[Bkn-english-646-fall-2009] Fw: Re: Assignment #4/ jhon Sanchez

Tue Oct 6 19:55:17 EDT 2009

I think the different methods can be useful. However, I am thinking in different way to increas the fluency. Indeed, yesterday, I was working with a young student who did not understand her readings. If the student cannot understand the topic of his/her research, the student needs to grasp this understanding. My suggestion was to research  in Wikipedia for the basic terms. I also suggested to read the nutshelf books or study aids.  This would bring the topic in easy fashion. Once the student can grasp the topic, the student is able to develop his writing. 
On the other hand, this made me to think about my own writing, the process I used to write myself. I am the kind of writer that usually think a lot about a topic. So, I usually gather all the information I can then, and only then, I start developping the essay. This has been slowly shifted towards a more active role on my writing. Now, I start writing quicker bringing my beliefs and thoughts without using the censorship that I have to know everything before start writing. 
This can sound paradogical. On one hand, I advice to a student for getting the information but on the other hand, I tried to correct myself from the habit of getting all information on the topic. No, this is not contradictory. I still thinking that the writer needs to understant the basics of the topic of his writing. But the student does not have to understand everything. 

Another technique is to explore what is the students beliefs in clear statemets. As I told to one of my students the other day, an eclectic thesis is more difficult to prove well. This is because an eclectic statement can be more superficial. A student can prove what the believe the most. Later on the writer can conceed the other side and rebut if necessary. So, definitive statements would help to clarify the thoughts

--- On Tue, 10/6/09, alicia berbenick <aberbenick at gmail.com> wrote:

From: alicia berbenick <aberbenick at gmail.com>
Subject: Re: [Bkn-english-646-fall-2009] Fw: Re: Assignment #4
To: "John Casquarelli" <jcas888 at yahoo.com>
Cc: bkn-english-646-fall-2009 at lists-1.liu.edu
Date: Tuesday, October 6, 2009, 4:55 PM

Hi guys, 
No, to clarify, I was simply trying to point out that I have noticed myself imposing my own methods of writing on others - without even giving a thought to the fact that people learn to group and organize ideas in many different ways. Reading about other methods in this chapter gave me some ideas. Sorry that I must have came off as a "labeler" of people. 

Alicia

On Tue, Oct 6, 2009 at 3:35 PM, John Casquarelli <jcas888 at yahoo.com> wrote:

--- On Tue, 10/6/09, John Casquarelli <jcas888 at yahoo.com> wrote:

From: John Casquarelli <jcas888 at yahoo.com>
Subject: Re: [Bkn-english-646-fall-2009] Assignment #4
To: "anthony eid" <anthonyeid1986 at gmail.com>
Date: Tuesday, October 6, 2009, 7:34 PM

I agree with you Tony.  Far too often it feels like academe prescribes learning systems that fit neatly in a box, allowing little creative diversity both from the perspective of the student and the teacher.  Not that any of the systems descibed in the book are not effective (I have used a couple myself when tutoring), but people can learn how to write in any number of ways (some not so concrete).  In addition, as I have experienced first hand in the short time that I've worked at the writing center, ESL students bring another element to the equation of writing (learning to write in different ways because of culture, etc.), and how many of us try to teach writing.

--- On Tue, 10/6/09, anthony eid <anthonyeid1986 at gmail.com> wrote:

From: anthony eid <anthonyeid1986 at gmail.com>
Subject: Re: [Bkn-english-646-fall-2009] Assignment #4
To: "Alicia Berbenick" <aberbenick at gmail.com>
Cc: bkn-english-646-fall-2009 at lists-1.liu.edu
Date: Tuesday, October 6, 2009, 3:32 PM

I didn't like how the author prescribed specific methods to specific learners. I think it would have worked better to vaguely allude to the learners and not display them connected so concretely. For me, it is not learners but situations that guide my sessions. Students are multi-faceted bundles of writing history. Once you uncover one method that works to one issue that same issue may pop up and the method you used may be ineffective.  

On Mon, Oct 5, 2009 at 6:04 PM, Alicia Berbenick <aberbenick at gmail.com> wrote:

Here you are all!
Alicia

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