It is still initially based on his own experiences, but he brings up a problem that plagues most students: a constant fear of intellectual inadequacy. Personally, this is a fear that kept me silent during my first years as an English major. I felt that I had ideas, but the ability to intellectually convey them. Graff claims that literary theory can help a student gain confidence by exposing them to the style of discourse they need to contribute to a scholarly conversation. As a person who likes structure, I agree that reading criticism can help one frame his or her own writing.
The reason why students should read more challenging novels are because they learn new things, and they could also learn how to act in a certain situation based on the type of challenging story they read. Many people also feel that this book is irrelevant to student’s lives. However, kids should learn what life would be like for kids at their age in a different time period. Like what was stated before, in a history class, when we learn about the history, we learn about the straight facts, not as much of the personal lives of people living in that time. Since the novel is showing the personal recollections of one boy in the time period, students can identify the similarities between the two lessons.
I found it difficult to formulate questions from each level of Bloom’s taxonomy, consequently, I may have devised questions to simple, or unclear to truly evaluate the comprehension of the student. For example, one of the questions I asked was “can you think of extra personal connections to the book?” I mistakenly asked the question in such a way that the student could simply say no (which is what happened). In the text “How to Take Running Records” the importance of comprehension is emphasized (Alphakids Assessment Kit Teacher’s Guide, 2002, p.10). Aiding students as they become critics and analysts of written work is part of the role of the teacher. If I expect both an accurate view of student abilities and a comprehensive running record, it is my duty to practice creating effective questions addressing all levels of comprehension!
The collective inner book acts as groundwork for one’s individual inner book. Students can take cues from the professor and those in the class who have done the reading on how to discuss it. Those who have not read the book are able to maintain an inner book independant from the book being discussed. Students can make attempt to study how the book is held in our society while also drawing upon previous experiences in reading and in life to make valuable commentary. Bayard uses the concept of the inner book to delve deeper into the psychology of reading.
I loved learning how to write a narrative and procedural essay. My teacher explained how to complete a narrative, and procedural essay clearly. I would love to use some of her teaching methods someday. It 's an amazing feeling to be able to write about an experience that altered your life. If I teach English someday, I want my students to learn how to express themselves when they write.
The quote above from “Improving Adolescent Literacy: Content Area Strategies at Work” by Douglas Fisher and Nancy Frey, squares with my thinking because I believe giving reading assignments to students must be purposeful. In my grade years, I would always get irritated with my teachers for assigning reading without purpose. I believe teachers should give worksheets to the students when they assign reading. Assigning worksheets that go along with the text helps the students read more in depth. It also shows the students what they should be focusing on which helps the students understand the material.
This chapter can help young writers in English class with their papers in many different ways. For instance, Trimble gives examples on what a veteran writer does in order to make their writing interesting. He also gives out techniques on how you can get a reader’s attention or how you can fix your writing to make it readable instead of having nonsense. What makes this difficult for me as a writer is that I write what ever comes to my mind and it will not make sense. Another thing that makes it difficult for me as a writer is that I am not good at getting the readers attention and having him hooked on to my work.
Introduction This paper’s purpose is to define what a Read Aloud is and how it is utilized effectively in a classroom. Then I will discuss the benefits of Read Alouds on a student’s Literacy skills. Definition “Read Aloud is a strategy in which a teacher sets aside time to read orally to students on a consistent basis from texts above their independent reading level but at their listening level,” ("THE COMPONENTS OF EFFECTIVE READ ALOUDS," n.d.). Effective Utilization of Read Alouds Read Alouds benefit students have the capability to benefit students in an extremely positive light, but for this to happen, they have to be done in the correct manner. To begin planning a for a read aloud, the teacher must choose a book that is developmentally
Academic English is important to college and university in academic writing course (Jet Writers Essay Writing Contest 2015). It is required students to reading, speaking and listening, while employing evaluating and sharpen their research and writing skills for college and university environment. At the college and university level is the ever-increasing need for students to focus on language and more specifically, the specialized language found both in substance areas and the Academic Language used in teaching that content. Academic Language as the name implies is importance the kind of writing that we are required to do in college and university. It differs from other kinds of writing such as annotated bibliographies, literature reviews,
Throughout High School, I learned that reading and writing at some points can be a challenge to me. One of my problems is going off topic when I write essays. I had problems identifying the main points to write about when reading the prompt. Another challenge I have is reading and understanding the main idea of the section I read. In High School, I got in a habit of skimming through reading material, and not taking the extra time to stop and check if I understood the material.
Point 1: Sociolinguistics (8) 174w When it comes to reading, every student has different experiences in regards to what they are interested in reading. Working with students that are extremely diverse sociocultural theory addresses the importance of incorporate reading that students can relate to culturally. Implementing culturally diverse material, students begin to reflect with the story that they are reading and they are motivated to read because they are becoming part of the story. By implementing different cultures books, they are expanding their knowledge of other cultures that they are not familiar or were never aware. Adapting to students culture is important for a teacher to do, especially when teaching a diverse school because making those personal connections are crucial to building relationship with the students and their community.
The task of teaching college students how to write doesn 't just lie with English teachers, but with every instructor inside a communication discipline. All these factors combined may make many students feel uncomfortable writing, even some will want to avoid it altogether. This is termed writing apprehension. Mascle suggests, "Therefore, the writer with high writing confidence is more likely to do what is necessary to properly perform the
Journal 3 Richard Straub’s reading, “Responding-Really Responding-to other students’ writing” clarifies ways to respond a student’s paper. At first I thought responding to other student’s writing means to reply with feedback but as I go further towards the reading it is actually more than just feedback. Certain points that I took from Richard Straub’s reading is how a responder should act as a friend rather than a teacher when responding, must not respond short and sweet, what to address in the comments and must praise and criticize. His suggestions are key strategies that must be followed in order to achieve progress as a responder. In “Responding-Really Responding-to other students’ writing” by Richard Straub’s offers ways for readers to approach a student’s paper, therefore, achieving the responders mission towards helping the writer make better decisions when writing a good paper.
This was to help students understand that written language is meaningful, gain an understanding of text structures, and see what fluid reading looks and sounds like (Bainbridge & Heydon, 2017). The purpose of the read-aloud was also to help students work on the three receptive dimensions of language and literacy(Listening, Reading, Viewing). Along with the read-aloud, students were to bring in an artifact to share with the class. The purpose of this was to help them relate their lives to the story. When students see a connection between themselves and a character, they seem to enjoy reading more than when they do not see a connection.