Content Writing
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The document discusses the importance and benefits of content writing for students. It argues that writing about subjects they are interested in helps students engage more actively with the material, understand concepts more deeply, make connections more easily, and remember what they learn longer. It provides support from experts in fields like education, mathematics, and science. The document also addresses how content writing can help students develop skills needed for the 21st century like effective communication, problem solving, and digital literacy.
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68 En glish Journal 103.4 (2014) 68– 75wanted to write a.docx
68 En glish Journal 103.4 (2014): 68– 75
wanted to write a darn story/poem/play) never
meant to convey. Some students fall in between—
either trusting teachers to have a reliable method,
or not particularly caring how we do it. While I
don’t mind being thought to possess some magical
second sight, these (mis)perceptions all disturb me
because I care more about students’ mastering the
hows than about any of the whats, more that they
can interpret a text than that they can recall the
literacy motif in The Tempest.
Like most En glish teachers, I often use ap-
prenticeship to build students’ interpretive skills,
using class discussions and modeling to offer “sup-
ported interaction with people [namely, me] who
have already mastered the Discourse” of En glish
studies (Gee, “Literacy” 7). James Paul Gee distin-
guishes apprenticeship from learning, which en-
tails meta- level language and cognition as students
recognize and have language for the knowledge
they are acquiring (“What”). Apprenticeship is ef-
fective in many ways, but it asks students to fake
their way through literary analysis by groping for
the kinds of language and thinking they have heard
from (perceived) genuine literary analysts (e.g., the
teacher and perhaps savvy classmates). This im-
provisation using inadequate materials, which Gee
calls “mushfake,” David Bartholomae calls “invent-
ing the university,” and my students call “fake it ’til
you make it,” goes only so far in developing critical
and analytical reading skills. My students deserve
to be explicitly taught the distinctive practices of
En glish studies in a way that adds learning to ap-
prenticeship by offering meta- level language and
thinking beyond literary terms and the like.
n recent years, professional influ-
ences on all sides have pressed me to
put my students in the driver’s seat,
making them more active in their
own learning, giving them more voice and choice
in their work, and developing skills that will ben-
efit them well beyond my classroom. And I’ve done
pretty well, I think— I’ve increased the emphasis
on research; created flexible, problem- based assign-
ments with multimodal products; improved the bal-
ance between writing and literature. But the better
I felt about how my writing instruction addressed
21st- century skills, the worse I felt about my litera-
ture instruction. My students came to understand
texts and explain the meaning they found there, but I
knew something was missing. The skills they gained
in using textual details to make meaning seemed to
start after that key first step: deciding which textual
elements were notable. I had to admit that most of
the time, I gathered (or pointed the way to) the raw
materials— passages, images, and patterns— and
then my students constructed meaning from them.
But that’s not enough; if I’m committed to teaching
the skills of literary study in addition to the content,
I have to go all the way.
Students’ .
New literacies by Rosaen & Terpstra 2010
This document summarizes key points from a presentation on new literacies. It defines new literacies as socially recognized ways of communicating and making meaning through encoded texts. Literacy now involves skills like critically evaluating online information from multiple sources and communicating through new media. Effective teaching approaches engage students in inquiry-based learning using tools like multimedia, help children develop lifelong learning skills, and leverage students' existing new literacy skills in a collaborative classroom.
Literate environment analysis presentation
This document discusses creating a literacy-rich environment for young learners. It covers four main topics: 1) Getting to know literacy learners by understanding their cognitive skills, backgrounds, and interests; 2) Selecting texts that vary in content and difficulty; 3) Using interactive lessons to develop reading strategies and comprehension; and 4) Encouraging critical and responsive perspectives by having students make connections to texts and evaluate different viewpoints. The goal is to help students become engaged, strategic readers.
Practical Nº 7 The Magic Bag Project
This document summarizes an analysis of a chapter on teaching literature in the classroom. It includes a questionnaire with 14 questions about introducing literature and its benefits. Literature can develop communicative competence, intercultural awareness, and critical thinking. It exposes students to different genres and languages. Stories motivate students and help cognitive development. Literary devices like binaries, rhyme, and metaphor contribute to literacy. Literature fosters intercultural competence by presenting other worldviews. The document also includes a lesson plan on using the story "Places in My Neighborhood" to teach vocabulary and engage students.
Importance of integrating literacy in all classes copy
This document summarizes Nicole Gonzalez Marquez's presentation on integrating literacy. It discusses key theories of reading and writing such as constructivism, cognitivism, and behaviorism. It also outlines traditional, cognitive, and metacognitive approaches to literacy. Additionally, it explores integrating literacy across subject areas like science, math, and social studies. The presentation emphasizes using varied instructional strategies to meet the needs of diverse learners.
Digital Story Literacy Development 6706
Story Content:
1. Getting to Know Literacy Learners (Slide #3-5)
II. Selecting Texts (Slide #6-7)
III. Emergent Literacy Learner Lesson (Slide #8-9)
IV. Beginning Literacy Learner Lesson (Slide #10-11)
V. Reflection (Slide #12)
VI. Insight Gained (Slide #13)
VII. Tell your digital story (Slide #14)
VIII. Reference (Slide #15-16)
GSTLI Project Proposal
The document discusses place in a first-year critical reading and writing course at Gallaudet University. It provides background on the course, including its student learning outcomes and demographics of the diverse and linguistically varied students. Research is presented on definitions of place and how classroom climate, community, and blogging can impact student learning and engagement. Evidence is given of how place is manifested in the course through dynamics of power and authority, students' roles and responsibilities, and using physical and online spaces for specific academic purposes. The goal is to understand how place shapes students' learning experiences.
Digital Story Literacy Development 6706
This digital story discusses topics on:
I. Getting to Know Literacy Learners (Slide #3-5)
II. Selecting Texts (Slide #6-7)
III. Emergent Literacy Learner Lesson (Slide #8-9)
IV. Beginning Literacy Learner Lesson (Slide #10-11)
V. Reflection (Slide #12)
VI. Insight Gained (Slide #13)
VII. Tell your digital story (Slide #14)
VIII. Reference (Slide #15-16)
An Approach To Writing Non-Fiction
This document discusses the importance of teaching non-fiction writing genres in schools. It notes that non-fiction writing has traditionally been neglected compared to fictional writing. The document advocates using a "genre theory" approach where teachers explicitly teach common non-fiction genres like reports, explanations, procedures, etc. and their defining structural elements. The purpose of a text helps determine its generic structure. The document provides the example of instruction texts typically having the structure of stating the goal, listing materials, and providing steps. It encourages teachers to help students understand these common non-fiction genres and scaffold their writing within these established structures.
Perceptions of Literacy Study
This is a small information presentation produced to highlight findings from a small-scale study for my MA in New Literacies at the University of Sheffield.
The research focuses on children's perceptions of literacy after following the National Literacy Strategy. It also explores whether children's perceptions match with those of their teacher.
Multiliteracies in the secondary english classroom
This document summarizes a research article about two secondary English teachers, Helen and Scott, who worked to incorporate multiliteracies into their classrooms. The teachers aimed to expand students' understanding of literacy beyond just reading comprehension and writing. Through case studies of the teachers' classrooms, the researchers examined how each teacher conceptualized literacy, incorporated multiliteracies into their teaching, and engaged students. The researchers found that while conceptions of literacy have expanded, traditional print literacy remains dominant in many classrooms. They argue secondary English teachers must help students develop competencies across diverse literacies to prepare them for the 21st century.
Lecture: Teacher identity and impact on literacy
The document discusses teacher identity development and its importance for student learning outcomes. It covers 6 key topics: 1) how teachers' understanding of their own identity relates to multicultural education and social justice, 2) the importance of teachers developing intercultural competence and learning from students' cultures, 3) studies showing the impact of teacher identity on student learning, 4) how reflective practice helps teachers critically examine their own assumptions, 5) developing "intercultural capital" to reason from others' perspectives, and 6) the role of the "world teacher" in facilitating learning for all students.
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68 En glish Journal 103.4 (2014) 68– 75wanted to write a.docx
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- 1. Content Writing Writing to Learn
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- 26. 1. To provide choice—especially for those of us who would prefer reading and writing nonfiction over reading and writing fiction
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Editor's Notes
- From Zissler, On Writing Well non fiction writing about student interests and questions makes non-fiction writing non-boring
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