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Adolescent Literacy By Laura Robb Summary

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After viewing Laura Robb’s webcast I found that I agree with her multilayered definition of adolescent literacy. Laura Robb defines adolescent literacy into two parts: Part 1 looks at the word literacy and includes the ability to read, to write, to communicate, to learn, to speak, to think, and apply these to skills to the use of the computer, internet, and all kinds of media as we live in the 21st century; and part 2 reviews the word adolescent to include children who are emerging from childhood to adulthood and asking themselves the questions “who am I” and “where do I fit into this world”, hence these students are in the process of searching for self (“Teacher Talks: Free Webast on Adolescent Literacy with Laura Robb Thursday, March 3, …show more content…

I was disappointed to learn that Robb noted adolescents resistance to writing to prompts and texts that are chosen for them both of which are prevalent in the textbook I have been using (2011). Robb discusses how writing about reading is catalyst for improving comprehension and the significance of choice when students are asked to write (2011). Robb also clarifies two terms that are prevalent in the teaching of literacy, anchor text and mentor text (2011). An anchor text is a short text that is used to model reading in which the teacher is able to model inferences and connections to themes, etc. through various strategies such as think alouds (where the teacher shares his or her reading process) (2011). A mentor text is a text used for teaching writing, usually a professional piece of writing that is deconstructed to analyze the writer’s use of craft and structure to communicate their ideas (2011). Robb also discusses the topic of genre and how she had her own classroom library divide into genre instead of the dewey decimal system (2011). She also embeds genre into the discussion of how it is a road map for the writer when used as a mentor text; the student starts with the mentor text but brings themselves into their own writing within the genre (2011). Robb notes that she has found that fantasy and realistic fiction are both genres that adolescents respond to in reading and writing (2011). From her discussion of the all of the elements within the webcast but specifically the use of genre, mentor texts, and anchor texts that I was able to revisit what I want and need to do to supplement my current textbook and assist my students in meeting their grade level standards and prepare them to be career and college ready in the 21st

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The Synopsis that I gathered from Haas and Flowers’ “Rhetorical Reading Strategies and the Construction of Meaning” was none the less another interesting read. Experienced readers might come to understand that both reading and writing can be “context-rich, situational, and have constructive acts”. Though a large number of students may find reading and writing more or less to be an exchange of valued or non-valued information. Continuing on, multiple studies that have been conducted have also found that on average 77 percent of experienced readers tend to use content strategies to expand their knowledge of the reading. These strategies usually include vigorous annotations of the reading/writing that have been shown to improve the readers/writers’ comprehension of the material.

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How To Read Literature Like a Professor by Thomas C. Foster, is a book that teaches adolescence how to read and comprehend literature. Foster’s purpose for writing this book was to help adolescents become better readers. Foster also wants to show that literature is not just a story, though it is also a learning experience to help us in life. He teaches us that “Every Trip is a Quest”, Vampires do exist, “It’s All Political”, and much more. After reading this book, readers should understand more about literature and how to connect stories to other stories and real life.

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It made him question what problems millionaire kids would have, The response made the author realize the impact young adult books have on students' overall lives, “Yes, he was old enough to die and kill for his country. But according to Ms. Gurdon, he might be too young to read a young adult novel. Alexie, 20) The continuous use of pathos serves to sway the reader that all blocks are a gateway to their dreams, freedom, and imagination for anyone, no matter their background. Students have various problems, and they can only overcome them by gaining inspiration to guide them through them.

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While executing the Literacy Narrative assignment, I employed and enhanced my reading and writing skills by carefully studying the instructor’s guidelines and authoring a readable paper. Upon receiving the instructor’s instructions, I read the same to have an overall idea of the subject. I then reread the guidelines, taking note of critical elements. Ultimately, I was able to fully and accurately understand the instructor’s guidelines, thus enhancing my reading competences. Having

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The quote above from “Improving Adolescent Literacy: Content Area Strategies at Work” by Douglas Fisher and Nancy Frey, expresses how observing

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The Running Gags of Arrested Development There are two types of comedic television shows: Shows that are funny, and shows that aren’t. This is a strange and somewhat contradictory statement, but it is true. There are a great deal of comedic shows on television right now, and they all claim and work to be the funniest, but only a few truly succeed at it.

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In “Contemporary Memoir: A 21st-Century Genre Ideal for Teens,” Dawn Latta Kirby and Dan Kirby argue that memoirs are an ideal genre for teachers to consider implementing into their instruction because they will improve students’ engagement with the texts, their understanding, and it will help them notice the writing conventions taking place on the page. Kirby and Kirby further explain, “[l]ooking for texts that exist outside of our instructional walls and the lead students to improve their abilities in sophisticated reading, writing, critical thinking, and inquiry strategies, we found CM to be a genre suited for teens of the 21st century” (22). Even though Contemporary Memoirs are not often read in the classroom, Kirby and Kirby explain that the same literary concepts and conventions exists within them. Furthermore, when teaching CM in the classroom “students also gain valuable abilities and perspectives for interpreting texts” (25) which in turn can help students to understand and create meaning of the text that they have read.

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Nonfiction has had an increase in popularity recently and age-appropriate subjects are more readily accessible for younger pupils and can be seen as an important instrument for skill growth and as a foundation of reading outside of school for pleasure for younger students. A combination of both fiction and nonfiction will stimulate the minds of the youth and help teachers as they include factual text in their instruction (Palmer and Stewart). Listening to and discussing true events and people can provide background information and inspire new students to study more about a subject. Through letters and school meetings teachers can communicate with parents about age-appropriate nonfiction that can be read at home. Students would then develop skills to independently access these topics on their own with support from both their parents and teachers (Palmer and

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Literacy Narrative: My Realization Writing is one aspect of school that I have always thought was my strength. I received A’s on all of my papers. Sentences would flow easily from my brain, through my fingers to the keyboard, and onto the computer. Writing was enjoyable because it was one thing in school that did not seem like work. My peers would come to me for advice and help.

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I’m concerned that it will be a stretch for me in the beginning to adapt to a different genre that I am not relatively acquainted with; nonetheless, the diversity in our classroom gives me the impression that I will encounter a personal challenge that can allow me to mature as a writer and an editor. I’d be keen on expanding my knowledge on different writing styles and different audience members, rather than the scholastic aspect that I am accustomed to. Reaching outside of my comfort level, I may be able to someday connect with more readers that could develop a fondness for my

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Literacy has applied over the course of my education and my life. As an education major, I believed that literacy was an ability to learn how to read and write. Furthermore, literacy has been a part of my education. I have come to an understanding that literacy is a lot more than what it seems. It’s about expressing yourself that includes your opinions and feelings.

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