When creating a writing assignment, teachers obviously have an idea of how they want it to be written. But do their ideas and opinions stick with them when revising and grading students papers. Every person is different in his or her writing style; do teachers forget this? This seems to restrict students in their writing. They feel they can only focus on the comments teachers have noted and not what they think is wrong and could be fixed. A revision by the teacher is just one person’s opinion, which may very well be bias. Revision creates several problems for students, why and how can they be fixed?
For example, when a teacher says remember your audience, who really is your audience? Most students will use the teacher as their audience because this is the only person who is going to read their papers. This restricts students to truly expand and capture the appropriate audience for a specific paper. Perhaps group work would help this restriction, giving a student a broader audience to look at and receive feedback from. This may allow students to see different readers opinions and how they interpret a student’s paper.
Many teachers are repetitive when editing a paper, which again shows they have one strong opinion they are exercising to the class. In Sommers reading “Responding to Student Writing” she says, “Most teachers comments are not text-specific and could be interchanged, rubber-stamped, from text to text.” The teacher is showing what they want in a paper, which eliminates diversity among papers. In my opinion this would make reading these papers very boring and repetitive.
Sommer also says that writing becomes a guessing game to students. When teachers give a vague comment such as, “choose a precise language” or “think more about your audience” a student might wonder what does this really mean? How do I choose a precise language and who really is my audience. Once again this is a teachers own opinion and the audience is pointed
toward the teacher. The teacher gave no suggestions on how to improve on his or her comments, they are simply just stated.
I feel if a teacher is going to give comments and then allow for revision, then the comments themselves should be more specific; guiding the students. By simply stating what a teacher sees as wrong is not giving students suggestions on how they can improve or change their paper for their final draft. For example, Sommers tells her readers the mistakes teachers face in responding to student writing is, “teachers do not respond to student writing with the kind of thoughtful commentary which will help students to engage with the issues they are writing about or which will help them think about their purposes and goals in writing a specific text.”
I think teachers should leave out the comments on usage errors and grammar to a later draft, just as Sommers suggest. A teacher should focus on the context of the text making sure the student is pointed in the right direction, sticking to the topic, and writing to a proper audience. Perhaps allowing for several revisions before submitting a final draft.
It is hard to truly say what is right and wrong because everyone is different and learns in different ways, but experimenting and using suggestive advise on how to improve on how to respond to students writing is crucial. People want what is best for students and the best ways for them to improve on their writing skills.
Monday, April 12, 2010
Wednesday, March 31, 2010
Rubrics: holistic and analytic
I had never really thought about how teachers actually designed rubrics. After reading from Williams and Mertler, grading writing assignments made since. I could relate this to my past writing assignments. I was able to analyze the two different types of rubrics, holistic and analytical. Do they both seem to be significant for the writing purposes they are used for?
In some instances, I liked receiving papers back with feedback on my performance. This allows a writer to see concepts they may have missed or even grammar corrections. This would be an example of an analytic style of grading, “where the teacher scores separate, individual parts of the product or performance first, then sums the individual scores to obtain a total score” (Mertler). This process is said to be time consuming, which I can understand. This requires a teacher to assess a student’s paper several times before placing a total score on it. Although this may be very time consuming for a teacher I believe it benefits a student.
Holistic style “requires the teacher to score the overall process or product as a whole, without judging the component parts separately” (Mertler). If a teacher gives a writing assignment where there is no correct answer, this rubric works perfectly. The grade is based off of the overall performance. The teacher only needs to read through a paper once to establish a grade, which is less time consuming than analytical. Time seems to be very important for a teacher, so to be able to spend less time grading and more time teaching is crucial.
However, even though both are different there is no correct way to grade. It gives teachers an option based on their assignment criteria. One is not better than the other; it just depends on the type of assignment you choose to create. One allows for more feedback than the other for students, analytical. Both rubrics do take time to create. They must be created a head of time providing samples for the students, so they can understand the grading policy. As a teacher being prepared is important. You want your students to understand your grading policy so they know how to write their paper; understand what they need to write about according to the rubric.
I like how there is choice when it comes to grading. Although many teachers have one style they like to use, it is nice to see the variations. It not only gives teachers variety but a chance to experience with students, to see what works best for them.
In some instances, I liked receiving papers back with feedback on my performance. This allows a writer to see concepts they may have missed or even grammar corrections. This would be an example of an analytic style of grading, “where the teacher scores separate, individual parts of the product or performance first, then sums the individual scores to obtain a total score” (Mertler). This process is said to be time consuming, which I can understand. This requires a teacher to assess a student’s paper several times before placing a total score on it. Although this may be very time consuming for a teacher I believe it benefits a student.
Holistic style “requires the teacher to score the overall process or product as a whole, without judging the component parts separately” (Mertler). If a teacher gives a writing assignment where there is no correct answer, this rubric works perfectly. The grade is based off of the overall performance. The teacher only needs to read through a paper once to establish a grade, which is less time consuming than analytical. Time seems to be very important for a teacher, so to be able to spend less time grading and more time teaching is crucial.
However, even though both are different there is no correct way to grade. It gives teachers an option based on their assignment criteria. One is not better than the other; it just depends on the type of assignment you choose to create. One allows for more feedback than the other for students, analytical. Both rubrics do take time to create. They must be created a head of time providing samples for the students, so they can understand the grading policy. As a teacher being prepared is important. You want your students to understand your grading policy so they know how to write their paper; understand what they need to write about according to the rubric.
I like how there is choice when it comes to grading. Although many teachers have one style they like to use, it is nice to see the variations. It not only gives teachers variety but a chance to experience with students, to see what works best for them.
Monday, March 22, 2010
Frustration with non-native speakers
Something that caught my attention from this case study was the frustration most international students discovered. Although all of these students appeared to be different, with different backgrounds, they all seemed to suffer some of the same irritations. After reading this case study and analyzing the outcomes, in what ways do these international students face frustration with writing?
Most international students make the decision to come to the US for new challenges and opportunities, however they do not truly know what lies ahead of them until they come and experience it. “All students report some degree of culture and academic “shock” upon entrance to the university as undergraduate students.” One student says she went from almost no writing to having to write something every week. I know this would be very frustrating for me, a drastic change. Unfortunately this decreased their confidence in writing.
This case study did show the differences these students faced such as language differences, writing style differences, and cultural differences. Language differences are a common issue among the students. Most used English as their second language. Coming into a world that speaks only English in a classroom would be frustrating at times. Frequent issues happen with language and the use of language in everyday conversation. Some of these students use different languages for communication purposes. They might use one language when talking to family and friends and another when in the classroom. One student found herself trying to defend her use of a word that was correct in South Africa but now did not exist in the US. She says, “It shattered my already meager confidence.” Her use of language, even if in English, is marked as different. Another student had discovered new terms in English that she could not translate in her own language, Romanian.
Some students expressed frustration with writing styles. For some, styles from their home country are drastically different from the styles in the US. One student found that some writing in Spanish does not have the same sentence construction in English. “In limiting the writing styles accepted in the university, students become frustrated.” Universities assume these students will just adapt to the writing style and structure of the university. If only countries would get together and come up with a consensus on a writing structure for all. I have much respect for international students. Coming into a new country with the norms being completely different from that of their homeland must be difficult.
Most international students make the decision to come to the US for new challenges and opportunities, however they do not truly know what lies ahead of them until they come and experience it. “All students report some degree of culture and academic “shock” upon entrance to the university as undergraduate students.” One student says she went from almost no writing to having to write something every week. I know this would be very frustrating for me, a drastic change. Unfortunately this decreased their confidence in writing.
This case study did show the differences these students faced such as language differences, writing style differences, and cultural differences. Language differences are a common issue among the students. Most used English as their second language. Coming into a world that speaks only English in a classroom would be frustrating at times. Frequent issues happen with language and the use of language in everyday conversation. Some of these students use different languages for communication purposes. They might use one language when talking to family and friends and another when in the classroom. One student found herself trying to defend her use of a word that was correct in South Africa but now did not exist in the US. She says, “It shattered my already meager confidence.” Her use of language, even if in English, is marked as different. Another student had discovered new terms in English that she could not translate in her own language, Romanian.
Some students expressed frustration with writing styles. For some, styles from their home country are drastically different from the styles in the US. One student found that some writing in Spanish does not have the same sentence construction in English. “In limiting the writing styles accepted in the university, students become frustrated.” Universities assume these students will just adapt to the writing style and structure of the university. If only countries would get together and come up with a consensus on a writing structure for all. I have much respect for international students. Coming into a new country with the norms being completely different from that of their homeland must be difficult.
Sunday, March 14, 2010
Book club book "Educating Esme"
In the book “Educating Esme,” there were so many passages the author used that were quit compelling. Even from the start I could tell this brand new teacher was going to make a difference. Two passages that I liked were:
“Unless we are moving the children forward, we aren’t doing work.”
“I wanted to teach so I could lead, not follow.”
Esme truly stood by to what she said. She was all about working hard for the students benefit and making sure they actually succeeded, each one of her 31 students. What really shocked me was how she was so independent and demanding as a first year teacher. She new what she wanted and how to teach her students, therefore that’s exactly what she did. She was not exactly a rule follower; she had her own rules that she chose to follow. That’s where the second quote comes in. Her principle Mr. Turner was fussing at her for not following the rules, calling her stubborn. She did not want to follow some other person’s rules because she was a leader. However even though the principle thought she was stubborn he respected her. He said, “you are stubborn, but in a lovable way. No matter what you do, I can’t seem to stay angry.”
There were so many activities she created where I was blown away. I truly believe Esme is a terrific role model for all teachers. Remember this was her first year, so brave, so creative, and free spirited. She astounded me with some of the things her students would say; they were so smart. It showed they truly looked up to her and trusted her, which is exactly what she wanted. It was very difficult to gain these students trust because she was teaching in an inner-city public school in Chicago. She was strong, it seemed she was even stronger than teachers who had been teaching for years. I will definitely be taking some of her ideas with me to my future classroom.
Questions:
1. After reading “Educating Esme” how do you think she compares or contrast to other teachers; the “normal” teachers?
For one she is definitely not your “normal” teacher. What I mean by that is she does not follow the rules and standards for teaching. Yes she teaches what she is supposed to but with creativity and fun. She differs with her creative activities. One of my favorite activities was when her class was learning about inventors. She decided to dress up with things such as rubber bands, gum, cookies, and light bulbs. With each item she had a tag attached which said who invented that item. The real thrill of it all was that she wore roller skates; this really got the students attention. Even though it may have had nothing to do with the lesson she made learning fun and exciting to where the students wanted to learn.
2. What do you think about the way Esme teaches? And do you agree?
Esmes teaching style influenced me. She taught what she was supposed to teach and more. With all the problems the school had with the children she was always able to engage them. When it came to reading Esme bought her own books and did not use the books that were assigned for the class. The kids had to provide collateral if wanted to borrow a book. This is how she kept track of them. She was stern but kind to the kids, never letting them back down. Esme always provided roles every student could complete and learn from.
3. Why or how could this book be significant to present and future teachers?
This book can give teachers ideas and strategies for dealing with problem children. Esme worked with these children everyday. I felt she always new what to do or say. One extreme example was when one of her students had no respect for Esme saying he hated her. Esme responding by saying, “You can hate me all you want. That’s your prerogative, your choice. But no matter how you feel about me, I will always love you.” Then the next day she made him teach the class to see just how hard it was to be one her side of the desk. This seemed to do the job. Another example is when one of her students came into class late for the fourth day in a row. Before yelling at her like she wanted, she simply reminded herself “I promised myself to try not to single children out for public humiliation, but to talk and listen privately instead.” What kid likes to be yelled at in front of the whole class? I have noticed this strategy (yelling) to usually be unsuccessful.
“Unless we are moving the children forward, we aren’t doing work.”
“I wanted to teach so I could lead, not follow.”
Esme truly stood by to what she said. She was all about working hard for the students benefit and making sure they actually succeeded, each one of her 31 students. What really shocked me was how she was so independent and demanding as a first year teacher. She new what she wanted and how to teach her students, therefore that’s exactly what she did. She was not exactly a rule follower; she had her own rules that she chose to follow. That’s where the second quote comes in. Her principle Mr. Turner was fussing at her for not following the rules, calling her stubborn. She did not want to follow some other person’s rules because she was a leader. However even though the principle thought she was stubborn he respected her. He said, “you are stubborn, but in a lovable way. No matter what you do, I can’t seem to stay angry.”
There were so many activities she created where I was blown away. I truly believe Esme is a terrific role model for all teachers. Remember this was her first year, so brave, so creative, and free spirited. She astounded me with some of the things her students would say; they were so smart. It showed they truly looked up to her and trusted her, which is exactly what she wanted. It was very difficult to gain these students trust because she was teaching in an inner-city public school in Chicago. She was strong, it seemed she was even stronger than teachers who had been teaching for years. I will definitely be taking some of her ideas with me to my future classroom.
Questions:
1. After reading “Educating Esme” how do you think she compares or contrast to other teachers; the “normal” teachers?
For one she is definitely not your “normal” teacher. What I mean by that is she does not follow the rules and standards for teaching. Yes she teaches what she is supposed to but with creativity and fun. She differs with her creative activities. One of my favorite activities was when her class was learning about inventors. She decided to dress up with things such as rubber bands, gum, cookies, and light bulbs. With each item she had a tag attached which said who invented that item. The real thrill of it all was that she wore roller skates; this really got the students attention. Even though it may have had nothing to do with the lesson she made learning fun and exciting to where the students wanted to learn.
2. What do you think about the way Esme teaches? And do you agree?
Esmes teaching style influenced me. She taught what she was supposed to teach and more. With all the problems the school had with the children she was always able to engage them. When it came to reading Esme bought her own books and did not use the books that were assigned for the class. The kids had to provide collateral if wanted to borrow a book. This is how she kept track of them. She was stern but kind to the kids, never letting them back down. Esme always provided roles every student could complete and learn from.
3. Why or how could this book be significant to present and future teachers?
This book can give teachers ideas and strategies for dealing with problem children. Esme worked with these children everyday. I felt she always new what to do or say. One extreme example was when one of her students had no respect for Esme saying he hated her. Esme responding by saying, “You can hate me all you want. That’s your prerogative, your choice. But no matter how you feel about me, I will always love you.” Then the next day she made him teach the class to see just how hard it was to be one her side of the desk. This seemed to do the job. Another example is when one of her students came into class late for the fourth day in a row. Before yelling at her like she wanted, she simply reminded herself “I promised myself to try not to single children out for public humiliation, but to talk and listen privately instead.” What kid likes to be yelled at in front of the whole class? I have noticed this strategy (yelling) to usually be unsuccessful.
Wednesday, March 3, 2010
Why study Grammar? The Social Nature of Error.
This section in the chapter really stood out to me. I found myself understanding how complex grammar is. This section talks about the different errors that are considered to be right or wrong; whether or not what someone says or writes would be considered an error. The way grammar is taught teaches us that there is a consensus with everyone who speaks the same language. The chapter also discussing the different language and cultures that affect grammar, which relates to this idea of a consensus. Even though English speakers in America all speak the same language, they all learn a variety of that language called dialect. This style of speech varies in different communities. After analyzing this section would you agree with this passage, “What is most important is that teachers recognize this dialect (example: black English vernacular) as language spoken in the home and not label it as ‘wrong English’ or ‘bad English’.”
This really got me thinking about my future in the classroom. How is a teacher supposed to come across a situation where a student uses their “home” dialect in their writing? What is considered acceptable language use in one community may not be accepted in another, but this does not mean it is “wrong” English. To a student this “home” dialect would be considered correct. What we teach and learn in school is the traditional approach to grammar. Traditional approach is based on theories about how language should be used. I definitely believe the way we speak is different from the way we write, especially formally. Therefore when one writes as they speak, it might be considered incorrect because it is not the formal way of writing. I see this as Universal error vs. community error. Universally we all learn the basic rules and norms of writing and in a community these rules change.
How would we view this in a classroom? I understand that when a student writes informally, as if they were talking to a friend, that a teacher would mark this wrong. What may seem confusing to the student is that to them, this is not wrong. Therefore by distinguishing the difference between universal and community language would help students understand when it is appropriate to use a specific dialect/ style in their writing. This fits in with our discussion on audiences. Within a community you know who the audience is, you change your style of speech to fit into that community. This causes problems when a member outside of your community comes in, he or she may perceive far more errors in a persons speech than an actual member of the community. Here the audience changed, effecting what one sees as right or wrong. This also can be a problem in the classroom between students and teachers. This is why it is important for teachers to explain the difference. I strongly agree with this passage from the book, “teachers need to help their students study the many contexts in which language is used if they are to become confident writers and stylists.” Distinguishing these differences I feel will make a big difference and help eliminate error problems in a classroom.
This really got me thinking about my future in the classroom. How is a teacher supposed to come across a situation where a student uses their “home” dialect in their writing? What is considered acceptable language use in one community may not be accepted in another, but this does not mean it is “wrong” English. To a student this “home” dialect would be considered correct. What we teach and learn in school is the traditional approach to grammar. Traditional approach is based on theories about how language should be used. I definitely believe the way we speak is different from the way we write, especially formally. Therefore when one writes as they speak, it might be considered incorrect because it is not the formal way of writing. I see this as Universal error vs. community error. Universally we all learn the basic rules and norms of writing and in a community these rules change.
How would we view this in a classroom? I understand that when a student writes informally, as if they were talking to a friend, that a teacher would mark this wrong. What may seem confusing to the student is that to them, this is not wrong. Therefore by distinguishing the difference between universal and community language would help students understand when it is appropriate to use a specific dialect/ style in their writing. This fits in with our discussion on audiences. Within a community you know who the audience is, you change your style of speech to fit into that community. This causes problems when a member outside of your community comes in, he or she may perceive far more errors in a persons speech than an actual member of the community. Here the audience changed, effecting what one sees as right or wrong. This also can be a problem in the classroom between students and teachers. This is why it is important for teachers to explain the difference. I strongly agree with this passage from the book, “teachers need to help their students study the many contexts in which language is used if they are to become confident writers and stylists.” Distinguishing these differences I feel will make a big difference and help eliminate error problems in a classroom.
Monday, March 1, 2010
Technology in classrooms
"Integrating New Technology into Technical Communication Curricula"
Campbell, Jennifer. EServer TC Libary, 1997. Published by: STC Proceedings
The article I have chosen emphases the importance of having technology in classrooms, it does not necessarily talk about technology in writing, but brings up the technology that would help people to write. I just found it interesting, and it went with the topic of “technology in the classroom.”
This article talks about technology and how it is becoming a major part in the world today. Soon everyone will have to know it to get by in the world. The article suggests bringing technology in the classroom will get people ahead of the game. However, knowing what to teach and how to teach technology in classrooms is a concern. Technology takes money, equipment, and qualified instructors, also making changes to the current curriculum. Truth is innovation happens and change is going to take place. The problem with all of this is the time it will take to implement this completely; where equipment is available and teachers are properly trained.
The article suggests developing a temporary class that would teach the new technology in classrooms quickly. Essentially this would still bring on the same problems such as money, equipment, etc. However it will only need one instructor and less equipment. Here the students would learn about the Internet and word processing systems to help them with their writing. This temporary class would be similar to a computer lab. Unfortunately most teachers today (older generation) are not up to date with the new technology and are unwilling to change their ways of teaching, without technology. I believe teaching technology in the classroom will become easier once everyone has learned and are willing to learn the means of technology.
There will constantly remain the problem of new technology and the difference between them. For example different computer brands such as PC’s and Macs will cause problems for students who have learned on one, then all of a sudden has to use the other one. It seems no matter how trained a person is in technology there will always be problems. The article sums up by saying, “By integrating new technology into technical communication curricula, communications programs have the opportunity to arm their students with the skills they need to be competitive in today’s job market. They also have the opportunity to take a lead position in analyzing the new media and its effect on communication and society.” I believe this is crucial. More and more innovative technology is made everyday. If we fail to teach students the basics early on then they, I believe, will struggle throughout their lifetime. Today, the Internet, word processor, and email are a major part of my life. If I did not learn what I did at an early age, I know for a fact I would be struggling today. There are so many means of technology in this world that we rely on, therefore it is essential to learn. By providing technology in the classroom from the beginning will help people succeed in their future.
Campbell, Jennifer. EServer TC Libary, 1997. Published by: STC Proceedings
The article I have chosen emphases the importance of having technology in classrooms, it does not necessarily talk about technology in writing, but brings up the technology that would help people to write. I just found it interesting, and it went with the topic of “technology in the classroom.”
This article talks about technology and how it is becoming a major part in the world today. Soon everyone will have to know it to get by in the world. The article suggests bringing technology in the classroom will get people ahead of the game. However, knowing what to teach and how to teach technology in classrooms is a concern. Technology takes money, equipment, and qualified instructors, also making changes to the current curriculum. Truth is innovation happens and change is going to take place. The problem with all of this is the time it will take to implement this completely; where equipment is available and teachers are properly trained.
The article suggests developing a temporary class that would teach the new technology in classrooms quickly. Essentially this would still bring on the same problems such as money, equipment, etc. However it will only need one instructor and less equipment. Here the students would learn about the Internet and word processing systems to help them with their writing. This temporary class would be similar to a computer lab. Unfortunately most teachers today (older generation) are not up to date with the new technology and are unwilling to change their ways of teaching, without technology. I believe teaching technology in the classroom will become easier once everyone has learned and are willing to learn the means of technology.
There will constantly remain the problem of new technology and the difference between them. For example different computer brands such as PC’s and Macs will cause problems for students who have learned on one, then all of a sudden has to use the other one. It seems no matter how trained a person is in technology there will always be problems. The article sums up by saying, “By integrating new technology into technical communication curricula, communications programs have the opportunity to arm their students with the skills they need to be competitive in today’s job market. They also have the opportunity to take a lead position in analyzing the new media and its effect on communication and society.” I believe this is crucial. More and more innovative technology is made everyday. If we fail to teach students the basics early on then they, I believe, will struggle throughout their lifetime. Today, the Internet, word processor, and email are a major part of my life. If I did not learn what I did at an early age, I know for a fact I would be struggling today. There are so many means of technology in this world that we rely on, therefore it is essential to learn. By providing technology in the classroom from the beginning will help people succeed in their future.
Wednesday, February 17, 2010
Collaborative learning
For as long as I can remember, for the most part, I have always enjoyed working in groups over individual work. I knew if I worked in a group I would receive help from my group members, making the work easier. Even though it is a fairly new concept, teachers have been favoring collaborative work in their classrooms. In the Trimbur reading it says, "collaborative learning organizes students not just to work together on common projects but more important to engage in a process of intellectual negotiation and collective decision-making." According to the reading some critics believe this kind of group work eliminates individual voice and creativity. Referring to the readings and your personal beliefs, does this in fact seem to be true, is individualism in fact taken away in collaborative learning?
I believe, to a certain extent, individualism could be forgotten. However, how do people learn in the world? Through themselves or through their peers? The obvious answer is both, but I believe most comes from your peers, especially teachers. Conversing with one another allows people to learn through others socially. I don't know how many times someone has told me something I did not know, especially when working in groups. It is easy to relate to others in your class because you are all there learning the same material.
This relates to the term "normal discourse." According to Richard Rorty "this applies to conversation within a community of knowledgeable peers." Those who want to become attorneys have to learn the language of the law, they are in the same community. This is what a teacher is for, to teach and share to the new members of a community his or her knowledge. Students will then learn the subject matter. People in the same community can relate to one another and learn from each other. Perhaps if students were only given group assignments they may never have an individual voice or creativity. But occasionally using group work for specific assignments just might be beneficial. Students can collaborate on their given assignment and help each other to understand the subject better and reach a consensus. Therefore I believe the occasional group work is important and will not take away ones individualism, but one could overdue the group assignments and never give a student a chance to find their own individual voice especially if they have not already found it.
I believe, to a certain extent, individualism could be forgotten. However, how do people learn in the world? Through themselves or through their peers? The obvious answer is both, but I believe most comes from your peers, especially teachers. Conversing with one another allows people to learn through others socially. I don't know how many times someone has told me something I did not know, especially when working in groups. It is easy to relate to others in your class because you are all there learning the same material.
This relates to the term "normal discourse." According to Richard Rorty "this applies to conversation within a community of knowledgeable peers." Those who want to become attorneys have to learn the language of the law, they are in the same community. This is what a teacher is for, to teach and share to the new members of a community his or her knowledge. Students will then learn the subject matter. People in the same community can relate to one another and learn from each other. Perhaps if students were only given group assignments they may never have an individual voice or creativity. But occasionally using group work for specific assignments just might be beneficial. Students can collaborate on their given assignment and help each other to understand the subject better and reach a consensus. Therefore I believe the occasional group work is important and will not take away ones individualism, but one could overdue the group assignments and never give a student a chance to find their own individual voice especially if they have not already found it.
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