Tobin - Car Wrecks

Although he begins his article with gripes about the stereotypical adventure stories of frat boys, Tobin concludes by urging instructors to address their own biases, fears and beliefs that may interfere with their ability to guide the raw writing of some adolescent males. This mindset was important for me to maintain when reading the sample student essay about prayer in school, as the subject and unsound argument structure bothered me a bit at first. But in Tobin's experiences, even the most unpleasant essays improved when he was generous and nurturing in student conferences. I liked that. He describes a series of conferences that help a shop-lifting story become a more elevated piece that was enlightening, entertaining, and honest. I felt like Tobin's approach to teaching composition was shown as flexible, nuanced, and practical because of the illustrated emphasis dialogue and diversity.

Mike Rose - Rigid Rules

So block can be triggered by writing to others' rules, overwhelming writing tasks, and, I would imagine, by spending too much reflection time articulating one's play-by-play writing process as it begins to emerge and by spending too long in the initial stages of a writing task. Sheesh, what to do?

Rose is asking us to help students to find that point between the clutch and gas... the point where students don't drag irrelevant rules into the game, and let themselves off the hook when they find that they've painted themselves into corners. A reminder that writing is all about choices and balances. We need to provide enough structure and scope to a project that students won't be blinded by the arbitrary-ness, and we need to allow them enough room to make choices that really mean something to them. And, as Rose notes, we need to provide reasonable response to what they've written.

I found Rose's solutions interesting (building a writing history, including information on composing processes). I'm also interested in how much impact individual conferencing can have.

Gender, Ethnicity, and Classroom Discourse

I would think that more variables need to be taken into consideration when studying a limited number of students. Don't get me wrong, a few classes involves dozens upon dozens of students. But in this type of study I would prefer looking at students from a variety of classes and subject matters (as the subject does affect the level of participation in each student) over the course of several semesters. Additionally, I'd like to see a variety of teaching styles. On pg 499. Wolfe makes the comment that the professors slipped into IRE and thus observing their interaction became difficult. But essentially how engaging a professor is also effects the outcome of the data which once again leads me to want a variety of different professors in a variety of different classes that engage the students differently. I would also assume that there should be some kind of control or consistency within the various observations.
Wolfe's study was interesting; especially in the onset in which she gives the background of previous conceptions and the issues with them involving the vagueness of terms such as "minorities." It was a good start but it left me wanting more empirical data. It also leaves me to question the areas in which this study was taken place; the ethnic make-up of the campus, city and community as well as recognizing the shifting changes in individual cultures as students are becoming more and more immersed in technology.

Bitchener & Knoch

One of the more interesting essays for me this semester. That may have something to do with the science geek in me, but I really appreciate the way the study and testing adhered to the basic precepts of evidence supported inquiry. There was a control group used as there would be in any other science experiment. According to the results of the testing, students provided with WCF directly post-test, showed a marked improvement in accuracy and the ability to retain and recall the information some seven weeks later. Students provided with all three forms of WCF tended to outperform the ones who hadn’t. I guess this is the result I would have expected and it seems to be common sense. It would be interesting to know if these methods have been adapted by a teacher and used over the course of a semester. I am wondering if it is feasible to do so in a real world setting. An experiment in a controlled setting is one thing, but to implement it in a class room setting and to publish the results would be an even more impressive experiment. Ultimately though, Oral and written feedback work best in combination and that the sooned the feedback is provided to the student, the better. 

Rose

      I used to be able to easily write essays back in my junior college days because of a set of rules I used to subscribe to.  I used to think that as long as I had 3 points that supported my thesis and a paragraph that addressed a counter-argument I had a very well-constructed essay.  This strategy, unfortunately, worked well for me in most classes of my junior college years because I realize now that many of the instructors there expected students to use rules or forms like that.  They design their prompts so that a student has no choice but to use that rule or rules.  

These rules are actually even incorporated in the prompt for students to follow.  The instructor(s) will have it all laid out for the student.   

Intro:  Topic

Background info

issue

Theses (with 3 points)

Point 1

Point 2

Opposing view (counter it)

Point 3

Conclusion

I guess there’s nothing wrong with an outline such as this as long as it doesn’t become a set law,  but I see that most instructors promote this outline as the one recipe for creating argumentative essays.   Several students I’ve tutored have once asked me, “Well, doesn’t it kind seem un-fair if you’re only going to present one point of view of the opposing side?  Isn’t the task to make a logical argument?  It seems like we’re only skewing the facts in our favor”.  

Another problem  is that rigid rules do often limit the student’s writing.  In my undergrad, I found that this outline actually did give me writer’s block.  I would try fitting ideas that really didn’t fit in some paragraphs in order to fulfill the structure of the essay.  I let the form dictate the function rather than letting function dictate the form.  When I had prompts asking for specific tasks, I would have trouble using the 3 point thesis format.   I would get writer’s block because I focused too much on what went where and what I needed according to the rules I knew.  

Wolfe's Gender, Ethnicity and Classroom Discourse

I'm not sure if the heavy winds were distracting me, but I found Wolfe's essay a bit hard to follow, especially the first ten or so pages. Wolfe focused on studies done which compared White students and Hispanic students, male/female students. The information shared dealt primarily with how the students faired in face-to-face settings vs computer-mediated settings.  There was quite a bit of background information given (I think that's when I fell asleep...I blame the wind!) But then I was revived when I read some of the results, and they seemed to correlate with racial stereotypes. The results showed white males as the highest participants in face-to-face classes and white women to prefer computer classes because they felt that their opinion wasn't heard in a classroom setting because others dominated them. Hispanic women were found to participate quite often, which actually went against the stereotype of them being "passive and docile." I wasn't even aware that this was a sterotype of hispanic women. I teach at a school that is 99% Hispanic, and the females at the school (students, parents, and teachers) are anything but quiet and docile!! One correlation that didn't surpise me was that the three Black females in the class were the most vocal of the environment. I found the the explanation to be based on stereotypes, but I guess in many ways, some stereotypes have some validity. "These results are consistent with studies suggesting that many Black women do not suffer from the passive and submissive gender role stereotypes that often constrain White women and consequently often tend to identify with traits such as assertiveness and leadership that are traditionally defined as masculine in White culture." (Wolfe 513) Asian students in the study were the least vocal and participation from Asian women was even less than that of White women. I found the findings to be interesting, and hopefully they can help educators find better means of communicating with students.

"Why I (Used to) Hate to Give Grades"

Lynn Blooms "Why I used to hate to Give Grades" article, is quite interesting. Although, she really doesn't give the best suggestions on how to making grading any easier.Bloom initially starts out talking about a cartoon show that she and her family watched during her childhood, then moves on to talking about how she hates giving grades, and how we can making the task of giving grades easier on ourselves by having "TA"support. As a student I hate receiving papers. Whenever my professors hand back my papers, I freak out because Im scared of the end result. Although, I'm afraid of the grade my teacher might give me I totally disagree with the Blooms "TA" support system in large lectures. Indeed I understand that its hard for teachers grade essays and return them promptly, but I wouldn't want Ronald to grade my papers. No offense to you Ronald, you are a great tutor, but I would feel more comfortable with Dr.Cauthen grading my papers. Having a STUDENT "TA" grading students papers doesn't solve the issue, all that does is take some of the pressure off teachers. Im not a teacher yet, but I think teachers should do whatever is best for them when it comes to grading.

Rose Breaks Down the Perplexity of that Vicious Devil Called 'Writer's Block'

Mike Rose's research on writer's block proves to have some interesting results.  He claims that some students block out good writing by perplexities (i.e. the ability to use rules, but sometimes move past them).  His students seem to offer good results.  He spends a lot of time talking about Martha in particular and the other UCLA students.  I understand that's he trying to show that most students can break through the webs and chains of writer's block by simply psyching themselves out of their habits.  However, I think that in my own personal experience that writer's block came to be when I was a younger student rather than I currently am.

I've noticed in my time as a tutor as well that some students are often stymied (one of his favorite words in this essay) not by rules, but by not having rules.  Mike Rose refers to the five-paragraph essay with one student where she was taught there should be 3 main points and that's it.  One girl follows that formula, while another student logically expands her ideas based on those 3 main points.  I explain to them that as long as you have the ideas in place then you can always go back and look at them again and so can the reader.  They seem quite shocked by this notion because often times they simply summarize essays or information rather than actually analyze something.

I think going back to the issue of experience is something which could probably use some research.  I know as an undergrad when I wrote about King Lear I had a hell of a time trying to write a few lines vs. my later experience as a Shakespeare scholar at UCLA.  Perhaps Rose's experiment is kind of new at the time he didn't really have a chance to see or view that.  Yet at the community colleges and universities age difference has become increasingly noticeable.  Although it's a good thing, I think teachers and tutors should be aware of this difference which should lead us into research dealing with age group.  One example I can think of is our literacy autobiography.  If you asked a 10 year old boy to express something that made him literate vs. a 55 year old student there's going to be a drastic difference in their responses.  So I think that's one link which could be further researched.

And speaking of assignments, I think subject matter is important as well.  Martha and a few other of the "blocking students" are Physical Science majors.  Although Rose doesn't want point any fingers he suggests that part of their writer's block comes from the fact that they become creatures of habit (or as in this case) structure.  I think he makes a valid point although one thing I found missing was what the other students who were the non-blockers if they were humanities students.  One's major or assignment I think has a major impact on a student.  I remember in English 1 (my college composition course) a numerous amounts of research topics.  Most people really felt empowered by the choice of their topic rather than hindered by it.  This I find to be another important factor that was sort of left out by Rose.  What was the topic and their range of interest and/or knowledge in the subject?

Even though Mike Rose has some gaps I think he makes some great points as well.  Most undergrad students are immobilized by the dreaded first paragraph.  I used to be one of those people who didn't start in the middle of an essay, but rigidly tried to make a hook sentence and almost force the situation.  In recent years as a grad student I've found that I'm a little more lax with style.  I still write the first paragraph, but I don't rigidly follow the 5 paragraph essay format anymore.  I found some relief in that.  Rose makes a good point about blockers who become so consumed by rules that they become paralyzed by their standard.  Once again, a level of maturity as a person and as a writer I think could lead away from this issue.

He also makes a good point that most students who have writer's block often turn in assignments late or rush through their writing.  I can't tell you how many students have come to me with a paper "due tomorrow" or "due at 10:00 a.m."  It often results, as Rose notes, from an inability to write the first paragraph.  It's sad in a way because they do have great ideas, but these students are often caught in THE HOOK SENTENCE, THE THESIS so on and so forth.  This can be remedied sometimes by simply asking them questions, which is a solution that Rose adds to the conclusion.  This often helps them to VOCALIZE their thoughts thus getting from them a more honest, real sense of what they want to say.  Rose's remedy has helped me as a tutor because I constantly ask people questions and even though it is a classical ideal I think it still works today.

This essay has its up's and down's though I am not surprised by Rose's findings.  I think what is interesting is how much it opens up for us who wish to research the topic.  He literally encourages people at the beginning of his study to further look into this.  As I've suggested earlier I think age groups in the college and universities can also determine whether or not its a level of cognitive maturity.  Whatever those findings might be I think my solution to writer's block is simply to ask questions and finding out what they know or don't know and explain the value of the rules or the value of sometimes breaking the rules with the hope that students can learn and gain from their writing experience.  

rigid rules, inflexible plans, and the stifling of language

The article mentions that rules lead to "intellectual functioning". It depends on the rules! This article is about students' mental process in relations to writer's block. So, the cognitivist's analysis is on why students are having problems with writing. I know from experience that writer's block occurs because of fears of imperfection, the need to be perfect, and insecurity from negative experiences from writing a paper (s).  It can be an immobilizing experience when the mind is preoccupied on negative self-images of past mistakes from a bad writing experience. The problem with students who have writing block are usually "stuck" with the fear of being humiliated and tend to constantly relive that experience in their head, which prevents them from using any critical thinking skills and utilize their ideas. Rigid rules only apply when students are prevented by teachers to explore other methods of writing papers that don't go against the grammatical rules.  I have a suggestion that could make students become empower while still learning and working with the mechanics of writing. Have the students to play with writing on topics of interest that require them to use a dictionary to explore new words and follow the grammatical rules. This can promote self-autonomy and also self-empowerment. The student can learn to take control over a topic, learn new and exciting words while learning to use the english mechanics. In fact, I believe it will make students become conscious of the writing process. It is a good idea to have students to create their own text on a regular basis using new topics, words and their editing skills. This strategy will become a positive skill that can alter any negative memories and self-images.

There shouldn't be any inflexible plans. Situations occur and people have to rearrange their priorities sometimes. However, plans are necessary to accomplish goals. To plan to work on a topic creates a discipline student. It also helps with critical thinking skills along with rearranging plans. The rearrangement of plans teach students about flexibility and also exploring ideas at a deeper level.   

Grades

Bloom discussion on the disadvantageous use of grading for students I so Identify with.  I spent over two years trying to get my portfolio to get a passing grade.  I went through  five professors six professional editors and countless peers and no matter what I did my project never received a passing grade. Grading presents a problem and can be misleading.   To obtain a passing grade I had to  meet the criteria of all the professors "they objectively" read my work.  I receive five different interpretations of what needed to be done to correct my work for passing.  I choose two sets of remarks to follow and revise this method caused me to receive yet another more failing remarks.  Each professor had a different constructed meaning for my work.  I finally had to take my work to the Dean of the Department, to that end I did receive a passing grade on my portfolio.  Which now brings me back to why I am taking graduate English classes, I wonder can I write.

Foundation of Rhetoric

This could give the students the foundation/nexis for writing in a non-academic forum, being able to persuade the hearer or reader of your writing is critical.  As I write for my clients the element of persuasion is critical to the outcome of each of their legal matters.  I must present a well thought-out legal scenario that neither opposing counsel has consider or can find a rebuttal.   I must find a way to take the Judge to a place where he can not only read my position, but see the results of my position in various dimensions within his minds eye.  The book shows the positive and negative impact of how a society can be formed and lets students see the accountability of language as it can be a dangerous entity.

Why I Write

I have been wondering why do I want to write as we discuss the various papers in class and evaluate the writing of the students.  I wonder why do I want to write? I purposefully took these classes to show me how writing is being taught, but now my understanding of this writing discourse is fun and hated almost at the same time.  I generally write for myself as the outlet to unwind myself and even look back and see where I really am in that space in my life.  I dont like writing to be approved of or overly corrected, but as a class I thought it to be a guide of where the "me" is in all of this.  I know I have to write for other venues, people, events, and social outlets and this is my wonder.....sorry not sure where I was going with this point.

Bloom- addition

I had time to think more about the article since my last response. As I reflect on how grades impact a person positively or negatively; including myself, I'm really am in favor of the importance of time to do revisions. It takes time to make clarity of an issue that an individual would like to argue. Lately, I'm having trouble with focusing on one issue because so many thoughts come to mind while writing. Then I may want to change perspective because the new idea that emerged seems stronger than the last. When new perspectives emerge it seems like time has ran out and you have to turn in the paper. I need to get in the habit of revision and editing along with experimenting with my voice.  So, my point is that students in elementary, junior high or high school aren't the only people plagued with the difficulty of writing, but advance college students run into the same problems. I also think it has to do with if you're able to resonnate with the instructor. Most of the time,the teacher plays a vital role in how the student understand the topic that they have to or want to write on.

 

Just Rambling Because I'm Bored

I'm bored between classes and I've decided to write. I personally don't count this as a necessary blog, just one to clear my head. So I've just checked out the STAR questions and answers and I'm a bit shocked....i knew that these tests were troubling as that concept has been beaten into me in the past 6 years of my higher education. But, I haven't seen a standardized test in quite a while.
First off, I'm startled by the percentage of students that get the wrong answers. Secondly, I'm bothered by the content. At first I was irked by their usage of a manual for what appeared to be a food processor (i kind of skimmed through all of the 11th grade questions rather quickly). But after second thought, I understand why it actually should be in there. I'm just altered by my history in academic analysis of literature that I have forgotten the real-life application for reading and writing that individuals will come into. I am sure that as an accountant you wont have to discuss the Marxist analysis of The Old Man and the Sea but you damn sure better be able to read and understand the instruction manual of your new Ford Focus. So, I kind of dig that. I don't like the question that was asked but I understand why that particular piece of literature was put in there. (I'm actually in favor of those types of applicable lessons. In Home-Ec, I'd rather students learn how to properly load the dishwasher instead of making banana nut bread. Or maybe in a single lesson in math class, the students can learn how to properly split a dinner check with their friends. Just a side note.) What bothered me was the question on Nascar...in which it asked which paragraph needed to be rearranged so as to make the "topic sentence" make the entire paragraph and essay flow better. The question assumed that the students were taught topic sentences. Subsequently, teachers have to teach a particular structure of writing which inhibits creativity, expression and organic writing. Which Is an inherent problem with standardized testing...they assume a standardized version of teaching which inhibits anything outside a classical form of writing....anyone's thoughts?

Why I (used to) Hate to Give Grades

When dealing with students, I think that allowing students to choose topics, form groups, and revise papers is a good strategy to develop students writing abilities than focusing on how they can get a grade. Focusing on the process of revising, forming ideas, editing and group work help generate good papers because the process allows the student to get into the paper (topic). It takes away the intimidation of being judge.  

Essay Mania

Having read what we are supposed to do with student papers, and what actually happens with student papers (meaning that I have seen some teachers simply thumb through them without much regard, and they seem to have ALL KINDS of time on their hands), I am compelled to ask: where do we find a balance between theory and practice? 

I spent my weekend correcting essays. I began by reading, without an implement in hand, and focused on what the students had to say. For the most part I found students who did not cite properly and students that seemed to have a grasp on the material but didn’t trust their own voices to get that information across without throwing the same two or three thoughts about again, and again.

The second time around. I corrected minor grammatical errors and then mentioned that error in my notes  if it occurred multiple times. I noticed various takes on the misuse of their, there, they’re, also with tense, and  sub-verb agreement issues, but nothing too out of the ordinary. However, if I did, come across a line or two that I thought was interesting or insightful, I made a thoughtful comment in the margin.

In my notes, I told students to be very, very, careful when using sources, and to make sure they credit ANYTHING that they did not think of on their own.  The whole process went as Dr. Cauthen said it would, except for one problem. IT TOOK HOURS AND HOURS!!! Will this part of it lessen in time, as we become more skillful? I am almost afraid to ask, if as English instructors, are we just going to have to clone ourselves in order to deal with grading papers? UGH!

I am handing back our first major assignment tomorrow,  at which time I will have a short conference with them. They will be given the opportunity to revise, and begin planning their final essay. Actually in this regard, I think I will have them turn in drafts this time . . . since this is not an English class, is that blurring the line? I realize it’s my class, and understand academic freedom and all that, but I just mainly want input.

Lastly, I wonder how do deans,  colleagues,  hiring committees expect these sort of issues to be dealt with? As a part-timer wanting a full-time gig, I’m curious, since most application and interview processes have an essay that needs corrections, and comments, included in that process.

Rose: I found myself feeling the most in common with was the second group or “non-blockers.” I have my own set of rules which I use when I write, but they are so flexible I really don’t think of them as rules. The Rose piece deals with the mechanics of problem solving and writers block. As far as solutions go, I like the idea or philosophy behind the heuristic solutions: That the solution provided may not solve every problem every time, but is found to be a good enough solution most of the time. The key ingredient for me is the ability and need to be flexible. Writing is an art; or craft if you will, and should not be bound by too many rules and solutions which are concrete. Rose notes that Gagne’ in his illustrations, prefers the empiricism of mathematics and science to the more esoteric theory of the social science and humanities. I share this point of view and so I view problem solving methods with regards to my writing as guiding factors, but I do not expect to be able to solve every writing problem that comes up with a bit of advice from Stephen king or Anne Lamott. The truth is though, the more advice I open myself up the better and more comfortable I get with the whole process. Just a few years ago I hated everything I wrote, but I am a lot less afraid of the writing process now as a result trusting the opinions of others. I do use outlining whenever I do creative writing because without it the lack of direction can present too many problems and tantalizing tangents to wander off to. I prefer beginning with a sparse outline with a general direction I want to go in. I usually know how something is going to end at this point, so a general outline on how to get there is a benefit to me. An outline which is too detailed, however, as Rose points out, runs the risk of being too constraining. Feedback has proven to be invaluable on every occasion in which I have gotten it and was constantly on my mind as I wrote the literacy autobiography. It was Interesting to read this piece, as I was already using a lot of it without knowing it.

Grade Whore

I remember taking my Shakespeare course in lower division and speaking to one of my classmates that i had for every class that semester. She seemed to be making out pretty well in all of her classes. Meanwhile, I was having difficulty adjusting my style of writing to fit what each professor wanted. Trying to get my square peg to fit in their round hole was slowly eating away at me as the grades never seemed to get better fast enough. So I asked her for some kind of tip to which she cheerfully responded that she couldn't help me because she was just a "grade whore" - Not a wholly uncommon concept - an individual who completely changes their entire style of writing and subject matter to satisfy their teacher/professor in their entirety. Someone without an iota of true voice.

Grades have made us this way. And I agree with many of the statements Bloom made about the inherent problems with using a grading system. It is nerve wrecking, untruthful, and designed for efficiency within a very black-and-white world. Those handing them out are either too involved or too disconnected. Finding a Goldilocks-just-right professor/teacher who will give an accurate and objective assessment is nearly impossible.

So i agree with most of what Bloom states in the first half of the article. I'll even buy into the effectiveness of that specific seminar course that she taught. Yes, I can see how this portfolio style of assessment can work within the context of a group of individuals who have an investment within the subject of English/writing and are actively motivated to become better writers. Bloom even acknowledges what readers are thinking, that this won’t work in nearly any other environment that would truly benefit from it. (By which I mean that if a motivated writer wanted to become better than they would find a way to do so, regardless of their scenario. The individuals who should be the test subject, example would be a group of highly unmotivated students who have no interest in writing at all.)

Bloom asserts this would work in the rest of the world. But How?!

"But teachers working with Writing-Across-the-Curriculum programs have already devised solutions that address most of these matters, and more-ways to assign lots of writing and to manage the paper load through a combination of peer feedback, selective teacher commentary, TA support in large lecture courses, and shifting more responsibility onto the students themselves. If each and every writing assignment incorporates not only the key language of its subject, but of its disciplinary-based form, structure, and style, students will understand what the teacher wants and will have the language both to write in and to discuss their work."

What?! Are you serious? What the hell kind of a weak-ass conclusion is that? Bloom just quickly spits out very generic and vague affirmational-solutions that don't go into constructive detail. Yes, TA Support could help. Yep, shifting responsibility to the students would be great. And a Magic Fairy that comes to enchant the students into become more receptive to constructive criticism and

peer feedback. Yeah, I'll get right on that. I need a follow up. Spoon feed me the basic how-tos. I see exactly what Bloom is saying. I believe the premise. I WANT TO BELIEVE the conclusion. But I just can't. It’s just not good enough.

Grades

Bloom discusses how grading can be disadvantageous for students and focuses the first part of her essay on the problems that grading presents and how they can be be misleading.  I know a few professors, here, at CSUDH who would agree with Bloom.  How does a teacher accurately grade a written essay without being subjective or even bias?   We are all taught to read text “objectively” but more often than we read text subjectively and we all interpret and re-construct their meanings differently.  

Grades also tend to label students not just their papers.  Many students, including me at one time,    fall into that habit of labeling themselves as “A”, “B”, “C”, “D”, “F”, students based on the marks or grades they receive on their papers.  I see this labeling in the junior high school students I tutor.  Now I know motivation is a factor, but one of the students I tutor after school refuses to revise a history paper because he has been labeled and believes he is just a D student.  In other cases, some college students I know who have been “A” students or writers before college became utterly devastated when their writing instructors gave them their first C or D.   

Oh Bloom, I know what you mean!

This essay for the most part is straightforward except for that awkward metaphor for grades being like strawberry jam.  Even though the article shows a lot of good things, Bloom also rhetorically points out the flaws with such a system.  As Veronica has made clear, it is really the student's who are usually not up for the challenge.  When I encourage students to revise and revise INDEPENDENTLY, they look at me as if I left them to freeze and die.  Although Bloom validates the failings of the grading system I've encountered two sides to grading.
In my first experience as a high school student or even as a University student my grades have always been sub-par or pretty mediocre.  Coming out of high school with a 2.8 was a gross misrepresentation of my senior year where I maintained a 3.8 g.p.a.  Of course, grades and letters can only mean so much as Bloom points out  though when I was accepted into the scholar's [honors] program at my college, I noticed a big shift.  I had a 3.2 and that was considered a pretty good g.p.a.  I suppose this responds to Bloom's first-half, original writing. She shows that grades are misleading and that even things like g.p.a. are good disguise machines for any school.
The second-half is more like a personal approach or evidence for applying what she talks about in the first-half.  I think she does a fairly good job representing the typical atmosphere of a seminar or graduate course.  I remember doing two private projects over a summer: a paper on gender in the gothic and a creative twist on Spenser's The Faerie Queene.  I remember for my first project with the gothic paper that my teacher knew I could not finish my 15 page paper successfully.  He simply said "don't worry about your grade" and gave me an A-.  I suppose not worrying about my grade let me really worry about the project at hand and to make it the best that I could.  I remember this was my first all-nighter for any writing project.  The grade meant something partially though the unspoken second-half made me want to work harder.  My teacher seemed to accept the fact that I could do better given more time.
In the second project I remember my professor asked me to answer some questions for him.  I hadn't really thought about the grading process and he simply gave me an A-.  Instead of asking for my grade or telling it to me he simply asked questions, which I answered just like I am now.  A paragraph or so per answer.  This reminded me of Bloom's approach to grading the students based on a discussion about their grades and letting the students literally grade themselves.  I knew that my answers pretty much determined more or less my grade.
Bloom's approach is ideal in a more advanced group of students though I think it could be done elsewhere with a lot of work and determination.  Her grading method has advantages: making students more aware of their work as well as reminding them who ultimately the grade is for: themselves.

Bloom's Why I (Used to) Hate to Give Grades

I enjoyed Bloom's article, but didn't really feel it gave any new insight into the grading procedures. Many of the articles I have read in grad school all seem to complain about the grading system or the way writing is taught in schools, but I rarely hear any realistic solutions. Bloom criticizes the grading system throughout most of the essay, but eventually, does offer the advice of having a student  revise an essay seven times. Perhaps most of my students are victims of ADD or she's specifically focusing on college stundets, but the 9th and 11th graders are in utter dismay if they are asked to edit their essays EVEN ONE TIME. Sure, after  I explain how important editing is, and that they should never expect their first copy to be their final copy, they see SOME importance of editing once...maybe even twice, but not without a lot of eye-rolling, and heavy sighs. I think most 9th grade students would give up after the 3rd or 4th copy request.....the honors kids may hang in there for the 5th copy. Editing is definitely important, but for high school kids, I don't see seven edited copies as feasible. Grading need to include a wide range of factors: essays, tests, participation, improvement, work habits....rarely is grading solely based on essays. So, although the Bloom article was interesting (as if teachers aren't criticized enough), I'm not really able to use the suggestion given in my classroom.

Lynn Bloom - Why I (Used to) Hate to Give Grades

I believe person-to-person end of the semester conferences are extremely valuable and I plan to use them in my own future classroom. That said, I felt Bloom's essay spent more time ripping the current grading system than it did with her in-class experiences and evolving attitude. By the end, the problems she raised about the psychology of grading seemed too big to wave away with a single example and a cover-all appeal to the success of Writing-Across-the-Curriculum (a program I do like). I found her commentary honest and usually helpful, and I'm glad her experiment yielded positive results. But questions like those presented in her summary -- What about freshman or grad students? What about unmotivated students in required (non-elective) courses? -- are with me still...

For now, the A - F system is what we have to work with and as young teachers we don't have much power to challenge and change that. There is some flexibility within (thank god) and the creative solutions we've encountered so far this semester seem helpful. But I wonder what it would be like for the English Department to embrace a unit-based grading system. One in which, at the end of the semester, an instructor makes a final determination of the unit value of a student's work. If the student's work is exceptional, she'd get the maximum units allotted. If she could benefit from more work in the subject, maybe she'd get some of the units. And for zero units (yikes!) the course would go unrecorded on the student's transcript. Each unit would be counted toward graduation and receiving less than maximum units for courses would imply that the student could benefit from either more practice or more discipline and determination in their next set of projects.

WAC!

I think that WAC should be implemented in every college college campus, considering all the fees increasements over the past three years. I am aware that The WAC workshops are more work for our instructors, and limits there grading time.However, our instructors should be up on all the latest writing strategies in order to offer students the best writing experience possible. Attending workshops are always meaningful. Over the course I five years I have taken at least twenty English courses, and have written a rife of papers. Williams believes that it is easy to implement WAC in public school, because it's easier to coordinate. If that's the case, WAC can easily be implemented at the college level. Instructors are going to have to find ways. I think that WAC is a great strategy if properly implemented!

Assessment and Evaluation

So I've just now had the opportunity to sit down and read the essays and recommended rules for assessing and evaluating any students essays. I must agree that feedback is key. All feedback. Never be vague. I lament that i have been unintentionally sabotaged by various teachers who give me well meaning compliments on my writing without specifics so that I don't completely understand my strengths or what i'm doing right.
In any event, I must say that these two essays we are to evaluate touch upon a difficulty that i have when i grade some students papers -which has little to do with out actual assignment - and that's focused on my own personal opinions. I understand that as a teacher its my role to teach, not pontificate, but I have an inherent issue with the second essays rather narrow arguments. And when I come across student's papers in which they make historically inaccurate comments or place opinions as facts, then i come to question their intention, base knowledge and have trouble addressing the issue. On one hand, we're supposed to concentrate on how to write. I am an English teacher, not a history teacher, or political science teacher or philosophy teacher. Technically, its not really my right to explore those subjects in that its not my field of expertise. In a sense I feel like I should go along with what the student's are writing and simply assist them in their composition to make a better argument from the information they're presenting. However, i feel conflicted in communicating to them that perhaps they should do additional research - not to argue that their wrong (i happily concede that they could be 100% correct) - but that their arguments are just not as strong as they could be. And i suppose that would be the best way to approach the subject...but i do also wonder that perhaps its my own opinions getting in the way....anyone else have this issue?

Ch. 10 Reliability

I’ve always wondered what constituted “good writing” in schools and universities.  We’ve all had that experience in which we got A’s in one class but C’s or B’s in another class.  A grade you get from one teacher would suggest you’re a proficient writer and you have much potential to be a great writer, whereas a grade you get from another teacher would suggest you have absolutely no business in being a writer.  Chapter 10 sheds some light on this situation for me.  Working for a junior high school as a tutor has given me the benefits of being an observer.  I don’t only observe the students, but I also observe the teachers and their assignments for students.  What I’ve been finding, for years now,  is that many of the English teachers do not collaborate or communicate with each other.  Some even avoid each other at all costs....The gossip that goes on in that school is so dramatic.  Anyway, their Reliability in assessment is lacking a lot... I’ve tutored/mentored students who’ve asked why they would be able to get A’s in their essays when they had one particular English teacher and then nothing higher than a C when they had another English teacher.  I would just say well maybe so-and-so is looking for something else when it comes to writing essays.  “Unless teachers in a school work together to make their assessments and evaluations reliable, some students will indeed get high grades on papers in one class and low grades in another, even though their writing remains pretty much the same from teacher to teacher” (305).  I agree with Williams.  I see that most teacher and university professors don’t really work as a unit when it comes to what they look for in “good writing”.  Now I have a clearer understanding why “good writing” may not exist because good writing is really just subjective.  What gives me hope in my other job at Cerritos College, however, is that the English Department as Cerritos College is actually attempting to work collaboratively...most of them anyway.  We have a “Success Center” which has replaced our writing center and it seems that the faculty may actually have reached a consensus on what they may consider good writing.  I’m curious to see how this affects the students.   

Jourdan's Letter to his Former Massa

I have use the term "massa," which in Matthew G. Lewis' account of a West Indian Proprietor is the slave English term given to the master.  Jourdan's letter is intentionally ironic and I'd say it's pretty damn funny for those who look back at it now.  It reminds me of John Swift's "A Modest Proposal," which is not very modest at all!  Jourdan's asking for 11[6?],000 + interest, which makes for a good round number ensuring that he  will never go back to the Colonel's place.  He repeats himself like a person should with the gun shots being iconic and ironic simultaneously; (sorry if I'm using fancy language, I've been reading Bakhtin for three days now).  They are a distinct referent for Jourdan as a reason for why he wouldn't go back, while also being a symbol of violence.  I'm not really sure how to analyze this without looking at a close reading.  The real image of a gun just sticks out to me.  Its violence, his repetition of it sounds as if he's trying to teach his master to sit down.  It's kinda like as if the dog that has been trained so long by the master's hand has the ability to walk and is putting the hand on the former master.  He used to obey his master's command to "sit," but now his massa should be the one sitting.  It's funny, humorous, and deprecates the former owner.  He is seen as someone who needs to be taught a lesson for the crimes he's committed.  It's funny that Jourdan uses every bit of logic just to show how ignorantly violent his massa used to be.
I think it's hard for me to read this without having taking into account my reading of Matthew Lewis' autobiography.  His journal really speaks volumes as to the horrors done to slaves, while this letter also reminds me of Beloved and speaks volumes to that as well.  My experience with this subject I guess might be fairly new though as I've read both books within the past year or two.  For a long time in my life, I didn't really have a chance to read narratives of slaves or slave owners.  We always learned in U.S. History the M.C. (multiple choice) way.  This method has been proven ineffective for I remained ignorant for so many years of this subject and what people truly have said about it.  I suppose that this analysis has shown me that a writing course or writing methodology might've better enlightened on the subject instead of someone forcing me to down stuff via a textbook.  It's almost as if the slavery I was learning about, was slavery in itself, and that reading literature about it has given me a much better understanding and value to the subject.  I guess I hadn't really thought that when I first started blogging, but wow, this turned out to be analysis of my own learning!
I guess this letter had more to say to me than I expected.  It's irony is heart-felt and I can understand why based on what I've read from the other two especially Matthew Lewis who gives an example of the horrors done by slave owners and those who were supposedly "in charge" of watching the slaves.  That's the reason he writes the journal as a personal record of what has been done, what he has done to change the slaves' conditions, and possibly considers not being a slave owner at all.  That's something Jourdan's letter talks about when he says he would like to see protection for his daughters, for, as often as the case was, there were numerous rapes done to slave women by their owners and hired workers.
As a writer of today, we can look back at their choices and call them wrong.  I think it would've been MUCH harder to do so at that time.  But still, slave owners had little to no humanity nor compassion to abject slavery or do anything to improve their conditions.  I suppose Matthew's case is unique in that regard although he does go around Jamaica to check on other farms to improve the life of other slaves.
Jourdan's irony and his cause obviously to offend his massa is well-done and I think despite an angry response he might've elicited, the dog smacked the owner in the face right-well.  His rhetoric is fantastic and is well-said, which shows not only a high sense of mastery over the language, but an entertaining one as well.  Aristotle would be proud!

Chapter 10

When I first started reading chapter 10, I found some of Williams's criticism to be quite harsh. I then re-read and started to agree with much of what he writes about assessment. So often, we as teachers expect students to already know a great deal about writing when we assign essays; but often, we haven't taught the key lessons needed for students to become proficient writers. Williams states "More troubling is Wd White's (1986) suggestionthat many teachers know almost nothing about writing assessment and that large numbers of them are arrogant about thier ignorance." (Williams 299) These are harsh words, but very true. This is why rubrics are so important so that teachers know specifically what they are looking for and can relay that expectation to the students. Williams goes on to quote another important bit of information from White when he states "Valid assessment will not measure anything that was not taught. Quite simply, teachers need to be certain that they are measuring what they are teaching ."(Williams 302) He touches on a key point here. I often have students tell me "We like you because you actually TEACH us, Ms." I wold always look at them strangely, but now I realize not every teacher actually teaches what they want to see reflected by the students. I may have to duplicate parts of this chapter to share with my colleagues. It definitely leaves the reader something with something about which to self-reflect!

Chapter Five Reading and Writing

It appears that Williams is taking a critical look at parents participation in their children's education.  When children are small they are usually enthused to learn by imitation. Williams brings up an important topic (parents involvement in the children's education). I'm glad that Williams is addressing a critical period for children to develop communicative skills (reading, speaking in sentences, and comprehension). Williams gives a good example of when parents have a potential to help children to become successful in the educational system. He states, "Children are naturally very curious about their own names, and not long after making the connection between words and symbols they take great pleasure in seeing their name in writing" (Williams 152). What Williams is saying is, the parents' involvement is crucial to the success of childrens' education. The parents have the opportunity to expand childrens' vocabulary with different images/symbols, such as elephant, school building, etc. This type of connection can lead to forming sentences and so on. Then the children will be able to exhibit good/great communication skills when they get to kindergarten; its beneficial to the teachers. Teachers who have children in classes who have the fundamental skills are placed in a position to continue to enhance children's comprehension and writing skills. The main challenged that I find that teachers will confront is the "phonics", which I believe is an instrumental tool to help students (children) to become more comfortable with words as they learn to pronounce them (words). Therefore, phonics and whole-language are important skills to exercise. Reading and writing with computers will also motivate a child to learn and gain confidence with reading and writing. Students are able to do spell check, delete words, to write, and explore new words using technology, which includes them in how society communicates in the 21st century. However, I don't rule out making sure children read text from handbooks, learning cursive handwriting, writing on paper, and picking up a dictionary and learning words. It is not good to become to dependent on computers because it also exposes individuals to temptation - not being able to remember spelling, not learning how to use a library, and not able to have good handwriting.  Paper does seemed to have a connection to nature! It seems more intimate! Personal! Authentic!

I do have some concerns about parents involvement in children's education! How do you get parents to become involve in the childs' education, especially underpriviledge households? How do the education system enforce parents, single mothers or fathers or grandparents to become participants in their child's education? Should the community be confronted with this issue?

The Assessment and Evaluation of Writing

Seeing the breakdown for "six key factors" in the assessment and evaluation of writing (validity, reliability, predictability, cost, fairness, politics) helped me organize and make sense of what it is I'll be measuring in the classroom and how to do that effectively and fairly. Before Chapter 10, I confess, I had some difficulty finding practical bearings in the rush of new theory.

Two things that stood out in particular:

1) I think I better understand importance of grading methods that include the use of a rubric or some other tangible form of criteria. I still believe fairness in classroom assessment is complicated by a variety of issues, however, because it is inextricably linked to the instructor's judgment. It reminds me that professors need to be sensitive to their responsibility for fairness when they grade papers.

2) I've valued feedback on my written assignments at work, but more often than not my teachers' responses have been less helpful. I suppose I was floated through the years because I didn't make a great number of glaring surface errors. Which is a shame -- there were plenty of deep-tissue problems for which I could have used guidance... Another reminder for me: inappropriate responses include cryptic responses, negative responses, and too much response.

Digging in to the 12 readers project!