Comments on Class 1/23/08

We spent much of this particular class period discussing the various approaches to the teaching of writing in the classroom. I think that, to the extent that was possible, we covered all of the theoretic possibilities. However, although I appreciate all approaches as valid ways in which to present essay writing in the English classroom, I can't help but let my inner cynic shine through and observe that it is extremely difficult to apply these principles in the practical classroom. In fact, it is extremely difficult to illicit any kind of written response to anything from a short prompt during class or an essay question on a test. I fail to see how modern educators are to balance the use of writing process theories with the practical need to aid students in simply creating a complete sentence. There are so many of the basics that are thought to be covered early on in students educational career that they have far from mastered even in their last year of high school.
Personally, I am more inclined to teach writing as a circular process that involves several stages and a product that must always be considered in progress. However, many of my students are just beginning to be able to grasp abstract thinking of any sort and it is difficult to get them to understand that an essay is essentially a living thing and that it is never truly finished. Much of the language that would go along with a teaching approach of this kind would confuse rather than instruct them.
The resistance to change is powerful, perhaps most so for young people who yearn for stability in all parts of their lives. Most of my students (low achievers and high achievers alike) are obsessively concerned with the idea that they have the "right" amount of paragraphs, are saying the "right" things, and are constructing sentences and paragraphs in the "right" way. I can not say that I blame them. How can we encourage them to take responsibility for the essay when they are not fully acquainted with the standards in which they will be judged. The fact that they will be "judged" at all creates massive amounts of anxiety. I spend most of my day dealing with this anxiety that manifests itself in anywhere from constant questioning to acting out.
On the other hand. To give students complete freedom would be dangerous. They would most likely not complete anything substantial if their was "no point" i.e. a grade. Where is the middle ground? I am not sure myself. It seems as though the only solution would be a innate sense of the worth of writing and creating being ingrained in children's psyches at a young age. As time travel is not possible and we are entering the classrooms soon or have already, I am at a loss as to how to create an educational environment that fosters the type of writing that we as educators are interested in.
Sorry for the pessimism. See everyone in class.
Jamie Barcus

Thought vs Talk

Someone typed up an interesting comment to the class notes [please read], and it caused me to add this topic-

The phrases "Think before you speak" or "Talking before you think" come to mind when I think about that last little philosophical question that was asked of us before we left class the other day. It is really a thought provoking question. (Please forgive the pun if there is any.)

I have come to a personal conclusion that there are many levels to the thought process or different levels of classification that may be made.

Some of the examples given about feral children for instance brought me to this conclusion. You could say that there are least two distinct levels of thought. One is fueled by primitive needs and natural instincts; it is something that is almost inborn. The other is fueled by a higher order. Things that are required to be able to type up analysis and understand it let us say for example. Now I am not say that these stages are easy to define. They also seem to possess smaller mini-stages or levels within themselves.

Medical research has laid out that different areas of the brain are used for certain types of thinking. I suppose one could make the argument that depending upon what it is, it is possible to talk before you think. Though I do not really believe so.

I cannot recall who said this, but they were correct in stating, “Thinking is a necessity to being able to talk.”

Overall I would have to conclude that the formation of a thought always comes before the ability to talk. Granted there are many different levels and stages to the process, but I would have to say that talking is the function of thought. You could also conclude talking is just a means for us to be able to express our thoughts to others; that that is the only real reason who vocalize in the first place.

Jennifer Gartman

Notes from class on 1-23-08

Jennifer Gartman

what we did: split of into smaller groups to discuss four educational theories from the print out "Chapter Seven: Teaching Composing Processes."

Criteria for group discussion focus:
1. Summarize the main position of the theory.
2. Identify the key proponents of the theory.
3. Identify the pedagogical implications.
4. Identify any faults/drawbacks.

Stage Model Process Theory
1. prewrite-write-revise; was a series of set stages you had to follow for the writing process
2. Rohman and Wlecke
3. sets up a chart for the teacher and students to follow through with on a one way street
4. not everyone can write in a set pattern like that


Recursive Theory
1. likened to a tornado; is not a linear process: may start at prewrite go for write but then move backwards and so on until end result is achieved.
2. Emig
3. students must write as well as the teachers; everyone must share their writings with everyone else
4. process a bit chaotic; no set rules; some may not be comfortable with

Cognitive Development Theory
1. looks at students' cognitive process and development; the brain's development is the focus; set up of stages for development
2. Piget, Vzg, Emig, Mofit
The American Question: How can I push my student/child forward to next level?
Connection with writer and audience and subject

Social Contructionism
student as social learner
awareness of audience
vky
giving a speech in your head before writing
colab ideas with groups
discourse communities
Implications: create a discourse community in classroom
Problems?

Idea of thinking before talking or talking before thinking. We were unable to answer this. Major conclusion was that we thought before we talked. Comparison with animals and humans. Teacher says rhet and comb are open field for research of all kind

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