Guest Speaker: Dr.Abrams
July 31, 2008
“Poetry and Metaphors”
I have had Dr. Abrams as a guest speaker before and I have enjoyed her on both occasions. She is a very knowledgeable woman and she gave a lot of good suggestions that I plan to apply in my classrooms. Our discussion on assessing poetry was informative because I have always questioned how I received a grade on poetry assignments. I believe that some teachers do not take the time to learn about the art form and therefore basis their grading on personal taste. I liked the poetry exercise we did in class, and I plan on taking that poem and working with it further. Dr. Abrams also gave some writing books that I would like to look into for my classrooms. I have always been a fan of journal writing for classes, and Dr. Abrams elaborated on some prompts that could help with that process. Writing exercises can help students improve writing. I believe some classrooms forget this and do not allow students to write freely. Our discussion on metaphors was also very informative; my wheel were turning with Dr. Abrams discussed the metaphors in a classroom. Wow, what a way to think about your students. Having a different metaphor between student and teacher is liking speaking two different languages. I am eager to look into metaphors in more depth to prepare myself for my student teaching experience.
Thursday, August 7, 2008
Guest Speaker: Dr. Hakim
Guest Speaker: Dr. Hakim
July 8, 2008
“African American Vernacular Speech”
I thoroughly enjoyed Dr. Hakim’s lecture about the vernacular speech of African Americans. Learning that there are eleven different dialects of English in the U.S. was extremely surprising, yet I think this is something important to keep in mind as a future English teacher. Today’s classrooms are filled with students from different backgrounds and a different way of speaking (some different languages and some different dialects). I have never been big on correcting grammar when others speak. Perhaps this is because I always felt my grammar was never ‘up to par.’ I appreciated Dr. Hakim stating that dialect has nothing to do with intelligence. I wish more people understood that. I know that as an English teacher I am responsible for making sure my students can successfully function in society. This does mean speaking correctly, as society views speech as an indicator of an educated person. Dr. Hakim mentioned ‘code switching,’ a term I originally heard from Dr. West-White. I truly believe that many African Americans who are successful in business, education, or medicine, for example, are able to code switch. I believe that it is important to teach our youth the art of code switching in order to help them succeed in society. Some may call it “not being real,” but I believe that it is a survival tactic. I am very interested in furthering my knowledge of linguistics. I believe that this could help me as an English teacher understand dialects and also teach an understanding of language.
July 8, 2008
“African American Vernacular Speech”
I thoroughly enjoyed Dr. Hakim’s lecture about the vernacular speech of African Americans. Learning that there are eleven different dialects of English in the U.S. was extremely surprising, yet I think this is something important to keep in mind as a future English teacher. Today’s classrooms are filled with students from different backgrounds and a different way of speaking (some different languages and some different dialects). I have never been big on correcting grammar when others speak. Perhaps this is because I always felt my grammar was never ‘up to par.’ I appreciated Dr. Hakim stating that dialect has nothing to do with intelligence. I wish more people understood that. I know that as an English teacher I am responsible for making sure my students can successfully function in society. This does mean speaking correctly, as society views speech as an indicator of an educated person. Dr. Hakim mentioned ‘code switching,’ a term I originally heard from Dr. West-White. I truly believe that many African Americans who are successful in business, education, or medicine, for example, are able to code switch. I believe that it is important to teach our youth the art of code switching in order to help them succeed in society. Some may call it “not being real,” but I believe that it is a survival tactic. I am very interested in furthering my knowledge of linguistics. I believe that this could help me as an English teacher understand dialects and also teach an understanding of language.
Wednesday, August 6, 2008
Myers Discussion Questions (chap 7-10)
Miles Myers: Changing our Minds: Negotiating English and Literacy (1996)
Chapter Responses: Chap. 7, 8, 9, & 10
Chapter 7
1) The description of translation/critical literacy reflects the shift toward a post-modern society. The literate person has evolved into an active learner, one who is involved in the reading and writing process. The rise of technology has called for a literacy that diverse in methods of attaining knowledge. Translation/critical literacy require a need for individuals to create knowledge from social constructions; the self is no longer a passive receiver of what is ‘right and wrong.’ As events occur in society, the new literacy calls for individuals to interpret and make real-life connections to those events.
2) With teaching critical reading newspaper, censorship needs to occur only in terms of what is appropriate for age- and grade-level. The translation/critical literacy affirm that the school is not removed from the happenings of society. Each student brings to school their individual cultures, learning styles, beliefs, and prior knowledge. To teach successfully, teachers now need to bring in a variety of materials about a particular subject. A critical reading of newspapers would take more than one article arguing one way. A counterargument, an editorial, and a cartoon clipping need to accompany the original text. Seeing differences and making connections between those differences are important for learning in contemporary classrooms. The diversity in classrooms create a need for an education that acknowledges those differences yet links them all to a common set of values and traditions.
Chapter 8
1) The signature literacy era defined the self as a passive receiver of information, learning through drills and practicing writing by copying text onto a blank page. The recitation era shifted to the teachers being the givers of knowledge while students listened intently, then, to prove comprehension, restated orally what they heard or read, being judged on elocution. The decoding/analytic literacy era called for a scripted understanding of a text, a verbatim reading of a work, rather than bringing in personal interpretation. The translation/critical literacy era is a major shift from the previous literacy eras. Students are now actively engaged in their learning experiences, and that learning is reflected of the culture of individuals who make up society. Personal reflections about a work are encouraged as well as real-life connections.
2) The best way to promote risk-taking in a classroom is by modeling. Students need to see a teacher asking questions and offering responses. I would start a dialogue with one student about a particular image from the novel and ask other students to help her come up with ideas about why that image is significant. Breaking the class into groups and giving them an open-ended question could also promote this risk-taking. Students usually feel more comfortable working with each other in smaller groups. Once they are comfortable, they can explain their answers to the whole class, and I would encourage each group to ask a question about how they came up with their response. It is also important for teachers to remind students that there are no personal attacks in the classroom. Every idea that is thrown out is just a work in progress and probing and exploration are a part of learning.
3) The emphasis in society today is multifaceted. One is expected to be able to work individually and cooperatively in a group. One is expected to be a team-player and a leader when the job calls for it. People skills are requirement for everyday interactions. Myers’ recommends the need for clubs and groups for students because they can serve as additional reinforcements that will prepare students for working in the world. Classrooms can only do so much exposure and preparation for students in a 45 minute time slot. Clubs and organizations also allow students to explore, in greater depth, an area that interests them. Clubs such as Future Business Leaders of America (FBLA) and Best Buddies allow students to engage in the community in a particular field that may lead them to a career or may just be a means for socialization. Whichever the reason, these resources are beneficial to prompting the whole student and helping create a well-rounded, self-sufficient citizen.
Chapter 9
1) When creating this list of software and hardware that I use on a daily basis in order to stay organized and communicate, I did not realize how dependent I am on one particular technology: the internet. I remember how much I complained when my internet service was down for a week. Here is my list:
ü Cell phone (scheduler, text messages, and internet are my most used features on the phone, more than actually making a phone call)
ü Computer (Internet, internet, internet! Once the computer is turned on, the internet is pulled up.)
ü Email (I check my email at least 10 times a day, not including the times I check it on my phone)
ü Microsoft Excel ( I have a spreadsheet that helps me keep up with my bills and bank accounts)
ü Television (Television technically acts as a ‘schedule’ for me; I use the preview channel to remember certain times that shows I like are coming on)
2) Communication has become less face to face, especially with the increase of school blackboard systems, for example. Through webcams, individuals can watch a professor lecture and take notes from the comfort of their apartment. Students can email assignments and never have to waste gas driving to campus. Teachers can give students a webpage, which will teach them that day’s lesson. Computers are becoming a part of the classroom. Teachers are expected to have some sort of technological knowledge in today’s classroom to keep up with the changing culture of students. Text messaging enable individuals to never hear one another’s voice yet communicate for hours. Teachers can use these advances to their advantage. Giving detailed assignments that require the use of the internet, for example, teaches students how to use different browsers and search for information. These skills are becoming a necessary part of today’s workforce. Children are learning on their own how to handle these advances in technology, so it is important for teachers to use technology as a means of learning and preparing for the future.
Chapter 10
#1
Subject - The Great Gatsby by F.Scott Fitzgerald
Alphabet/Discourse - Read the novel, The Great Gatsby
Action/Words - Write a diary entry from the point of view of Daisy, Gatsby, or Nick Carraway
Action - In pairs, have students act out an alternate ending to the novel
Visual - Draw a map of East Egg and West Egg
Visual/ Spatial - Design Gatsby's house as it would appear today (e.g. think MTV Cribs)
Film/Sound - Film an interview of students playing each of the chracters (Teacher plays interview)
#2 Sign shifting generally means making connections about one idea from different signing systems. When one is able to see an idea visually and interpret that same text through a pictorial representation, one has increased their knowledge of that idea. This ability to sign shift serves social purposes because today, it is inevitable that one will encounter numerous signs in any given day. Driving directions, for example, are presented through texts, diagrams, and visual cues (i.e. stop light). One is constantly sign shifting by just being in a car for 15 minutes. Likewise, comprehension of a concept means more than understanding a text. One must be able to write an analysis, discuss that understanding, and maybe, represent in presentation form with slides, graphs, and pictures. Classrooms over practice for sign shifting. Teachers give options for projects, for example, to allow students to choose which sign they will use to represent their comprehension of a text. Sometimes, teachers incorporate multiple sign systems into a bigger project in order to encourage students to see the same thing from different angles.
Chapter 11
1) Conversational speech event
So . . . in translation and critical literacy there is an emphasis on bringing in other materials for students to relate the main text to. Do you think that actually happens? I mean, I can remember having teachers put up slides of paintings that show the places the author visited (for example). And . . . it is important for teachers to give students the opportunity to learn through different methods.
Presentational speech event
I believe that a key change in the definition of literacy from decoding to translation is the use of varying methods to teach a particular work. Teachers are encouraged to bring outside materials such as newspaper articles, editorials, and other text in order to allow students to make connections between works. This method enables students to see similarities and differences and make real-world connections, an important attribute in today’s evolving society.
Academic speech event
Myers notes that the new translation and critical literacy era emphasizes making connections ‘across boundaries.’ Like all literacy eras, the translation and critical literacy is a social construction. Students are no longer passive in their learning, similar to the fact that they are no longer passive in the workforce. There must be a level of observation and participation that occurs in society and these values must be instituted in the classroom.
2) An experience I had when I was unable to learn something because I could only use one sign system involves dance. My friend needed me to learn a dance in a few days; however, she was out of town. She decided to email me the “steps” in the order as they appear in the dance. I had to read dance steps! I had to use alphabet/discourse for a kinesthetic based art form. Well that did not work out to well to say the least. I tried reading the steps then stepping aside and mimicking the movement. However I realized that I need to a visual sign system in order to understand the dance steps. Needless to say, my friend had to teach me the dance in a matter of hours because I need to visually see the movement and mimic it. I realized that some information needs to be delivered through a sign system that closely resembles the type of information (i.e. visually seeing a dance instead of reading instructions; pretty much all of the visual arts).
Chapter Responses: Chap. 7, 8, 9, & 10
Chapter 7
1) The description of translation/critical literacy reflects the shift toward a post-modern society. The literate person has evolved into an active learner, one who is involved in the reading and writing process. The rise of technology has called for a literacy that diverse in methods of attaining knowledge. Translation/critical literacy require a need for individuals to create knowledge from social constructions; the self is no longer a passive receiver of what is ‘right and wrong.’ As events occur in society, the new literacy calls for individuals to interpret and make real-life connections to those events.
2) With teaching critical reading newspaper, censorship needs to occur only in terms of what is appropriate for age- and grade-level. The translation/critical literacy affirm that the school is not removed from the happenings of society. Each student brings to school their individual cultures, learning styles, beliefs, and prior knowledge. To teach successfully, teachers now need to bring in a variety of materials about a particular subject. A critical reading of newspapers would take more than one article arguing one way. A counterargument, an editorial, and a cartoon clipping need to accompany the original text. Seeing differences and making connections between those differences are important for learning in contemporary classrooms. The diversity in classrooms create a need for an education that acknowledges those differences yet links them all to a common set of values and traditions.
Chapter 8
1) The signature literacy era defined the self as a passive receiver of information, learning through drills and practicing writing by copying text onto a blank page. The recitation era shifted to the teachers being the givers of knowledge while students listened intently, then, to prove comprehension, restated orally what they heard or read, being judged on elocution. The decoding/analytic literacy era called for a scripted understanding of a text, a verbatim reading of a work, rather than bringing in personal interpretation. The translation/critical literacy era is a major shift from the previous literacy eras. Students are now actively engaged in their learning experiences, and that learning is reflected of the culture of individuals who make up society. Personal reflections about a work are encouraged as well as real-life connections.
2) The best way to promote risk-taking in a classroom is by modeling. Students need to see a teacher asking questions and offering responses. I would start a dialogue with one student about a particular image from the novel and ask other students to help her come up with ideas about why that image is significant. Breaking the class into groups and giving them an open-ended question could also promote this risk-taking. Students usually feel more comfortable working with each other in smaller groups. Once they are comfortable, they can explain their answers to the whole class, and I would encourage each group to ask a question about how they came up with their response. It is also important for teachers to remind students that there are no personal attacks in the classroom. Every idea that is thrown out is just a work in progress and probing and exploration are a part of learning.
3) The emphasis in society today is multifaceted. One is expected to be able to work individually and cooperatively in a group. One is expected to be a team-player and a leader when the job calls for it. People skills are requirement for everyday interactions. Myers’ recommends the need for clubs and groups for students because they can serve as additional reinforcements that will prepare students for working in the world. Classrooms can only do so much exposure and preparation for students in a 45 minute time slot. Clubs and organizations also allow students to explore, in greater depth, an area that interests them. Clubs such as Future Business Leaders of America (FBLA) and Best Buddies allow students to engage in the community in a particular field that may lead them to a career or may just be a means for socialization. Whichever the reason, these resources are beneficial to prompting the whole student and helping create a well-rounded, self-sufficient citizen.
Chapter 9
1) When creating this list of software and hardware that I use on a daily basis in order to stay organized and communicate, I did not realize how dependent I am on one particular technology: the internet. I remember how much I complained when my internet service was down for a week. Here is my list:
ü Cell phone (scheduler, text messages, and internet are my most used features on the phone, more than actually making a phone call)
ü Computer (Internet, internet, internet! Once the computer is turned on, the internet is pulled up.)
ü Email (I check my email at least 10 times a day, not including the times I check it on my phone)
ü Microsoft Excel ( I have a spreadsheet that helps me keep up with my bills and bank accounts)
ü Television (Television technically acts as a ‘schedule’ for me; I use the preview channel to remember certain times that shows I like are coming on)
2) Communication has become less face to face, especially with the increase of school blackboard systems, for example. Through webcams, individuals can watch a professor lecture and take notes from the comfort of their apartment. Students can email assignments and never have to waste gas driving to campus. Teachers can give students a webpage, which will teach them that day’s lesson. Computers are becoming a part of the classroom. Teachers are expected to have some sort of technological knowledge in today’s classroom to keep up with the changing culture of students. Text messaging enable individuals to never hear one another’s voice yet communicate for hours. Teachers can use these advances to their advantage. Giving detailed assignments that require the use of the internet, for example, teaches students how to use different browsers and search for information. These skills are becoming a necessary part of today’s workforce. Children are learning on their own how to handle these advances in technology, so it is important for teachers to use technology as a means of learning and preparing for the future.
Chapter 10
#1
Subject - The Great Gatsby by F.Scott Fitzgerald
Alphabet/Discourse - Read the novel, The Great Gatsby
Action/Words - Write a diary entry from the point of view of Daisy, Gatsby, or Nick Carraway
Action - In pairs, have students act out an alternate ending to the novel
Visual - Draw a map of East Egg and West Egg
Visual/ Spatial - Design Gatsby's house as it would appear today (e.g. think MTV Cribs)
Film/Sound - Film an interview of students playing each of the chracters (Teacher plays interview)
#2 Sign shifting generally means making connections about one idea from different signing systems. When one is able to see an idea visually and interpret that same text through a pictorial representation, one has increased their knowledge of that idea. This ability to sign shift serves social purposes because today, it is inevitable that one will encounter numerous signs in any given day. Driving directions, for example, are presented through texts, diagrams, and visual cues (i.e. stop light). One is constantly sign shifting by just being in a car for 15 minutes. Likewise, comprehension of a concept means more than understanding a text. One must be able to write an analysis, discuss that understanding, and maybe, represent in presentation form with slides, graphs, and pictures. Classrooms over practice for sign shifting. Teachers give options for projects, for example, to allow students to choose which sign they will use to represent their comprehension of a text. Sometimes, teachers incorporate multiple sign systems into a bigger project in order to encourage students to see the same thing from different angles.
Chapter 11
1) Conversational speech event
So . . . in translation and critical literacy there is an emphasis on bringing in other materials for students to relate the main text to. Do you think that actually happens? I mean, I can remember having teachers put up slides of paintings that show the places the author visited (for example). And . . . it is important for teachers to give students the opportunity to learn through different methods.
Presentational speech event
I believe that a key change in the definition of literacy from decoding to translation is the use of varying methods to teach a particular work. Teachers are encouraged to bring outside materials such as newspaper articles, editorials, and other text in order to allow students to make connections between works. This method enables students to see similarities and differences and make real-world connections, an important attribute in today’s evolving society.
Academic speech event
Myers notes that the new translation and critical literacy era emphasizes making connections ‘across boundaries.’ Like all literacy eras, the translation and critical literacy is a social construction. Students are no longer passive in their learning, similar to the fact that they are no longer passive in the workforce. There must be a level of observation and participation that occurs in society and these values must be instituted in the classroom.
2) An experience I had when I was unable to learn something because I could only use one sign system involves dance. My friend needed me to learn a dance in a few days; however, she was out of town. She decided to email me the “steps” in the order as they appear in the dance. I had to read dance steps! I had to use alphabet/discourse for a kinesthetic based art form. Well that did not work out to well to say the least. I tried reading the steps then stepping aside and mimicking the movement. However I realized that I need to a visual sign system in order to understand the dance steps. Needless to say, my friend had to teach me the dance in a matter of hours because I need to visually see the movement and mimic it. I realized that some information needs to be delivered through a sign system that closely resembles the type of information (i.e. visually seeing a dance instead of reading instructions; pretty much all of the visual arts).
Tuesday, August 5, 2008
Myers Discussion Questions (Chapters 4-6)
Miles Myers: Changing our Minds: Negotiating English and Literacy (1996)
Chapter Responses: Chap. 4, 5, & 6
Chapter 4
1) The shift toward recitation and record literacy was a result of the end of the Civil War. Society was shifting toward an industrial economy and the boom of immigration caused for schools to teach more than signature literacy. Society had a need for students to learn social skills such as responsibility and self-discipline. Urbanization also led to the shift in literacy toward recitation. Individuals were moving further away from one another and the nation was determined to instill a unified culture in citizens. Schools were now held accountability for teaching students morals and nationalistic values. Also, students needed to have new skills and new knowledge in order to succeed in a changing society post-Civil War. Students needed exposure to many texts and extensive reading skills.
2) The definition of intelligence experienced a great shift between the signature and recitation literacy eras. Intelligence during the signature era meant being able to sign one’s name and possibly read and write. However with the change toward industrialization, the recitation era called for skills such as memorization, oral pronunciation, and extensive reading. A student’s ability to give a memorized oral report and a literal reading of a text were considered intelligence. This new definition influenced education because schools were forced to adapt their educational pedagogies to the needs of society. More information-filled texts were needed in the classrooms and composition studied was now a part of learning.
3) Following the Civil War, society began to develop a definition of literacy that met the need of the changing times. Memorization of texts, such as the Pledge of Allegiance, was signs of literacy and proficiency in the language. Literal understandings of texts were also thought of as literacy during this time. College students were required to give speeches and oral presentations. Also, an emphasis on writing occurred during the recitation literacy era. Socialization was a major objective for schools.
4) The Committee of Ten established the study of English as a main subject in secondary schools. It consisted of the study of English grammar, composition, literature and rhetoric. The Committee of Ten also emphasized college preparation in secondary schools.
Chapter 5
1) The new period, decoding and analytic literacy, called for students to understand materials they were exposed to, as opposed to memorization and recitation. Deconstruction of texts was now emphasized and students were now responsible for self-teaching (e.g. silent reading). 1916 marked the middle of a shift in curriculum for tracking students that reflected the need for individuals to understand and analyze the world in order to achieve goals after school (either college or the workforce). 1983 is the year of the publication of A Nation at Risk, once again, changing the path of what education and literacy in the U.S. should be.
2) This new definition of literacy required students to analyze and interpret information, parts of a whole text, and language. The nature of lessons about literature also changed; students began rewriting classics by summarizing rather than strict recitation. Language was also looked at as objectives pieces, a separate entity worthy of study. The decoding literacy era led to a major shift in the place of schools in society. Schools became highly centralized institutes that had prescribed grade levels, textbooks, and methods of evaluation. The use of multiple-choice tests was also formulated during this literacy era. Thus schools began shifting toward a standard method of educating.
3) Florida has become a conglomeration of languages. Many public schools in Florida have a high number of Spanish-speaking students, thus the idea of literacy is not entirely uniform with the rest of the nation. Students are not ‘thrown’ into an English only classroom, they are steadily transitioned. Students still receive instruction in their native tongue (if available) and also receive instruction in English. Functional literacy does change with time and place because it is dependent on the needs of the students. Literacy in schools is ever-shifting because it must reflect the culture of the school and what is best for the students.
Chapter 6
1) The decoding and analytic literacy was successful in achieving an overall increase in analytic skills in young adults. More children were in school with the change in the literacy era thus more students were receiving instruction in understanding and interpreting information. More students were graduating high school and showing average to above-average scores on standardized tests. In terms of the workplace, the decoding literacy era increased understanding of multi-tasking and in-depth job descriptions and requirements.
2) I have only a vague understanding of what Myers’s means by “cognitive apprenticeship,” but I believe that this type of learning entails involving the student directly in their learning process, like a hands-on type of education. This could be reflective in a unit plan focused on the classic work, The Color Purple, and its depiction as a movie. Beyond reading the work and watching the movie, the best way for students to understand literature and media would be to ‘create’ their own screenplay from a particular short story or novel. They would have free-range to interpret the text literally or not. Students would understand that a direct translation from print to picture is not always possible, since there are not enough images to depict the language of a text.
Chapter Responses: Chap. 4, 5, & 6
Chapter 4
1) The shift toward recitation and record literacy was a result of the end of the Civil War. Society was shifting toward an industrial economy and the boom of immigration caused for schools to teach more than signature literacy. Society had a need for students to learn social skills such as responsibility and self-discipline. Urbanization also led to the shift in literacy toward recitation. Individuals were moving further away from one another and the nation was determined to instill a unified culture in citizens. Schools were now held accountability for teaching students morals and nationalistic values. Also, students needed to have new skills and new knowledge in order to succeed in a changing society post-Civil War. Students needed exposure to many texts and extensive reading skills.
2) The definition of intelligence experienced a great shift between the signature and recitation literacy eras. Intelligence during the signature era meant being able to sign one’s name and possibly read and write. However with the change toward industrialization, the recitation era called for skills such as memorization, oral pronunciation, and extensive reading. A student’s ability to give a memorized oral report and a literal reading of a text were considered intelligence. This new definition influenced education because schools were forced to adapt their educational pedagogies to the needs of society. More information-filled texts were needed in the classrooms and composition studied was now a part of learning.
3) Following the Civil War, society began to develop a definition of literacy that met the need of the changing times. Memorization of texts, such as the Pledge of Allegiance, was signs of literacy and proficiency in the language. Literal understandings of texts were also thought of as literacy during this time. College students were required to give speeches and oral presentations. Also, an emphasis on writing occurred during the recitation literacy era. Socialization was a major objective for schools.
4) The Committee of Ten established the study of English as a main subject in secondary schools. It consisted of the study of English grammar, composition, literature and rhetoric. The Committee of Ten also emphasized college preparation in secondary schools.
Chapter 5
1) The new period, decoding and analytic literacy, called for students to understand materials they were exposed to, as opposed to memorization and recitation. Deconstruction of texts was now emphasized and students were now responsible for self-teaching (e.g. silent reading). 1916 marked the middle of a shift in curriculum for tracking students that reflected the need for individuals to understand and analyze the world in order to achieve goals after school (either college or the workforce). 1983 is the year of the publication of A Nation at Risk, once again, changing the path of what education and literacy in the U.S. should be.
2) This new definition of literacy required students to analyze and interpret information, parts of a whole text, and language. The nature of lessons about literature also changed; students began rewriting classics by summarizing rather than strict recitation. Language was also looked at as objectives pieces, a separate entity worthy of study. The decoding literacy era led to a major shift in the place of schools in society. Schools became highly centralized institutes that had prescribed grade levels, textbooks, and methods of evaluation. The use of multiple-choice tests was also formulated during this literacy era. Thus schools began shifting toward a standard method of educating.
3) Florida has become a conglomeration of languages. Many public schools in Florida have a high number of Spanish-speaking students, thus the idea of literacy is not entirely uniform with the rest of the nation. Students are not ‘thrown’ into an English only classroom, they are steadily transitioned. Students still receive instruction in their native tongue (if available) and also receive instruction in English. Functional literacy does change with time and place because it is dependent on the needs of the students. Literacy in schools is ever-shifting because it must reflect the culture of the school and what is best for the students.
Chapter 6
1) The decoding and analytic literacy was successful in achieving an overall increase in analytic skills in young adults. More children were in school with the change in the literacy era thus more students were receiving instruction in understanding and interpreting information. More students were graduating high school and showing average to above-average scores on standardized tests. In terms of the workplace, the decoding literacy era increased understanding of multi-tasking and in-depth job descriptions and requirements.
2) I have only a vague understanding of what Myers’s means by “cognitive apprenticeship,” but I believe that this type of learning entails involving the student directly in their learning process, like a hands-on type of education. This could be reflective in a unit plan focused on the classic work, The Color Purple, and its depiction as a movie. Beyond reading the work and watching the movie, the best way for students to understand literature and media would be to ‘create’ their own screenplay from a particular short story or novel. They would have free-range to interpret the text literally or not. Students would understand that a direct translation from print to picture is not always possible, since there are not enough images to depict the language of a text.
Myers Discussion Questions (Chapters 1-3)
Miles Myers: Changing our Minds: Negotiating English and Literacy (1996)
Chapter Responses: Chap. 1, 2, & 3
Chapter 1
1) The strict adherence to grammar and standard English usage in the classroom is an indication that society has not (nor is ready to) accept that there is no ‘universal model of literacy.’ I believe that literacy is a social construct that is reflective of those in power. Those that write the textbooks determine what students learn. Similarly, those that teach determine what and how students learn. Most English teachers are middle-class White women, and thus, they have a position of power. Social changes in our culture will not be a part of the classroom environment if it does not agree with what those in power feel are important enough to be learned.
2) I believe that the English classroom has changed drastically over the years. While it may be true that there were certain, underlying agendas found in literacy, today, the English classroom is becoming a forum for diversity and self-exploration. Personal writing, for example, is more popular in classrooms, as is poetry. I personally was required to write a college essay for my senior level English course. While there is much to be said as far as tracking is concerned (another topic altogether), English classrooms are prompting and celebrating cultural diversity, through varying texts and teaching styles.
3) The NUMMI plant demonstrates the dramatic shift that can occur in any one given area. Not only does the exterior of the area change, the interior and inner-workings of that area also change. The workers from the old plant had to be ‘reprogrammed’ to work in the new plant. I believe that there exist different literacies amongst school, society, and the workplace (or for students, school). Unlike the NUMMI workers, individuals are expected to shift literacies back and forth on a daily basis. The NUMMI workers had time to adjust and fit into the new literacy of the workplace. Today, individuals must communicate in different areas of their life, and if two areas do not agree on how that communication takes place, one is lost in translation.
4) The literacy of society has become more welcoming to pluralism due to the increase in the diversity of races, nationalities, religions, and cultures to name a few. You can find signs that have more than one language represented. Bilingualism is becoming a requirement for employment in some areas. Society is beginning to understand that in order to function as a cohesive unit, information must be representative of the people that make up the society. Not everyone speaks, reads, or understands the same language, yet each individual deserves to be acknowledged in society’s definition of literacy.
Chapter 2
1) Myers uses the term oracy as a form of literacy because he wants to show how oracy can conflict with the dominant culture’s literacy. Patterns of oracy are similar to patterns of literacy, each with its own rules and standards. Similar to literacy, oracy undergoes changes with the times and with society’s standards. Thus Myers believes that oracy of society says something about the literacy of the time.
2) Oral language helps to shape thought because oracy must be processed before it can be released. “Think before you speak” is not just an old saying; it is a reality of the process of oral language. We often can commit something to memory that we have heard over and over again (e.g. singing the Alphabet song each morning in school). Oral language can also help establish group identity because one cannot understand the language of a group without consulting that group. In order to translate a text, for example, one must confer with someone who speaks that language in order to understand what the language is saying. One cannot interpret what it means if they do not speak the language.
3) A tension existed in the 1600s between those pushing for print to be used and those who wanted to keep oracy as the primary means of communication. The reason for this tension ultimately lies in the power struggle between those who have it and those who do not. Those that argued for oracy believed that print could easily be erased or altered. They believed that information delivered orally had the authentication of a first hand witness. Yet those who argued for print believed that oracy was only reflective of those in power, and kept those in power because their ‘word’ was to be the true and governing word.
4) The shift from oral language to written language began once the U.S. became a mobile society. Individuals began moving, no longer remaining in one area with people of that same language. Interaction between strangers caused a need of written records and documents in order to authenticate transactions. Signatures began to be used as a binding agreement since no one could prove an oral agreement across city lines.
5) This statement is an example of multiculturalism in the classrooms. As new teachers, it is expected that we incorporate all the cultures of our students into the classroom. When students feel that their culture matters, they feel like an important piece of the classroom environment. A positive classroom environment is a factor in student achievement. One way to put this into action is by having students research a different culture. They can look into foods, customs, dress, and music of that particular culture and present it to the class. The teacher can create a board where students put up there work to remind them that every culture has something valuable to learn about.
6) I learned language in the home. I was said to be a very talkative child, asking a lot of questions. By my parents actively talking with me, I learned to articulate what I wanted and needed. My primary language is English; however, my mother spoke a little Spanish to me when I was very young. I know a little Signed English, which, although not an oral language, is still a means for communication. I would like to bring Signed Language into my classroom. Students would not only enjoy learning some every day signs, they would be exposed to a different method of communication.
Chapter 3
1) A major even in 1776 was the signing of the Declaration of Independence. Individuals began moving to different parts of the country and nation took a stand as an individual state. The ideas of Horace Mann became the nation’s first national standards toward a cohesive curriculum. Thus the time span between 1776 and 1864 saw a dramatic increase in individuals who could sign their names due to the common school and the need for signature literacy.
2) These pictures demonstrate that there is a steady progression that occurs in literacy development. Pictures, marks, and letters serve as a means of communicating ideas when words are not yet available for use. Children can understand that the drawing of a house may be a classmate’s home, even if the children do not know what the word ‘home’ looks like or means.
3) During the mid-18th and 19th centuries, signatures were very different from what we see today. There were individuals who could not sign their names at all and those who simple put an X. They understood that an X was a symbol of a written contract. The highest class of individuals, however, could sign their full name. It was these individuals that could also read and write. Thus if you could sign your name, you were a part of the elite class; if you could not sign your name, you were a part of the poor.
4) Early literacy scholars did not view intensive reading of the time as innovative. Intensive reading was thought of more as regurgitation and not a new way of reading a text. Students were not learning or exploring anything new.
5) Instruction in reading and handwriting during the signature and recording literacy era were drill based. Students spent much of their time practicing their signature or copying pages of a book onto a blank page. This method of education ignored meaning or analysis of text. Teachers utilized a handwriting and copying system that drilled students of each stroke for creating letters in the alphabet. Silent drilling made up learning for students, as well as listening to teachers read out loud.
Chapter Responses: Chap. 1, 2, & 3
Chapter 1
1) The strict adherence to grammar and standard English usage in the classroom is an indication that society has not (nor is ready to) accept that there is no ‘universal model of literacy.’ I believe that literacy is a social construct that is reflective of those in power. Those that write the textbooks determine what students learn. Similarly, those that teach determine what and how students learn. Most English teachers are middle-class White women, and thus, they have a position of power. Social changes in our culture will not be a part of the classroom environment if it does not agree with what those in power feel are important enough to be learned.
2) I believe that the English classroom has changed drastically over the years. While it may be true that there were certain, underlying agendas found in literacy, today, the English classroom is becoming a forum for diversity and self-exploration. Personal writing, for example, is more popular in classrooms, as is poetry. I personally was required to write a college essay for my senior level English course. While there is much to be said as far as tracking is concerned (another topic altogether), English classrooms are prompting and celebrating cultural diversity, through varying texts and teaching styles.
3) The NUMMI plant demonstrates the dramatic shift that can occur in any one given area. Not only does the exterior of the area change, the interior and inner-workings of that area also change. The workers from the old plant had to be ‘reprogrammed’ to work in the new plant. I believe that there exist different literacies amongst school, society, and the workplace (or for students, school). Unlike the NUMMI workers, individuals are expected to shift literacies back and forth on a daily basis. The NUMMI workers had time to adjust and fit into the new literacy of the workplace. Today, individuals must communicate in different areas of their life, and if two areas do not agree on how that communication takes place, one is lost in translation.
4) The literacy of society has become more welcoming to pluralism due to the increase in the diversity of races, nationalities, religions, and cultures to name a few. You can find signs that have more than one language represented. Bilingualism is becoming a requirement for employment in some areas. Society is beginning to understand that in order to function as a cohesive unit, information must be representative of the people that make up the society. Not everyone speaks, reads, or understands the same language, yet each individual deserves to be acknowledged in society’s definition of literacy.
Chapter 2
1) Myers uses the term oracy as a form of literacy because he wants to show how oracy can conflict with the dominant culture’s literacy. Patterns of oracy are similar to patterns of literacy, each with its own rules and standards. Similar to literacy, oracy undergoes changes with the times and with society’s standards. Thus Myers believes that oracy of society says something about the literacy of the time.
2) Oral language helps to shape thought because oracy must be processed before it can be released. “Think before you speak” is not just an old saying; it is a reality of the process of oral language. We often can commit something to memory that we have heard over and over again (e.g. singing the Alphabet song each morning in school). Oral language can also help establish group identity because one cannot understand the language of a group without consulting that group. In order to translate a text, for example, one must confer with someone who speaks that language in order to understand what the language is saying. One cannot interpret what it means if they do not speak the language.
3) A tension existed in the 1600s between those pushing for print to be used and those who wanted to keep oracy as the primary means of communication. The reason for this tension ultimately lies in the power struggle between those who have it and those who do not. Those that argued for oracy believed that print could easily be erased or altered. They believed that information delivered orally had the authentication of a first hand witness. Yet those who argued for print believed that oracy was only reflective of those in power, and kept those in power because their ‘word’ was to be the true and governing word.
4) The shift from oral language to written language began once the U.S. became a mobile society. Individuals began moving, no longer remaining in one area with people of that same language. Interaction between strangers caused a need of written records and documents in order to authenticate transactions. Signatures began to be used as a binding agreement since no one could prove an oral agreement across city lines.
5) This statement is an example of multiculturalism in the classrooms. As new teachers, it is expected that we incorporate all the cultures of our students into the classroom. When students feel that their culture matters, they feel like an important piece of the classroom environment. A positive classroom environment is a factor in student achievement. One way to put this into action is by having students research a different culture. They can look into foods, customs, dress, and music of that particular culture and present it to the class. The teacher can create a board where students put up there work to remind them that every culture has something valuable to learn about.
6) I learned language in the home. I was said to be a very talkative child, asking a lot of questions. By my parents actively talking with me, I learned to articulate what I wanted and needed. My primary language is English; however, my mother spoke a little Spanish to me when I was very young. I know a little Signed English, which, although not an oral language, is still a means for communication. I would like to bring Signed Language into my classroom. Students would not only enjoy learning some every day signs, they would be exposed to a different method of communication.
Chapter 3
1) A major even in 1776 was the signing of the Declaration of Independence. Individuals began moving to different parts of the country and nation took a stand as an individual state. The ideas of Horace Mann became the nation’s first national standards toward a cohesive curriculum. Thus the time span between 1776 and 1864 saw a dramatic increase in individuals who could sign their names due to the common school and the need for signature literacy.
2) These pictures demonstrate that there is a steady progression that occurs in literacy development. Pictures, marks, and letters serve as a means of communicating ideas when words are not yet available for use. Children can understand that the drawing of a house may be a classmate’s home, even if the children do not know what the word ‘home’ looks like or means.
3) During the mid-18th and 19th centuries, signatures were very different from what we see today. There were individuals who could not sign their names at all and those who simple put an X. They understood that an X was a symbol of a written contract. The highest class of individuals, however, could sign their full name. It was these individuals that could also read and write. Thus if you could sign your name, you were a part of the elite class; if you could not sign your name, you were a part of the poor.
4) Early literacy scholars did not view intensive reading of the time as innovative. Intensive reading was thought of more as regurgitation and not a new way of reading a text. Students were not learning or exploring anything new.
5) Instruction in reading and handwriting during the signature and recording literacy era were drill based. Students spent much of their time practicing their signature or copying pages of a book onto a blank page. This method of education ignored meaning or analysis of text. Teachers utilized a handwriting and copying system that drilled students of each stroke for creating letters in the alphabet. Silent drilling made up learning for students, as well as listening to teachers read out loud.
Writing Memoir
Writing Memoir
Early Writings
It was Career Day at my elementary school. I was in the 4th grade. I told my father I needed to dress up. He asked me what I wanted to be. The first thing I thought about was a writer, Dr. Seuss in particular. I owned the entire collection of books, something I was very proud of. “Green Eggs and Ham” was my favorite and I could recite the entire book from beginning to end from memory. I was born to be the next Dr. Seuss. My dad gave me a white button down shirt, I grabbed some books, and went to class to explain to everyone why I was destined to be the next great Dr. Seuss.
Early Writings
It was Career Day at my elementary school. I was in the 4th grade. I told my father I needed to dress up. He asked me what I wanted to be. The first thing I thought about was a writer, Dr. Seuss in particular. I owned the entire collection of books, something I was very proud of. “Green Eggs and Ham” was my favorite and I could recite the entire book from beginning to end from memory. I was born to be the next Dr. Seuss. My dad gave me a white button down shirt, I grabbed some books, and went to class to explain to everyone why I was destined to be the next great Dr. Seuss.
I have always had a love for reading and that love transferred to writing. In elementary I remember solely writing for class. I would read almost daily for leisure, but had not developed a love for class writings. Class writings were usually descriptive or persuasive writing, and frankly, I was not interested. It was not until my stepmother bought me a diary in the 5th grade that I began writing on a daily basis. My stepmother and I would sit in our living room and read for hours then would spend time writing (she owned a personal journal). I simply wanted to write about whatever came to mind, and I was able to do this in my diary.
I cannot recall having a difficult time beginning a writing assignment. I was a very imaginative child, so any time I was given a prompt I was able to jot down a few notes and start writing. I remember having to describe my ideal island. I cannot remember all the details of my essay but I remember it being extremely creative and detailed.
Research in middle school required time at the library, and since I had a love of books, I did not mind having to read books about facts and figures. My father helped me a lot with research. He would make whatever I needed to research sound exciting. This in turn made me excited about learning.
I do not remember a favorite writing assignment, but by the 8th grade I began writing poetry. I mimicked poems we would read in class. I kept a personal notebook with all of my poems (I still have this notebook today). I would share these poems with a few friends and received a lot of praise. My father was extremely proud of my new found hobby and would eagerly listen to my poetry. I enjoyed writing both personally and for class. Likewise my grades reflected my hard work. My grades were always above average in language arts and my teachers believed I really had a talent for expression.
Middle Years
My love for books and other writings grew throughout high school and it is here that I really fell in love with writing. I was constantly told by teachers that my writing was outstanding. They challenged me to write more and I always lived up to the challenge. Due to the nature of my high school, I rarely had time to write for personal reasons. My writing centered around school assignments, some more enjoyable than others. In high school, our writing abilities were shifted toward evidence-based writing. We were expected to support our thoughts with evidence from texts rather than from opinion and feelings. We also began reading more novels and I was exposed to many different types of literature.
My love for books and other writings grew throughout high school and it is here that I really fell in love with writing. I was constantly told by teachers that my writing was outstanding. They challenged me to write more and I always lived up to the challenge. Due to the nature of my high school, I rarely had time to write for personal reasons. My writing centered around school assignments, some more enjoyable than others. In high school, our writing abilities were shifted toward evidence-based writing. We were expected to support our thoughts with evidence from texts rather than from opinion and feelings. We also began reading more novels and I was exposed to many different types of literature.
Similar to my early years, I had no trouble beginning a writing assignment. I would normally ask a lot of questions about an assignment prior to beginning, but once I sat down at the computer, I instantly had a thesis statement and evidence. Where I would have trouble, however, is finishing my essay. While I understand that the final paragraph should be a recap of the information presented throughout the paper, my wording never seemed right. I remember my father explaining that he had this same issue in high school. He suggested I read the introductory paragraph again and use it as an aid for the concluding paragraph. This suggestion worked!
High school provided many opportunities for research. I remember the first “real” research paper assigned; “real” because it required a more in depth analysis of a topic and not simply a summary. We were able to pick any topic we wanted, but it had to be at least ten pages long. I cannot recall my topic, but unlike my fellow classmates, I did not loathe the assignment. I set my mind on the task and completed it at warp speed. I actually enjoyed researching.
In high school, my favorite writing assignments concerned analyzing novels. I particular liked American literature. My favorite writing was on William Faulkner’s Light in August. I used this piece as a college writing sample. My teacher was highly impressed with my work. She suggested that I major in English in college (she was pleased when I followed her advice). I thoroughly enjoyed looking at symbolism and motifs, comparing it to life during that period, and comparing the author’s life to characters in the work. Reminiscent of my 8th grade year, during my senior year of high school, I found myself writing more poetry. During this year, I read a lot of poetry, particular by African American poets, and really enjoyed the art form.
As during my elementary and middle school years, I have never had an issue with grading. Normally my work was above average, and I received a grade that I deserved. I would put thought into assignments, a work ethic that remained with me my entire life.
In high school, my favorite writing assignments concerned analyzing novels. I particular liked American literature. My favorite writing was on William Faulkner’s Light in August. I used this piece as a college writing sample. My teacher was highly impressed with my work. She suggested that I major in English in college (she was pleased when I followed her advice). I thoroughly enjoyed looking at symbolism and motifs, comparing it to life during that period, and comparing the author’s life to characters in the work. Reminiscent of my 8th grade year, during my senior year of high school, I found myself writing more poetry. During this year, I read a lot of poetry, particular by African American poets, and really enjoyed the art form.
As during my elementary and middle school years, I have never had an issue with grading. Normally my work was above average, and I received a grade that I deserved. I would put thought into assignments, a work ethic that remained with me my entire life.
College Years
During my sophomore year at Florida State University, I majored in English. My original plan was to do the creative writing track. I had a professor that took a liking to my poetry. However I did not want to deal with some of the political aspects about the program (writing samples that reflected the African American culture were frowned upon). Nevertheless, during college, I mostly wrote for class. I became a English major, Political Philosophy minor, thus, writing essays were a constant. There were few opportunities for personal writing, although I did find time write a few poems here and there.
During my sophomore year at Florida State University, I majored in English. My original plan was to do the creative writing track. I had a professor that took a liking to my poetry. However I did not want to deal with some of the political aspects about the program (writing samples that reflected the African American culture were frowned upon). Nevertheless, during college, I mostly wrote for class. I became a English major, Political Philosophy minor, thus, writing essays were a constant. There were few opportunities for personal writing, although I did find time write a few poems here and there.
Once I determined I would follow the literature track, my writing assignments transformed from personal stories and poems to evidence-based analyses of works of literature. Similar to high school, I was able to tackle these assignments with relative ease. However, I did encounter works that I was not fond of, in particular, romantic literature. Writing about romantic literature was very difficult for me because I was simply uninterested. I found myself despising some of the required texts and having a lot of difficulty analyzing those works. I had to finally learn to have an unbiased eye (at least from a personal standpoint) and try to find something interesting to write about. This idea helped me in literary theory, romantic literature and old English literature.
Due to the nature of my major and minor, most of my research was geared toward supporting personal ideas about a particular work. In college, my research papers needed to be very in depth and highly supported. I had a few bumps along the way (I believe my biggest issue was having enough to say about a given topic). I learned how to explain a point quickly without being loquacious. I honed in on my organization skills and began paying more attention to detail. I definitely matured as a writer during my junior and senior years. I became a lot more comfortable with research papers, especially with topics that I knew or cared little about.
My favorite writing assignment was on Gloria Naylor’s Bailey’s Café for my African American Traditions class. I compared the sections in the novel to an orchestra, to summarize very quickly. The paper was over ten pages and took two weeks to write. Prior to submitting, I took the paper to the Writing Center to be peer reviewed and then typed the final draft. I felt very good about this paper. I can attribute the success of this paper to my sincere love for and interest in the novel.
I definitely encountered some hard graders during my undergraduate experience. Once I learned what was expected, I was typically able to meet those expectations and beyond. I rarely received Bs in my major coursework. If I had a question, I was not scared to make an appointment with a professor and ask for help with assignments. I feel that this type of perseverance has shown itself in my work.
Beyond College
Writing in graduate school has been drastically different from what I was accustomed to during my undergraduate experience. I had to balance between writing about issues in education (usually based on facts and figures about academic achievement) and writing about literature (analyzing the Harlem Renaissance and its effect on the African American community) I was able to quickly adapt. I believe my major coursework helped me with this adjustment. However unlike college, graduate school left little time for personal reading, and even less for personal writing.
Beyond College
Writing in graduate school has been drastically different from what I was accustomed to during my undergraduate experience. I had to balance between writing about issues in education (usually based on facts and figures about academic achievement) and writing about literature (analyzing the Harlem Renaissance and its effect on the African American community) I was able to quickly adapt. I believe my major coursework helped me with this adjustment. However unlike college, graduate school left little time for personal reading, and even less for personal writing.
The easiest part about beginning a writing assignment was that I was familiar with the content. I had taken a broad base of literature courses during undergraduate, so I was very versed in many genres of literature. However, writing about education proved difficult due to the abundance of data and my comfort in bringing personal beliefs to assignments. Luckily I quickly learned how to write for different assignments. I became good at separating myself from the work when needed.
Graduate school has offered a span of research assignments. I took an Educational Research class my first semester of graduate school where I learned about different types of research. Most of my research has had to deal with looking at research done by others and coming to new conclusions, or supporting my own ideas. I feel that graduate school has made me a much better researcher because I have had a lot of experience with it.
My favorite writing assignment was an assignment for my Secondary Education Curriculum course. We had to create a curriculum for an imaginary school. My project, which was a curriculum for a Special Education focused school, was very detailed. I had ample research to support my coursework and methodology for my curriculum. My peers were very impressed with my work and I was extremely proud of the outcome. Similar to my favorite writing during my undergraduate, I put a lot of time and effort into this assignment. I plan to use this assignment as a sample of my work.
My view of grading has not changed dramatically throughout my educational career. I work hard to receive good grades, I take criticism and corrections well, and I revise to make sure that I put the best product forward. This work ethic has been reflected in my outstanding graduate work. I feel that the amount of research I have encountered during graduate school has adequately prepared me for working towards a doctoral degree. I understand the amount of time and research it takes to earn a Ph.D., yet I feel confident that my experiences as a writer will enable me to earn the degree.
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