This chapter will look at three revisions I've made in my blog posts throughout the course and my explanation of what I changed and why. When I first started making my blog posts I was doing more summarizing then analysis. Professor Silva encouraged us to ask questions and try to simplify what we had read.
A Sociocultural Theory to Writing Original
Sociocultural theory believes that knowledge is determined by society, interactions with different individuals form what we understand to be knowledge. "... There remains a social quality to all higher psychological processes."
Sociocognitive Apprenticeships in Writing
--Thinking about the discourse of thinking. Having think out-louds to highlight the process of thought. Sociocultural theory focuses a lot on teachers, adults and experts. Students learn what the academic experts consider good writing.
"Students acquire writing knowledge through interactions with others, and through through these dialogues talk their way into deeper understanding of writing processes."
This theory believes the social interactions in classrooms are a necessary part of learning how to write. And not just the community of the classrooms but society in general decides what good writing is. The adults, the experts and teachers teach students how to judge writing, what is good writing.
Procedural Facilitators and Tools
"...Any tool used in the transformation and construction process."
This part of the theory focuses on tools that help better writing. From writing instruments to spell check, graphic organizers and diagrams. " Just as engineers use an array of tools to construct a well-formed building, writers use an array of tools to construct a well-written text."
-- teachers who implemented the sociocultural theory along with procedural facilitators and tools had students who were better able to achieve their aims with their writing. Tools give students a way to think about the construction of their work.
What is an an apprenticeship?
Learning under somebody who is an expert.
What does cognitive mean?
Following a process, structure, formulas.
What would be a cognitive apprenticeship?
Learning from a cognitivists how to apply their theory.
What would be a social apprenticeship?
Learning socially from other people
What would be a sociocognitive apprenticeship?
learning about different processes through a social context from adults.
Socialcultural Revision
“Rather than viewing knowledge as existing inside the heads of individual participants or in the external world, sociocultural theory views meaning as being negotiated at the intersection of individuals, culture, and activity” (p. 208).
A Sociocultural Theory to Writing Original
Sociocultural theory believes that knowledge is determined by society, interactions with different individuals form what we understand to be knowledge. "... There remains a social quality to all higher psychological processes."
Sociocognitive Apprenticeships in Writing
--Thinking about the discourse of thinking. Having think out-louds to highlight the process of thought. Sociocultural theory focuses a lot on teachers, adults and experts. Students learn what the academic experts consider good writing.
"Students acquire writing knowledge through interactions with others, and through through these dialogues talk their way into deeper understanding of writing processes."
This theory believes the social interactions in classrooms are a necessary part of learning how to write. And not just the community of the classrooms but society in general decides what good writing is. The adults, the experts and teachers teach students how to judge writing, what is good writing.
Procedural Facilitators and Tools
"...Any tool used in the transformation and construction process."
This part of the theory focuses on tools that help better writing. From writing instruments to spell check, graphic organizers and diagrams. " Just as engineers use an array of tools to construct a well-formed building, writers use an array of tools to construct a well-written text."
-- teachers who implemented the sociocultural theory along with procedural facilitators and tools had students who were better able to achieve their aims with their writing. Tools give students a way to think about the construction of their work.
What is an an apprenticeship?
Learning under somebody who is an expert.
What does cognitive mean?
Following a process, structure, formulas.
What would be a cognitive apprenticeship?
Learning from a cognitivists how to apply their theory.
What would be a social apprenticeship?
Learning socially from other people
What would be a sociocognitive apprenticeship?
learning about different processes through a social context from adults.
Socialcultural Revision
“Rather than viewing knowledge as existing inside the heads of individual participants or in the external world, sociocultural theory views meaning as being negotiated at the intersection of individuals, culture, and activity” (p. 208).
Socioculturists believe that knowledge comes from interacting with ones surroundings. Talking to people, experiencing new things allows one to grow. There are also tools that can help facilitate growth. Their theory is compatible with Vygotsky’s theory, his theory is also based on social interaction. Vygotsky believed that human interaction was responsible for development unlike the other scientist who believed time is what allowed people to develop. He believed people needed to grow to a certain point to be able to understand things.
"...procedural facilitators offer semiotic tools that enable teachers to make visible the character of the particular text forms, the strategies and procedures that underlie the text’s construction and revision, and the discourse structures and language practices that permit writers to realize their writing goals”
Teachers using tools to help students grow as writers also fits into Vygotsky's theory because it is a sort of social interaction. The teacher is handing down a technique common to their society, such as MEAL, Main Idea, Example, Analysis, and Link; an acronym for writing good paragraphs. This is an example of how society determines what is 'good". MEAL is something I learned in High School and it continues to be passed down to other students.
This reading talks about apprenticeships, which is a social thing because the apprentice is learning from a master or someone way more skilled then they are.
To really break down this reading I am going to answer some basic questions and connect it back to the reading.
-What is an an apprenticeship?
Learning under somebody who is an expert.
-What does cognitive mean?
Following a process, structure, formulas.
-What would be a cognitive apprenticeship?
Learning from someone who uses structure and a process; how to do so effectively.
-What would be a social apprenticeship?
Learning socially from other people
-What would be a sociocognitive apprenticeship?
learning about different techniques through a social context from someone knowledgable.
The social culturalists believe that writing can be enhanced with tools such as venn diagrams, t-charts, basically anything that helps one write--pencil paper. The teacher is also a tool and what makes teaching a social interaction. The other students can also be a source of knowledge because of varying points of view. Connecting back to Vygotsky's theory talking to different people and doing new things is a way to develop.
- In the revised version of my Socioculturalist blog I analyzed the text in more detail. I also used the questions as a guide.
Response to Faulkner Original
"There is nothing wrong with and expressive philosophy, but there is something seriously wrong with classroom methodology which implies one variety of value judgement when another will actually be employed. That is modal confusion, mindlessness."
Faulkner talks about the Four Philosophies of Composition teachers use to grade writing, in his piece the Four Philosophies of Composition. There are Formalists teachers who judge writing based on structure. There are expressionist teachers who have a wide range beliefs, they can be teachers who refuse to grade work or teachers who create specific lesson plans to help their students discover who they are as writers. Mimetic teachers emphasize logic, reasoning and research-- they believe the more you know the better you write. Teachers who believe in rhetoric agree that writers must write with the audience in mind. Faulkner believes teachers can't stick with one of these philosophies and end up switching back and forth mindlessly confusing the students and grading them unfairly. He uses the example of a teacher evaluating a students work with expressionist values, according to the teacher the student jimmy did not sound like himself in the piece he wrote. The teacher was relating to expressionist values but the students were not told to make their writing authentic in the way the teacher apparently wanted it. Faulkner has made me think about writing classes in a new way. Most of life teachers have been giving my prompts like, write how you feel about x, without any clear guidance and commenting that I need to expand or be clearer when they in fact should have been clearer with their message. Different teachers value different things but I'm not sure they know that they are being mimetic or formalists.
Faulkner Revision
Faulkner talks about the Four Philosophies of Composition teachers use to grade writing, in his piece the Four Philosophies of Composition. There are Formalists teachers who judge writing based on structure. There are expressionist teachers who have a wide range beliefs, they can be teachers who refuse to grade work or teachers who create specific lesson plans to help their students discover who they are as writers. Mimetic teachers emphasize logic, reasoning and research-- they believe the more you know the better you write. Teachers who believe in rhetoric agree that writers must write with the audience in mind.
"There is nothing wrong with and expressive philosophy, but there is something seriously wrong with classroom methodology which implies one variety of value judgement when another will actually be employed. That is modal confusion, mindlessness."
Faulkner believes teachers can't stick with one of these philosophies and end up switching back and forth mindlessly confusing the students and grading them unfairly. He uses the example of a teacher evaluating a students work with expressionist values, according to the teacher the student jimmy did not sound like himself in the piece he wrote. The teacher was relating to expressionist values but the students were not told to make their writing authentic in the way the teacher apparently wanted it. Faulkner has made me think about writing classes in a new way. Most of my life teachers have been giving me prompts like, write how you feel about x, without any clear guidance and commenting that I need to expand or be clearer when they in fact are the ones who should have been clearer with their instructions. Different teachers value different things but I'm not sure they know that they are being mimetic or formalists. I think that it is unfair and unfortunate that most teachers, I'm assuming, aren't knowledgeable about the four philosophies of composition and ask for one thing when they grade seeking another.
A concept that I found interesting in this article was the teacher being the one at fault. Usually when I would get my work back asking for something to be clarified or expanded I would blame myself but after reading this piece when I think about the prompts for such assignments, they were pretty unspecific. I was recently asked to write about my opinion on two conflicting arguments, and the teacher graded me on my form. I guess some teachers feel that there is no need to include that piece of instruction, but it couldn't hurt.
- In the Faulkner Revision response I expanded the ideas I had in the original blog. I also connected the text to my own experiences.
Academic Discourses Original
Peter Elbow makes a strong case for teaching something along side or even besides academic writing in colleges and university. Elbow starts of by acknowledging the importance academic writing has on college life. Many courses that students take, from freshman year on, will require them to write academically.
Yet Elbow is sure of that only teaching academic writing and disapproving of any other kinds of writing harms the students in the long run. Elbow believes that a writing course should teach students how to incorporate writing in their everyday life, whether is journaling or writing letters to loved ones but he points out these days students are only writing when asked to for an assignment. He believes that stems from having academic writing shoved down their throats, the students have forgotten that writing can be enjoyable.
"There's something self-serving about defining people as ignorant unless they are like us."
Elbow compares different pieces of academic writing,some are convoluted and long winded while others are clear prose.
Elbow ends his piece remarking that academic discourse is changing for the better, but certain scholars are worried about what they consider to be the dumbing down of their precious subjects.
Academic Discourses Revision
In the introduction Elbow states, "I love what's in academic discourse: learning, intelligence, sophistication-- even mere facts and naked summaries of articles and books; I love reasoning, inference, and evidence; I love theory. But I hate academic discourse."
As the article progresses Elbow explains that academic discourse comes in many different styles, it's the long and convoluted type he apparently disapproves of. The type that's difficult just to be considered highbrow. He accuses theorists of keeping their learning community closed off to others with their specific jargon. "I don't think 'epistemic' really permits him to say anything he couldn't say just as well without it-- using 'knowledge' and other such words."
Elbow stresses how important it is to him to get students to see the value of writing. Even if students aspire to take part in a profession that doesn't require them to write essays, most professions don't, having students use writing outside the classroom is Elbow's goal. "In my view, the best test of writing course is whether it makes students more likely to use writing in their lives..."
I wish more teachers had this outlook. Most teachers are only focused on teaching their subjects. Like Elbow said in his article, "life is long, college is short." Many teachers don't teach for life, just the classroom.
When I tell people I'm a writing major, most shudder and ask me why I would voluntarily put myself through torture. it's obvious most students have negative connotations towards writing but if more teachers took Elbow's approach and made it their goal to show students how beneficial personal writing can be in life I'm sure that wouldn't be the case.
-For this revision I focused on the points I found interesting and unlike the original I commented on Elbow's views and approach.
Learning under somebody who is an expert.
-What does cognitive mean?
Following a process, structure, formulas.
-What would be a cognitive apprenticeship?
Learning from someone who uses structure and a process; how to do so effectively.
-What would be a social apprenticeship?
Learning socially from other people
-What would be a sociocognitive apprenticeship?
learning about different techniques through a social context from someone knowledgable.
The social culturalists believe that writing can be enhanced with tools such as venn diagrams, t-charts, basically anything that helps one write--pencil paper. The teacher is also a tool and what makes teaching a social interaction. The other students can also be a source of knowledge because of varying points of view. Connecting back to Vygotsky's theory talking to different people and doing new things is a way to develop.
- In the revised version of my Socioculturalist blog I analyzed the text in more detail. I also used the questions as a guide.
Response to Faulkner Original
"There is nothing wrong with and expressive philosophy, but there is something seriously wrong with classroom methodology which implies one variety of value judgement when another will actually be employed. That is modal confusion, mindlessness."
Faulkner talks about the Four Philosophies of Composition teachers use to grade writing, in his piece the Four Philosophies of Composition. There are Formalists teachers who judge writing based on structure. There are expressionist teachers who have a wide range beliefs, they can be teachers who refuse to grade work or teachers who create specific lesson plans to help their students discover who they are as writers. Mimetic teachers emphasize logic, reasoning and research-- they believe the more you know the better you write. Teachers who believe in rhetoric agree that writers must write with the audience in mind. Faulkner believes teachers can't stick with one of these philosophies and end up switching back and forth mindlessly confusing the students and grading them unfairly. He uses the example of a teacher evaluating a students work with expressionist values, according to the teacher the student jimmy did not sound like himself in the piece he wrote. The teacher was relating to expressionist values but the students were not told to make their writing authentic in the way the teacher apparently wanted it. Faulkner has made me think about writing classes in a new way. Most of life teachers have been giving my prompts like, write how you feel about x, without any clear guidance and commenting that I need to expand or be clearer when they in fact should have been clearer with their message. Different teachers value different things but I'm not sure they know that they are being mimetic or formalists.
Faulkner Revision
Faulkner talks about the Four Philosophies of Composition teachers use to grade writing, in his piece the Four Philosophies of Composition. There are Formalists teachers who judge writing based on structure. There are expressionist teachers who have a wide range beliefs, they can be teachers who refuse to grade work or teachers who create specific lesson plans to help their students discover who they are as writers. Mimetic teachers emphasize logic, reasoning and research-- they believe the more you know the better you write. Teachers who believe in rhetoric agree that writers must write with the audience in mind.
"There is nothing wrong with and expressive philosophy, but there is something seriously wrong with classroom methodology which implies one variety of value judgement when another will actually be employed. That is modal confusion, mindlessness."
Faulkner believes teachers can't stick with one of these philosophies and end up switching back and forth mindlessly confusing the students and grading them unfairly. He uses the example of a teacher evaluating a students work with expressionist values, according to the teacher the student jimmy did not sound like himself in the piece he wrote. The teacher was relating to expressionist values but the students were not told to make their writing authentic in the way the teacher apparently wanted it. Faulkner has made me think about writing classes in a new way. Most of my life teachers have been giving me prompts like, write how you feel about x, without any clear guidance and commenting that I need to expand or be clearer when they in fact are the ones who should have been clearer with their instructions. Different teachers value different things but I'm not sure they know that they are being mimetic or formalists. I think that it is unfair and unfortunate that most teachers, I'm assuming, aren't knowledgeable about the four philosophies of composition and ask for one thing when they grade seeking another.
A concept that I found interesting in this article was the teacher being the one at fault. Usually when I would get my work back asking for something to be clarified or expanded I would blame myself but after reading this piece when I think about the prompts for such assignments, they were pretty unspecific. I was recently asked to write about my opinion on two conflicting arguments, and the teacher graded me on my form. I guess some teachers feel that there is no need to include that piece of instruction, but it couldn't hurt.
- In the Faulkner Revision response I expanded the ideas I had in the original blog. I also connected the text to my own experiences.
Academic Discourses Original
Peter Elbow makes a strong case for teaching something along side or even besides academic writing in colleges and university. Elbow starts of by acknowledging the importance academic writing has on college life. Many courses that students take, from freshman year on, will require them to write academically.
Yet Elbow is sure of that only teaching academic writing and disapproving of any other kinds of writing harms the students in the long run. Elbow believes that a writing course should teach students how to incorporate writing in their everyday life, whether is journaling or writing letters to loved ones but he points out these days students are only writing when asked to for an assignment. He believes that stems from having academic writing shoved down their throats, the students have forgotten that writing can be enjoyable.
"There's something self-serving about defining people as ignorant unless they are like us."
Elbow compares different pieces of academic writing,some are convoluted and long winded while others are clear prose.
Elbow ends his piece remarking that academic discourse is changing for the better, but certain scholars are worried about what they consider to be the dumbing down of their precious subjects.
Academic Discourses Revision
In the introduction Elbow states, "I love what's in academic discourse: learning, intelligence, sophistication-- even mere facts and naked summaries of articles and books; I love reasoning, inference, and evidence; I love theory. But I hate academic discourse."
As the article progresses Elbow explains that academic discourse comes in many different styles, it's the long and convoluted type he apparently disapproves of. The type that's difficult just to be considered highbrow. He accuses theorists of keeping their learning community closed off to others with their specific jargon. "I don't think 'epistemic' really permits him to say anything he couldn't say just as well without it-- using 'knowledge' and other such words."
Elbow stresses how important it is to him to get students to see the value of writing. Even if students aspire to take part in a profession that doesn't require them to write essays, most professions don't, having students use writing outside the classroom is Elbow's goal. "In my view, the best test of writing course is whether it makes students more likely to use writing in their lives..."
I wish more teachers had this outlook. Most teachers are only focused on teaching their subjects. Like Elbow said in his article, "life is long, college is short." Many teachers don't teach for life, just the classroom.
When I tell people I'm a writing major, most shudder and ask me why I would voluntarily put myself through torture. it's obvious most students have negative connotations towards writing but if more teachers took Elbow's approach and made it their goal to show students how beneficial personal writing can be in life I'm sure that wouldn't be the case.
-For this revision I focused on the points I found interesting and unlike the original I commented on Elbow's views and approach.
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