"Untracking English"
Christensen Chapter #8
"Many students who come from remedial or regular classes are bright. But the abilities they bring to class often go unrecognized because they aren't the skills traditional education has prized: reading and writing" (171).
No truer words have been spoken. When I read this chapter I had to stop and say "WOW" when I read that, because I saw an example of this in real life just a couple weeks ago during my Pre Internship. I have been continusously blown away by this 6th grade boy in the English class. The topic of this quarter is "Loss", so the class was reading a short novel by Ralph Fletcher, dealing with loss. My mentor teacher asked the kids to take a piece of contrution paper and divide the back into three sections," National, local, and personal loss" then he had then list different kinds of loss. Then he had them flip over the paper and draw a picture representing loss. As I walked around the classroom peering over these kids shoulders I saw pictures of soldiers in Iraq, the tornado that hit Tennessee, and the school shooting at NWU. But, when I peered over this one boys shoulder I saw a beautiful displays of colors of mutliple designs within a circle, it was beautiful. I sat down next to him, and I asked, " what does this picture represent?" The boy looked at me and said, "This is how I felt when my brother died." I wanted to tear up right there, because I saw it. I saw the craziness of his mind when he found out, and every color had a different emotion that he felt. It was amazing!
If this boy had had a different teacher, and I am sure has had the traditional teacher and always will, I am not so positive that that drawing, that meant so much to him, would be accepted as a peice of literature. Or how many teachers would ask about it, rather than handing it back and scorned him for doodling instead of drawing the assignment. He is an amazing thinker and he is very intelligent becasue he thinks so abstractly, but how many schools, how many teachers notice or take the time to notice the potential of a non traditional form of intelligentce. My teacher and I had a great discussion about allowing students the oppurtunity to find thier own individual ways of learning and expression of learning. This had to be one of my favorite and most influencial moments as an intern and for a future teacher.
Wednesday, February 27, 2008
Monday, February 25, 2008
"So What's Your Story"
Gilmore Chapter #7
I like the way Gilmore expresses the differences in creative writing and research writing. They are like two different countries: the United States and China. Both are countries but both have their differences on how the country is ran and the government and economies are developed. This analogy is good for research writing and creative writing. Both are forms of literature, but how they are developed and the criteria for both are completly different.
I am definitly a better creative writer than I am a research writier, which sucks because I am a history major and all I do is write research papers. But, I actually enjoy writing creativly and I love researching, but I do not like writing about the research to the way WMU history department wants me to.
I don't know if i had mentioned this before, but my mentor teacher's teaching philosophy is amazing when it comes to reading and writing, and it compares to Gilmore's very nicely. Gilmore says that we had better make writing fun because, in turn, it will make students better at reading and writing. My mentor teacher explained to me that the hardest part for teachers when reading a book for class, is to keep the students engaged until the climax, because once they reach the climax of the book they are hooked and most likely will be motivated to read. However, he said if in your cirriculum there is a book to read and you find it boring and think it will not fit your class, DO NOT HAVE THEM READ IT! He said once you force them to read or write something that is boring, you kill reading and writing.
Gilmore Chapter #7
I like the way Gilmore expresses the differences in creative writing and research writing. They are like two different countries: the United States and China. Both are countries but both have their differences on how the country is ran and the government and economies are developed. This analogy is good for research writing and creative writing. Both are forms of literature, but how they are developed and the criteria for both are completly different.
I am definitly a better creative writer than I am a research writier, which sucks because I am a history major and all I do is write research papers. But, I actually enjoy writing creativly and I love researching, but I do not like writing about the research to the way WMU history department wants me to.
I don't know if i had mentioned this before, but my mentor teacher's teaching philosophy is amazing when it comes to reading and writing, and it compares to Gilmore's very nicely. Gilmore says that we had better make writing fun because, in turn, it will make students better at reading and writing. My mentor teacher explained to me that the hardest part for teachers when reading a book for class, is to keep the students engaged until the climax, because once they reach the climax of the book they are hooked and most likely will be motivated to read. However, he said if in your cirriculum there is a book to read and you find it boring and think it will not fit your class, DO NOT HAVE THEM READ IT! He said once you force them to read or write something that is boring, you kill reading and writing.
"You're Just My Type"
Gilmore Chapter #6
Yes, this chapter is a great chapter to allow me to vent! I like technology. I think it makes life and jobs a lot easier, to a certain extent. However, I definitely get frustrated with technology almost every single day. Gilmore had brought up some good points in his arguement for pro technology. How technology is used in classrooms is almost a bitter sweet experience. It provides a student multiple ways of learning, and is easier on the teacher to make different teaching methods easier and more fun for the students. Sometimes, however, technology fails and becomes more frustrating then easier and conducive to learning.
My mom is a 4th grade english teacher at Olivet Middle School. She has been teaching for 31 years and have one teacher of the year multiple times. BUT, the woman knows nothing about technology! She is great with students, classroom management, ect... but when it comes to technology she is lost. She tries to learn more about it, because it is her job requirement. She repeatedly keeps telling me that the more experience with technology I get, will be better, because education is headed down a technological advanced classrooms. EW!
I and the schools have to remember not every student has access to a computer at home or have a way to make it to the library to use a computer. As a teacher I have to realize the frustration that comes with assigning computer assignments. One more comment on having students send me thier papers via email... OH NO! I hate recieving emails, and I hate sending them. Unless the student is absent I think it is an aweful idea to send a paper through email... That is something I will not change... you loose the individual interaction and connection if your cirriculum is based around technology!
Gilmore Chapter #6
Yes, this chapter is a great chapter to allow me to vent! I like technology. I think it makes life and jobs a lot easier, to a certain extent. However, I definitely get frustrated with technology almost every single day. Gilmore had brought up some good points in his arguement for pro technology. How technology is used in classrooms is almost a bitter sweet experience. It provides a student multiple ways of learning, and is easier on the teacher to make different teaching methods easier and more fun for the students. Sometimes, however, technology fails and becomes more frustrating then easier and conducive to learning.
My mom is a 4th grade english teacher at Olivet Middle School. She has been teaching for 31 years and have one teacher of the year multiple times. BUT, the woman knows nothing about technology! She is great with students, classroom management, ect... but when it comes to technology she is lost. She tries to learn more about it, because it is her job requirement. She repeatedly keeps telling me that the more experience with technology I get, will be better, because education is headed down a technological advanced classrooms. EW!
I and the schools have to remember not every student has access to a computer at home or have a way to make it to the library to use a computer. As a teacher I have to realize the frustration that comes with assigning computer assignments. One more comment on having students send me thier papers via email... OH NO! I hate recieving emails, and I hate sending them. Unless the student is absent I think it is an aweful idea to send a paper through email... That is something I will not change... you loose the individual interaction and connection if your cirriculum is based around technology!
"Can We Leave Yet?"
Gilmore Chapter #5
The time has come in the semester when I go into freak out mode. It is a time where all assignments are assigned and you have the rest of the semester to figure out when you will work on each assignment and when you will complete them. This weekend, yes i am a nerd, I made a poster chart, because believe it or not this is my most stressful semester in college yet! I created a chart of assignments and dates, then I split them all up in three deadlines. I felt more at ease and less scattered once the list and organized assignments were right in front of me and hung on my wall. So, when Gilmore speaks of the importance lists are to a students education, he could not have spoken more true words.
Lists can help a student to become more organized, and once thoughts are organized it is easier to learn and remember, in my experience. Therefore, using lists to prep for AP testing, is a great way to prepare students in recalling the information were suppose to remember throughout their high school career.
One last remark, revison strategies can get complicated and slightly overwhelming for students, so having a check list to break down what needs to be done would make a student less frustrated with the assignment in general, as a result, the assignment will come back the way I had expected, instead of all thrown together in a frenzie!
Gilmore Chapter #5
The time has come in the semester when I go into freak out mode. It is a time where all assignments are assigned and you have the rest of the semester to figure out when you will work on each assignment and when you will complete them. This weekend, yes i am a nerd, I made a poster chart, because believe it or not this is my most stressful semester in college yet! I created a chart of assignments and dates, then I split them all up in three deadlines. I felt more at ease and less scattered once the list and organized assignments were right in front of me and hung on my wall. So, when Gilmore speaks of the importance lists are to a students education, he could not have spoken more true words.
Lists can help a student to become more organized, and once thoughts are organized it is easier to learn and remember, in my experience. Therefore, using lists to prep for AP testing, is a great way to prepare students in recalling the information were suppose to remember throughout their high school career.
One last remark, revison strategies can get complicated and slightly overwhelming for students, so having a check list to break down what needs to be done would make a student less frustrated with the assignment in general, as a result, the assignment will come back the way I had expected, instead of all thrown together in a frenzie!
Monday, February 18, 2008
Christensen: Chapter #7
PORTFOLIOS
There have been many times where I sit and think of sctivites and strategies to use in my future classroom, and portfolios were always a part of the thought process. I only thought it was a good way to keep up on the students work and teach them organizational skills, as well as, responsibility for keeping their work. However, reading Chirstensen chapter I have realized that one portfolio can be used in many different ways when used as an evaluation tool.
Christensen explains that each student keeps every written assignment, good or bad, in the portfolio, and at the end of the year they are to evaluate and analize their progression. I really enjoy this technique because it is during their evaluation that the student recognizes thier strengths, weaknesses, and most importantly their own individual writing style. All three: strengths, weaknessesm and individual writing styles, are great stepping stones in the progress process of a students writing.
One more positive reflection from this chapter is in doing this analyizing of your own work, students will have evidence right in front of them showing the reasoning of why they had to do what they had to do. Professors have stressed that you have to know why you making students do something, and that they have always said that at lease one student will ask "why do we have to do this, it isn't like we are going to use this again?" I think when students will look at the progress and write and evaluation the student will learn the answer to that question, and become a better writer because of it.
PORTFOLIOS
There have been many times where I sit and think of sctivites and strategies to use in my future classroom, and portfolios were always a part of the thought process. I only thought it was a good way to keep up on the students work and teach them organizational skills, as well as, responsibility for keeping their work. However, reading Chirstensen chapter I have realized that one portfolio can be used in many different ways when used as an evaluation tool.
Christensen explains that each student keeps every written assignment, good or bad, in the portfolio, and at the end of the year they are to evaluate and analize their progression. I really enjoy this technique because it is during their evaluation that the student recognizes thier strengths, weaknesses, and most importantly their own individual writing style. All three: strengths, weaknessesm and individual writing styles, are great stepping stones in the progress process of a students writing.
One more positive reflection from this chapter is in doing this analyizing of your own work, students will have evidence right in front of them showing the reasoning of why they had to do what they had to do. Professors have stressed that you have to know why you making students do something, and that they have always said that at lease one student will ask "why do we have to do this, it isn't like we are going to use this again?" I think when students will look at the progress and write and evaluation the student will learn the answer to that question, and become a better writer because of it.
Sunday, February 17, 2008
Gilmore #4
Getting It Together
I liked the parts in this chapter that ellaborated on getting offended and the ability to ask questions about your writing. There have been two very current and distenct instances this past week on my writing submissions for my classes. Two way different classes, two very different writing styles, and two way different professors: as a result, two way different suggestions.
I just want to say, when students eagerly look at the paper they poured hours of labor to create and find hundred of corrections or suggestions on the front page, our hearts sink. However, it is what these comments say that "make or break us."
I had to do this huge experiment and write a paper on my results. I got my paper back and saw a lot of writing, being that I am not a very confident writer in the first place, my heart sank. But this time it was different. This professor enjoyed my writing style and she actually said that. She made funny likeably comments, like it was actually fun for her to read my paper. Yes, there were some suggestions made, that will definitly help me with my next paper, but overall, I felt successful and confident to write that next paper.
On the other hand, in my other class, I had to research and present my research. Once again I saw a paper with hundreds of ink marks on my paper. Trust me, after awhile they just looked like markings on a piece of paper. i was so hurt by what was writtin and how it was written, it actually made me loose my previously new found confidence. It made me not want to write anymore papers for this professor, becasue deep down I felt I had done a fine job. But, in that one instant, I lost confidence in that class and in my writing.
These two experiences has shown me what kind of english teacher I want to be. I wont mark every little pointless correction just to make myself seem more powewrful or important then my students. I will not write little hurtful comments that did not need to be written. But I will help each student to be proud of thier own personal writing style, and to perfect it. Every one is different and it is reflected in thier writing, who am I to say that style is wrong. I am the one the students can come to for help thier writing style, not to change it!
Getting It Together
I liked the parts in this chapter that ellaborated on getting offended and the ability to ask questions about your writing. There have been two very current and distenct instances this past week on my writing submissions for my classes. Two way different classes, two very different writing styles, and two way different professors: as a result, two way different suggestions.
I just want to say, when students eagerly look at the paper they poured hours of labor to create and find hundred of corrections or suggestions on the front page, our hearts sink. However, it is what these comments say that "make or break us."
I had to do this huge experiment and write a paper on my results. I got my paper back and saw a lot of writing, being that I am not a very confident writer in the first place, my heart sank. But this time it was different. This professor enjoyed my writing style and she actually said that. She made funny likeably comments, like it was actually fun for her to read my paper. Yes, there were some suggestions made, that will definitly help me with my next paper, but overall, I felt successful and confident to write that next paper.
On the other hand, in my other class, I had to research and present my research. Once again I saw a paper with hundreds of ink marks on my paper. Trust me, after awhile they just looked like markings on a piece of paper. i was so hurt by what was writtin and how it was written, it actually made me loose my previously new found confidence. It made me not want to write anymore papers for this professor, becasue deep down I felt I had done a fine job. But, in that one instant, I lost confidence in that class and in my writing.
These two experiences has shown me what kind of english teacher I want to be. I wont mark every little pointless correction just to make myself seem more powewrful or important then my students. I will not write little hurtful comments that did not need to be written. But I will help each student to be proud of thier own personal writing style, and to perfect it. Every one is different and it is reflected in thier writing, who am I to say that style is wrong. I am the one the students can come to for help thier writing style, not to change it!
Gilmore Chapter #3: Awk! Frag! (Revising Style)
I think it is true to say that students have been bred to fix the red errors and turn their papers back in and everything will be alright. We have been bred since elementry school to become lazy with revision. First no one wants to rewrite an entire paper after just completing and handing it in. Heck no! That would be the last thing I would want to do. As a result, when teachers only leave grammer suggestions and allow students to make the corrections and resubmit, they are stick to what the teacher wrote on their papers with thier red ink, rather than focusing on the content.
Content is the most important part in writing a paper, in my opinion. Content and effectively expressing the content. Which in my case is the hardest part. I can find, develope, and understand completly what I am writing about, however, effectively writing my arguement or expressing the facts in a nice flowing matter is my persoanl downfall. I took a history class one time and the very well known professor confessed that they had submitted a book they had worked on for years. The publishers didn't care too much about the content, and basically asked for them to redo and resubmit, which in their case meant starting from scratch. OUCH! I guess my point is, I did not find out that it is possible that you might want to start from scratch, in some cases, if you paper isn't effective and the content isn't persuasive.
Revision is important, and it is even more important to teach the different ways and levels of revision. We have to put the stop on the laziness of students and teachers with only stopping with grammer, and start focusing on what really matters, the actual messege the paper is offering!
I think it is true to say that students have been bred to fix the red errors and turn their papers back in and everything will be alright. We have been bred since elementry school to become lazy with revision. First no one wants to rewrite an entire paper after just completing and handing it in. Heck no! That would be the last thing I would want to do. As a result, when teachers only leave grammer suggestions and allow students to make the corrections and resubmit, they are stick to what the teacher wrote on their papers with thier red ink, rather than focusing on the content.
Content is the most important part in writing a paper, in my opinion. Content and effectively expressing the content. Which in my case is the hardest part. I can find, develope, and understand completly what I am writing about, however, effectively writing my arguement or expressing the facts in a nice flowing matter is my persoanl downfall. I took a history class one time and the very well known professor confessed that they had submitted a book they had worked on for years. The publishers didn't care too much about the content, and basically asked for them to redo and resubmit, which in their case meant starting from scratch. OUCH! I guess my point is, I did not find out that it is possible that you might want to start from scratch, in some cases, if you paper isn't effective and the content isn't persuasive.
Revision is important, and it is even more important to teach the different ways and levels of revision. We have to put the stop on the laziness of students and teachers with only stopping with grammer, and start focusing on what really matters, the actual messege the paper is offering!
Monday, February 11, 2008
Immigration
Chapter #6- Christensen
I obviously liked the beginning of this chapter because it is so PRO RESEARCH! YEAH! When I first read the title of the chapter I kind of thought to myself either the chapter will go one way or the other. The very first page was definitly what I expected, hinting changing cirriculum for the immigrants within our classroom. Though I sympathize, because it is my job to teach every student that is in my classroom. But, Christensen grabbed my attention, like always, when she said she wanted the students to research the topic. real research!
She wanted them to find "research that made them ask questions about immigration policies, quotas, and personal stories" (146).
Finding research that asks questions is the best kind of learning. Finding a controversial topic like immigration will always induce learning and understanding. If you give a student a analytical question that requires an analytical answer than that student is learning more about the topic than if they were to answer a true or false question.
Sometimes research is just black and white like thier textbooks students are forced to read. but, I believe it is the teachers job to teach the student to look at the black and white information and teach them to aske questions, asking questions and then finding more research to answer those questions is exactly what students need to fully understand an issue.
Chapter #6- Christensen
I obviously liked the beginning of this chapter because it is so PRO RESEARCH! YEAH! When I first read the title of the chapter I kind of thought to myself either the chapter will go one way or the other. The very first page was definitly what I expected, hinting changing cirriculum for the immigrants within our classroom. Though I sympathize, because it is my job to teach every student that is in my classroom. But, Christensen grabbed my attention, like always, when she said she wanted the students to research the topic. real research!
She wanted them to find "research that made them ask questions about immigration policies, quotas, and personal stories" (146).
Finding research that asks questions is the best kind of learning. Finding a controversial topic like immigration will always induce learning and understanding. If you give a student a analytical question that requires an analytical answer than that student is learning more about the topic than if they were to answer a true or false question.
Sometimes research is just black and white like thier textbooks students are forced to read. but, I believe it is the teachers job to teach the student to look at the black and white information and teach them to aske questions, asking questions and then finding more research to answer those questions is exactly what students need to fully understand an issue.
Is It Done Yet?
Chapter #2
Wow, what a flash back to high shool! Swapping papers was definitly the only kind fo revision i can remember recieving. Maybe becuse it led to my embarassment as a young writer and having a fellow student correct my mechanical errors did not help me with my content, and it only mad eme realize how behind I was with the other kids. As, a teacher I find it very important to have face to face conferences with each student to disscuss their progress and their papers. This is one way a teacher can make revision less scary for students.
Chapter discussed a lot about how to make revision scary, and I believe that is very important. But it has to go hand in hand with the lack of effort the studentwant to put forth. I was the student that refused to rewrite a paper, becuase I wrote it I didn't ever want to see it again. So, I believe having a sit down discussion with each student will be a good way to improve the content of the students paper, help with some mechanical errors, and set up time in class for revision after teaching ways to prove to the students it is not scary. Revision is extremly important to any kind of writing, especially to those who have to write for class or even for careers. Revision is key for a successful paper!
Chapter #2
Wow, what a flash back to high shool! Swapping papers was definitly the only kind fo revision i can remember recieving. Maybe becuse it led to my embarassment as a young writer and having a fellow student correct my mechanical errors did not help me with my content, and it only mad eme realize how behind I was with the other kids. As, a teacher I find it very important to have face to face conferences with each student to disscuss their progress and their papers. This is one way a teacher can make revision less scary for students.
Chapter discussed a lot about how to make revision scary, and I believe that is very important. But it has to go hand in hand with the lack of effort the studentwant to put forth. I was the student that refused to rewrite a paper, becuase I wrote it I didn't ever want to see it again. So, I believe having a sit down discussion with each student will be a good way to improve the content of the students paper, help with some mechanical errors, and set up time in class for revision after teaching ways to prove to the students it is not scary. Revision is extremly important to any kind of writing, especially to those who have to write for class or even for careers. Revision is key for a successful paper!
Is It Done Yet?
Chapter 1- Gilmore
Writing has always been difficult for me. I chose English as my minor so I could do more practice writing for my history major. However, after multiple English classes I have learned there is much more to literature than writing, it is about being creative, that I can do. Even though I have improved my writing skills a lot since the begininng of my college career, when a teacher says write a rough draft or a 5 page essay, I freak. I become so incredibly anxious, I have to set an entire weekend aside to write it, because I know I will need all of that extra time. What seems interesting to me, is the fact that I can put aside all this time write the paper, but I never set time aside for revision. After reading this chapter, I have realized it is hard work, but papers improve so much because of them. I think personally I have been critisized so much for my writing when it comes to revision I don't enjoy having people read my stuff, in fear of judgement, as well as, a snowstorm of corrections and suggestions.
I read the three parts to teaching revision: Revising is not only mechanical errors, this is an idea I only learned in college, the hard way. Secondly it is up to the author to revise, true because it is only them that will do the extra effort to improve their writing. Thirdly, how to revise, the word that stresses me out and haunts my dreams.
As a teacher, I will use these techniques. They were very informative, even though I am still not swayed, I personally am a lazy writier because i have been shot down so many times. Revision is up to me and I have learned that it is more than just making grammical errors, however I am lazy and I absolutly hate revising. After spending 6 hours writing a paper, the last thing I want to do is rewrite it, even though i am aware it should be done.
Chapter 1- Gilmore
Writing has always been difficult for me. I chose English as my minor so I could do more practice writing for my history major. However, after multiple English classes I have learned there is much more to literature than writing, it is about being creative, that I can do. Even though I have improved my writing skills a lot since the begininng of my college career, when a teacher says write a rough draft or a 5 page essay, I freak. I become so incredibly anxious, I have to set an entire weekend aside to write it, because I know I will need all of that extra time. What seems interesting to me, is the fact that I can put aside all this time write the paper, but I never set time aside for revision. After reading this chapter, I have realized it is hard work, but papers improve so much because of them. I think personally I have been critisized so much for my writing when it comes to revision I don't enjoy having people read my stuff, in fear of judgement, as well as, a snowstorm of corrections and suggestions.
I read the three parts to teaching revision: Revising is not only mechanical errors, this is an idea I only learned in college, the hard way. Secondly it is up to the author to revise, true because it is only them that will do the extra effort to improve their writing. Thirdly, how to revise, the word that stresses me out and haunts my dreams.
As a teacher, I will use these techniques. They were very informative, even though I am still not swayed, I personally am a lazy writier because i have been shot down so many times. Revision is up to me and I have learned that it is more than just making grammical errors, however I am lazy and I absolutly hate revising. After spending 6 hours writing a paper, the last thing I want to do is rewrite it, even though i am aware it should be done.
Tuesday, February 5, 2008
Poetry
Christensen Chapter #5
I love poetry, actually lately my life has been revolving around poetry. The Christensen chapter is about poetry, my classes in my internship are learning about poetry, and also my group teach lesson is on poetry. I have to admit, I wasn't a big fan of poetry when I was younger, possibly not until college. I think the lvoe for poetry hit me when i was reading a bunch of little sonnets by William Shakespear. I remember exactly where I was and who I was with when I read this one sonnet and I was just in shock, because finally there was a poem that held my interest and I understood it.
I was in my 6th grade advanced english classroom today actually and the students were suppose to bring in any poem that they really enjoyed. My mentor teacher's focus for the lesson is to have every student find a style of poetry that they like or appreciate. It was amazing to see what these students came up with. There is this one boy who chose a poem that was called "My First Love." He immediatly got red in the face when the teacher grabbed his favorite poem and read it aloud to the class. It seemed like a very erotic poem, talking about the circular motion of his fingertips upon the outline of the naked body, stuff. Well, immediatly the kid was embarrassed, but as i listened and as the rest of the class burst into giggles and laughs, the meaning of the poem was revealed. It wasn't an erotic poem at all, it was a poem about basketball. It was truly amazing to find out that this one student had chosen the peom and had seen it as more than just the words on the page, but looked for the deeper meaning within the words. What a great experience!
In this chapter the one poem that stuck out to me was margo Gay's poem about the Vietnam veteran. The vietnam War was the main reason I chose history as my major in school. The interpretation of the war itself made me fall in love with history and politics. It also helped because my father is a Vietnam veteran as well. reading her poem related to my feelings about my father. I am scared to find out what he had to do and I have grown acustom to his silence. He is a great man and I couldn't ask for a better father and best friend, but he doesn't say much, and I know because he is damaged in a way because of the war... and that could be part of that exterior that Margo speaks about. I loved this poem, but I didn't like the end when she said she couldn't let a murderer slide. That line angered to an extent I want to tear the page out. Many men were drafted because they didn't have the money to go to school, and these men were forced into the military at the same time they were forced to leave the states and go to a jungle and kill men and women before they kill you. How could you ever judge someone for trying to stay alive, and how the hell can you call them a murderer. That is almost the most insulting thing a person could ever say to a veteran of a war.
Christensen Chapter #5
I love poetry, actually lately my life has been revolving around poetry. The Christensen chapter is about poetry, my classes in my internship are learning about poetry, and also my group teach lesson is on poetry. I have to admit, I wasn't a big fan of poetry when I was younger, possibly not until college. I think the lvoe for poetry hit me when i was reading a bunch of little sonnets by William Shakespear. I remember exactly where I was and who I was with when I read this one sonnet and I was just in shock, because finally there was a poem that held my interest and I understood it.
I was in my 6th grade advanced english classroom today actually and the students were suppose to bring in any poem that they really enjoyed. My mentor teacher's focus for the lesson is to have every student find a style of poetry that they like or appreciate. It was amazing to see what these students came up with. There is this one boy who chose a poem that was called "My First Love." He immediatly got red in the face when the teacher grabbed his favorite poem and read it aloud to the class. It seemed like a very erotic poem, talking about the circular motion of his fingertips upon the outline of the naked body, stuff. Well, immediatly the kid was embarrassed, but as i listened and as the rest of the class burst into giggles and laughs, the meaning of the poem was revealed. It wasn't an erotic poem at all, it was a poem about basketball. It was truly amazing to find out that this one student had chosen the peom and had seen it as more than just the words on the page, but looked for the deeper meaning within the words. What a great experience!
In this chapter the one poem that stuck out to me was margo Gay's poem about the Vietnam veteran. The vietnam War was the main reason I chose history as my major in school. The interpretation of the war itself made me fall in love with history and politics. It also helped because my father is a Vietnam veteran as well. reading her poem related to my feelings about my father. I am scared to find out what he had to do and I have grown acustom to his silence. He is a great man and I couldn't ask for a better father and best friend, but he doesn't say much, and I know because he is damaged in a way because of the war... and that could be part of that exterior that Margo speaks about. I loved this poem, but I didn't like the end when she said she couldn't let a murderer slide. That line angered to an extent I want to tear the page out. Many men were drafted because they didn't have the money to go to school, and these men were forced into the military at the same time they were forced to leave the states and go to a jungle and kill men and women before they kill you. How could you ever judge someone for trying to stay alive, and how the hell can you call them a murderer. That is almost the most insulting thing a person could ever say to a veteran of a war.
Monday, February 4, 2008
Cohesive Writing Matters
Jago #6
"Giving students a total choice of topics has never worked for me. At the same time, straightjacket prompts with little room for individual expression are also deadly" (Jago, 118). Like i had previously stated in my pror blog, revision is key, but the topic and the writing process coincides beautifully with revision. As a teacher I believe making suggestions on what to write about is good, becuase it allows students to become more creative with thier topic because they are excited about thier topic. On the other hand, Jago believes that there still needs to be structure to keep the student on track, which i agree with as well. Students will write to express themselves more so than writing to finish an assignment. I believe the end product would be more satisfying for the student as well as the teacher if the student was actually interested in the topic of choice and was able to express themselves EFFECTIVLY. Effectivly is key, and I will make that clear in my own classroom. Effectivly writing is the main concept in writing. A student will most definitly feel more proud of their work if they know they had put all of their thoughts together and organizing them to come up with a very persuasive piece of literature. Revision, revision, and revison are the most important way to achieve an effectivly organized paper or essay, becasue it cuts out the grammer errors and the feedback from peers and the teacher allows a student to make corrections on organization, resources, and structure.
Jago #6
"Giving students a total choice of topics has never worked for me. At the same time, straightjacket prompts with little room for individual expression are also deadly" (Jago, 118). Like i had previously stated in my pror blog, revision is key, but the topic and the writing process coincides beautifully with revision. As a teacher I believe making suggestions on what to write about is good, becuase it allows students to become more creative with thier topic because they are excited about thier topic. On the other hand, Jago believes that there still needs to be structure to keep the student on track, which i agree with as well. Students will write to express themselves more so than writing to finish an assignment. I believe the end product would be more satisfying for the student as well as the teacher if the student was actually interested in the topic of choice and was able to express themselves EFFECTIVLY. Effectivly is key, and I will make that clear in my own classroom. Effectivly writing is the main concept in writing. A student will most definitly feel more proud of their work if they know they had put all of their thoughts together and organizing them to come up with a very persuasive piece of literature. Revision, revision, and revison are the most important way to achieve an effectivly organized paper or essay, becasue it cuts out the grammer errors and the feedback from peers and the teacher allows a student to make corrections on organization, resources, and structure.
Cohesive Writing- The Product
Jago Chapter #5
I really enjoyed Jago's stressed appritiation with revision. I personally should practise this process fo writing more often. if I chose to, I would most definitly be a much better writer. It is laziness combined with frustration. Laziness happens because most students just wrote the entire paper in that one sitting. The last thing they would want to do is re-read what they just wrote and critique it. Well, that is how i always feel. However, I always say I will read it over before I turn it in and make those corrections then... haha... yup that never happens either. That is laziness, and frustration comes from researching a topic for a month, finally putting a paper or essay together creating this massive paper establishing your thoughts and arguements... when i am finished with the paper, I never want to hear about the topic or read anything on the topic for at least 3 months. This is how I am and I assume a lot of students feel the same way about writing cohesivly.
I enjoyed Jago's Five - Day Writing Plan. It is a Five days where the students can focuse on revision in class and out of class, and they always will recieve feedback everyday. I know I would not write a rough draft on my own, every student should however, but many do not. If a teacher would make a rubric establishing due dates and teaching the ritual of writing an effective paper then this revision should happen in class and a process needs to be laid out for the students to abide by.
Jago Chapter #5
I really enjoyed Jago's stressed appritiation with revision. I personally should practise this process fo writing more often. if I chose to, I would most definitly be a much better writer. It is laziness combined with frustration. Laziness happens because most students just wrote the entire paper in that one sitting. The last thing they would want to do is re-read what they just wrote and critique it. Well, that is how i always feel. However, I always say I will read it over before I turn it in and make those corrections then... haha... yup that never happens either. That is laziness, and frustration comes from researching a topic for a month, finally putting a paper or essay together creating this massive paper establishing your thoughts and arguements... when i am finished with the paper, I never want to hear about the topic or read anything on the topic for at least 3 months. This is how I am and I assume a lot of students feel the same way about writing cohesivly.
I enjoyed Jago's Five - Day Writing Plan. It is a Five days where the students can focuse on revision in class and out of class, and they always will recieve feedback everyday. I know I would not write a rough draft on my own, every student should however, but many do not. If a teacher would make a rubric establishing due dates and teaching the ritual of writing an effective paper then this revision should happen in class and a process needs to be laid out for the students to abide by.
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