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

[John Casquarelli]

Same here, Alicia.  Strictly speaking in terms of how the author of the book presents methods in which a student can learn from and write.  I guess, if every method for teaching writing was discussed in that book, we might be reading material the length of the Oxford English Dictionary (for all our sakes, I'm glad that's not the case).  See you in class.

Best regards

--- On Wed, 10/7/09, anthony eid <anthonyeid1986 at gmail.com> wrote:

From: anthony eid <anthonyeid1986 at gmail.com>
Subject: Re: [Bkn-english-646-fall-2009] Fw: Re: Assignment #4
To: "alicia berbenick" <aberbenick at gmail.com>
Cc: "John Casquarelli" <jcas888 at yahoo.com>, bkn-english-646-fall-2009 at lists-1.liu.edu
Date: Wednesday, October 7, 2009, 1:01 AM

Oh no no Alicia I wasn't saying that of you but the author. Sorry, I need to clarify that. From hearing you speak about your students I can tell you don't label and take the time to ride the ever changing wave of descriptions rumbling in a student. 


On Tue, Oct 6, 2009 at 4:55 PM, alicia berbenick <aberbenick at gmail.com> wrote:

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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