Category Archives: Research Project

The Myths of Writers

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The Myths of Writers

Everyone writes these days, either they are writing a college essay, writing down notes, composing an email, or simply texting someone. Some people are even ambitious enough to draft short stories or poetry, but few would view themselves as writers. Why is that?  What do you think when you hear the word writer? Do you imagine a man in a dress shirt and blazer sitting in his study like Tolkien writing masterpieces after masterpieces or do you imagine someone in a manic state scribbling down poem like a mad man while bottles of alcohol litter the floor like Egar Allen Poe. Why, why do we view writers like this as either brilliant geniuses or damaged alcoholics, and why do we view them as above us in terms of writing? Why do we put writers into these stereotypes and why do we put otherworldly expectations upon ourselves when we try to write.  

“Day one of getting my life into gear” peoplesimage is free to use under the Unsplash license.

 

Authors, Teri Holbrook, and Melanie Hundley, address these issues as to why people view writers as not real people in the book Bad Ideas About Writing. In their article Writer are mythical, magical, and damaged, Both Holbrook and Hundley explain how there are at least four popular portraits of writers they are shown in modern media. They also explain how rather than telling the truth, the media loves to portray writers as other worldly figures because it gives them a delightful story to write about.  Holbrook and Hundley use their article to combat these misconceptions and stereotypes that constantly surround the regulations of writers. 

 

The first popular portrait of writers is that they have magical power. The authors, Holbrook and Hundley point out how writers are promoted as people who are above others in them of writing and poetry being able to effortlessly write a piece and be done. However, “these depictions are harmful and perpetuate the idea that writing isn’t just easy but it magical works” (Holbrook 54). Holbrook explains that writing takes dedication and determination and points out that anyone can write, and they do not have to have special abilities to do so.  

 

Other medias have portrayed writers as reclused, damaged and are abusers of alcohol and drugs. As stated by Holbrook “these media represent writes as damaged or fragile people whose magical gifts allow them to share imaginative worlds with their readers even as they restrict their participation in the real world around them.” (Holbrook 54) These tropes are supported by some real-life examples like Edgar Allan Poe and Ernest Hemingway; however, most would agree substance abuse would not be an occupational hazard or a job requirement. As quoted by Alistar Cooke’s claim that “alcohol is has no more connection with writing than with plumbing” (Holbrook 54). The psychological portrait of writes the is prevalent in pop culture needs more nuance to it. Being a writer is a difficult job and can push people over with how demanding the pressures can be but most writers learn how to handle this stress without feeding into the cliché of a damaged author. 

Jane Piirto, author of the article “Themes in the Lives of Successful Contemporary U.S. Women Creative Writers” explained that even though many writers do show forms of depression and substance abuse, most writes know how to handle the occupational necessity of rejection and other uncertainties, simply put it, writer have the necessary coping mechanism that doesn’t include substance abuse or agoraphobia” (Piirto 45) 

fountain pen on spiral book

”Fountain pen and a notebook” by Aaron Burden is free to use under the Unsplash license.

Why are Holbrook and Hundley discussing about this topic, why is it important to address the popular stereotypes and cliché that surround writers. Hundley simply puts it that while their stereotypes have a thread of truth to them, they don’t represent the whole of all writers. This view that writing is simple effortless and are done by those of extraordinary abilities simple “dismissed the real effort put in by writers and discouraging young writes who might dismiss their owned labored as evidence that the don’t have what it takes.” (Holbrook 55). Some young writers might strive to be this image of perfect that simply doesn’t exist and are discourage from writing as a profession because to them they haven’t reach the level of writer that they believed to be a “true writer”. 

The reality is, while stories of writers who can whip up a New York best seller in hrs. or damaged, drunken hermit who can somehow write master screenplay are entertaining they do not represent the writing community as a whole. These popular myths of writers, if taken too seriously, can influence the general public as to how they view writers or the writing profession. It can also influence and discouraged aspiring writers as to what a “real writer” should be. 

 

 

references 

 Holbrook, Teri and Hundley, Melanie “Writers are Mythical, Magical, and Damaged,” in bad ideas about writing. Edit by Cheryl E.Ball and Drew M.Loewe, 53-63 web

Piirto, Jane ” Themes in the lives of successful contemporary U.S. women creative writers” (1994).

A Better Idea for Writing

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Carillo Reading and Writing Are Not Connected Kassner and Estrem Reading practices in the Writing Classroom, ” both believed that reading and writing are the two essential skills to communicate and be successful in school. The idea that reading and writing are not connected is one of the bad ideas that people often believe. In the Reading and Writing Are Not Connected essay, Ellen Carillo explains why this is a bad idea and what she thinks is better. She feels that it is better when reading and writing are taught for students commonly. Also, under further Reading, Kassner and Estrem, “Reading Practices in the Writing Classroom” under Carillo’s essay support the idea of teaching reading and writing together for students. They both believed that reading and writing are not only connected but are also interdependent.

” Some books and pen on the table” by Debby Hudson is free to use under the Unsplash license.

Moreover, Carillo believes that it is a better idea to teach the students reading and writing simultaneously. She said, “Teaching reading and writing together will help students become more proficient in both” (Carillo 41). In other words, it allows the students to put ideas together and have critical thinking. Through this process, the student can have a broader perspective on life. By reading and writing together, students will gain knowledge of writing and reading, which will help them become better writers and readers. Kassner and Estrem also believe that reading is one way to interact with the writer. “For others, the curricular demands of a course like first-year writing leave little space for actual reading instruction, since so much attention must be paid to a host of writing needs.” (Kassner and Estrem 35). By learning how to read, students will connect ideas better. These will help better the writing of the students. They will be able to understand and write about their beliefs. 

“Students gathering the ideas” by FORTYTWO free to use under the Unplash License

 In Carillo’s essay, she thinks it is a bad idea to separate the two processes. They are not just two separate parts of the work. They are much more than that. Carillo says that reading and writing are two parts of the same whole. Through reading and writing, students can gain experience with the world around them. Students will learn about other ideas and concepts and develop new ideas by reading and writing. In Kassner and Estrem’s essay, Kassner and Estrem also agree with Carillo that Reading and writing are not two separate processes. They said that reading and writing are not only connected but also interrelated. They both believe that reading and writing are connected and interdependent. They both agree that reading and writing should be taught to students together. Reading will help the students improve their writing skills. Therefore, the three of them believe reading and writing are deeply connected.

 

” Many laptops for finding resources” by Marvin Meyer free to use under the Unsplash License

Furthermore, Reading and writing together will help students become more competent in writing and reading. Carillo says that “When reading and writing are taught alongside each other in the college-level classroom, students can gain practice experiencing and relishing in opportunities to create meaning not just through writing.” (Carillo 40). This is where Carillo argues to have students read and write together to improve their comprehension. Students get a lot of information from what they read from a book and other resources. Through this process, the student can have a broader perspective on life. By reading and writing together, students will gain knowledge of writing and reading, which will help them become better writers and readers. 

“A brain represent Ideas” by Fakurian Design free to use under the Unplash License

Kassner and Estrem also support Carillo that “teaching writing is closely intertwined with teaching reading, yet many are stymied by how to engage productively with reading in the classroom. ” (Kassner,Estrem 35). They support the idea of teaching reading and writing together for students. It also shows the way students should be using different reading techniques to understand and understand the writing. Reading and writing together to understand the language is a process. It is a process that will help students become better writers and readers. They will be able to understand the language better. They will be able to write more meaningfully. They will be able to understand the world around them better. They will be able to express their understanding of the world better. They will be able to develop their ideas. They will become more informed and literate (Kassner, Estrem 35). Kassner and Estrem show that reading and writing have a deep connection with each other.

“Writing on the paper” by Aaron Burden free to use under the Unsplash License

The three of the others believe that reading and writing are the best ways to teach the student commonly. These things can’t be taught separately and should be taught together. They also agree that writing and reading are two parts of the same whole. By teaching and learning the reading and writing together, students will get a broader perspective of life. They will be able to become more literate and intelligent. Reading and writing are not only connected but are also interdependent.

 

Word Sites ​​ 

Ellen C. Carillo. “Reading and Writing Are Not Connected,” in Bad Ideas About Writing. Edited by Cheryl E.Ball and Drew M. Loewe, 38-42. WVU Libraries, 2017 Web

https://textbooks.lib.wvu.edu/badideas/

 

Linda Adler-Kassner, Heidi Estrem. “Reading practices in the Writing Classroom,” from writing program administration volume 31, number 1-2, fall/winter 2007

http://162.241.207.49/archives/31n1-2/31n1-2adler-kassner-estrem.pdf

 

A Bad Idea: Dual-Enrollment Writing Classes Should Always Be Pursued

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          In 1990, the dual enrollment was introduced in order to provide high school students with college class (Wilkinson, 338) It will be easier when you enter the college because you can use the credit to use for the bachelor’s degree. The most important concern is the high school in the college atmospheres. It is entirely different atmosphere than ordinary high school. Using this reasoning, the program is a bad idea for students. Most dual-enrollment classes are held on college campuses and are taught by college professors and students. Most typically, the juniors and seniors can take the college class for the credit. It is best if these students who are ready for college experience and class to do the dual-enrollment so it would aid them in long run.

        Students who succeed in their high school studies, by junior or senior year, often feel stagnate in their education. Some kids are naturally rapid learners, competent test takers and/or can retain material pretty well. All of these traits can aid in a student’s capacity to surpass their peers. To have the ability to get college curriculum early is a terrific academic choice. In research presented by the National High School Center, it is shown that that dual-enrollment programs have lowered the amount of remediation at the college level (Taczak and Thelin, 7). This opportunity can assist push pupils to continue their study It might be considered as a part of the process of transition into college. You are giving students a head starts on life. We know the ‘real world’ is nothing short of a competitive field.

        Additionally, one of the several advantages of dual enrollment is the ability to complete your college degree programs more quickly. If taken for both junior and senior year, you are only looking at 2 more years of college! Especially since the first 2 years are full of basic curriculum classes, when you finally get to college you will be able to jump straight into your degree focused programs. If done right, the dual-enrollment program can put you up for success in life. To get forward and stay ahead in your job and life is a hard and difficult undertaking. Yes, you are cutting short your “college years” and you won’t get the complete 4 years of experiencing college life. In my perspective, it is worth it. You are setting yourself apart from the competitors when you apply for a job or an internship. You are giving yourself that advantage that can place you above everyone else and secure that position.

       In addition, the college courses are offered at a lower cost which can aid families financially and yet give their child a higher education. A deciding element in high school graduates decision to not go to college can be the, ever increasing, expense. Low-income families are forced to disregard their child’s college education since tuition is out of their financial range. With dual-enrollment programs, they can have a chance at that degree. The classes are offered at a discounted price that can help college classes to become affordable. Within certain school districts, depending on conditions, the school will be able to pay for the kid to pursue the college-level courses.

     Dual enrollment is an individual preference. Which type of student are you and which type do you aspire to be? As long as you have completed high school, your high school experience and your perceptions of how the “college ready” program will affect your future will influence whether you agree with them. I’ve realized that the things that can help you stand out and achieve are eventually rewarding. How do you envision your life unfolding? Allow your dreams to serve as your motivation. You should claim control of your education in school and develop into the person you know you can be.

 

Kara Taczak and William H. Thelin. (Re)Envisioning the Divide: The Impact of College Courses on High School Students. The National Council of Teachers of English. September 2009. https://www.ncte.org/journals/tetyc/issues/v37-1

Caroline Wilkinson. Dual-Enrollment Writing Classes Should Always Be Pursued. Bad Ideas About Writing. West Virginia University Libraries Digital Publishing Institute Morgantown, WV. 2017.

 

 

 

Major Project 4

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There are two bad ideas about writing being focused on in this essay, Writers Are Mythical, Magical, and Damaged and First-Year Composition Prepares Students for Academic Writing. These ideas not only doesn’t help students with writing, but it also hurts them in their journey to become excellent writers. So a better idea is to throw these ideas away and one, Think about writers as a realistic career, and two, better realize the potential of the first-year writing.

“Writing” by jjpacres is licensed under CC BY-NC-ND 2.0

In Teri Holbrook and Melanie Hundley’s essay, Writers Are Mythical, Magical, and Damaged; they explore the representation of writers in popular media such as television shows, films, books and why these depictions of authors and writing paint them in a harmful and reductive picture of writing. To a point where both young writers are disincentivized in pursuing writing as a career and writing itself is believed to be effortless, causing it to not be valued in a labor sense and downplaying non-individualized work that goes into writing. The two authors instead show a good idea of realizing that these stereotypes of writers in media are not always to be sought out or even something that’s bound to happen and that writing is a realistic career that works like many other careers.

“Watch Eye TV” by CJ Sorg is licensed under CC BY-SA 2.0

One of the sources Holbrook and Hundley had was Jane Piirto’s work on the Roeper Review,  Themes in the Lives of Successful Contemporary U.S. Women Creative Writers. Piirto’s article focused on the similarities of successful female writers and life. Many of these themes include unfortunate family situations, great teachers, and early reading habits, along with many other things(Piirto). The data makes the writers seem grounded but some of these themes may make people think that these things are ways that make writers different than others. However some of them could be said about how they’re similar, and it may seem that Holbrook and Hundley used this for their essay. For example, feeling like an outsider is a common theme for some of these writers but also something that many people all over suffer with. The data also show how writing is not much of an isolated job as some would say because getting an agent is helpful for building a successful career as a writer. These themes also help if anybody truly wants to be a successful writer, because as Holbrook and Hundley say, “analyze common themes circulating about writers and then strategize ways to combat them”(Holbrook and Hundley). 

“Civil Discourse” by Chirag D. Shah is licensed under CC BY-NC-SA 2.0

But there are also arises a bad idea with how the public believes of how education teaches about writing, and that idea relates to first-year composition. Tyler Branson’s essay talks about this idea, “First-Year Composition Prepares Students for Academic Writing”. In his essay, Tyler explains how limiting people’s perception of first-year college writing is done, holding it to an old fashion way of mostly improving grammar and spelling. This outdated idea of the way first-year college writing teaching is done limits what could be taught in the classroom and doesn’t help prepare students for the academic writing that entails for them in the rest of their college experience. Tyler introduces the idea of the great potential of using First-year Composition as a way to develop a student’s use of language and their use of civil discourse.

In the process of this idea, Tyler uses Joseph M. Williams’ article, The Phenomenology of Error, which is located in the College Composition and Communication book. In the article, William puts the focus on the differences of how “errors” in papers are evaluated and how rules of grammar are enforced to and from different people. There is a point in the article where Williams takes an example from many writers’ published papers and took sections of text that had an error of some kind and yet no one, even the writer themselves noticed these errors. Williams even says that “if we read any text the way we read freshman essays, we will find many of the same kind of errors we routinely expect to find and therefore do find” (Williams). It seems that Tyler used Williams’ text to further emphasize the point of the value of teaching correction in first-year comp. It’s not much of a thing most people consciously look for when reading a paper. It’s a great skill but not something to put much focus on in academic writing.

“Academic Writing” by Max Choong is licensed under CC BY-NC-ND 2.0

Simply put these bad ideas are not good enough for these young writers. If people want these students to succeed, they would have to understand what these authors said and understand a better idea. That writing is a realistic career and better using writing opportunities that are introduced to students in the first year of college.

 

Work Cited

Holbrook, Teri, and Melanie Hundley. “Writers Are Mythical, Magical, and Damaged.” Bad Ideas About Writing, edited by Cheryl E. Ball and Drew M. Loewe, Digital Publishing Institute, 2017, pp. 53–59, textbooks.lib.wvu.edu/badideas/badideasaboutwriting-book.pdf.

Piirto, Jane. “Themes in the Lives of Successful Contemporary U.S. Women Creative Writers.” Roeper Review, vol. 21, no. 1, 1998, pp. 60–70. Crossref, doi:10.1080/02783199809553933.

Branson, Tyler. “First-Year Composition Prepares Students for Academic Writing.” Bad Ideas About Writing, edited by Cheryl E. Ball and Drew M. Loewe, Digital Publishing Institute, 2017, pp. 18–23, textbooks.lib.wvu.edu/badideas/badideasaboutwriting-book.pdf.

Williams, Joseph M. “The Phenomenology of Error.” College Composition and Communication, vol. 32, no. 2, 1981, pp. 152–68. Crossref, doi:10.2307/356689

A Better Idea for Writing

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There is always a discrimination when it comes to the races in every sector of our life. So, there’s also a question of priority present in the schools and colleges for valuing or devaluing the higher or middle classes compare to the working and lower classes. The author Anjali Pattanayak tried to highlight all those discriminations between classes and races in the writing and speaking field in her article “There is One Correct Way of Writing and Speaking,” in the Bad Ideas About Writing book. In solution to that from the further reading section of the essay Asao Inoue suggested how to organize the college class lessons in an easier and everyone reachable way in his book “Race and Writing Assessment,” for the diverse students across the country so that they understand and get most of the benefits they get wherever they go.

 

Pattanayak mostly focused on how the lower- or working-class people are suffering as speakers and writers at their own workplaces. She said “They understand that conversations that may be appropriate over a private dinner may not be appropriate at the workplace. These conversational shifts might be subtle, but they are distinct (Pattanayak 82).” Working class people doesn’t really understand or the change of this conversational shift. They get confused and make a mess in their output through speaking or writing. By stating working- or lower-class people Pattanayak mainly indicated to the African Americans or the other outsiders who comes to the country in order to change their luck. Naturally they are not native speakers nor some of them aren’t even used to speak English as their second language. So, they have a very short knowledge about the language and the uses of it in different places and situations. Pattanayak thinks the in the schools and colleges teaching way of language and the cultural topics may need to change because it is another reason of the slow growth of the lower-class families and the students of those families among others. She expressed her thought like this “In the context of educational settings, the cultures and identities of academia are valued more than those of the students, which sends the message that how they, their family, and members in their community speak and act are wrong by comparison. In essence, it sends the message starting at a very young age that who they are and where they come from is somehow lesser (Pattanayak 83).”

 

In this perspective Asao Inoue tried to come with the solutions in his article “Race and Writing Assessments.” In his opinion, “writing assessment needs to change in order to account for the increasing diversity of students in college classrooms today (https://eric.ed.gov/?id=ED533148).” He thinks there should not be anyone-size-fits-all type of model in any educational system in any institutions. The practical advice, assignments and assessments all should be organized in a way that is reachable for all levels of life. No one should not feel that they do not belong in this society, or they are trash. Everyone has a role from their perspective and it’s all our job to make each other valuable and productive. All this reflects in Inoue’s words where he said, “the assessment practices attuned to racial diversity must be rooted in the contexts in which they are found (https://eric.ed.gov/?id=ED533148).”

 

In conclusion, both the authors Pattanayak and Inoue seems to have the same discussion about the English as a language to the people who aren’t mostly familiar with it. Pattanayak says there’s not enough opportunity for the diverse students to accept English as writing and speaking source and Inoue discussed about how to train the teachers and improve the class modules to prepare all levels of students so that they can easily get to the most of the language in whichever way they want to use it.

 

 

                                                   Works Cited

 

Anjali Pattanayak “There is One Correct Way of Writing and Speaking,” Bad Ideas About Writing, edited by Cheryl E Ball and Drew M Loewe, West Virginia University 2017, pp. 82-87. https://textbooks.lib.wvu.edu/badideas/badideasaboutwriting-book.pdf  

 

Inoue, Asao “Race and Writing Assessment,” (2012). Peter Lang New York (vol. 7), Pages 230   https://eric.ed.gov/?id=ED533148 .

 

A better idea for writing: Reading and writing ARE connected

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A Better Idea for Writing: Reading and Writing ARE Connected

The idea that Reading and Writing Are Not by Ellen C.Carillo shows that reading and writing
can be thought to be two independent practices because they aren’t typically taught together like they should be. However, it’s a bad idea to think that reading and writing that are significantly correlative have no connection when studies show the two do. The better idea is to think about how we can develop when reading and writing can be thought of as one connected study and not two discrete studies. Allowing the two to share a connection can advance students reading and
literary performance just instilling the importance of reading and writing together.

The pivot, reading and writing is what can be valuable in order for students to be coherent and stronger thinkers when it comes to other subjects as well. The importance of the connection between reading and writing starts with school. Reading is
something that as students we should want to progress in, “if students are not given the
opportunity to continue working on their reading throughout their college careers, they may
struggle analyzing, interpreting, and evaluating all that surrounds them since comprehension is a crucial step toward these more advanced interpretive practices.” (Carillo,39).

Practices such as writing that goes to show the connection is fundamental with how you become proficient in reading. With that also comes the use of technology or social media for example, that students utilize and the crucial effects it has on students’ development with reading and writing could be the dilemma. The ability to analyze, interpret, and evaluate can only be progressed if students take the time to read books, “English teacher Jacquelyn Rhoads believes social media have an impact on skills, but students don’t seem to think so.” Her students spend less time reading, especially the books she assigns. Reading, say educators, helps with vocabulary, grammar and writing.” The skills needed to read and write effectively establish that reading and writing share a connection.

The “creative” aspect of reading and writing is ideally thought to be referenced
towards writing, but being able to read text, put words together and make observations is the
same between reading and writing, “When one writes, one is creating meaning by putting words and ideas together, when one reads, the same thing is happening.” (Carillo,40) which shows how interchangeable the two are.

In conclusion, these ideas put together give a valuable approach to how this bad idea canultimately become a central principle. Ellen C. Carillo presents her ideas in which are subject to the idea of reading and writing having a connection and what the two studies are pivotal to in education. Also, predominant issues of student’s use of social media being a critical factor to
possibly link with existing bad ideas about reading and writing come better ideas. Dissenting
these ideas can come modification and if these ideas will be of enterprising to students and
educators.

 

 

 

Works Cited
https://textbooks.lib.wvu.edu/badideas/badideasaboutwriting-book.pdf
https://www.inquirer.com/philly/firsttake/20130406_Students_worry_that_social_media_erodes_
basic_skills.html

“A Better Lens: Reading and Writing”

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“A Better Lens: Reading and Writing”

David Gorra Collazo

College feels like being on a roller coaster, so fast and thrilling at the same time, but to succeed, one must adapt. One of the many challenges students face in college is the process of reading and writing. Students have “rules” and preconceived notions in their heads about what they can or can’t do, some true, some false, and many circumstantial. One such notion is that reading and writing are not connected. High schools and Colleges alike prioritize writing over reading significantly which further supports the notion that writing is the most important of the two and as such, should be prioritized. This problem stems from an issue apparent in college freshmen, the inability to enjoy or fully comprehend either, making it harder to make college-level essays that will satisfy instructors. Carrillo along with Westin’s ideas about reading and writing allows me to conclude a better idea regarding the subject, and that is, rhetorical reading and using social media to enhance a student’s this skill.

 

 

In the book Bad Ideas About Writing, Ellen C. Carrillo addresses the issue in detail. In her essay, “Reading and Writing Are Not Connected” she argues the opposite of her title. In other words, she argues against this bad idea by stating that “if students are not given the opportunity to continue working on their reading throughout their college careers, they may struggle to analyze, interpret, and evaluate all that surrounds them” (Carrillo paragraph 4). She concludes that for students to have a comprehensive set of skills to comprehend, analyze, and interpret writing tasks associated with reading, students and teachers should prioritize rhetorical reading. Rhetorical reading strategies that, “wherein readers pay particular attention to how a text is working on them, persuading them. A better understanding of this as a reader can also support students’ writing as they develop their own arguments.” (Carrillo p.42)

“Designer sketching Wireframes” by Green Chameleon. Unsplash.

 

In Westin’s article, for instance, she talks about the negative impacts social media has had on her students but at the same time agrees that the benefits outweigh them. She argues that some skills associated with reading and writing are strengthened using social media. Stating, that communication and writing are enhanced “by the use of social media in my opinion. It forces us to write a lot more, which is always a good thing” (Westin p.1). 

 

 

 

In Conclusion, reading and writing are an integral part of a student’s career and as such, students that neglect either will not fare as well as those that incorporate both in their routine. Rhetorical reading and using things that students do normally like using social media if looked at through a learning lens it can help strengthen both skills simultaneously.

A better Idea

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As students are transitioning from high school to college, students learn the way they are writing is outdated. In which students won’t make it far in college if they keep using the method that is known for being used in high school. In the book Bad Ideas About Writing, author’s Bernstein and Lowry address the bad idea known as the five-paragraph essay method. 

“Writer” by Hannah Ollinger. Unsplash

Bernstein and Lowry go further into detail on the usage of the five-paragraph and explain as to why it is deemed as a bad idea. Throughout their essay Bernstein and Lowry further explain that the use of the five-paragraph essay method is not to be used as the only means of writing. “For first- year college students, the five-paragraph essay is considered to be a kind of catch-all for the would-be writer, a formula that students are often taught works for any kind of essay, on any topic, upon any occasion. Except when it doesn’t.” (Bernstein and Lowry 1), when writing an essay, a simple five paragraph essay might not always be used to appeal to readers. Because a lot of students were taught the strategy their entire school career, many will disagree and think differently. But as we grow older the simple ways of writing an essay simply will not do

Bernstein and Lowry discuss what Paulo Freire, an internationally well-regarded Brazilian educator and activist does. “According to Freire, the bank- ing model is a form of teaching and learning in which knowledge is understood to be a kind of currency that is literally deposited into students’ heads by an expert.” (Bernstein and Lowry 1). When students are taught the five-paragraph method, that is all they know so there is no way that they can know how to expand from it without being taught otherwise. Students don’t know the different and better techniques of writing because the method that educators teach/ are currently teaching is just for simplicity. “The more students work at storing the deposits entrusted to them, the less they develop the critical consciousness which would result from their intervention in the world as transformers of that world.” (Bernstein and Lowry 2) When students are just crammed with a constant influx of information it can be hard to put it to the use that it is intended for. In order to correctly store important details, it is important to make a connection to their own experiences and what’s going on around us.

A woman typing up her work on her desktop

Bernstein and Lowry explain how knowledge isn’t being transmitted correctly into the essay because of the hindrance of the five-paragraph essay method. When using the five-paragraph method, students aren’t using what they have learned, they are more like writing it down because the knowledge isn’t flowing properly into the essay as it should be. “The five-paragraph essay is widely believed to be useful in terms of making students assimilate, absorb, store, categorize, and organize new knowledge, but it is not useful in terms of getting students to actually use that knowledge creatively or critically for productive problem posing and solving.” (Bernstein and Lowry 2). Bernstein and Lowry believe that when students use the five-paragraph method to do essays, that they aren’t using the information that they learned in a fundamental way that establishes growth within their writing as well as understanding their own writing personalities. Students can’t show growth and expand in their writing if they are stuck within their own creative box whilst using said method. 

 A better idea than the five-paragraph essay format would be to write more or less than five paragraphs, as long as the student’s ideas are coming out clear and concise. When writing, students can often find themselves lacking information and try to sum up their essays within the five-paragraph method. By writing more paragraphs the students wouldn’t be limiting themselves from great success when writing their essays. Bernstein and Lowry compare the five-paragraph essay format to that of using training wheels; they should only be used as a means to start when riding a bike. The same thing goes for the use of the five-paragraph method. “Without training wheels, it may be tough to get started at the beginning of a ride, but eventually we figure out how to do it. Bumpy rides may pose a challenge, but they make us resilient.” (Bernstein and Lowry 3). A student can also write less than five paragraphs and still bring their points in their essay.

Comparision between Student grade

Front view portrait of two students showing failed and passed exam grades

The five-paragraph essay format shouldn’t be used in college, because students should know that they are able to write more or less than that. Students shouldnt limit themselves when writing essays in college. Bernstein and Lowry made key points on the negative effects of using the five-paragraph method and that it will only hinder students in the long run. It was only meant for starting off when writing, not a definitive way of writing. In order to show growth, the students must break free from the recommendation of only five paragraphs and push themselves to form better ideas and to no long limit themselves.

Work Cited

 Susan Naomi Bernstein and Elizabeth Lowry “The Five Paragraph Essay Transmits Knowledge” Bad Ideas About Writing, Edited by Cheryl E. Ball and Drew M. Loewe West Virginia Libraries 2017 pp. 214-218

 

Better Idea About Writing: Texting Is Writing Practice

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“text girl” by uberculture is licensed under CC BY 2.0

Since the early days of texting, many people have had an issue with the way that this form of communication supposedly causes poor writing skills in teens. The general idea is that texting habits carry over into a student’s writing abilities, causing them to forget even the most basic grammar rules.  Authors David Crystal and Christopher Justice beg to differ.

 In his article, “Texting Ruins Literacy Skills”, published in the book Bad Ideas About Writing, Justice covers a lot of the negative attention that texting has gained over the years. He mentions that various news articles have bashed this specific form of communication by pushing the narrative that avid texters are predictable and lazy. According to this point of view, teen texters especially will experience a lapse in grammar, lack of punctuation, and disregard for correct spelling within their school essays. These teens will supposedly have trouble connecting with audiences and getting their points across clearly.

In response, Justice argues that students who text frequently often have better comprehension and summary skills. “Texting improves texters’ summarizing skills and their overall ability to write more concisely along with their diplomacy skills,” he writes. (Justice, 311) He mentions that instead of viewing texting as some flashy new language, it should be seen as a tool to help students “augment their writing.” (Justice, 312) Justice believes that since texting can actually get students to build upon preexisting writing habits, that it should be just as respected as any other form of writing. In addition, he challenges the idea that texters have issues with audience connections. “Texters often already have a sophisticated sense of audience when texting because the medium facilitates frequent communication with vastly different audiences:
spouses, parents, bosses, friends, health professionals, grandparents, colleagues, lovers, and so on,” Justice explans. (Justice, 311) This vast knowledge of audiences would not hinder a writer; rather, it would allow for better delivery, no matter the context.

Also challenging the poor outlook on texting, Crystal writes in his book, Txtng, the Gr8 Db8, that the media coverage on texting and teenagers has turned a few rogue assignments into a full blown catastrophe. “The formal examination reports are not much help,” the author expresses, “for they present an unclear picture, and their conclusions are distorted by media hype.” (Crystal, 153) Articles have been published with headlines such as “Texting Deprives Children of Sleep” and “Texking and Emailing ‘Fog Your Brain Like Cannabis’,” which generate a sort of wariness when it comes to the correlations between texting and language. However, Crystal explains that even though some teens cannot differentiate between ‘texting language’ and proper English, many teens are put off by the idea of using text slang and abbreviations in their academic works. He says that the skills picked up from texting can help students to be more concious of how their writing sounds and actually find errors faster than someone who does not text as frequently. 

Instead of the fear driven belief that texting will kill the English language, the two authors seem to agree that texting should be used as another writing medium. Crystal sees texting as its own language, one that has proven useful when it comes to keeping students on a word limit without restricting their creative flow. Texting, according to him, teaches students to make clear statements in different ways. Similarly, Justice believes that texting should be considered “as a complex complement to formal writing that allows people to augment their writing skills in fresh, complex ways.” (Justice, 313) He concludes his article by writing that people should be as open to studying texting methods as they are with writing methods. Both authors come to the conclusion that texting can build on real world writing comprehension and should be taught alongside writing.

“Smartphone” by anykeyh is licensed under CC BY-SA 2.0

 

 

 

 

 

Works Cited

 

  1. Justice, Christopher. “Texting Ruins Literacy Skills,” in Bad Ideas About Writing. Edited by Cheryl E. Ball & Drew M. Loewe, 308-314

https://textbooks.lib.wvu.edu/badideas/badideasaboutwriting-book.pdf

  1. Crystal, David. Txtng, the gr8 db8, 2008.

Txtng, the gr8 db8

The Knowledge of Writing

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Knowledge is what we need to live as human beings.  Over the years, students use knowledge to sharpen their skills in other to pass different obstacles in life. Students use different way to gain knowledge and many use a tactic to write down what they learned about to get the information in their brain faster when that’s not the case. In the book “Bad Ideas About Writing”, Ellen C. Carillo addresses how it’s a bad mindset to think that you can transfer information easily by writing because it takes a lot of time and effort since knowledge isn’t automatic. The article she covered “Are Cognitive Skills Context Bound”, is used to prove how people learn information.

                

Carillo has used article like “Are Cognitive Skills Context Bound”, to prove her point of how an effective problem that consider researchable from over 30 years ago. The article itself deals with human’s intelligence by using a wide range of academic and nonacademic tasks. She studied how people learn subjects differently and how they performances. Even though these arguments, knowledge is more influences of gifted domains (writing for example) to reflect on inborn aspects of intelligence. It has come to a conclusion that specialized knowledge is learned from low and high g(IQ or general intelligence) people; it was studied that nature of people with more knowledge will perform well because they have a rich knowledge base, while the lower g but more knowledge will perform because knowledge is more important than g.

                In the chapter “Writing Knowledge Transfers Easily” in “Bad Ideas About Writing” Carillo discussed how colleges want freshmen to automatically to apply to a new major/course when transfer in not possible. She states how why writing instructors should not assure that knowledge will transfer easily. By using the article (Are Cognitive Skills Context Bound) by Gavriel Salomon and David Perkins, it was states “instances in which learning in one context or with one set of materials impacts on performance in another context or with other related materials” (Carillo 34). She explains how Charles Judd (an educational psychologist) years later would show how transfer is in fact possible but did not provide evidences if transfer is automatic. So when Anne Beaufort and Elizabeth Wardle came along, Wardle explains that students “did not appear to make even near connections of those skills, much less transfer those skills to very different contexts… no students suggested they were being asked to write a persuasive paper to be able to write persuasively in other courses”(Carillo 34). With back up evidences, Carillo was able to use sources from different professors to prove her point of view.

                Knowledge itself is power but transfer itself needs to be trained properly in order to corporate in the learning field. Consistent is recommend to involve for incorporating metacognitive (thinking about thinking) exercises for students who is in writing courses. What Carillo is identifying based on Kathleen Yancey and her colleague’s research, studies has shown how students who got instructors who teach transfer are most likely to transfer information and their writing skills. It was also shown (based on National Research Council), how learning theory can give variety of teaching strategies to help students to reach a higher intellectual of maturity. Transfer is definitely possible but we need to eliminate the myth that transfer is automatic; it takes a lot of effort to remember a lot of information.

                Considering everything, in conclusion, Carillo had a writing is detailed and formed a better way to transfer knowledge. Students who are in lower level courses should not be put on the same level as high level courses because they won’t be able to transfer that knowledge to their brain. With Gavriel Salomon, David Perkins, Charles Judd, Anne Beaufort, and Elizabeth’s studies, teaching for transfer should be taken more seriously. By studying, we might have a better understanding of how humans have different learning experiences of transfer with not just using academic contexts. Are there some limits to experience some certain activities to learn? Of course not, there is no limit in learning!

Works Cited

Bad Ideas about Writing Book – WVU Libraries. https://textbooks.lib.wvu.edu/badideas/badideasaboutwriting-book.pdf.

Pattern Based Writing: Quick & Easy Essay. (2020, June 8). Why Grammar Instruction Does

Not Improve Student Writing: How to Teach Writing and Grammar | Teaching Writing Fast and

Effectively! Teaching Writing Fast and Effectively! | Pattern Based Writing: Quick & Easy

Essay. https://patternbasedwriting.com/elementary_writing_success/why-grammar-instruction

does-not-improve-student-writing/

Pattern Based Writing: Quick & Easy Essay. (2020, June 8). Why Grammar Instruction Does Not Improve Student Writing: How to Teach Writing and Grammar | Teaching Writing Fast and Effectively! Teaching Writing Fast and Effectively! | Pattern Based Writing: Quick & Easy Essay. https://patternbasedwriting.com/elementary_writing_success/why-grammar-instruction-does-not-improve-student-writing/

Image Used 

https://www.apqc.org/expertise/knowledge-management/knowledge-identification-mapping

https://www.searchenginejournal.com/a-personalized-entity-repository-in-the-knowledge-graph/379043/