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

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A Better Idea for Writing: failure leads to success

 

The topic I have chosen to do my research on is “Failure is not an option” Allison D. Carri and Rory Carroll from Bad Ideas about Writing, and Silicon Valley’s Culture of Failure article. Their entire topic is about if failure is good or bad. They are arguing about both the good and bad sides of failure. When people think about failing in something they get very disappointed. They have this thinking that failure is not an option, but success is. Only successful people took the taste of success but what about the people who actually fail? So, in Allison’s argument, she successfully showed how both the good and bad sides of failing can affect our minds and control us. It’s like if you don’t know the taste of failure in life, you won’t know the joy of winning too! But also, it’s like if you fail then you’re not successful enough! 


                       In Silicon Valley’s Culture of Failure article, Carroll said that if at first, you don’t succeed try, try again”, or “if you get knocked down get back up” or “it’s not how hard you can hit but how hard you can get hit and keep going those counts” Carrol uses this evidence to show that success comes from one having the “mindset trained from failure.

In his article, Carroll said what about those tech entrepreneurs who lose – and keep on losing? What about those who start one company after another, refine pitches, tweak products, pivot strategies, reinvent themselves … and never succeed? What about the angst masked behind upbeat facades? it is this struggle or failure that paves the road to success. his evidence is to show how their failure led them to success while showing that the ones who stopped after one failure still fail.

 

                  Basically, I agree with both when they talked about how failure can be used as a lesson in different examples, and it can improve oneself more. Also, at the same time, I don’t agree with the fact that failure is bad. Metaphorically I would say if failure is bad and we only had one option which is to win then I guess this world would become more likely heaven. Everyone would be successful. But in reality, people fail and learn from their mistakes, and then if they try again, they do better. the only real failure is giving up. Many of life’s failures are people who did not realize how close they were to success when they gave up.

 

                  However, they also talked about the bad side of failure too, but when Allision took this entire concept to a point where she ends up writing that “Failure—and a willingness to fail often in large, obvious ways—should always be an option”. She even said how lab researchers try one thing repeatedly and then get successful results. Carrol as well he explains how businesses, companies try many times and they do better. The same way in writing too! If a writer starts writing he or she will definitely make mistakes but it’s more important than failure is how someone will learn from it and think of the failure as a learning tool and try again and then become successful. 

                     

                   In conclusion, I would say it’s a great article. I have learned a lot from it and I think failure should be an option. I also think Humans make mistakes and learn from them and it’s more important that people who we are surrounded with understand it and give positive advice and encourage us to try again and be successful! 

 

 

 

 

 Works Cited                                                      

Carri, Allison. “Failure is Not an Option.” Bad Ideas About Writing. Page: 76-81.

 

Carroll, Rory. “Silicon Valley’s culture of failure… and ‘the walking dead’ it leaves behind.” The Guardian. 28

www.theguardian.com/technology/2014/jun/28/silicon-valley-startup-failure-culture-success-myth.

 

 

“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

 

A better idea…African American Language is not Good English kori ellison

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A better idea…African American Language is not Good English  

There are a lot of stereotypes about reading and writing and if the way people talk affects the way they write. There are a lot of arguments in debate whether or not African American language is a good language. In her essay “African American Language is not Good English” Jennifer M. Cunningham (Bad Ideas about Writing), Cunningham gave us a little background information as to what some might refer to as “African American” English. African American language can range from large, to Ebonics, to broken English, according to Cunningham.

Ebonics 2013

Cunningham proves a point as to why the African American language is in a class by itself and is not related to regular English. Based on the things that Cunningham studied and the sources that she pulled information from and came up with a better idea of the topic’s approach. While explaining her approach to this writing, Cunningham gets into what a lot of people might say “African American” language is. As stated before, she says that “(also called Ebonics, African American Vernacular English, black English, broken English, bad English, or slang) has been discounted as a lesser form of communication than other forms of spoken and written English.” She talks about the different types of African American language or what people think the African American language is. One of the sources that Cunningham uses to better get her point across is Talkin and Testifyin: The language of Black America by Geneva Smitherman. Throughout Smitherman’s writing, she looks inside to black culture and lifestyle to better get her point across. She talks about how African American culture and the lifestyle that is lived and endured had a lot to do with the African American language. She states that African American English is its origin of language and it dates way back to slavery days. Cunningham takes some of Smitherman’s points to further help her point across. They give a better idea rather than saying that African American language is a bad language. 

 

In writing this, Cunningham puts her ideas and the sources that she studied to make a good idea. In her writing, she explains how African Americans often replace the th sound with other vowels or sounds. “African American Language speakers tend to replace a voiceless th sound (such as with) with another voiceless sound, usually a /d/ or /t/, which produces wif or wit.” She never said that this kind of English was incorrect, she states that African American speakers tend to change the way that things are spelled/pronounced. Another source that Cunnigham used and pulled information from is African American English: A Linguistic Introduction by, Lisa J. Green. Green uses a lot of her viewpoints and what she thinks the African American language is. Cunningham uses some of her points as well in her argument. 

Resistance, Rebellion, and Culture: Exhibitions Around London Renew Questions About a So-Called Black Aesthetic – ARTnews.com

In conclusion, Cunningham gave a new outlook on the topic. She turned something that was looked down on into educating people on what some might say African American language is. The author marched the source’s ideas, plus some of her own, to come up with a better idea and a new approach to the topic. Cunningham informs us that African American Language is in a class all by itself and it is not necessarily bad English, more so different English. Cunningham broke down the reason as to why people have this assumption about African American language and gives background information as to why African American language is not bad English. 

 

Work cited 

“Lexicons and Meaning.” African American English: a Linguistic Introduction, by Lisa J. Green, Cambridge Univ. Press, 2009

“Talkin and Testifyin.” Wayne State University Press, 1 Jan. 1986, https://www.wsupress.wayne.edu/books/detail/talkin-and-testifyin. 

Cunningham, Jennifer M. “African American Language is Not Good English.” Bad Ideas About Writing, edited by Cheryl E Ball and Drew M Loewe, West Virginia University Libraries, 2017

Bad Ideas About Writing – FACE-TO-FACE COURSES ARE SUPERIOR TO ONLINE COURSES

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In their essay “FACE-TO-FACE COURSES ARE SUPERIOR TO ONLINE COURSES”,  Tifanny and Andy Bourelle discuss the misconceptions among educators and students that online courses are much easier and less educational than the traditional face-to-face classroom.  They argue against the misinterpretation that online courses are only offered for monetary value and that it only benefits the school. They bring up the oppurtunties that online courses offer such as diversity, a more open environment and more interaction through writing. This might suggest that no matter type of course its the instructor that affects the learning.

“Photo of Child Sitting by the Table While Looking at the Imac” by Julia M Cameron

A volume from the academic journal titled Journal of Online Learning & Teaching mentions a survey made for students in online course and their perception of a caring instructor. All the points mentioned can be both percieved in a face-to-face  and an online setting. “Express belief that students will successful in the online setting(437)”, this was one of the points made by the students in the survey, which further demonstrate the effect an instructor can have on a course.  

 

“Woman having a job interview” by Tima Miroshnichenko

In her US News article “Americans Doubt the Rigor and Quality of Online Education”, Allie Bidwell talks about how even a majority of Americans believe that “online education are equal to or better than traditional education.” surveys show that some people believe that a traditional degree is more accepted for most employers. Another survey was made where partcipants were asked to rank the types of course (4-year, 2-year, and online courses). A majority of participants said that online courses are only fair in terms of quality. This might hint at the fact that most people pay more attention to the instructor rather than the course type when choosing classes. Bidwell also brings up Jeff Davidson, a manager of the free education iniative at Saylor Foundation, who believes that types of courses are on par with eachother and both have an equal amount of pros and cons. 

 

With perpectives from different standpoint I have come to the conclusion that an instructor is what makes a course. Everyone involved in education needs to realize that online course can provide the same experience as face-to-face. We need to  start making more efforts and  open up more oppurtunities for all kinds of people. With all technological advances we’ve made we should be using this advantage to create a more interactive environment between the student and instructor. This way we can remove the stigma of online learning and progress further into the future of education.  ‍

 

Works Sited:

Bourelle, Tiffany and Bourelle, Andy. “Face-to-Face Courses are Superior to Online Courses ”, Bad Ideas About Writing. Cheryl E. Ball, Drew M. Loewe. (pg. 351-355).

Bidwell, Allie. “Americans Doubt the Rigor and Quality of Online Education”, U.S. News, Oct. 15, 2013, https://www.usnews.com/news/articles/2013/10/15/americans-doubt-the-rigor-and-quality-of-online-education

“The Importance of Student-Instructor Connections in Graduate Level Online Courses,” Journal of Online Learning and Teaching, MERLOT. Vol. 10, No. 3, December 2014 

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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/

Grammar Or Language? A Better Idea About Writing

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WorkThe argument that bad grammar habits stem from digital technology is just the most recent of what professor Harvey Daniels call “language panics.” The idea of language panics is “the assertion that new forms of communication signal the end of the world.” (Warnock. 302) With help from linguist Josef Fruehwald, Scott Warnock presents a better idea about textism. Simply that there is no correlation between texting and grammar skills and that students know when to differentiate. They believe students can identify that writing is literary while texting is a form of communication. There have always been complaints about bad grammar skills in teens being linked to digital communication. This is a bad idea not only because there has never been any accurate science behind the theory but because times change, and language evolves with it. In the article “Texting ruins students grammar skills” Scott Warnock debunked some of these theories and offers a better idea about writing.  Continue reading →