2. Basic Writing and Bureaucracy: “One knows that...a teacher who would work with BW students might well begin by trying to understand the logic of their mistakes in order to determine at what point or points along the development path error should or can become a subject for instruction” (Shaughnessy, Composition Studies, 395).
3. Basic Writing and Bureaucracy: “The identifying term ‘basic’ does not indicate a monolithic, static group of individuals all at the same academic spot requiring the exact same remediation” (Edgell, Week 4 On the Local). “To quote my dad, ‘it’s the “almighty dollar” that wields considerable influence’” (Woolford, Week 4 On the Local).
4. Basic Writing and Bureaucracy Conclusions: The term Basic Writing necessitates someone who seeks to learn writing at a different level and has yet to attain that level. The term Basic Writing has more to do with the desire to learn to write at a different level than with the value of the person who seeks the desire. It is a challenge for advanced writers to judge basic writers based on their writing ability. However, compassion needs to replace judgment since we were all basic writers at one time (this is where sponsorship enters).
5.
6.
7. “Differences in race, differences in ethnicity, and differences in wealth all play a role in the opportunities that people have to reach for and interact with different kinds of literacy” (Danforth, Week 4 On the Local)
8. “Georgia Ella Lyon, a professional author, reinforces the idea that writing is a private matter” (Nivens, Reader Response 2).
9.
10. “My love of writing came at the hands of an encouraging, inspiring second grade teacher, that took this broken-down, badgered shell of a student from a horrible first grade experience, and breathed new life into me” (Masterson, Reader Response 1).
11. “For me I found that I was terribly lacking in writing skills. This is when one of my grad school professors passed by the name Bruce Ross-Larson” (Fink, Week 4 On the Local).
12.
13. Learning to Read has Little Ethnic Or Socio-economic Boundaries.
18. Literacy Narratives (Week 5): “My goal as a teacher is to show my students that having a higher level of literacy opens doors” (Danforth). Passing on the Passion! “I remember my 6th grade teacher back in 1990 having us choose a book from her library and choosing anywhere in the classroom to sit and read that book. I chose ‘Island of the Blue Dolphins’ and just devoured that book” (Fink). Opportunity! (I still love that book) “Books filled the voids. My library card was a prized possession” (Edgell). Literacy as a Friend!
19. Literacy Narratives (Week 5): “My first experience in learning to read was in first grade, and I was like a duck to water” (Woolford). Insatiable Need to Read! “I had excelled at the memorization of the books of the bible” (Verdell). Spirituality Fosters Literacy! “My mother read to me every night from the age of one year old” (Lewis). Every Night?! Way to Go, Mom! “I remember my dad reading a Sesame Street book” (Nivens). Dad Passes on the Love for Literacy!
20. Works Cited Brandt, Deborah. Literacy and Learning: Reflections on Writing, Reading, and Society. San Francisco: Jossey-Bass. Shaughnessy, Mina P. “Introduction to Errors and Expectations: A Guide for the Teachers of Basic Writing.” In The Norton Book of Composition Studies, edited by Susan Miller, 387-396. New York: W. W. Norton & Company, 2009. And to all my fellow classmates who shared their literacy stories. Thanks!
Editor's Notes
Beginning course details and/or books/materials needed for a class/project.
Introductory notes.
Objectives for instruction and expected results and/or skills developed from learning.
Objectives for instruction and expected results and/or skills developed from learning.
