Solid Writing Pedagogy In Rural Schools

The Article “A Stranger in Strange Lands” written by Lucille P. McCarthy is an examination of the writing process. This article follows a college student through a twenty-one month study to determine how the students writing ability is affected as he transitions from one classroom to another. Focusing on specific writing processes in different types of classrooms,this article hopes to uncover the importance and effect of writing towards a specific audience within a particular genre and to offer a better understanding to how students continue to learn to write throughout college.

In Dan Berrett’s article, “Students Come to College Thinking They’ve Mastered Writing,” the idea of freshman thinking they are or must be a refined writer is discussed. Students may think this way coming into college, but their teachers do not. While students might feel satisfied and think that they are prepared with their writing skills, professors found that these students did not necessarily meet the expected level (Berrett 1). Many students reported that they would normally write around 25 hours every week. They said that most of those hours of writing was for more formal purposes like passages to make changes in society (Berrett 1). It was found that one reason the new students might feel this way is that their assumptions about writing differed greatly from those of faculty members and their expectations. One big thing that students will not get for a while, is that good writing is not just listed as a bunch of steps one is to follow that automatically make one’s writing good. Good writing requires one to be in different mental states; it requires the understanding of how to write for different audiences and different reasons (Berrett 2). Berrett includes in the article that writing is not just universal and that in order to do very well, writers must use different forms of writing specifically for their purpose (2). It seems as though students think that, before they even take a class, they are supposed to know everything about writing; in reality, they are supposed to learn new skills and enhance others (Berrett 2). Berrett says that many believe the schools these students previously attended with their test focus might cause these feelings about writing (2). Berrett ends his article by saying that students these days do not think that informal writing actually counts as writing, and that students should practice writing for informal purposes because it can help them (2). Even if they feel like it, students are not fully prepared to write in all contexts when they arrive at college.

In the 2011 article “Helping Students Meet the Challenges of Academic Writing”, educators Linda Fernsten and Mary Reda offer innovative self-reflective writing exercises that post-secondary instructors can employ to help students improve writer self-image and academic writing. The authors’ rationale for reflective and practical writing strategies were developed from direct classroom experience, and are based on four (4) assumptions. Their claim that self-reflective writing can aid student writers in overcoming conflict (due to dominant culture, upbringing, former writing experiences, gender, and other marginalizing factors) to improve writer self-identity is plausible. However, their argument that cross-curriculum academic writing can be improved through self-directed, self-reflective writing requires further investigation.

Beginning my career at Western Carolina University, I had no idea the impact writing has on future educators. It is extremely important to have an effective writing strategy in all aspects of teaching. You will be required to write lesson plans, referrals, and letters home to the parents. Each of these have different strategies, and all of these are used simultaneously throughout the school year. Throughout the essay I will explain how to do each of these writings, and also give step by step instructions on an effective way to make sure it is done correctly.

Texas contains a lot of issues when it comes to its education policies. The issue that has the most people thinking about and I feel more passionate about when it comes to education is the high-stakes testing in the Texas high schools, middle schools, and even elementary schools. This issue has brought plenty of attention from students and their parents. The testing situation in Texas has been addressed from time to time, but there hasn’t been a proper solution that keeps the student performance numbers from decreasing in numerous reports. The problem is that Texas education emphasizes the importance of standardized testing - such as the current State of Texas Assessments of Academic Readiness or STAAR - implemented to

The state should abolish TN Ready and move to the ACT Aspire for grades three through ten, and the ACT for grade eleven. The ACT Aspire, is a “system of assessments directly connected to the most used college entrance exam the ACT” (ACT). One of the state’s main objectives with TN Ready is to “give parents and teachers a big-picture perspective about how a student is progressing compared to peers across the district and state,” but yet TN Ready fails to give information about how well a student is performing nationally, because TN Ready is connected only to state standards (TN Dept. of Ed Pg.1-3). The ACT Aspire goes above the state’s goal, because it can tell how well the student is doing nationally. By using the ACT Aspire, as early as the third-grade, educators can see where they need to improve, so they can better a student’s chances of getting into college when they take the ACT in the eleventh grade. The ACT Aspire clearly will better prepare

One of the earlier shifts in design resulted from the consolidation of one-room district schools in rural areas. Local elementary schools were first built just far enough apart to permit scholars to walk from their homes. Consolidation of population, the wide use of automobiles, and a reduction of the number of farm families made it possible to build United schools that were large and more efficient.

Common Core State Standards has social studies teachers faced with the task of incorporating writing instruction into their curriculums. A research-based instructional framework called Self-Regulated Strategy Development (SRSD) is a research-based instructional framework to help in implementing writing strategies in social studies classroom. This structure, the PEA, plan (P- point, E- evidence, A-analysis) and the 4 Cs of Historical Analysis (Compare, Contrast, Cause & Effect, and Context).The PEA strategy and the 4 Cs are used to create argumentative responses in one paragraph or a multi-paragraph essay, and it needs to make clear, concise points.

In additionally, selecting the most appropriate data was difficult. After lingering through all the statistical numbers between national, state, and county, my brain and eyes were swirling. Additionally, deciphering between which data was the most current verses outdated. Eventually, I believe that all the data needed to fulfill the assessment’s requirements were found.

In recent years the state of Tennessee has experienced many problems with their new standardized testing called TN Ready. The new TN Ready standardized testing is unbeneficial to students and teachers. In the best interest of students and teachers the state should abolish TN Ready, and replace with the ACT Aspire and the ACT.

            In recent years the state of Tennessee has experienced many problems with their new standardized testing called TN Ready. The new TN Ready standardized testing is unbeneficial to students and teachers. In the best interest of students and teachers the state should abolish TN Ready, and replace with the ACT Aspire and the ACT.

The nature of writing has changed in the past century. While writing still remains a form of visual communication, much of this change has been a result of technological advancements such as, from pen to paper or from a typewriter to a networked computer. The changes and expansion in the ways we are able to write today have brought about changes in writing pedagogy as well. The teaching of writing has been part of formal schooling in the United States for over 200 years (Kean 7). One major pedagogic change in United States’ education has to do with the implementation of the Common Core State Standards. These standards have led to a change in the instruction of writing in schools. This paper, will focus on instructional changes of writing over time and current expectations for writing abilities as whole.

The text, Writing on Demand: Best Practices and Strategies for Success is designed specifically for teachers by teachers. With a quote on the cover of the text that is highlighted by a bright orange background and explicitly states that this book is “Ideal for SAT, ACT, AP, and State Assessment Exams”, the text quickly announces that its core audience is going to be teachers within the middle school to high school range. Given the aim of this text, it proves to be a highly beneficial work for aiding teachers in understanding how to adequately prepare their students for the rigors of writing on demand, be it for regular classroom assignments or standardized tests. After a thorough analysis of the text I found many of

Education is very popular and important issue in our country, especially in some rural areas, for example: Ningxia, Guangxi and etc. in china. Rural areas mean countryside or the located is outside city. Urban areas have located the center of the city, for example: Shanghai, Beijing and etc. if we want to good at high school education, we should more focus in rural areas. Until now, we still have lots of children are staying at rural areas. High school education in rural areas are important in china.

Furthermore, new digital technologies have transformed geographical boundaries and thus how young people engage with youth cultures. The reality of the present late modernity is that young people tend to hang out less and less in the physical sense and that communication and intimate relationships are being conducted online in artificially constructed global communities. However, new information technologies allow young people to overcome geographical limitations by allowing them to relate to others on the basis of similar, specific interests rather than on a basis of location and ease of access. An example of this is the use of new information technologies to enhance the accessibility of education for rural based youths. Education programs such as Distance Education aim to breach geographical boundaries so that that young people have access to the quality of education that is usually confined to urban areas. Furthermore, there is an increasing globalisation and global awareness of young adults today such that “New media technologies offer new possibilities for transnational connectedness and dialogue” (Buckingham, Bragg, & Kehily, 2015). This allows the internet to function as a sub-cultural space “freed from the socio-economic and cultural constraints of their daily lives, young people are at liberty to form new alliances grounded in trans-locally communicated youth cultural discourses” (Bennett, 2004). However, despite this creation of a global youth culture, their