Writing interesting Prompts

One thing I have been considering as a method to help students find their voice in their writing, is having students create their own writing prompts. I find that when students are able to choose something of interest to them, they are much more willing, and able to create interesting pieces. Typically, I try to give students 5 prompt options on their essays, encouraging choice, but all revolving around theme. (It seems theme is king in our department). However, I feel like this isn't enough. I mean, how often will students have to write theme essays in their real lives? However, how do you teach students to write strong prompts for themselves? I can already imagine telling students they can write their own prompts, and getting blank stares and panicked confusion. Is this something appropriate for high school students? If so, what is the best method for teaching what an interesting writing prompt looks like?

Consider the Notes

Oftentimes, students are discouraged when they notice their graded essay full of marks. In fact, some students presume that the instructor might mark such notes of spite. However, how often do students actually review and consider the marks on their paper? Based on personal experience, I find myself in agreement with the teacher's marks. In particular, I remember how I was upset when I received a "C" grade on my paper. Upon closer examination, I noticed the accuracy in her words: "This is a summery not an analysis." Since that time, I realize that not only was she right, but I have a tendency to unconsciously summarize more than analyze.


To all students who dismiss or hate marks on their paper, I encourage you review the notes made by the instructor because there might be some truth to it. Furthermore, the numerous marks illustrate the instructor's involvement and interest in improving the student's writing. I am aware that superfluous comments have a negative impact on the student's process, but the student must remember to evaluate the comments and confront the instructor for further clarification. This may mean finding the courage to approach the professor, but it also means a chance to improve their grade.


In sum, students need to consider the comments and suggestions noted by the instructor because they might be true. Also, the instructor must have invested a considerable amount of time having to carefully examine the writing.

Response to Scenario 1

For the reading for Scenario I, there were very interesting situations where teachers responded to students who were either problematic, or the material they covered proved to be a point of conflict.  However, the teacher who had an issue with the student writing about abortion rights, I think she wore her emotions on her sleeve far too easily, thus permitting this confrontational student to get a rise out of her.  I think this situation was more problematic than others because it evolved into something that could not be "handled in house" if you will.  Her job was compromised.  This is not to suggest that other situations --anytime students seek to write as a means to create episodes of seduction has problems written all over it -- were not troublesome.  But her response to the student's prospectus did not contain any didactic leverage, so it came off as personally motivated as opposed to being anchored in the spirit of instruction.  She should have known that people would have exactly the same emotional energy against freedom of choice as she has for freedom of choice.  And that includes the ridiculous notion that her student argued for: abortion is okay because it deals with promiscuous women and their lifestyle.  To the teacher's credit, we need more people adamant about serious issues that concern humanity.  But when it comes to responding to student's writing, even those we are uncomfortable with, it is important that we stay in tune with duties of instruction and keep that idea afloat to minimize unnecessary didactic setbacks.

Blog 7: Commentary on "Why Literature Is the Answer to Fundamentalism"

I find it hard to talk about the readings sometimes in these blogs, so I’ve decided to bring in some random material that I come across. I just read this article on Google News called “Why Literature Is the Answer to Fundamentalism” by Tabish Khair. The writer clarifies that Fundamentalism tends to “reduce texts, including sacred ones, to a singular message” and blames “the technocratic nature of today’s society.” Essentially, society is over-simplifying everything. In terms of this class, the same could be said about the writing process. Many educators try to over-simplify the writing process by forcing students into strict writing modes that have little-to-no flexibility - like a production line for writers. Yet, in the long run, educators are limiting the creativity of their students. The same could be applied to the Fundamentalist influence on society - different societal groups become stuck in inflexible modes of thought. The loop is infinite. The writer of this article, Khair, suggests that “the antidote to this trend is not to offer other messages but to learn again how to read - and hence think - with complexity.” I’ve applied this to the writing process and reworded it: “the antidote to stale writing is to learn how to compose freely - an hence write - with complexity.” Meaning, as an educator, be open to all types of ‘methods’ so that students can stretch their creativity, and thus the writing becomes infused with varying layers and degrees of pathos, ethos, logos. 

Blog 6: Experiences with Student Attitude

It is my second semester working at the Writing Lab at Los Angeles Southwest College. One thing I’ve learned is that the days are unpredictable. Some days you get a flow of students that are just on-point about learning and education; that is to say, they realize that the learning process is largely proactive labor on their part. Other days, it is the complete and utter opposite. Students come into the learning environment expecting the education to just land on their lap miraculously. It does not work this way! As educators, how do we get them to understand this truth without coming off as too aggressive or uncaring? My personal philosophy has always been “You treat people the way you want them to treat you.” When students approach me in a negative manner, I always find it a challenge to deal with them. (Sometimes I even feel bipolar trying to match their vibe.) I suppose this blog is just to open a discussion on the types of attitudes an educator must deal with from students of all ages and grade levels, and how to rise above it without going insane. 

Stepping out of writing comfort zones

I read this in an article by Kim Haines Korn, "it is important to find strategies that encourage us to step out of our writing comfort zones" and it makes me want to shout "yesssss!!!".  I can safely assume that if I feel stifled by trying to avoid uncertainty, then less experienced writers do too. We want to write one time and be done. We want to keep moving forward in undisturbed inertia. Well as fun as that is, always moving forward creates a writing comfort zone that buffers against undeveloped ideas. New strategies can help us, collective writers, develop our good ideas into better ideas by embracing uncertainty.

Blog 5: "The Emotional Power of Racism" By Trainor

She says that she "argues against prevailing views of student racism as arising from a need or desire to protect or gain white privilege, or as rooted in ignorance of systematic oppression or lack of exposure to difference" and "the most important human encounters are those that cause anxiety and even anger" (83, 85). I completely disagree. My point is this: it starts at home. Family life and parental influence has a huge impact on the mentality and world-view of the students. It might not seem like it, but that is where the 'systematic' part of racism begins. The sense of privilege and ignorance that certain families promote through generations is what results in discrimination of all forms, not just racism. No amount of racial literature is going to make a person racist unless they were already influenced by it at home. It makes no sense how non-white characters in literature expressing their feelings and experiences could possibly cause a student so much anxiety and anger that it leads them to be racist, unless that student is already so self-absorbed in their own existence that they cannot find it within themselves to empathize with the life experience of someone different. Hence, the privileged existence taught at home portion of my argument, and the root of racism. As a final thought, I understand that many people say racist phrases, and it does not mean they are racist as Trainor points out at a certain point. People say things like "that so retarded" or "asians are bad drivers," etc. Yet, it would not hurt to actively try to curve that language as well instead of excusing it as I feel that Trainor is basically doing in her writing.

Lindsey Valbuena #5 Group work

I liked the articles assigned in regards to writing workshops and having students work in groups, however my struggle is typically in level of depth in student feedback. I often find that students give fairly superficial feedback in general. This is not necessarily intentional, but I struggle with how to help students provide more meaningful feedback on peer essays. Some of this comes through training and practice I'm sure, but in the average school year, students may not receive the amount of practice necessary to really provide ideal level of feedback. I typically have students work in partners or small groups of 3-4. I'm wondering if it would be better to do a whole class workshop where I can model the type of feedback I expect of them.

Reading

Whenever I hear anyone speaking ill of reading or writing, I am reminded of me when I was their age. I started reading avidly when I was eighteen. Prior to that, I was primarily struggling with math classes and playing drums with friends. I always told myself, "For every one reason you could think of why books shouldn't be read, I can think of ten." At the time, I was unaware of the hyperbole. I constantly asked myself, "what's the big deal?" I frequently heard adults and teachers quoting authors and philosophers from renown books, and I noticed that 1984 was a common read among high school students. Once I leisurely read Orwell, I realized the strength and significance of classic literature. As my interest intensified, I couldn't help but wonder why many students loathed reading.


A friend of mine sent me a hyperlink to a website called cracked.com where users post the most random topics online. This one, in particular, read "4 Ways High School Makes You Hate Reading." Although I agree with most her points, I disagree with one selection in particular:  The Catcher in the Rye. 


This is one of my favorite, recommended books because of the coming-of-age story is composed in a witty, semi-absurd, and whimsical fashion. In essence, I think that teachers ought to assign books of their liking as opposed to Common Core. I agree that Shakespeare shouldn't be taught in school. The argument that students need to familiarize themselves with one of the most iconic playwrights of all time is absurd. Most high school students ought to read texts, which pertain to their interest and are socially relevant.


In sum, one of the ways I suggest for teachers to spark an interest in students' reading is to choose a novel they read for fun and not for an  assignment. I understand that the struggle remains in the possibility that the selected books might not be of interest to the student, it is worth a try.

Lindsey Valbuena #4

Based on the conversations we have been having about feedback, I have tried to be really conscious of the feedback I provide students on their work. I limited myself on the most recent set of essays, to only 4-5 comments. I also made sure that they were specific, rather than general statements. I found that I felt much more confident in my grading and as though it was the most fair grading I've ever done. I still had one or two students who felt they deserved higher, but it seemed a much smaller number of complaints than usual.

Now that I feel I have my comments under control, I plan to start revisiting my rubrics to have them reflect the new awareness I have seen in my comments. I am still wondering what the final product will look like, but it seems once these two elements are solidified, the grading process will hopefully become a much smoother one.

An Open Brodkey

Given the discussions that we had around Bordkey last week, I took the time to reread the essay for clarification and insight.  I think the early quote of Foucault "I want nothing to do with it insofar as it is decisive and final; I would like to feel it all around me, calm and transparent, profound, infinitely open with others responding to my expectations, and truth emerging, one by one..."  I think the essay highlights the struggle for teachers of composition as they are at the gates of discourse and must be the ones that are "open" and help generate the emerging "truth(s)" that are found in emerging discourse.  I use the term emerging discourse to suggest that "Discourse" is incomplete and thus always expanding as humans continue to communicate and widen the expression of the human discourse.  However, as it is with academic discourse, we have treated discourses with specific boundaries and purposes.  Thus, by nature each struggles to promote those ideals more than engage "open" interaction with the whole of emerging discourse.  The conflict resides in the need of standards.  I think the avenue or role of the teacher then is to open academic discourse up to the emerging discourses of the student and encourage the student to view their participation within that dialogue as an opportunity to expand their personal discourse and expand academic discourse and expand human discourse.  For example, we (academic discourse within our class experience) have
been exponentially expanded by Rick's sharing of his student's essay.  Ultimately then, as Brodkey says in the conclusion, "to teach is to authorize the subjects of educational discourse..."  and "...To say yes to those alternative subjectivities..." is to open human discourse for all that are willing to engage.

Is there an even larger problem with Trainor's assertions?

In the article "The Emotioned Power of Racism: An Ethnographic Portrait of an All-White High School," Trainor argues that issues of racism in certain demographics, in particular all-white classrooms, seemingly develop in the benevolence of instruction.  She suggests a presence of "emotional dimensions" of racist ideas that do not have a basis in what we have traditionally deemed as the crux of a racist agenda: oppression and repression to put it mildly.  Trainor goes on to explain that it is this emotioned response, a certain devotion to principles, evoking or at least reducing the literary exploits of Maya Angelou as "whiny."  And since one of the overarching themes in this particular school is to remain "positive" at all times and to not waste energy on unfortunate but unavoidable situations like racism, it certainly makes sense that many white high school students dismissed Angelou's critique of the viciousness of racism.  Trainor points out these didactic approaches at the all-white high school quite effectively despite the small sample size.  But I see a larger problem.  If it is plausible that these students are permitted to harbor these racist ideas in the name of academic excellence, what is the likelihood of these didactic principles being adjusted?  For example, Trainor does well to identify that for the most part Laura Canyons is not only situated in a well to do community, but the students, for the most part, are going to college at "above average rates."  Who would have the audacity to tell white parents that they will be changing these "emotional dimensions" because of their link to racist attitudes?  I say no one.  And thus the problem would be identified but continue to exist, thus making identification of this problem nearly pointless.  Furthermore, the larger problem could be, in my estimation, an incubation of racist ideas just waiting for the appropriate racial conflict to balloon into a situation forever making the racist ideation a standard of racism to eternally adhere to.  It cannot be overlooked that the one high school student claiming "he doesn't even see Black people," speaks to not only the distance from people of color from a proximal standpoint but the distance also speaks to social, and cultural separation as well.  I think these two areas are even larger areas of concern in addition to the "emotioned response" Trainor contends is a function of academic ideas nourishing decreased sensitivity to racism.

Andersen Blog #5

The Essay Prompt

This morning I opened an essay prompt for a Developmental (Basic) English class. Even I was overwhelmed with the amount of preliminary information that the professor provided. It was a single spaced full page of information that the students are supposed to write a two- to three-page essay about. The prompt itself was almost the acceptable length of a student essay. Is this normal for a Basic class? Does the preliminary information help the students compose or does it send them in a tailspin? At what point is information too much? It seemed so daunting that I fear most students won’t read it. What is the appropriate length of an essay prompt? I reviewed the prompt, and I could see the relevance of the information provided, but I think that the students will not because it is very dense information. I hope I’m wrong, but I fear I’m not. 

On Revision Strategies

"Lexical changes are the major revision activities of the students because economy is their goal (381)".
"The experienced writers do the opposite: they seek to discover (to create) meaning in the engagement with their writing, in revision (386)".

As an undergraduate student, I related to the first quote; as a graduate student I get closer and closer to the second quote. Right now I am not teaching, but plan to teach in the future, so it seems useful to relate to students in order to help them become better writers. Anyone find that useful? Knowing that students are reluctant to rewrite and that they spare no time to do so can help when lesson planning. However, I realize teaching can seem easier than it actually is. Some students might not care about improving their writing, those students will perhaps accept a lower grade? The students who want to improve and learn are the ones who will benefit from knowing that they have the potential to seek to discover meaning in the engagement with their writing through revision.

Good experienced writers vs Student writers

Okay, I promise this is not a purge, criticism, or sympathetic rouse.  It is a response to Sommers study of what what expereienced professional writers do vs what student writers do.  I thought that she was on point in her discussion of revision strategies for both the experienced writer and the student writer.  Moreover, I took the time to use the essay in a reflective manner and critique my own writing struggles.  What I found is that I often practice the poor habits of student writers who "scratch out and do over," "redoing," and "slashing and throwing out."  As suggested, these are poor habits that I often turn to as a result of last minute or deadline work.  I found, in Sommers details of experienced writers, some positive things that often do when I use time properly.  I have become very humble as a writer and I "don't fall in love" with something that I wrote in a draft.  I often do two or more drafts. And, I am more reflective about what I am trying to say and who I am saying it to.
In that vain, as we are or will be teachers, let's continue to struggle as writers ourselves and find ways to communicate with student writers the collective struggle and reward of good writing.

Peer Review

In response to "Two Cheers for Peer Response," I argue that peer review can be effective so long as all peers are at the similar progress in their writing. Naturally, this is a tricky situation because students in an upper-division course may have advanced to their current class, but they are received different grades. This means that the odds of a peer having their work reviewed by a fellow peer whose grades are minimally acceptable to attend that class is 50/50. In other words, simply because students are in the same class does not mean that they are at the same level as the student whose work is under review.


Based on personal experience, I never received constructive criticism from any of my peers. It is not that I disagree with their views, or I was nervous during the session. For example, in 2015, I was told to exchange papers with a classmate. He suggested that I furthered my mention of one of the main points I had in my essay. It turns out that his review did not benefit me as I thought. When I received my graded paper, it turns out that I was so vague with my discussion on online videos that the instructor suggested I narrow my topic. In sum, my problem was not the furthering of my mention, but the problem was that I was too vague. Nonetheless, I believe that peer review benefits students who are of similar status in terms of their education and grasp.


In essence, teachers should assign students to peer review selected students. For example, a student who scored highly on his first essay ought to review the peer who scored significantly low on his. According to the aforementioned article, there are many problems in peer review: lack of a leader, discomfort of criticism, nervousness among peers, to name a few. However, students must, ultimately, value the review of the instructor higher than his peers because the instructor specifies the prompt. Nevertheless, peer review is beneficial because it expands a student's grasp on the subject.

Andersen Blog #4

Content vs. Grammar

“At what point should the focus shift from grammar to content and critical thinking?” I asked a professor that I worked with. His reply was  that the first 2 essays in a basic English class should have marks that focus solely on grammar so that students will know what is expected grammatically of them in college. My problem with this strategy is that half the semester is gone before the first 2 essays are assigned, drafted, revised and the grade back from the final version. Once students receive their first essay back and notice what the instructor focuses on, that is what they will focus on also. Midway through the semester seems late to begin discussion of critical thinking and content in an essay. What is the most effective way to combine both without overwhelming the student with data overload? How do you introduce critical thinking along with grammar issues without making one seem superior to the other, while at the same time letting students know that content is indeed king?

Blog #5 Possible Rewriting Technique

In class Melvianne mentioned that students often think rewriting is done by simply correcting the red markings that are on their essay. I believe that one way that students can gradually push away from that particular habit, is to make students add another body paragraph to their rewrite. By adding another paragraph, students have to gather a new idea/topic that relates to the essay and may feel the need to change the entire essay to make that new body paragraph fit in. Im not sure if this would work, but its worth trying. What do you guys think?

Valbuena Blog 3

When looking at the course list for next semester at the school I currently work at, I noticed there were 3 sections of journalism (2 of which attached to the school paper). I have come to realize that at no point in my undergraduate or graduate level work was I asked to take a journalism course. I have a very basic knowledge of this style of writing, and mostly from a reader's perspective. This left me wondering: What are the major differences between teaching journalism in comparison to other genres? Are the concepts we are discussing in class currently, applicable to this type of writing? It seems unlikely that the same process is applied to such a deadline heavy genre. Is there still a place for voice in this setting? Is there a reason it is not often emphasized in English or brought into the standard English classroom?

Thanks for listening and offering perspective

Our last class session started with a very painfully disturbing essay from a student.  And I would to take this opportunity for thanking everyone for giving me much welcomed insight on dealing with the essay.  All of the responses were either exactly or close to the ideas I had in regards to grading the paper.  It is not important to revisit the testimony placed in the essay, but it is important to consider all of the ideas given that day.  Thank you very much for your time.  Moreover, the insights prepared myself as well as other students to have some perspective on handling essays from students that may contain intense information.

The Necessity of Separation

So far, Rodriguez's "Going Home Again," is my favorite. In particular, I resonate with the line, "As a student, he must, literally and figuratively, separate himself from his family, and find a quiet place to be alone with his thoughts" (78). Based on personal experience, I realize that my family does not share my interest in anything, especially literature. Oftentimes, they would say, "I heard of it, but I never read it" or "I haven't read that book in a long time." Like Rodriguez, I felt that their presence was intellectually suppressive and harmful to my development.

In fact, my fondness for school increased as a result of spending too much time with my family. I always thought to myself, "I would rather attend school than spend time with them." Similarly, Rodriguez reflects my experience: "the scholarship boy substitutes enthusiasm with school." In other words, I needed not my family but school.

I regret none of my actions because dedication to school provided me immense joy previously unknown to me. The irony is that my parents forced to go to school, and I rejected it. Now, they claim that I spend less time with as a result of their stubborn insistence.

Simply put, the isolation between the student and family is necessary for anyone who notices the improvement of their skills related to their major. Furthermore, the happiness achieved from my education is unparalleled, and I hope to continue this method.

Blog 4: Chapter 12

Lindemann states in Chapter 12 that "Simply reading the paper aloud to a partner, who then might describe briefly one meritorious detail, would be an important first step" (196). Here he is talking about revising drafts of papers. The act of reading the paper aloud helps 'hear' the mistakes written. As we were discussing in class on Monday, going word for word exposes areas that need improvement. At Los Angeles Southwest College, the tutors of the Writing Lab require students to read their essays out loud. Often times, they find their own mistakes and mark their own edits. I find that the students who become 'regulars' at the Writing Lab and participate in one-on-one tutoring sessions with these expectations do a little better every single time. More importantly, having someone hear their words and give suggestions with an open disposition gives students the courage to keep returning. Their self-esteem is given a boost.