to see you talk about how your research findings and your initial question and ideas meet, what that means about reading, writing or learning, and finally who might all this matter to? who needs to know, who might benefit from knowing what you found out in your research, who wouldn't?
We also discussed the ramifications for turning in late work: I will dock 2 whole points off your final grade for each day your research paper is late. I'd much rather get a messy paper in tonight that a "perfect" one two days from tonight. Remember, we will return to many of these to revise in a week from now. That does not mean that I want you to chuck your reseach and simply avoid completing this essay. And incomplete P2 means the inability to complete P3 from the get go.
Due Sunday, posted to Class Blog: 450-500 word Reflective essay on Research Essay.
We just came out of quite a bog process, and we did not spend quite as much time as I would have liked to talk about what we were each going through, what we each encountered and what it meant for each of us to enter into such an extensive process. Now is our time! I want you to reflect not only what you did with your research eassay, but also on where you believe you were initially (it all statred with that proposal and meeting with me, remember? :D?) and what you think you know of your interest and writing a research paper now. Then I want you to go a step beyond and discuss with me what you believe you'll do with this information this coming Fall semsester or Summer. Yes we're thinking about the future but I the reason i want you to talk about such a localized immidiate future is becuase I want you to get specific here and avoid generalizatiosn like: "Researching is important becuase it helps you succeed in life" or "REsearch isn't important in the career path I've choosen."
See you guys on Monday! And no missing! I wont be backtracking! We have a lot to do this week! It can be tons of fun, but if you absent it wont feel quite as entertaining!
Saturday, April 2, 2011
Friday, April 1, 2011
Conversation Piece
My research project it's mainly directed to every body who grabs a pencil and starts writing something. The reason why I'm saying this it's because every single writer it's concerned about its readears and who are the people they are trying communicating its message. To be more specific, my theory and my research it's mainly directed to college students because we are always faced with this typical question,
MLA
Wolfgang, Iser. "Do I Write for an Audience?." PMLA. 115.3 (2000): 310-314. Downs, Douglas, and Elizabeth Wardle. "Teaching about Writing, Righting Misconceptions: (Re)Envisioning "First-Year Composition" as "introduction to Writing Studies"." CCC. 58.4 (2007): 552-584. Print.
MLA
Wolfgang, Iser. "Do I Write for an Audience?." PMLA. 115.3 (2000): 310-314. Downs, Douglas, and Elizabeth Wardle. "Teaching about Writing, Righting Misconceptions: (Re)Envisioning "First-Year Composition" as "introduction to Writing Studies"." CCC. 58.4 (2007): 552-584. Print.
P2 Nora Cruz
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 whfat 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! I also consider that teachers and students are connected. why? well ,because a students takes notes to understand something better, a teacher also uses notes to understand better. A teacher influences a student to take notes because the teacher can demonstrate how taking notes just makes it easier for them.
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. 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.
Research Data
I was doing surveys, we went through different halls looking for people to answer the surveys, they were very accessible and definitely helpful in my research process. I had 20 surveys to do during my class time. It was a very good experience because I have done it before but it had never resulted as good as this one. The survey had simple questions like sometimes, never, random so the people just had to check on the box with the answer they prefer. That way makes it simpler for them to answer.
Research Analysis
In my surveys I found out that not that many people use notes to study. Their answers vary from sometimes,rarely and never. So this is something that students do not do often maybe because they are not used to this process or because they dont know how to use that process correctly. When i did the experiment with two people, one taking notes and the other not, it went pretty good for the one that took notes and that demostrates that note taking is a helpful tool to study. But it seems people are not used to that kind of help. So i think teachers should motivate students on how to take good notes to have a better grade.
Conversation Piece
The research was directed for students and teachers. It is a good way to show if people really use their note taking skills to study for their classes or exams. I read the works from the authors I quoted and it seems that they are really pushing for students to use their notes in a better way so that it could be easier for them to understand the classes better. Teachers are also into this research topic because teachers usually use notes to study their topics for class it just makes it easier for them to remember all the content.
Cited Works
Ludwig Ganske. Note-Taking: "A Significant and Integral Part of Learning Environments" Educational Communication and Technology. Vol. 29, No. 3 (Fall, 1981), pp. 155-175
Fisher, Judith L. and Mary B. Harris. "Note Taking and Recall" The Journal of Educational Research. (Volume 67, Number 7, March 1974) : 291-292
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
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 whfat 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! I also consider that teachers and students are connected. why? well ,because a students takes notes to understand something better, a teacher also uses notes to understand better. A teacher influences a student to take notes because the teacher can demonstrate how taking notes just makes it easier for them.
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. 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.
Research Data
I was doing surveys, we went through different halls looking for people to answer the surveys, they were very accessible and definitely helpful in my research process. I had 20 surveys to do during my class time. It was a very good experience because I have done it before but it had never resulted as good as this one. The survey had simple questions like sometimes, never, random so the people just had to check on the box with the answer they prefer. That way makes it simpler for them to answer.
Research Analysis
In my surveys I found out that not that many people use notes to study. Their answers vary from sometimes,rarely and never. So this is something that students do not do often maybe because they are not used to this process or because they dont know how to use that process correctly. When i did the experiment with two people, one taking notes and the other not, it went pretty good for the one that took notes and that demostrates that note taking is a helpful tool to study. But it seems people are not used to that kind of help. So i think teachers should motivate students on how to take good notes to have a better grade.
Conversation Piece
The research was directed for students and teachers. It is a good way to show if people really use their note taking skills to study for their classes or exams. I read the works from the authors I quoted and it seems that they are really pushing for students to use their notes in a better way so that it could be easier for them to understand the classes better. Teachers are also into this research topic because teachers usually use notes to study their topics for class it just makes it easier for them to remember all the content.
Cited Works
Ludwig Ganske. Note-Taking: "A Significant and Integral Part of Learning Environments" Educational Communication and Technology. Vol. 29, No. 3 (Fall, 1981), pp. 155-175
Fisher, Judith L. and Mary B. Harris. "Note Taking and Recall" The Journal of Educational Research. (Volume 67, Number 7, March 1974) : 291-292
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
Project 2 Mafer C
Introduction
Audience goes beyond being only a group of spectators; audience is the persons that show interest, support and enthusiasm to the writer. For this research project my interest is based on the audience and the relation between it and the topic that the author is discussing. Does every topic has its 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, the article “Do I Write for an Audience?” written by the author Iser Wolfgang serves as an excellent example because it explains in detail who do we write for. Another great article that talks about audience and its significance is “The Meanings of Audience” by Douglas Park which primary explains the difficulty to define a real audience; and last but not least, the other source that I’m going to use is the article “Teaching about Writing, Righting Misconceptions: (Re) Envisioning “First Year Composition” as Introduction to Writing Studies” by the authors Douglas Downs and Elizabeth Wardle who discussed the existence of a universal way of writing. All of the authors discussed the role and the importance of an audience and the response that the writer gets from it; finally to back up my theory I'm going to apply some surveys to my classmates and make some interviews to other college students to see what the majority of them think about it. After all, "The Audience is the best judge of anything." (Barbra Streisand)
Literature Review
Iser Wolfgang says that every time a writer works on a book, a research paper, an essay, a novel or even a class paper is faced with the question: “Who am I writing for?” and even though sometimes we think we don’t have a specific audience, we will have always someone that will read it. He mainly discussed the situation that the author’s face, do the readership set the guidelines or does the author only writes to communicate something to its readers? Like Wolfgang, Douglas Park marks the audience as a crucial and important part of writing. Besides being really difficult to define an audience, Park suggests that instead of focusing only on the audience, authors need to pay more attention to their pieces of writing and to make sure they are communicating its real message. On the other hand, Douglas Downs and Elizabeth Wardle deal with the assumption that writing is universal; they agree that in order to have a meaningful piece of writing authors need to cover some writing basis and make sure they are clear on what they are talking about but they totally disagree on the premise that writing can be considered independent of content.
Connection Piece
The three articles that I’ve chosen to support my theory mainly discussed the relation between the author and the audience. I really like the way each author discussed its own ideas and I got to see that these three articles are all connected. Starting with Wolfgang and the question, who do we write for? I realize that not only real writers but everybody at least once in their life is face with this question. Passing to Douglas Park and his suggestion of stop worrying that much on the audience and start giving more attention to your topic and main idea, we get to see that both authors are correct because if someone writes something it’s because he/she want to share or to expressed something Writers need to have a balance here because each side its equally important but if they focused only on the audience they are not going to give the adequate importance to what they are trying to communicate and vice versa. And finally, to make a paper work, creators need to understand that content its part of writing, as Downs and Wardle say on its article.
Methodology
To make a better research project and to have more proves to support my theory; I’m going to apply some surveys to my classmates and to interview other college students. The reason why I chose these two it’s because I considered it very efficient and I can take percentages from the surveys and see really what other students think about this relation between the audiences and the authors. On the other hand, with the interviews I’ll get more detail answers that will help me see if they really agree with my theory and if not to see other points of view.
Thursday, March 31, 2011
P2: Alan Guajardo
Intro
In our lives we all have different hobbies, and different forms of practice(practicing) 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(their) different ways to learn by response, and this means that students can learn by being tutoring(tutored), 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, (basically) 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(more) 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 learn 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 (focused)on the responses that
I resived from each one of them, for example the prsentages (percentages)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.
Research Data
On my research some of the what I decided to do was to try to compare and contrast each of the strategies depending on the answers of the students and teachers, also I tried to figure out why sertain (ceratain) students gave me some answers, and also I looked at the answers
that teachers gave me and to have some conclusions depending on what were the answers.
Research Analysis
In my need to help students I decide make some surveys and asked some college students and teachers what they think about this strategies, when I asked the students what they think about Rhetorical Reading about 85% of the students answered that it is a big help to
them because it (it's) easier to understand the stories and because the own stories teach them how to pay more attention to it, and the 15%
of the students answered that it does not help at all because they do not have a teacher to help them. In addition, the reader’s
representation may include beliefs about the subject matter, about the author and his or her credibility, and about the reader’s own intentions
in reading (Hass and Flower 1988), this is a good help because if the students really need to learn they need to try to read in a rhetorical
way. This same question was asked to the teachers too and 95% answered that this is very helpful because when they are reading they are
understanding the story and also making their own questions, and the 5% said that it is not a good strategy because sometimes students
have a wrong meaning of the stories.
In one of my other question I asked students about Revising Strategies, the 80% of the students said that is a good strategy because they can reread and rewrite the articles and change words and also because they want to have a better work, when rewriting they begin to see
the structure of an argument and how all the various sub-arguments which are buried beneath the surface of all those sentences are related
(Nancy Sommers 1980). In other words it says that if you read you can do more corrections, the 20% answered that it does not help
because they are going to make the same mistake. When I asked the teacher this question the 90% answered that this is a good strategy
because the can learn from their mistakes, and the 10% said that students do not learn because some of the students do not know where
they are wrong and also they do not know what to use instead of their mistakes.
Works Cited
Haas, Christina, and Linda Flower. ÒRhetorical Reading Strategies and the Construction of Meaning.Ó CCC 39.2 (1988): 167-83
Sommers, Nancy. ÒRevision Strategies of Student Writers and Experienced Adult WritersÓ CCC 31.4 (1980): 378-88.
Flower, Linda S., John R. Hayes, Linda Carey, Karen Schriver, and James Stratman. "Detection, Diagnosis, and the Strategies of Revision." CCC 37 (February 1986): 16–55.
In our lives we all have different hobbies, and different forms of practice(practicing) 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(their) different ways to learn by response, and this means that students can learn by being tutoring(tutored), 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, (basically) 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(more) 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 learn 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 (focused)on the responses that
I resived from each one of them, for example the prsentages (percentages)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.
Research Data
On my research some of the what I decided to do was to try to compare and contrast each of the strategies depending on the answers of the students and teachers, also I tried to figure out why sertain (ceratain) students gave me some answers, and also I looked at the answers
that teachers gave me and to have some conclusions depending on what were the answers.
Research Analysis
In my need to help students I decide make some surveys and asked some college students and teachers what they think about this strategies, when I asked the students what they think about Rhetorical Reading about 85% of the students answered that it is a big help to
them because it (it's) easier to understand the stories and because the own stories teach them how to pay more attention to it, and the 15%
of the students answered that it does not help at all because they do not have a teacher to help them. In addition, the reader’s
representation may include beliefs about the subject matter, about the author and his or her credibility, and about the reader’s own intentions
in reading (Hass and Flower 1988), this is a good help because if the students really need to learn they need to try to read in a rhetorical
way. This same question was asked to the teachers too and 95% answered that this is very helpful because when they are reading they are
understanding the story and also making their own questions, and the 5% said that it is not a good strategy because sometimes students
have a wrong meaning of the stories.
In one of my other question I asked students about Revising Strategies, the 80% of the students said that is a good strategy because they can reread and rewrite the articles and change words and also because they want to have a better work, when rewriting they begin to see
the structure of an argument and how all the various sub-arguments which are buried beneath the surface of all those sentences are related
(Nancy Sommers 1980). In other words it says that if you read you can do more corrections, the 20% answered that it does not help
because they are going to make the same mistake. When I asked the teacher this question the 90% answered that this is a good strategy
because the can learn from their mistakes, and the 10% said that students do not learn because some of the students do not know where
they are wrong and also they do not know what to use instead of their mistakes.
Works Cited
Haas, Christina, and Linda Flower. ÒRhetorical Reading Strategies and the Construction of Meaning.Ó CCC 39.2 (1988): 167-83
Sommers, Nancy. ÒRevision Strategies of Student Writers and Experienced Adult WritersÓ CCC 31.4 (1980): 378-88.
Flower, Linda S., John R. Hayes, Linda Carey, Karen Schriver, and James Stratman. "Detection, Diagnosis, and the Strategies of Revision." CCC 37 (February 1986): 16–55.
P2: Norma
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.So my topic basically is how note-taking and how it helps you in your learning, and if it is effective.
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.
Methodology
For my research I’m planning on doing an experiment. This experiment will be to test whether note taking helps you. I want to do it on a couple of people, from 3 to 5. I will give them a video. And give them the option whether to take notes or not. Then I’ll have them write a summary of what they learn and maybe a couple of questions about the video. After that I’m planning on doing an interview and ask them how they feel about the way their notes helped them while writing their summaries, their struggles, etc. But I’m still not very sure about the interview part. I feel like this experiment will help me answer a lot of questions I have when it comes to note taking, like for example, do notes really work? maybe not for everyone. We all learn differently. For some people notes are just a waste of paper and time, and for some others notes are super essential, and are the most important study tool. I’m not sure about the interview part because a lot of people lie, and say what they think is the best answer for them. So I don’t think it’s a very accurate tool.
Research Data
For the research I did two things, an experiment and an interview afterwards. For the experiment I had five people watching a video about photosynthesis. I gave them the option to take notes. After they watched the video I asked them to tell them what they learned. I told them that if they wrote notes they could just read it. Four people took notes. The other person chose not to because he already knew about the topic. So after that I talked to them individually, and asked them why did they take notes? Four of them answered that they always take notes and it really helps them when it comes to studying. The other person answered that he doesn’t like to take notes and they don’t really work for him. I also asked them if they take notes during their classes. Some answered yes and some answered no, but they get them from a friend. We all have different techniques when it comes to learning. For some of us taking notes is very essential and they work really well for me. I liked my results, at the beginning I thought they were all going to be the same, and no, we all learn differently.
Research Analysis
Based on my results I can conclude that we have different strategies when it comes to learning. When I was doing my experiment the one person that didn’t take notes was because he already knew a lot about the topic of the video. Maybe if he didn’t know anything about it he would have notes. The fact is that we need some kind of notes in order for us to memorize or know about a topic. We might not do our notes the same way, like people write just keywords, and a very short explanation, while some others write a lot. But the question, what is good note-taking? Came to me. I can say it in my own words but I don’t really know if that’s the correct meaning. For me good note taking is having just the key points, a little summary of what they were about, and markers so my notes look color coordinated, but that is just me. I think that it depends on the person, like for me that I have everything in color I do it because I learn visually, so in order for me to read something it has to have color, so it doesn’t look boring.
Conversation Piece
What I found by the end of the research was that my hypothesis was right, we all have different strategies. When I was doing the experiment people were writing their notes differently. And I was observing how they were writing them, like when the video was remarking something some people wrote that but others didn't. Now I can say that I was kind of right.
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.So my topic basically is how note-taking and how it helps you in your learning, and if it is effective.
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.
Methodology
For my research I’m planning on doing an experiment. This experiment will be to test whether note taking helps you. I want to do it on a couple of people, from 3 to 5. I will give them a video. And give them the option whether to take notes or not. Then I’ll have them write a summary of what they learn and maybe a couple of questions about the video. After that I’m planning on doing an interview and ask them how they feel about the way their notes helped them while writing their summaries, their struggles, etc. But I’m still not very sure about the interview part. I feel like this experiment will help me answer a lot of questions I have when it comes to note taking, like for example, do notes really work? maybe not for everyone. We all learn differently. For some people notes are just a waste of paper and time, and for some others notes are super essential, and are the most important study tool. I’m not sure about the interview part because a lot of people lie, and say what they think is the best answer for them. So I don’t think it’s a very accurate tool.
Research Data
For the research I did two things, an experiment and an interview afterwards. For the experiment I had five people watching a video about photosynthesis. I gave them the option to take notes. After they watched the video I asked them to tell them what they learned. I told them that if they wrote notes they could just read it. Four people took notes. The other person chose not to because he already knew about the topic. So after that I talked to them individually, and asked them why did they take notes? Four of them answered that they always take notes and it really helps them when it comes to studying. The other person answered that he doesn’t like to take notes and they don’t really work for him. I also asked them if they take notes during their classes. Some answered yes and some answered no, but they get them from a friend. We all have different techniques when it comes to learning. For some of us taking notes is very essential and they work really well for me. I liked my results, at the beginning I thought they were all going to be the same, and no, we all learn differently.
Research Analysis
Based on my results I can conclude that we have different strategies when it comes to learning. When I was doing my experiment the one person that didn’t take notes was because he already knew a lot about the topic of the video. Maybe if he didn’t know anything about it he would have notes. The fact is that we need some kind of notes in order for us to memorize or know about a topic. We might not do our notes the same way, like people write just keywords, and a very short explanation, while some others write a lot. But the question, what is good note-taking? Came to me. I can say it in my own words but I don’t really know if that’s the correct meaning. For me good note taking is having just the key points, a little summary of what they were about, and markers so my notes look color coordinated, but that is just me. I think that it depends on the person, like for me that I have everything in color I do it because I learn visually, so in order for me to read something it has to have color, so it doesn’t look boring.
Conversation Piece
What I found by the end of the research was that my hypothesis was right, we all have different strategies. When I was doing the experiment people were writing their notes differently. And I was observing how they were writing them, like when the video was remarking something some people wrote that but others didn't. Now I can say that I was kind of right.
P2: Leo
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 (pg. 386) 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” (pg.325) 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.(pg 326) 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 (pg.98) 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. (pg.99)
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. (pg. 387)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.(pg. 99) 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.
Research Data:
I've done my surveys so far, which was very interesting. Seeing the different type of people that I went around to survey and the answers I received; said something different about everyone. I had ten total surveys. I thought ten where enough for my research because each surveyed had thoughtful and elaborate questions which required sentence answers. I thought having four elaborate surveys instead of forty "quick check" questions was more helpful in my research project. In each survey i gave the definition of peer response, to make sure everyone that took the survey was sure of what the questions were about. There was four different questions that all correlate to each other and help me come up with a conclusion. Five of the surveys said that going over classmates writing does not personally help them; they do not benefit. On the other hand four of them said it does. One of the surveys was done on an older man who was in grad school. He was very secure on his writing so said that writing usually does not help him and “it is a waste of time”. As far as what they think of the role of the teacher while peer response is being done, they all mainly think that the teacher is crucial while working in groups. Most of them said that the professor should be able to keep everyone on track and present clear ideas, which this helps them to go over peers work. I also interviewed my senior English teacher from High School. She said that peer response is not something new, it has been done for a while now. What is knew is that outcome. She talked about how not only do students learn to revise work, but also benefit by improving in their own writing and reading skills. She said that for her (as a teacher) her job is to keep students on task and give out information which is necessary for peer response to be productive. She notices “that many times if a member of a group is not cooperative, the team as a whole does not advance”. She took peer response as more of a group discussion and teamwork.
Research Analysis:
It was interesting seeing all the outcomes of the surveys and interview. What i found out is that peer response is being done in many classrooms, but little do students know they do it themselves. Even more fascinating is that they do not realize the opportunities and advantages of going over their peers work. They don’t see how they actually benefit. It was pretty evened out how many students actually think the benefit by peer response and how many don’t. Surveying a grad student made me realize that maybe peer response should be more welcomed in undergrad courses. As far as the interview with my former high school english teacher, I realized that a teachers role in peer response and revision is very important. A teachers role in peer response should be to keep everyone on track and present ideas while not taking over control; and letting students lead discussion and revision with each other. Another point that was interesting was that many of the people that i surveyed thought peer response as group work, and now that i ponder upon that conclusion i really think they are right. Working in groups is what peer response is about, getting constant feedback by peers and working along side of classmates is what peer review and response is all about.
Conversation Piece:
Doing this research made me realize that a lot of students don't really have a clear idea of what peer response really is. Taking surveys and trying to get an idea of what they thought about how it affects them and what they think teachers role in peer response, all this has made me realize that students need to most importantly know what peer response consists of, which is going over classmates writing to revise. I initially started to seek if this was truly effective to further develop a better writing and learning process. But now seeing my results, i believe that we can’t fully understand if it is effective or not, because many students don’t realize they do it everyday. To really get an idea of this being effective, teachers must communicate while peer response is done, in order for students to develop better writing criticism.
Conclusion:
After analyzing my sources and my surveys as well as interview, I come to conclude that peer response can not be measured it’s effectiveness fully. It is different for everybody. As my surveys said about half of the people said it was effective after realizing what peer response was. The other half don’t realize they do it, and did not think it was effective. I believe this research should be demonstrated to instructors from elementary to the college level, since peer response is all throughout the learning process. This can show teachers and professors what they need to improve on, which would be to let students know what they expect from them while put in groups or simply when they are put to revise a students work. Teaching students to give constructive and meaningful feedback is extremely important and necessary. Learning to constructively criticize and give feedback during peer response, is necessary to become a better learner, writer and reader. All these aspects are in peer response. While it can be extremely helpful, if a student does not know what to do when he/she is handed a paper to revise; how will they benefit? It is a teachers responsibility to teach what needs to be done when peer response is done.
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 (pg. 386) 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” (pg.325) 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.(pg 326) 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 (pg.98) 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. (pg.99)
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. (pg. 387)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.(pg. 99) 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.
Research Data:
I've done my surveys so far, which was very interesting. Seeing the different type of people that I went around to survey and the answers I received; said something different about everyone. I had ten total surveys. I thought ten where enough for my research because each surveyed had thoughtful and elaborate questions which required sentence answers. I thought having four elaborate surveys instead of forty "quick check" questions was more helpful in my research project. In each survey i gave the definition of peer response, to make sure everyone that took the survey was sure of what the questions were about. There was four different questions that all correlate to each other and help me come up with a conclusion. Five of the surveys said that going over classmates writing does not personally help them; they do not benefit. On the other hand four of them said it does. One of the surveys was done on an older man who was in grad school. He was very secure on his writing so said that writing usually does not help him and “it is a waste of time”. As far as what they think of the role of the teacher while peer response is being done, they all mainly think that the teacher is crucial while working in groups. Most of them said that the professor should be able to keep everyone on track and present clear ideas, which this helps them to go over peers work. I also interviewed my senior English teacher from High School. She said that peer response is not something new, it has been done for a while now. What is knew is that outcome. She talked about how not only do students learn to revise work, but also benefit by improving in their own writing and reading skills. She said that for her (as a teacher) her job is to keep students on task and give out information which is necessary for peer response to be productive. She notices “that many times if a member of a group is not cooperative, the team as a whole does not advance”. She took peer response as more of a group discussion and teamwork.
Research Analysis:
It was interesting seeing all the outcomes of the surveys and interview. What i found out is that peer response is being done in many classrooms, but little do students know they do it themselves. Even more fascinating is that they do not realize the opportunities and advantages of going over their peers work. They don’t see how they actually benefit. It was pretty evened out how many students actually think the benefit by peer response and how many don’t. Surveying a grad student made me realize that maybe peer response should be more welcomed in undergrad courses. As far as the interview with my former high school english teacher, I realized that a teachers role in peer response and revision is very important. A teachers role in peer response should be to keep everyone on track and present ideas while not taking over control; and letting students lead discussion and revision with each other. Another point that was interesting was that many of the people that i surveyed thought peer response as group work, and now that i ponder upon that conclusion i really think they are right. Working in groups is what peer response is about, getting constant feedback by peers and working along side of classmates is what peer review and response is all about.
Conversation Piece:
Doing this research made me realize that a lot of students don't really have a clear idea of what peer response really is. Taking surveys and trying to get an idea of what they thought about how it affects them and what they think teachers role in peer response, all this has made me realize that students need to most importantly know what peer response consists of, which is going over classmates writing to revise. I initially started to seek if this was truly effective to further develop a better writing and learning process. But now seeing my results, i believe that we can’t fully understand if it is effective or not, because many students don’t realize they do it everyday. To really get an idea of this being effective, teachers must communicate while peer response is done, in order for students to develop better writing criticism.
Conclusion:
After analyzing my sources and my surveys as well as interview, I come to conclude that peer response can not be measured it’s effectiveness fully. It is different for everybody. As my surveys said about half of the people said it was effective after realizing what peer response was. The other half don’t realize they do it, and did not think it was effective. I believe this research should be demonstrated to instructors from elementary to the college level, since peer response is all throughout the learning process. This can show teachers and professors what they need to improve on, which would be to let students know what they expect from them while put in groups or simply when they are put to revise a students work. Teaching students to give constructive and meaningful feedback is extremely important and necessary. Learning to constructively criticize and give feedback during peer response, is necessary to become a better learner, writer and reader. All these aspects are in peer response. While it can be extremely helpful, if a student does not know what to do when he/she is handed a paper to revise; how will they benefit? It is a teachers responsibility to teach what needs to be done when peer response is done.
Wednesday, March 30, 2011
IMPORTANT: Research Data/Analysis & HOMEWORK
So for your 200 word min Research Data I’d like you to discuss what information your
surveys, experiments, interviews, and text analysis have provided you with! If you did
survey’s you’ll probably talk about numbers: how many people said X about Y. If you
did interviews you may want to talk about what was said and what questions you asked,
what information you gathered from the interview. If you did an experiment you may
want to talk about what happened during the experiment and the outcome. You may
want to look for patterns now, similarities in answers or situations, as well as moments in
your research that stick out like a sore thumb! Maybe everyone your surveyed said that
audience was important to them as they wrote, everyone but one person! Note that! This
section is about getting your information down and out.
● For your 200 word Research Analysis I’d like you to start thinking about what all
that info you just wrote about means! So if everyone but one person thinks about
audience when they write what does that mean? What about the patterns you found? The
similarities or the differences you came across in your experiments or interviews. What
does it all mean in the end?
HOMEWORK
● Continue working on your Research Data and Analysis. If your are behind, it is time to
catch up!
● For homework you’ll have the task of putting your analysis into conversation with your
initial ideas and question about writing studies! Now remember, it’s okay if your research
turned up info that seems to fly against your own hypothesis! Talk about it here! What
does that teach us about your interest and how people read/write/learn? Maybe it only
partially matches up or maybe it works perfectly with your hypothesis! I STILL want you
to talk about the ramifications for reading, writing or learning here. I also want you to
bring back some of the people you used in your lit review. How are those ideas meshing
(or not) with your research findings? Your conversation piece must also be a total of 200
words.
Your Research Data, Research analysis, and Conversation Piece must be added to your existing
essay(it should include your Intro, Lit Review, Connection Piece, Methodology already) and
posted as a new entry entitled “P2: YOUR NAME” on the blog by Thursday Midnight.
surveys, experiments, interviews, and text analysis have provided you with! If you did
survey’s you’ll probably talk about numbers: how many people said X about Y. If you
did interviews you may want to talk about what was said and what questions you asked,
what information you gathered from the interview. If you did an experiment you may
want to talk about what happened during the experiment and the outcome. You may
want to look for patterns now, similarities in answers or situations, as well as moments in
your research that stick out like a sore thumb! Maybe everyone your surveyed said that
audience was important to them as they wrote, everyone but one person! Note that! This
section is about getting your information down and out.
● For your 200 word Research Analysis I’d like you to start thinking about what all
that info you just wrote about means! So if everyone but one person thinks about
audience when they write what does that mean? What about the patterns you found? The
similarities or the differences you came across in your experiments or interviews. What
does it all mean in the end?
HOMEWORK
● Continue working on your Research Data and Analysis. If your are behind, it is time to
catch up!
● For homework you’ll have the task of putting your analysis into conversation with your
initial ideas and question about writing studies! Now remember, it’s okay if your research
turned up info that seems to fly against your own hypothesis! Talk about it here! What
does that teach us about your interest and how people read/write/learn? Maybe it only
partially matches up or maybe it works perfectly with your hypothesis! I STILL want you
to talk about the ramifications for reading, writing or learning here. I also want you to
bring back some of the people you used in your lit review. How are those ideas meshing
(or not) with your research findings? Your conversation piece must also be a total of 200
words.
Your Research Data, Research analysis, and Conversation Piece must be added to your existing
essay(it should include your Intro, Lit Review, Connection Piece, Methodology already) and
posted as a new entry entitled “P2: YOUR NAME” on the blog by Thursday Midnight.
Reascher data=)
What I did in my reassure was interview my friend age 19 and my little brother age 10 . First I hthe them read and article and aske them question like Are you aware when you interpret reading.? Do you know how to interpret reading? .the reascher i have done has let me to figure out that their is a diffrence in age group interpertation when reading the same thing. the main question was do readers notice when interpertation happens ?? what i found is that most people dont realize when they interpert reading , my little brother asked me what interpetation meant so at first i thought it might not work but then i saw it kind intersting to expirement with ??
project 3 summary
Leo, Marty, Arturo
project three is basicly comming from project two, at least the idea. ayou have to make your research idea from project 2 and turn in into something interesting, trying to come up with something creative. While coming up with a creative way to represent your theory, you can use media slogans or commerical forms to interpret your idea but still making it yours creativly. You will also have to make a reflective essay(at least four pages) to explain how this makes sense to your idea and how it connects to your audience. Works cited is also required.
Idea: Audiences:
Voice Singers
Peer Response Game Players
Dialogue connecting audiences Gamers
project three is basicly comming from project two, at least the idea. ayou have to make your research idea from project 2 and turn in into something interesting, trying to come up with something creative. While coming up with a creative way to represent your theory, you can use media slogans or commerical forms to interpret your idea but still making it yours creativly. You will also have to make a reflective essay(at least four pages) to explain how this makes sense to your idea and how it connects to your audience. Works cited is also required.
Idea: Audiences:
Voice Singers
Peer Response Game Players
Dialogue connecting audiences Gamers
Summary of project 3
Project 3 is redoing project 2 by making it more social, more interesting and to make It into a public document that can be useful for everyone. My theory is about students going to tutoring or having revision of their work, but now with the audience i've choose would be different. This project has to be more formal and appropriate to the type of audience we want to reach. The audience can be for faculty staff, employers, writers or community members. I've choose this audience because my theory is about tutoring and revision, and I think it can be applied to them in order to improve their work.
Summary of project 3
Yvonne,Bere ,Luis s.
Summary:
The summary we came up with is that project 3 has a lot to do with project 2 that we have to make are ideas,theory,reascher expand explode it up. We can either agree or disagree with our theory that we have experimented with. And how are project 3 is growing from project 2. It's also talks about what audience were choosing other than teachers n students.
The first audience we chosse is for toddlers ages from 1-2 yrs old.
The second audience we chosen is for editors of the books .
The third audience we chosen is for kids that are. Bearly understanding to read .
Summary:
The summary we came up with is that project 3 has a lot to do with project 2 that we have to make are ideas,theory,reascher expand explode it up. We can either agree or disagree with our theory that we have experimented with. And how are project 3 is growing from project 2. It's also talks about what audience were choosing other than teachers n students.
The first audience we chosse is for toddlers ages from 1-2 yrs old.
The second audience we chosen is for editors of the books .
The third audience we chosen is for kids that are. Bearly understanding to read .
Project 3
Summary
For this project 3 we are going to use the theory that we had on project 2. At the end of this project we are going to have a public document which can be a book cover, tv promo, wristband, etc. and a reflective writing in order to explain the choices we made in developing our project. To accomplish our goal we need to make some research, interviews, surveys, document analysis and peer responses.
Audiences:
writers-so they can know who they are writing for or they dont have a specific audience.
book companies-so they can modify books and make space for the readers to take notes
physiologist-because they know how our mind works and thoughts are processed so they know they know if prior knoledge or intrest affect our learinig.
Carlos
Norma
Mafer C
For this project 3 we are going to use the theory that we had on project 2. At the end of this project we are going to have a public document which can be a book cover, tv promo, wristband, etc. and a reflective writing in order to explain the choices we made in developing our project. To accomplish our goal we need to make some research, interviews, surveys, document analysis and peer responses.
Audiences:
writers-so they can know who they are writing for or they dont have a specific audience.
book companies-so they can modify books and make space for the readers to take notes
physiologist-because they know how our mind works and thoughts are processed so they know they know if prior knoledge or intrest affect our learinig.
Carlos
Norma
Mafer C
Tuesday, March 29, 2011
Revised P2: Norma
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.So my topic basically is how note-taking and how it helps you in your learning, and if it is effective.
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.
Methodology
For my research I’m planning on doing an experiment. This experiment will be to test whether note taking helps you. I want to do it on a couple of people, from 3 to 5. I will give them a video. And give them the option whether to take notes or not. Then I’ll have them write a summary of what they learn and maybe a couple of questions about the video. After that I’m planning on doing an interview and ask them how they feel about the way their notes helped them while writing their summaries, their struggles, etc. But I’m still not very sure about the interview part. I feel like this experiment will help me answer a lot of questions I have when it comes to note taking, like for example, do notes really work? maybe not for everyone. We all learn differently. For some people notes are just a waste of paper and time, and for some others notes are super essential, and are the most important study tool. I’m not sure about the interview part because a lot of people lie, and say what they think is the best answer for them. So I don’t think it’s a very accurate tool.
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.So my topic basically is how note-taking and how it helps you in your learning, and if it is effective.
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.
Methodology
For my research I’m planning on doing an experiment. This experiment will be to test whether note taking helps you. I want to do it on a couple of people, from 3 to 5. I will give them a video. And give them the option whether to take notes or not. Then I’ll have them write a summary of what they learn and maybe a couple of questions about the video. After that I’m planning on doing an interview and ask them how they feel about the way their notes helped them while writing their summaries, their struggles, etc. But I’m still not very sure about the interview part. I feel like this experiment will help me answer a lot of questions I have when it comes to note taking, like for example, do notes really work? maybe not for everyone. We all learn differently. For some people notes are just a waste of paper and time, and for some others notes are super essential, and are the most important study tool. I’m not sure about the interview part because a lot of people lie, and say what they think is the best answer for them. So I don’t think it’s a very accurate tool.
Revised Project 2: Luis Galvan
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. I want to add some personal experience to know in what things are this questions based and how they came out. Tutoring is very important in my life, it provides me confidence on what I am doing. Reviewing also helps me because it gives me feedback about my work and it let me do things better every time. This are basically the reasons that help me make this questions for my theory.
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. I've done more surveys for more information so that more people ideas are shown on my work. Another thing is that this surveys are important because of the type of questions I've ask and not because of the amount of questions or the amount of people. Content is what matters.
Research Data:
For the research data I as already explain on the methodology I used surveys and now it was time to express all that work into numbers. I represented all this data by making different types of graphs explaining all the students opinions. For this part I counted each single answer for every question on the survey. I used the appropriate graph for each single question in order to represented as deserve so that people can understand everything at first view. Another thing I did was to express students voice into words because whatever they think about my theory was shown on a paper with some of their answers. This part of the research is very important because is when all the work I've done of completing surveys is going to be demonstrate and if this work is not done correctly, this could be a problem for representing the theory.
This surveys for me was a success because I recollect all the necessary information for completing and to give a hole explanation about my theory. This numbers represent students ideas and this is what I have. I made a total of 40 surveys which helped me in the research process, the first numbers that the survey gives us is whether the students attend tutoring or revision for their work. From a total of 40 students, only 7 said yes and the other 33 said a scary no. Another question was the level of importance that students gave for tutoring and revision, from 40 students, 27 said low, 8 said indifferent, 4 say higher and just 1 said very higher. The time students spend on tutoring also was asked and this was the result, from 40 students, 36 said from 0-2, 4 said from 3-5.
Research Analysis:
This data give me important feedback about my theory. Surveys were completed by college students that provides us a perspective of students point of view. I have obtained information that will result in a conclusion about what we want to demonstrate the theory. With these numbers we can see that students really have no interest in tutoring or some kind of review about their work. The statistics tell us the level of importance that students give tutoring and whether they have or not. It is amazing to see the results and know that students who are studying university is not interested in improving their learning and their education. Given these numbers, teachers need to improve their techniques for students to really commit to improving their skills, writing and learning. We know that college student who really wants to learn and know more is because he wants to go further, is someone who is not satisfied. We know that these are students are going to tutoring, but the percentage is very low and therefore have to do something for everyone interested in little by little.
Converstation Piece:
During this research, I learned a lot about how students see tutoring as an important tool in their learning. However, students also tend to contradict it when asked if they attend or not some kind of tutoring or revision most of them answer no. I also learned that it is important to know the point of view of students to reach conclusions that will help prove our theory. When doing surveys is important to choice questions, as these will allow us to have numbers that will help us to express the results. It is also important to ask something openly as because of the things that help us further on the subject and create responses for our theory.And when I had the results I noticed that the comparison was one of the best options to go case by case basis and so have the right conclusions.
Conclusion:
The theory I proposed for this project leads me to conclude that students should take tutoring in order to increase their knowledge, writing, study and projects. The results in my research told me that students are not interested in tutoring because they consider it unnecessary to constantly attend. Some said they did not go away, others only when needed and that is why sometimes the results both at school and their learning are not the best. For this reason is that my theory is aimed at teachers, and I invite them to develop new teaching methods and motivation for students to obtain better results in whatever you intend to do. So I conclude that teachers play an important role in the development of their students and therefore they have the responsibility to ensure students to improve their knowledge.
Works cited:
-Behm, Richard. "You Want a Workshop or a Revival Meetin'?" English Education 17.1 (1985): 39-43.
- Moll, Luis, and Norma Gonzalez. "Lessons from Research with Language-Minority Children." Journal Reading Behavior 26.4 (1994): 156-78.
-Sommers, Nancy. "Revision Strategies of Student Writers and Experienced Adult Writers." College Composition and Communication 31.4 (1980): 378-88.
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. I want to add some personal experience to know in what things are this questions based and how they came out. Tutoring is very important in my life, it provides me confidence on what I am doing. Reviewing also helps me because it gives me feedback about my work and it let me do things better every time. This are basically the reasons that help me make this questions for my theory.
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. I've done more surveys for more information so that more people ideas are shown on my work. Another thing is that this surveys are important because of the type of questions I've ask and not because of the amount of questions or the amount of people. Content is what matters.
Research Data:
For the research data I as already explain on the methodology I used surveys and now it was time to express all that work into numbers. I represented all this data by making different types of graphs explaining all the students opinions. For this part I counted each single answer for every question on the survey. I used the appropriate graph for each single question in order to represented as deserve so that people can understand everything at first view. Another thing I did was to express students voice into words because whatever they think about my theory was shown on a paper with some of their answers. This part of the research is very important because is when all the work I've done of completing surveys is going to be demonstrate and if this work is not done correctly, this could be a problem for representing the theory.
This surveys for me was a success because I recollect all the necessary information for completing and to give a hole explanation about my theory. This numbers represent students ideas and this is what I have. I made a total of 40 surveys which helped me in the research process, the first numbers that the survey gives us is whether the students attend tutoring or revision for their work. From a total of 40 students, only 7 said yes and the other 33 said a scary no. Another question was the level of importance that students gave for tutoring and revision, from 40 students, 27 said low, 8 said indifferent, 4 say higher and just 1 said very higher. The time students spend on tutoring also was asked and this was the result, from 40 students, 36 said from 0-2, 4 said from 3-5.
Research Analysis:
This data give me important feedback about my theory. Surveys were completed by college students that provides us a perspective of students point of view. I have obtained information that will result in a conclusion about what we want to demonstrate the theory. With these numbers we can see that students really have no interest in tutoring or some kind of review about their work. The statistics tell us the level of importance that students give tutoring and whether they have or not. It is amazing to see the results and know that students who are studying university is not interested in improving their learning and their education. Given these numbers, teachers need to improve their techniques for students to really commit to improving their skills, writing and learning. We know that college student who really wants to learn and know more is because he wants to go further, is someone who is not satisfied. We know that these are students are going to tutoring, but the percentage is very low and therefore have to do something for everyone interested in little by little.
Converstation Piece:
During this research, I learned a lot about how students see tutoring as an important tool in their learning. However, students also tend to contradict it when asked if they attend or not some kind of tutoring or revision most of them answer no. I also learned that it is important to know the point of view of students to reach conclusions that will help prove our theory. When doing surveys is important to choice questions, as these will allow us to have numbers that will help us to express the results. It is also important to ask something openly as because of the things that help us further on the subject and create responses for our theory.And when I had the results I noticed that the comparison was one of the best options to go case by case basis and so have the right conclusions.
Conclusion:
The theory I proposed for this project leads me to conclude that students should take tutoring in order to increase their knowledge, writing, study and projects. The results in my research told me that students are not interested in tutoring because they consider it unnecessary to constantly attend. Some said they did not go away, others only when needed and that is why sometimes the results both at school and their learning are not the best. For this reason is that my theory is aimed at teachers, and I invite them to develop new teaching methods and motivation for students to obtain better results in whatever you intend to do. So I conclude that teachers play an important role in the development of their students and therefore they have the responsibility to ensure students to improve their knowledge.
Works cited:
-Behm, Richard. "You Want a Workshop or a Revival Meetin'?" English Education 17.1 (1985): 39-43.
- Moll, Luis, and Norma Gonzalez. "Lessons from Research with Language-Minority Children." Journal Reading Behavior 26.4 (1994): 156-78.
-Sommers, Nancy. "Revision Strategies of Student Writers and Experienced Adult Writers." College Composition and Communication 31.4 (1980): 378-88.
Homework Reminder
- Continue Working on completing your research! Complete your survey's, interviews, expirments, ect. Bring in your completed survey's, your completed expirments, interviews, etc. to class with you on Wednesday. This will be due in on Wednesday for a grade!
- Take the feedback you got on Monday during our workshop and revise your writing so far. Make a new Post in our class blog for your revised essay and title it REVISED P2: YOUR NAME. Make sure to bold the revisions you made in order to get the complete and full workshop points.
- If you are behind on completing P2 it is important that you catch up now! P2 will be due on Friday!
If you need to makeup work on P1 or P2 come into our Make-up/Catch-up workshop Today and Tomorrow! The STUDIO CoAS 264 will be open from 12-3(Tuesday) and 12-5(Wednesday)! You can come in grab a Big Mac or ipad and get writing! You can use the board, our markers and work out ideas and outlines! The place is yours! Our interns will also be available to you! Don'tbe scared to ask them for help! They know what you are doing and are there for you to utilize! :)
Please take this oppurtunity to go in and get work done and make-upwork you haven't got in! Your 60 percent is rides on whether or not all 4 projets have been completed and turned in!
Here's what you need to have completed so far to have a shot at a C in this class, that is just barely passing:
- All 6 SQRs
- Project 1: Proposal, Thing/Text, Reflective Essay
- Project 2: Proposal, Research Essay
If you are missing just one of these you need to come in to our Tuesday or Wednesday workshops and complete it!
Monday, March 28, 2011
project 2..
Intro
How does being bilingual help you when your reading for context and or content? It helps you in so many ways, like in the way that you can use the other language you know as a sort of thesaurus or translating tool. Our ability to do this comes from our funds of knowledge, from where and when we come from. Different lives, different families, different times and different places lead to how u learn and how u learn to learn and understand all sorts of things. In this case I'm trying to demonstrate how my bilingualism helps me and can help u while reading. I can always use one specific time as an example, I remember when I was in the ninth grade in my English class and we were given an article to read in groups and asked to explain them. There were so many words that were too smart for my group to understand, I then decided to make it easier for them to understand, i read it and then explained it to them in Spanish , they were so glad that they were Hispanics and could use that as a tool to understand what it was they had to learn, thanks to they're second language they were able to complete the work we were asked to do. Then they started to comment to me on how some of the words had root words that came from spanish origins and I saw then that they had gotten the concept of how to use their knowledge and experiences as a sort of reading tool. Hass and Flower talk about how to understand readings and then Moll and Gonzalez talk about a readers backgrounds and how that affects how they learn. Well I plan on creating a bridge between them and showing how u can use your background knowledge to understand readings. I will also use surveys so that students can serve as examples on the advantages of being a bilingual.
Lit review
Hass and Flower said "meaning does not exist in a text but in a reader and the representations they build"(pg.167) but did they ever stop and think about how it is that they build representations or why is it that they came up with a specific meaning for a text? "we do not start with the classroom as the unit of study...We take a "mediated" approach, starting elsewhere, usually studying households"(Moll and Gonzalez pg.158-159). Moll and Gonzalez had a good point to asume that a students knowledge developes from their home and families, but did they think about what it is they use the things they learn at home for in school or during reading? I think that if Hass and Flower,and, Moll and Gonzalez would work together they would have learned to study different aspects of students lifestyles and reading strategies, maybe something like Suresh Canagarajah mentioned " rather than studying the product for descriptions of writing competence, we would study the process of composing in multiple languages."(pg. 590-591) Readers use many techniques when reading, such as note taking and summarizing, well i think that bilingual readers have an extra edge when it comes to reading and i dont think that many people realize that. most people think that it is harmful to be bilingual. i dont see how having an expanded mind and thinking ability hurts you when uderstanding or creating something as creative as writing.
Connection piece
The article by Moll and Gonzalez talks about how teachers sometimes have a hard trouble teaching students about their reading and writing skills.They also talk about some studies, or experiments teachers did in order to figure out better teaching strategies that would be more suitable to the students by getting to know how a student interacts socially at home with family and friends and also how a cultural background plays a role in a students lifestyle.They found that sometimes bilingul students can understasnd better because of the fact that if they do not quite understand something in english they can translate it into another language they know better and grasp the information better.teachers cn not teach every student the same but they can try and compound many strategies into one lesson and try and get throughto the students .
Hass and Flower talk about how they made a study on experienced readers and non experienced in order to see how they understood a writing. They found that experienced readers cared more about content than context. A simple text can have very diverse meanings depending on the readers experience and knowlege. readers have to take text after text and give each one meaning then link them together to understand the whole writing, like it says in the article Hass and Flower "..it is helpful to imagine the representations readers build as complex road maps, made up of many nodesof information, each related to others in multiple ways."(pg.168)
Suresh Canagarajah's article is basically her explaining how and why some people think that it is harmful for students to be bilingual and to come from non english speaking origins, she creates experiments where she studies different students and their different ways of learning to prove that it can in fact be helpful to be bilingual. What i am trying to do is to help prove that what Suresh Canagarajah is saying is true and use Moll and Gonzalez, and Hass and Flower to help me prove it while at the same time showing my idea of how helpful bilingualism can be when trying to understand a writing.
Methodology
Other than using the three articles to backi up my idea, I will create a survey to hand out to 50 people. In this survey I will ask a couple of questions starting with a simple , Are you bilingual? If the answer is yes I will then continue with a series of questions such as, do you find it useful when you read? do you think it is an advantage or a disadvantage to be bilingual? and finally, how is it helpfull or how does it hurt you? If their answer is no, then i will continue with the questions, do you think it would help you when reading if you were bilingual? How would being bilingual help you or hurt you when reading? I will distrib ute these surveys to random students both male and female. I will collect the data then divide the answeres into most common resposes. These surveys will show the different opinions of different students. After the students answer their surveys i will talk to them about my theory and see if they agree or disagree, or maybe they will give me a different perspective on being a bilingual by telling me about why they think what they think.
Research Data
After I finished with the surveys I was surprised with the answeres that i gathered. Out of the 50 students that i surveyed 38 of them said that they are infact bilingual, but when asked if being bilingual helped them understand what they read , 30 of them said no, that they did not see how that would help them to understand reading something in english. The other 8 said that it does help because they can sometimes translate what they have read and analyze it better, just as i thought. Out of the 12 that were not bilingual 9 of them said that they were better off just speaking english, " it would be confusing to know 2 languages because I could get mixed up or not know how to use the other language as an advantage" a student mentioned. The other 3 said that they saw how the ability of speaking 2 languages could help develop their reading skills. I would have expected for more bilingual sudents to be able and use that as an advantage for reading. I explained to them how i thought being bilingual helps you when reading, a couple of them then realized that they actually do use their bilingualism when reading, they just didn't realize it untill now that they thought about it, maybe it's because most of us bilinguals have been speaking two languages since we were kids that we do use it to our advantage, we just don't realize it because we do it selfconciously.
Conclusion
The information that I gathered from the surveys that I handed out were very helpful although the outcome was not what I expected. I found that even though there are many students that are bilingual, they do not use it to their advantage, maybe its not that they don't want to or simple don't do it, I think that it is because they do not know how to use that to their advantage. If I were to choose someone to read my essay I think I would choose bilingual readers because this would matter most to them especially if they want to learn how helpful it can be to be bilingual. Wether it be that u were raised speaking a different language other than English because u come from a different ethnic background or simply learned a different language in school. Being bilingual is a Skill that students need to take advantage of.
Works Cited
Canagarajah, Suresh, and . "Toward a writing pedagogy of sguttling between languages: learning from multilingual writers." college english. 68.6 (2006): 589-603. Print
Hass, Christina, and Linda Flower. "Rhetorical Reading Strategies and the Construction of Meaning." College Composition and Communication. 39.2 (1988): 167-182. Print.
Moll, Luis C., and Norma Gonzalez. "Lessons from research with Language-Minority children." journal of reading behavior. 26.4 (1994): 156-171. Print.
How does being bilingual help you when your reading for context and or content? It helps you in so many ways, like in the way that you can use the other language you know as a sort of thesaurus or translating tool. Our ability to do this comes from our funds of knowledge, from where and when we come from. Different lives, different families, different times and different places lead to how u learn and how u learn to learn and understand all sorts of things. In this case I'm trying to demonstrate how my bilingualism helps me and can help u while reading. I can always use one specific time as an example, I remember when I was in the ninth grade in my English class and we were given an article to read in groups and asked to explain them. There were so many words that were too smart for my group to understand, I then decided to make it easier for them to understand, i read it and then explained it to them in Spanish , they were so glad that they were Hispanics and could use that as a tool to understand what it was they had to learn, thanks to they're second language they were able to complete the work we were asked to do. Then they started to comment to me on how some of the words had root words that came from spanish origins and I saw then that they had gotten the concept of how to use their knowledge and experiences as a sort of reading tool. Hass and Flower talk about how to understand readings and then Moll and Gonzalez talk about a readers backgrounds and how that affects how they learn. Well I plan on creating a bridge between them and showing how u can use your background knowledge to understand readings. I will also use surveys so that students can serve as examples on the advantages of being a bilingual.
Lit review
Hass and Flower said "meaning does not exist in a text but in a reader and the representations they build"(pg.167) but did they ever stop and think about how it is that they build representations or why is it that they came up with a specific meaning for a text? "we do not start with the classroom as the unit of study...We take a "mediated" approach, starting elsewhere, usually studying households"(Moll and Gonzalez pg.158-159). Moll and Gonzalez had a good point to asume that a students knowledge developes from their home and families, but did they think about what it is they use the things they learn at home for in school or during reading? I think that if Hass and Flower,and, Moll and Gonzalez would work together they would have learned to study different aspects of students lifestyles and reading strategies, maybe something like Suresh Canagarajah mentioned " rather than studying the product for descriptions of writing competence, we would study the process of composing in multiple languages."(pg. 590-591) Readers use many techniques when reading, such as note taking and summarizing, well i think that bilingual readers have an extra edge when it comes to reading and i dont think that many people realize that. most people think that it is harmful to be bilingual. i dont see how having an expanded mind and thinking ability hurts you when uderstanding or creating something as creative as writing.
Connection piece
The article by Moll and Gonzalez talks about how teachers sometimes have a hard trouble teaching students about their reading and writing skills.They also talk about some studies, or experiments teachers did in order to figure out better teaching strategies that would be more suitable to the students by getting to know how a student interacts socially at home with family and friends and also how a cultural background plays a role in a students lifestyle.They found that sometimes bilingul students can understasnd better because of the fact that if they do not quite understand something in english they can translate it into another language they know better and grasp the information better.teachers cn not teach every student the same but they can try and compound many strategies into one lesson and try and get throughto the students .
Hass and Flower talk about how they made a study on experienced readers and non experienced in order to see how they understood a writing. They found that experienced readers cared more about content than context. A simple text can have very diverse meanings depending on the readers experience and knowlege. readers have to take text after text and give each one meaning then link them together to understand the whole writing, like it says in the article Hass and Flower "..it is helpful to imagine the representations readers build as complex road maps, made up of many nodesof information, each related to others in multiple ways."(pg.168)
Suresh Canagarajah's article is basically her explaining how and why some people think that it is harmful for students to be bilingual and to come from non english speaking origins, she creates experiments where she studies different students and their different ways of learning to prove that it can in fact be helpful to be bilingual. What i am trying to do is to help prove that what Suresh Canagarajah is saying is true and use Moll and Gonzalez, and Hass and Flower to help me prove it while at the same time showing my idea of how helpful bilingualism can be when trying to understand a writing.
Methodology
Other than using the three articles to backi up my idea, I will create a survey to hand out to 50 people. In this survey I will ask a couple of questions starting with a simple , Are you bilingual? If the answer is yes I will then continue with a series of questions such as, do you find it useful when you read? do you think it is an advantage or a disadvantage to be bilingual? and finally, how is it helpfull or how does it hurt you? If their answer is no, then i will continue with the questions, do you think it would help you when reading if you were bilingual? How would being bilingual help you or hurt you when reading? I will distrib ute these surveys to random students both male and female. I will collect the data then divide the answeres into most common resposes. These surveys will show the different opinions of different students. After the students answer their surveys i will talk to them about my theory and see if they agree or disagree, or maybe they will give me a different perspective on being a bilingual by telling me about why they think what they think.
Research Data
After I finished with the surveys I was surprised with the answeres that i gathered. Out of the 50 students that i surveyed 38 of them said that they are infact bilingual, but when asked if being bilingual helped them understand what they read , 30 of them said no, that they did not see how that would help them to understand reading something in english. The other 8 said that it does help because they can sometimes translate what they have read and analyze it better, just as i thought. Out of the 12 that were not bilingual 9 of them said that they were better off just speaking english, " it would be confusing to know 2 languages because I could get mixed up or not know how to use the other language as an advantage" a student mentioned. The other 3 said that they saw how the ability of speaking 2 languages could help develop their reading skills. I would have expected for more bilingual sudents to be able and use that as an advantage for reading. I explained to them how i thought being bilingual helps you when reading, a couple of them then realized that they actually do use their bilingualism when reading, they just didn't realize it untill now that they thought about it, maybe it's because most of us bilinguals have been speaking two languages since we were kids that we do use it to our advantage, we just don't realize it because we do it selfconciously.
Conclusion
The information that I gathered from the surveys that I handed out were very helpful although the outcome was not what I expected. I found that even though there are many students that are bilingual, they do not use it to their advantage, maybe its not that they don't want to or simple don't do it, I think that it is because they do not know how to use that to their advantage. If I were to choose someone to read my essay I think I would choose bilingual readers because this would matter most to them especially if they want to learn how helpful it can be to be bilingual. Wether it be that u were raised speaking a different language other than English because u come from a different ethnic background or simply learned a different language in school. Being bilingual is a Skill that students need to take advantage of.
Works Cited
Canagarajah, Suresh, and . "Toward a writing pedagogy of sguttling between languages: learning from multilingual writers." college english. 68.6 (2006): 589-603. Print
Hass, Christina, and Linda Flower. "Rhetorical Reading Strategies and the Construction of Meaning." College Composition and Communication. 39.2 (1988): 167-182. Print.
Moll, Luis C., and Norma Gonzalez. "Lessons from research with Language-Minority children." journal of reading behavior. 26.4 (1994): 156-171. Print.
Introo.
my interest in writing or reading i believe it is drawings. that catches my attention. but my question is.. do drawings change the way we see reading? one answer that ive found is that it does because it gives us an idea of what we are reading or what we have to write about. i think that students could find this interesting if we had writing books with drawings. The Image changes the meaning of the written words. What I want to do is a survey that will have to give out to around 40 students. I will ask them like ten questions in how the think if drawings in readings help them to understand a little more what they read.What I want to say here about drawings is that drawings help you understand "MEANING". For me it help like example when I was reading a book it was basically talking about sadness and I better understood it with the drawing. The girl was crying unstoppable that's where I knew she was going thru something very depressing. And by that I knew that drawings are very helpful. Maybe it's not only helpful to me, but to others it also helps.
Project 2=)
(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 (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.
Moll&Gonzales,Hass&Flower and a chapter of the book "linguistecs for teachers" chapter name i mention in my intro and as you read you
will see it again.
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.
The book i read had a chapter that has a wierd understanding that i can relate to my reascher . The chapter name is " how methaphor
givesmeaning to form" they basicly talk about how methPhor gives meaning to form and there is some form that aids to interpertation. What i
mean by that is well let me give you an example , when you read a poem you read it as a poem beacuse you can actually interpert the
author emotions and relate them to you. But when reading an article theres only facts that you use you dont always agree with it.you cant
listen to their emotions.The other reasource is Hass&Flower i chosse this atticle because it talks about rethorical reading strategies and the
construction of meaning. I agree with this next context I found in the article ," reading should be thought of as a constructive rather than as a
recepective process that " Meaning " does not exisit in a text but in readers and the representations ." i like the fact that hass n flower are
talking of how readers create their own meaning.
Connection:
My three resources connect beacuse they all talk about meaning and how readers come to interpertating there understanding the idea.
The book i read i only read a chapther tnat caught my attention "how metahphor gives meaning to form " what i figure out was that form aids interpertation beacuse with out a form you dont know what toexpect and how your going to read and article ,poem , book ,essay , etc..
Moll&gonzales there talking about funds of knowledge and how that helps or maybe not help them to in prove their learning or teaching.
Hass&Flower there talking about how rehtorical reading and constructive meaning. i believe that these articles have a connection beacuse they all have to do with meaning and how there must be a form to interpertation . at first when i read the chapter in the book it was kinda not really what i expected but then i started realizing that it wasnt really what i wanted but then i saw a quote that said " more of form is more of content" and i saw a connection between hass n flower and that quote beacuse there is more to meaning and interpertaion when you have a understanding to what your reading and know what to expect.
Methodology;
my methods am doing are interviewing my lilttel brother and my friend and i ask them to read the article of either moll&gonzales or hass&flower?? and ask them question like FOUR TO FIVE QUESTION ? while their reading stop them like half way through the article. what i want to find out is if there a diffrence in age groups interpertation,and if they realize when interpertaion happens? as i did my expirement /interview there is a diffrence beacuse my little brotherdidnt understand who the author was talking to and my friend did. but he did understand that he was interpertaiating diffrently, and he was kinda freaked out but he liked that i made him realize that interpertaion must have a form in order to understand and expect what to read??But i really think i should of interviewed more people??
Reascher Data:
What I did in my reascher sure was interview my friend age 19 and my little brother age 10 . First I hthe them read and article and aske them question like Are you aware when you interpret reading.? Do you know how to interpret reading? .the reascher i have done has let me to figure out that their is a diffrence in age group interpertation when reading the same thing. the main question was do readers notice when interpertation happens ?? what i found is that most people dont realize when they interpert reading , my little brother asked me what interpetation meant so at first i thought it might not work but then i saw it kind intersting to expirement with ?? beacuse thats when i realize that people his grop age dont know what interpertation means or how it is use. when i asked my friend she said she was aware when she starts interpertating when reading cause she starts to do notes on the side and she starts to get a meaning she can understand. but then i believe that kids do know what interpertation is cause if you put a book with pictures and words they will get the meaning to what the book is trying to say ? other than a book with just words the meaning is there but they must read it more than one time.
Analyisis:
The outcome of my interview were very intersting beacause what i found out was excatly what i wanted to know..i mean my question was Do readers realize when interpertation happens?? the question i were answered diffrently each. one told me that yes they know when its happens. and the other one told me that what interpertation meant?? so that lead me to something more i wanted to discover is there a diffrence in age groups and how they interpert stuff??
WORKCITED:
Haas, Christina, and Linda Flower. "Rhetorical Reading Strategies and Construction of Meaning." CCC 2nd ser. 39 (1988): 167-83. Web
Lakoff, George, and Mark Johnson. "How Metaphor Gives Meaning to Form." Linguistics for Teachers. Ed. Linda Miller. Cleary and Michael D. Linn. New York: McGraw-Hill, 1993. 519-27. Print.
Moll, Luis C., and Norma Gonzales. "Lessons from Reascher With Language Minority Children." CCC 4th ser. 26 (1994): 439-56. Web.
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 (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.
Moll&Gonzales,Hass&Flower and a chapter of the book "linguistecs for teachers" chapter name i mention in my intro and as you read you
will see it again.
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.
The book i read had a chapter that has a wierd understanding that i can relate to my reascher . The chapter name is " how methaphor
givesmeaning to form" they basicly talk about how methPhor gives meaning to form and there is some form that aids to interpertation. What i
mean by that is well let me give you an example , when you read a poem you read it as a poem beacuse you can actually interpert the
author emotions and relate them to you. But when reading an article theres only facts that you use you dont always agree with it.you cant
listen to their emotions.The other reasource is Hass&Flower i chosse this atticle because it talks about rethorical reading strategies and the
construction of meaning. I agree with this next context I found in the article ," reading should be thought of as a constructive rather than as a
recepective process that " Meaning " does not exisit in a text but in readers and the representations ." i like the fact that hass n flower are
talking of how readers create their own meaning.
Connection:
My three resources connect beacuse they all talk about meaning and how readers come to interpertating there understanding the idea.
The book i read i only read a chapther tnat caught my attention "how metahphor gives meaning to form " what i figure out was that form aids interpertation beacuse with out a form you dont know what toexpect and how your going to read and article ,poem , book ,essay , etc..
Moll&gonzales there talking about funds of knowledge and how that helps or maybe not help them to in prove their learning or teaching.
Hass&Flower there talking about how rehtorical reading and constructive meaning. i believe that these articles have a connection beacuse they all have to do with meaning and how there must be a form to interpertation . at first when i read the chapter in the book it was kinda not really what i expected but then i started realizing that it wasnt really what i wanted but then i saw a quote that said " more of form is more of content" and i saw a connection between hass n flower and that quote beacuse there is more to meaning and interpertaion when you have a understanding to what your reading and know what to expect.
Methodology;
my methods am doing are interviewing my lilttel brother and my friend and i ask them to read the article of either moll&gonzales or hass&flower?? and ask them question like FOUR TO FIVE QUESTION ? while their reading stop them like half way through the article. what i want to find out is if there a diffrence in age groups interpertation,and if they realize when interpertaion happens? as i did my expirement /interview there is a diffrence beacuse my little brotherdidnt understand who the author was talking to and my friend did. but he did understand that he was interpertaiating diffrently, and he was kinda freaked out but he liked that i made him realize that interpertaion must have a form in order to understand and expect what to read??But i really think i should of interviewed more people??
Reascher Data:
What I did in my reascher sure was interview my friend age 19 and my little brother age 10 . First I hthe them read and article and aske them question like Are you aware when you interpret reading.? Do you know how to interpret reading? .the reascher i have done has let me to figure out that their is a diffrence in age group interpertation when reading the same thing. the main question was do readers notice when interpertation happens ?? what i found is that most people dont realize when they interpert reading , my little brother asked me what interpetation meant so at first i thought it might not work but then i saw it kind intersting to expirement with ?? beacuse thats when i realize that people his grop age dont know what interpertation means or how it is use. when i asked my friend she said she was aware when she starts interpertating when reading cause she starts to do notes on the side and she starts to get a meaning she can understand. but then i believe that kids do know what interpertation is cause if you put a book with pictures and words they will get the meaning to what the book is trying to say ? other than a book with just words the meaning is there but they must read it more than one time.
Analyisis:
The outcome of my interview were very intersting beacause what i found out was excatly what i wanted to know..i mean my question was Do readers realize when interpertation happens?? the question i were answered diffrently each. one told me that yes they know when its happens. and the other one told me that what interpertation meant?? so that lead me to something more i wanted to discover is there a diffrence in age groups and how they interpert stuff??
WORKCITED:
Haas, Christina, and Linda Flower. "Rhetorical Reading Strategies and Construction of Meaning." CCC 2nd ser. 39 (1988): 167-83. Web
Lakoff, George, and Mark Johnson. "How Metaphor Gives Meaning to Form." Linguistics for Teachers. Ed. Linda Miller. Cleary and Michael D. Linn. New York: McGraw-Hill, 1993. 519-27. Print.
Moll, Luis C., and Norma Gonzales. "Lessons from Reascher With Language Minority Children." CCC 4th ser. 26 (1994): 439-56. Web.
Sunday, March 27, 2011
Research Prosess
On my researsh I am asking people about what they think about learning strategies and whch ones they think are the best ones that work the best and wich ones people use frecuently and why, and on this survey I asked every kind of people, students, graduated students and teachers.
Project 2
ntroduction
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.
Methodology
For my research I’m planning on doing an experiment. This experiment will be to test whether note taking helps you. I want to do it on a couple of people, from 3 to 5. I will give them a video. And give them the option whether to take notes or not. Then I’ll have them write a summary of what they learn and maybe a couple of questions about the video. After that I’m planning on doing an interview and ask them how they feel about the way their notes helped them while writing their summaries, their struggles, etc. But I’m still not very sure about the interview part. I feel like this experiment will help me answer a lot of questions I have when it comes to note taking, like for example, do notes really work? maybe not for everyone. We all learn differently. For some people notes are just a waste of paper and time, and for some others notes are super essential, and are the most important study tool. I’m not sure about the interview part because a lot of people lie, and say what they think is the best answer for them. So I don’t think it’s a very accurate tool.
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.
Methodology
For my research I’m planning on doing an experiment. This experiment will be to test whether note taking helps you. I want to do it on a couple of people, from 3 to 5. I will give them a video. And give them the option whether to take notes or not. Then I’ll have them write a summary of what they learn and maybe a couple of questions about the video. After that I’m planning on doing an interview and ask them how they feel about the way their notes helped them while writing their summaries, their struggles, etc. But I’m still not very sure about the interview part. I feel like this experiment will help me answer a lot of questions I have when it comes to note taking, like for example, do notes really work? maybe not for everyone. We all learn differently. For some people notes are just a waste of paper and time, and for some others notes are super essential, and are the most important study tool. I’m not sure about the interview part because a lot of people lie, and say what they think is the best answer for them. So I don’t think it’s a very accurate tool.
Research Experience
My research experience was awesome, I think that by asking people their opinion about yout theory they would give you usefel feedback. In my case I use questions with options to make graphs out of the numbers result. The second part of the survey consist on asking why they think about tutoring and reading all people answers was great in my research.
Research Process
I was doing surveys, we went through different halls looking for people to answer the surveys, they were very accessible and definitely helpful in my research process. I had 20 surveys to do during my class time. It was a very good experience because I have done it before but it had never resulted as good as this one. The survey had simple questions like sometimes, never, random so the people just had to check on the box with the answer they prefer. That way makes it simpler for them to answer.
Research Rap Session
Have questions about our research process, your writing, how to get started with this all? Comment to this post and we'll talk about it. :)
See a question you can answer? Feel free to! Maybe you don't have a question but instead just wanna let us know how things are going? Go for it! I'd love to hear! :)
The rap session will remain open until 5pm.
Get drafts posted up tonight if you haven't already: drafts must include Intro, lit review(that's your discussion of other's ideas) your connection piece (between others ideas and yours) , and your methodology (in wihch you introduce your research to us: what it is you will do, how you will do and what you hope to find).
See everyone on Monday! P2 is nearly complete! :)
See a question you can answer? Feel free to! Maybe you don't have a question but instead just wanna let us know how things are going? Go for it! I'd love to hear! :)
The rap session will remain open until 5pm.
Get drafts posted up tonight if you haven't already: drafts must include Intro, lit review(that's your discussion of other's ideas) your connection piece (between others ideas and yours) , and your methodology (in wihch you introduce your research to us: what it is you will do, how you will do and what you hope to find).
See everyone on Monday! P2 is nearly complete! :)
Research Experience
Friday i started doing some of the surveys i came up with, i learned that i need to change up a few things and maybe target different people. It was interesting to see what people came up with as far as answers, some of them didn't even care. And some others answered how i wanted them to. I will also be doing interview but I don't exactly know what professors to interview.
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