аЯрЁБс>ўџ 02ўџџџ/џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџьЅС'` №ПЋbjbjыШыШ .‰Ђ‰ЂЋ џџџџџџЄЄЄЄЄЄЄЄИ@@@@T ИБіllllllll0222222$Їh ŒVЄlllllVЄЄllkмммlЄlЄl0мl0ммЄЄмl` Ng|DЪ@‚ м00Бм› Œ:› мм› Є№@llмlllllVVЦlllБllllИИИфœЄИИИœИИИЄЄЄЄЄЄџџџџ Christine Grausso Professor Malinowitz Individual and Small Group Writing Instruction October 7, 2009 Practical Tutor Ch. 3, “Promoting Fluency I: Getting Started” Graphic organizers are one-dimensional cages, in which words become cramped and cannibalize each other—and not only do tutors embrace these devices, but classroom teachers (grades 1 – 12) use them ad nauseam! The cages come in a variety of sizes and styles: there are the Double-entry journals, the “four square” method of writing, the Venn diagram, the web chart, and many more. TOO MANY! If you couldn’t already tell, I despise graphic organizers. I don’t expect that people will spontaneously learn to write, but the development of writing fluency should NEVER be the direct result of using a graphic organizer. Now there are several reasons for my feeling this way about graphic organizers; my opinions have not been arbitrarily conceived, though clearly I am ranting. I will bring you back to the day on which I first realized my hatred for graphic organizers: I was in the fifth grade, and my teacher had a Venn diagram pulled up on the overhead projector. As a class, we were studying The Lion, the Witch and the Wardrobe by C.S. Lewis, and we were doing a comparison of characters. Try as I might, I could not fit my writing into the tiny spaces allotted by the Venn diagram. Consequently, my thoughts became jumbled, and when I began to write my composition, I was not organized at all. I’m aware that you’re all probably sitting there at this point saying “So what? Too bad on you! You fail at using graphic organizers!” And yes, yes I do—but I assure you I’m not the only person who has felt this way. In fact, I know several other children (whom I met while doing my student teaching last fall) that not only dislike graphic organizers, but became VERY confused by their usage. This is relevant, because we are discussing writing fluency. The skill set that we are trying to help college students to develop is similar to the skill set that second, third and fourth grade teachers are cultivating in their students. Classroom teachers are using graphic organizers to teach their young writers how to construct their compositions. So why isn’t it working? I’m certainly not blaming graphic organizers for the failure of our educational system, but learning to write is a much more complicated process than this chapter makes it out to be—therefore I wonder why the authors of this text have omitted a discussion of other significant literacy topics. With the emphasis on questioning, I expected to see Bloom’s Taxonomy, and an exploration of higher order thinking. Not only does the text fail to delve into the precepts of higher order thinking, but the tutors in the case studies are mainly concentrating on asking questions that are correlated with the lowest level (knowledge/recall) of thinking. 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