Introduction to 445: Cameron, NCTE, and Hawley Turner and Hicks
For starters, the concept of posting on a blog is foreign to me. Some how, I have managed to slide through all my years of high school and my undergraduate degree without having to post on a blog. I've had to provide constructed responses, but nothing to this level. It's weird, and is confusing to me in a lot of ways, however I'm eager to learn and figure it out, since I assume it will only become more regular in the classroom.
The Hawley Turner and Hicks reading was helpful to understanding more of the point of a blog, as well as how to construct one. Going in, I kept thinking to myself, "how long does this have to be?" and "WHAT am I going to write about?!". Thankfully, my questions were answered within the first few pages of the chapter. One thing that stood out to me the most is when "web-based texts" are defined as "more than just alphabetic texts". That, to me, means that in addition to writing words on a blog, it's encouraged that you just links to relative sources or include pictures. That's weird to me. As someone who is use to putting 100% of their work in just alphabetic texts, it's going to be a challenge to figure out how to do that. A large part of that is because I'm not entirely technologically gifted. Nonetheless, I will work on it, and hope that it will become an easier task for me.
To move on to the NCTE link, one of the most interesting, yet true things I saw was the conversation about how different types or purposes or writing do not result in the same results. It's natural to assume that when I write an essay for school, I will not have the same results as I would if I were writing a Facebook message to someone I went to school with. To narrow it down even more, I wouldn't get the same results writing a creative writing fiction story as I would writing a creative writing poetry piece. I think it's important to always be conscious of who, what, and why we are writing. Many times, I have noticed that people aren't thinking before they post or send something out. I wouldn't writing the same way, even just structurally, in an essay as I would for to a friend or family member. I, personally, am always careful when I write. I like everything to sound write, to flow correctly, and to be well structured. Unfortunately, I think this is something that many people forget, or have lost grasp of.
I was also very interested in the concept of how students may just write in order to obtain credit, or a grade. They aren't writing because they like it, and they won't write about something they like, but rather they will write because the teacher has instructed them to and they need to pass the class. That's something I hope to see vanish. I would love to see that people, young and old, are writing because they like to or feel motivated to. Writing isn't for everyone, but I feel as though it's something that should be done regularly by all. That way, we don't lose our skills and ability.
I took a lot away from the Cameron readings. I love the concept of writing where you are. To me, that's a true free write. Not to say that writing should be scattered or unstructured, but just open and fresh. Writing were you are really gives you the power to kvetch and express and generate ideas. Writing where you are can mean just writing about what you see, or how you feel, or what you smell. It's limitless, while still resulting (hopefully) in a well formatted piece of writing.
I have always been excited to read a teachers comment on my writing. I have often read "well written", and sometimes I have been confused. To me, that's too broad. From start to finish it was well written, or just one specific part? What DOES well written mean? You like my topic or focus? Grammar? My sense of humor or the lack of one? I've doubted my ability as a writer many times, because it seems most teachers or professors will scribble the same notes on most students papers. It wasn't until a college professor really dove in and dissected my work that I felt more confident and capable. I think as English educators, it's my duty to not just grade their work, but to help them develop their writing skills. I don't want to write just "well written". I want to be able to identify exactly what worked, and what was well written, and what needs improvement. When my students read my comments, I want them to be able to identify exactly what I mean, and be able to edit their work effectively based on those comments. That's what grading a piece of writing should be like.
I'm a busy person. I work, go to school for a graduate degree, and run my own business. Then, I need to attempt to balance some sort of a personal life with my friends and family. I don't have much free time. However, in that free time, I make sure I have a moment to stop, and write. I make the time to write, because I have the DESIRE to do so. "No matter what the limitations or the consequences", I make sure I am constantly writing. Writing is important to me, and I enjoy doing it. So, you've got to prioritize. I write while I eat. I write while I watch tv, or listen to music. I make the effort, and stay true to my craft. Cameron really hit the nail on the head there.
The Hawley Turner and Hicks reading was helpful to understanding more of the point of a blog, as well as how to construct one. Going in, I kept thinking to myself, "how long does this have to be?" and "WHAT am I going to write about?!". Thankfully, my questions were answered within the first few pages of the chapter. One thing that stood out to me the most is when "web-based texts" are defined as "more than just alphabetic texts". That, to me, means that in addition to writing words on a blog, it's encouraged that you just links to relative sources or include pictures. That's weird to me. As someone who is use to putting 100% of their work in just alphabetic texts, it's going to be a challenge to figure out how to do that. A large part of that is because I'm not entirely technologically gifted. Nonetheless, I will work on it, and hope that it will become an easier task for me.
To move on to the NCTE link, one of the most interesting, yet true things I saw was the conversation about how different types or purposes or writing do not result in the same results. It's natural to assume that when I write an essay for school, I will not have the same results as I would if I were writing a Facebook message to someone I went to school with. To narrow it down even more, I wouldn't get the same results writing a creative writing fiction story as I would writing a creative writing poetry piece. I think it's important to always be conscious of who, what, and why we are writing. Many times, I have noticed that people aren't thinking before they post or send something out. I wouldn't writing the same way, even just structurally, in an essay as I would for to a friend or family member. I, personally, am always careful when I write. I like everything to sound write, to flow correctly, and to be well structured. Unfortunately, I think this is something that many people forget, or have lost grasp of.
I was also very interested in the concept of how students may just write in order to obtain credit, or a grade. They aren't writing because they like it, and they won't write about something they like, but rather they will write because the teacher has instructed them to and they need to pass the class. That's something I hope to see vanish. I would love to see that people, young and old, are writing because they like to or feel motivated to. Writing isn't for everyone, but I feel as though it's something that should be done regularly by all. That way, we don't lose our skills and ability.
I took a lot away from the Cameron readings. I love the concept of writing where you are. To me, that's a true free write. Not to say that writing should be scattered or unstructured, but just open and fresh. Writing were you are really gives you the power to kvetch and express and generate ideas. Writing where you are can mean just writing about what you see, or how you feel, or what you smell. It's limitless, while still resulting (hopefully) in a well formatted piece of writing.
I have always been excited to read a teachers comment on my writing. I have often read "well written", and sometimes I have been confused. To me, that's too broad. From start to finish it was well written, or just one specific part? What DOES well written mean? You like my topic or focus? Grammar? My sense of humor or the lack of one? I've doubted my ability as a writer many times, because it seems most teachers or professors will scribble the same notes on most students papers. It wasn't until a college professor really dove in and dissected my work that I felt more confident and capable. I think as English educators, it's my duty to not just grade their work, but to help them develop their writing skills. I don't want to write just "well written". I want to be able to identify exactly what worked, and what was well written, and what needs improvement. When my students read my comments, I want them to be able to identify exactly what I mean, and be able to edit their work effectively based on those comments. That's what grading a piece of writing should be like.
I'm a busy person. I work, go to school for a graduate degree, and run my own business. Then, I need to attempt to balance some sort of a personal life with my friends and family. I don't have much free time. However, in that free time, I make sure I have a moment to stop, and write. I make the time to write, because I have the DESIRE to do so. "No matter what the limitations or the consequences", I make sure I am constantly writing. Writing is important to me, and I enjoy doing it. So, you've got to prioritize. I write while I eat. I write while I watch tv, or listen to music. I make the effort, and stay true to my craft. Cameron really hit the nail on the head there.
Lila, I would also consider myself a foreigner to blogs. I literally wrote "ouch" in the margins of the NCTE reading section that referred to teaching of writing without incorporation of technological modalities as "out-of-date and inappropriate" (7). "Ouch" being a joking reference to my out-of-date comfort zone; although, I do recognize the need for incorporating different forms of technology and I truly enjoyed the Hawley Turner and Hicks chapter on blogs. I also found it to be helpful! I was intrigued by their focus on using the blog space to craft an engaging and complete argument.
ReplyDeleteI was nodding in agreement when you wrote "I want them to be able to identify exactly what I mean, and be able to edit their work effectively based on those comments." I can absolutely relate to that feeling of receiving work that has no particular praise or criticism. This usually leaves me feeling uncertain and directionless. I also aspire to give out meaningful and individualized feedback to my future students.
Lila,
ReplyDeleteLike you and Maddy, I am foreigner to blogs. To be more specific, I am an old schooler and far from feeling comfortable to post my writing in world-wide public internet. The blog is a permanent thing and anyone can easily print and keep the copy forever even if I want to delete them. It is pretty scary for me.
Speaking of your "well-written" comment from the teachers, I can see from their perspective from reading your blog. it is a definitely a well-written blog. Your writing skills, contents of the information, sense of humor, and critical-thinking/analytic skills are exactly what these teachers look for. I often try to teach my deaf students to present their essays with these kind of skills. These kind of skills are not easily taught because they are so abstract unless they are willing to read and read a lot of well written papers to compare with themselves. Before I go on, I completely agree with you that the word, "well-written" is not good enough and that they should point out what they like in your writing like , "perfect sense of humor', "you definitely think outside of the box", and so on. Lila, you get to the point with clear, concise, and valid points.
Lila,
ReplyDeleteI really liked your comment on how students write to receive credit which I completely agree. Everyone has their own process of writing but from personal experience in college, there is no extra time paid to revise their papers. I have friends that think it's crazy that I outline before I write my papers. It's just, " I need to write this paper and I don't care I'm sending it in." Writing always has this dark cloud over it because a lot of people feel as though there is no way they can be 'a good writer'. I agree with you that I hope this negative view of writing can be alleviated in our future classrooms.
I wish so much that students will no longer write just to get the grade, but unfortunately grades are a thing that will never be completely phased out. To Bianca's point about outlining and how strange for some people that notion is, sometimes the pressure of deadlines gets in the way of doing the best work possible, but there are little organizational steps that can be taken to ensure that they're some law and order going on in your paper before it's handed in. I think the reason that writing has a cloud over it is because there's the perception at a very young age that they are good or bad writers. When a child is articulate in all the traditional ways, they are given credit for it, but that is not the whole picture. Writers are not born. They become better the more nurtured they are. In this case nurture comes in the form of precise qualitative feedback that leads them to a specific outcome. If a teacher is going to comment on a student's work, it should never just be empty praise like, "well written." That doesn't help the student achieve anything because they can't even say, "Well, I should do more of that because the teacher liked it."
ReplyDelete