Darrington And Dousay: Article Analysis

Arguably, there are situations where the tone in the text betrays the author’s insistent perspective concerning writing. For instance, the author argues that a student can pass through the writing process successfully if the teacher chooses to shut up and allow the student to write. In reviewing this particular text, one may argue about the choice of words, however, the tonne also elucidates the author’s viewpoint on the involvement of teachers in the writing process. One of the questions the author has prompted but not answered is how the education system as a whole can be transformed to embrace the concept of writing being a process rather than a product. While the idea is sensible and well thought, its applicability in the education system is a challenge, which the author has not highlighted despite writing being under the umbrella of

It is crucial when it comes to promoting interest in writing that students are confident in their skills. If students do not exemplify confidence then the writing process will be very daunting. In order to promote confidence in the classroom, the teacher can encourage that student’s write about things that interest them, whether it is journaling about their weekend, or writing fictional stories. When the teacher gives opportunities for students lacking

Writing is often considered mundane and banal to some students. In fact, people have even written things down since the beginning of time. I dreaded writing until I had Mrs. Dunlap for 4th block English during my 8th grade year at Mount Juliet Middle. This is the story about how she made me the writer I am today with what I like to call ‘Write’speration.

The survey result Berrett includes shows that students see writing as “basically a performance”. Berrett also introduced an argument from the “Framework for Success in Postsecondary Writing” report, which claims that writing is not a “linear process”. The author states that successful writing requires various processes, habits and experiences, such as “curiosity, flexibility, persistence and metacognition”. Since for most highschoolers, writing is ‘’framed as preparation of tests”, they do not have the opportunity to “develop ideas or raise prose”. The author suggests the students require change in their mindset of writing. However, the only evidence the author provides is from a students’ self-reported survey, instead of actual writing assignments. This rather subjective evidence results in a less convincing argument. Despite this flaw in logic, I personally agree with the author. I find the transformation of writing from high school to university is challenging. The main reason is that my writing experience back then was more about “following directions”. The format and structure of the writing assignment was provided, and all the information I need was spoonfed to me. As a result, there was no researching and developing my own idea, and in the first week of university, when I was asked to write a lab report with my own theory, I brainstormed for hours before eventually generated one. Nevertheless, I hold onto the hope that improvements on creativity in writing can be made as I gradually develop my “curiosity, flexibility, persistence and metacognition”. In general, although I agree with the author’s opinion, I felt his claim lacks

Students are subjected to write an array of essays, but they lack the required tools needed to effectively deliver a great paper. They are struggling to write and teachers are needing to design and conform to their current student’s needs. New methods are created and implemented in order to execute the daunting task of learning how to write a well-developed paper. Practical recommendations are brought forth for teachers to use and good teachers will learn to design instruction and activities based on suitable references. Teachers must set goals and deliver their lesson with specific strategies to meet their objectives. They must learn to improve skills dramatically by observing and modifying the students. Teachers must plan strategies in order to help the struggling students catch up or exceed in their writing skills. They must learn to motivate their students by keeping them engaged throughout the writing process if not they risk losing the student’s ability and focus to do better.

The study showed a relationship between the Project Pathways treatment and improved student writing outcomes. Researchers concluded the effect size was greater for students who were in the program for more than one year. Based on the data presented, these findings seem justified and pose no threats to conclusion validity.

The article by Jayson B. Calton Ph.D, entitled “Prevalance of Micronutrient Deficiency in Popular Diet Plans”, published in The Journal of the International Society of Sports Nutrition, explores the premise that micronutrient deficiency has been scientifically linked to the likelihood of becoming overweight or obese, and may contribute to the development of diseases in humans such as cancer, cardiovascular disease, resistance to infection, birth defects, and osteoporosis. The article states that according to statistics by the CDC (Center For Disease Control), two-thirds of the American adult population is overweight or obese, with research showing that one-third of the population is at any time on a diet. It asserts that because so many people are on diets, popular diet plans should do more to protect their followers from micronutrient deficiency by providing the minimum levels of twenty-seven micronutrients as recommended by the (FDA) U.S. Food and Drug Administration’s (RDI) Reference Daily Intake guidelines, because using whole food alone in accordance with those diet plans, without nutritional supplementation, puts people at higher risk for becoming micronutrient deficient, thereby increasing their risk for obesity and

Every student should know about the writing process, since elementary school, we have used the writing process. Now I’m a senior and taking a college writing course still struggle with some aspects of the writing process. I struggle with all 5 writing process in some way or another. Some a barley struggle and some I really struggle with and need to improve to improve my writing. Although some high school senior use their lack of experience with the writing process to explain not challenging themselves I use this same theory but to justify enrolling a senior writing class.

Writing can be a very hard topic to teach. It can also be a very hard subject for a student to grasp on too. The amount of instruction on writing and the amount of writing students have done in middle school is very low. Unfortunately, the time dedicated for writing in middle school has been very minimal lately in classrooms. However, Common Core State Standards says writing needs to be done. Research has shown that the seventh graders at Solon Middle school have completed a unit on writing and they had a higher amount of engagement. This students were practicing the CCSS structure and the loved it.

How many times have you dreaded when the teacher assigns you a project-based assessment, especially when it is a large portion of your grade? It is just a useless activity, no learning involved, right? Although these assignments can be stressful burdens, they can be learning opportunities, too. They can also express one's unique creativity and help participation grades. Most of all, however, project-based assessments can provoke learning.

This module reviewed the articles we were assigned to read and how they all related to the main reading that we were assigned. The article by Pape and Smith, Self-regulated Mathematical skills, outlined how math is traditionally perceived as procedural rather and geared towards finding solutions and solving problems, but should be seen as an opportunity to problem-solve and using self-regulating by utilizing a multitude of strategies to achieve not only success, but more knowledge in understanding mathematics as a subject. The second article we reviewed was Becoming an engaged self-regulated reader by Horner and Shwery. This discuss how exactly students understand what it means to read and be fully engaged in new reading as opposed to completing

Interest helps me learn because when I interest on something, it makes me more curious.

Digital storytelling allows collaboration that can encourage collaborative skills and creativity. It facilitates an emotional connection to the content, and allows for the sharing of that content. It addresses the need by giving students opportunities to interact and brainstorm through the creative process. Also, it motivates students and involves them in the writing process, helps improve writing skills by having students learn to write with a concise point of view .It provides students with a variety of modes that they can use to find and use their own authorial voice through multi-literacies (Alexander ,2011,Boase, 2008, Kieler,

It may come as no surprise, then, that I was thrilled to be "required" to enroll in a writing class. Writing for any reason, whether academic or creative, always throws me back to the joyous childhood creativity of sitting before the computer, preparing to let the waves of story come crashing out of me.

The data collection will be based upon an observation process about the students reading and writing skills in a qualitative method. Teachers should observe students reading and writing assignments to ensure that students are learning proficient skills. The purpose of my literacy project is to motivate students and help them engage in reading and writing projects. The kinds of activities that students will engage in are: