Dear James,
I am sorry it has taken me so long to get back to you. I don't know what happened to my last entry, it never saved I guess. How was class last week? I had to miss for work :(
So as I read chapter 7 of WACNM I felt myself completely agreeing with certain things, but at the same time I failed to make the connection to Writing Across the Curriculum. When they talk about The United States priding itself in being the melting pot and assimilation I do agree that we are not there yet. Examples of racism and prejudice are seen each and every day. The ideas of students maintaining and fostering their own identity is very important, I just can not make the connection. If you could clarify their purpose I would greatly appreciate it. I must mentioned that I absolutely loved the poem "The Calling" and feel it can be incorporated into the classroom for multiple purposes.
I thought Berlin did a great job of explaining the concrete purpose of rhetoric. It is to communicate what the writer or speaker has to say to the hearer. He does discuss the various types of rhetoric and he mentions Genung's four distinctions. These distinctions are commonly taught in the English classroom, but many if not all can be used the respective disciplines. I think that if students were exposed to these types in their other subjects it would help them grasp the concepts with more ease. Did you find his categories to make sense? Or do you think I read into it too much?
When reading about Platonist ideas I found myself wanting to quote all of it. The idea that "truth can be learned, but not taught" and so on. I do agree with the idea that writing is something personal. When they talk about expressionists ideas and that all writing should be personal and that they should all be "true to the feeling of his experience". Idon't necessarily agree with that. There are certain activities that require the writer to step into the shoes of others and write from their perspective.
I apologize for rambling on, but I found myself questioning myself throughout the readings so I felt it was only fair to have you experience it as well. lol
See you soon
Kathryn
Sunday, October 18, 2009
Saturday, October 3, 2009
Letter
Dear James,
I was reading through some of the articles and a few things jumped out at me which you may or may not agree with.
When reading the article: Writing as A Mode Od Learning by Emig I felt his references to Vygotsky and Bruner were important to recognize. The idea that higher cognitive functions such as analysis and synthesis develop fully only with a support system of verbal language, particularly the written language. It is important to remember that writing is an integral part of varbalization and vice versa.
There are many differences between talking and writing which need to be acknowledged because many people blur those lines. As teachers it is important to have the students express themselves verbally through discussions, but they need to know that when it is time to write there must be a change in the way they tackle questions. In order to do that we must value the differences between the two. Among the differences are that writing is a learned behavior where talking is natural. Writing is considered a technological device and is a slower process compared with talking. When a person talks they tend to lean on the environment for content whereas writing is based on its own context. I do believe talking is a necessary part of the writing process, but a successful writer needs to know how to turn their "talk" into writing.
Emig also mentions that writing is self-rhythmed. One writes best as one learns best, at one's own pace. This statement proves itself time after time. Regardless of the activities an instructor can provide and the work they give, a child will continue to learn at their own pace.
I must say that when I was reading Britton's piece I found many parts to be enlightening and true, but I can not make complete sense of it. Two terms that he highlights and I found to be important for understanding his views were efferent and aesthetic concerns. These two ideas are equally important. When reading about poetic discourse at first it seemed clear and valuable, but as I sat down to write you about it, I am finding it difficult to make a lucid statement. In one respect I guess that means I am unable to get to the point of global contextualization which I feel is very important.
When Britton spoke about what Young Readers Need to KNow Applebee discusses two principles: centering which is a concern for unity of a story and chaining which is a concern for sequence. Children depend on these things to build up their confidence in reading. My three year old nephew uses his knowledge of sequencing to help "read" the story with me. He listens to the beginning of the story and then tries to piece the rest of it together based on other similar stories we have read together before.
Brittons article also mentioned that a successful writer learns all these things implicitly. Explicit learning would hinder a reader in these beginning stages.
I am going to end this letter with what I thought was the most powerful quote from these two articles. "If the most efficacious learning occurs when learning is reinforced, then writing through its inherent reinforcing cycle involving hand, eye, and brain marks a uniquely powerful multi-representational mode for learning". This shows how much a person can get out of the act of writing.
Hope you had a great week and enjoyed the readings. See you Tuesday
Kathryn
I was reading through some of the articles and a few things jumped out at me which you may or may not agree with.
When reading the article: Writing as A Mode Od Learning by Emig I felt his references to Vygotsky and Bruner were important to recognize. The idea that higher cognitive functions such as analysis and synthesis develop fully only with a support system of verbal language, particularly the written language. It is important to remember that writing is an integral part of varbalization and vice versa.
There are many differences between talking and writing which need to be acknowledged because many people blur those lines. As teachers it is important to have the students express themselves verbally through discussions, but they need to know that when it is time to write there must be a change in the way they tackle questions. In order to do that we must value the differences between the two. Among the differences are that writing is a learned behavior where talking is natural. Writing is considered a technological device and is a slower process compared with talking. When a person talks they tend to lean on the environment for content whereas writing is based on its own context. I do believe talking is a necessary part of the writing process, but a successful writer needs to know how to turn their "talk" into writing.
Emig also mentions that writing is self-rhythmed. One writes best as one learns best, at one's own pace. This statement proves itself time after time. Regardless of the activities an instructor can provide and the work they give, a child will continue to learn at their own pace.
I must say that when I was reading Britton's piece I found many parts to be enlightening and true, but I can not make complete sense of it. Two terms that he highlights and I found to be important for understanding his views were efferent and aesthetic concerns. These two ideas are equally important. When reading about poetic discourse at first it seemed clear and valuable, but as I sat down to write you about it, I am finding it difficult to make a lucid statement. In one respect I guess that means I am unable to get to the point of global contextualization which I feel is very important.
When Britton spoke about what Young Readers Need to KNow Applebee discusses two principles: centering which is a concern for unity of a story and chaining which is a concern for sequence. Children depend on these things to build up their confidence in reading. My three year old nephew uses his knowledge of sequencing to help "read" the story with me. He listens to the beginning of the story and then tries to piece the rest of it together based on other similar stories we have read together before.
Brittons article also mentioned that a successful writer learns all these things implicitly. Explicit learning would hinder a reader in these beginning stages.
I am going to end this letter with what I thought was the most powerful quote from these two articles. "If the most efficacious learning occurs when learning is reinforced, then writing through its inherent reinforcing cycle involving hand, eye, and brain marks a uniquely powerful multi-representational mode for learning". This shows how much a person can get out of the act of writing.
Hope you had a great week and enjoyed the readings. See you Tuesday
Kathryn
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