Eng. 5020

Dr. Zamora

Writing Theory & Practice

Blog 9

                                    

 

                                                    “Proof of Authentic”

         Does researching inspires the use of the library and encourage the reading of multiple books that students may not had read? If someone is being quoted of course the information has be cited. The authentic information must be presented and acknowledge the, but to what extent? Although the composition format may not be used after college it is hugely suggested when in College. I agree with Dan Berrett she write “There’s some value to reminding students about the authority on certain subjects that are not in a digital archive,” she said. “What we’ve forgotten is that libraries were the repositories where people made judicious claims about what sources are worth reading.” and quoting in class.

      Different processes and presentations will encourage more productivity. I am not an educator but I totally agree with Barbara Fister when he writes “If you want students to learn about a topic and be able to synthesize information effectively, fine – but don’t call it research. Turn it into a presentation, an informational brochure, or a Wikipedia article. If you want students to make an argument, start from something they know and care about, something that matters to them and about which they can hold an informed opinion. If you want them to read and understand scholarly material, focus on close reading and have the class jointly prepare an annotated edition. If you want them to write academic prose, wait until they know enough about the discipline to know what they’re talking about and how to ask a meaningful question about it” may increase the student’s engagement. Valid opinions verses silence and awkward questions in the classroom. She also shares “But if you want first year college students to understand what sources are for and why they matter, if you want them to develop curiosity and respect for evidence, your best bet is to start by tossing that generic research paper. As for those who will complain that students should have learned how to paraphrase and cite sources in their first semester – we’ve tried to do that for decades, and it hasn’t worked yet. Isn’t it time to try something else?” to encourage better writing skills.

       All formulas are beneficial for certain grade levels. I agree with Mark Wiley as he writes a response of a suborned teacher “Schaffer’s approach does remove the mystery for students about what their teachers expect in their essays. “ Unfortunately, she observed, the method also removes the need for these students to judge for themselves how to shape their essays. Although this teacher’s negative evaluation was in the minority, the majority of teachers did fear that their students might become too dependent on the format,” causing many writings to appear similar. Self-assessment and peer review is important when writing the first draft. A writer must be able to recognize some errors and except criticism. Mark argues “A familiar in of formulaic argument support writings that many struggling writers really need a simple format to follow so that they can achieve some immediate succession in their academic writing” there are some merits to this argument. Struggling writers need lots of carefully structured assignments, but repetitively following the same direction for writing every essay will not help these students advance beyond a kind of “successful” codependency on teachers who have agreed in advance that this sort of formulaic essay will be what they reward. These students are precisely the ones who most need to be challenge” to increase their writing skills.