He feels struggled. He had to work harder and received a failing grade on the first paper. However, he said “I was both devastated and determined, my not belonging was verified but I was not ready to be shut down.” He decided to search the school’s library to look up the publishing’s of his Professor. He would write his paper, research the Professors writing style, and then revise his own writing.
Journal 3 Richard Straub’s reading, “Responding-Really Responding-to other students’ writing” clarifies ways to respond a student’s paper. At first I thought responding to other student’s writing means to reply with feedback but as I go further towards the reading it is actually more than just feedback. Certain points that I took from Richard Straub’s reading is how a responder should act as a friend rather than a teacher when responding, must not respond short and sweet, what to address in the comments and must praise and criticize. His suggestions are key strategies that must be followed in order to achieve progress as a responder. In “Responding-Really Responding-to other students’ writing” by Richard Straub’s offers ways for readers to approach a student’s paper, therefore, achieving the responders mission towards helping the writer make better decisions when writing a good paper.
The Other Education Rhetorical Analysis David Brooks is a well-refined journalist for the New York Times News Paper Company. He writes many different controversial articles, that tends to focus around arguments of education. Within Brooks’ arguments he uses effective techniques to persuade the audience. In this specific column, he addresses society as a whole, but with special emphasis on students. David Brooks successfully persuades his audience through his presentation of his claim, his persuasive writing style, and his usage of emotional appeals.
Not So Fast” Andrea Lunsford researched students’ writing for 30-plus years to see what effect new technology has on how students learn. Lunsford discovered that students are actually improving their own writing skills with the help of mass media. Not only does it allow students more access to educational resources and information, but it also encourages students to do more creative thinking and writing outside of class which Lunsford refers to in her article as “life writing.” In her research she recalls the account of a student who sent a friend a text message which was completely informal and would be considered unprofessional by most piers. However, the same student also sent a very formal and professional report to her faculty adviser later on.
Emma swayed back and forth. Her hay tasted like salt. Her water was bland. Moon,Kit and Annie were munching on their food. Emma,was a grulla quarter horse.
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
Research Topic At High School One (a pseudonym) a rural 2A high school in Central Washington State, students struggle with the rigorous reading and writing skills necessitated by the Common Core State Standards. The Common Core State Standards require students to use skills and strategies that include: making assessments, comparing and contrasting the same topic in several sources, integrating quantitative or technical analysis, determining central ideas and providing accurate summaries (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010). As Washington State has adopted the rigorous standards of the Common Core and the Smarter Balanced standardized test, the traditional teaching and testing
The video featured presenter, Lee Crocket, discussing the way students learn differently in the digital age. Presenter, Crocket, uses a great amount of relevance to make his points come across to the audience. For example, Crocket’s Power-Point is filled with clear pictures and important points directly related to the subject on which keeps the audience’s attention. Crocket keeps a clear message on how the digital age has changed throughout the generations, as he states, “our knowledge base has been becoming digitalized at an incredible rate…facts become obsolete faster…even our newspapers arrive out of date”. Not only is Crocket’s use of relevance effective, but he also engages with the audience effectively, grabbing and holding their attention.
The development of technology and its affect on the writing process has been a pervasive controversy. Technology has significantly benefited the writing process for many reasons. The writing process has evolved from handwriting to typewriting and, finally, to virtual writing and with every progression, came an advantage. Within Jennifer Lee’s (2002) “I Think, Therefore IM” and Katie Hafner’s (2004) “For Some, the Blogging Never Stops”, one can come to the conclusion that although the use of technology has become an addiction and distraction to many, it has made the writing process simple and rapid. Technology matters to writing.
Abstract Education has remained largely unchanged for over a century. The classroom model of the teacher passing his wisdom and knowledge to the students is a familiar one. Many of today’s classrooms utilize this traditional mode of instruction despite a number of technological advances. In his paper, Five Socio-Technology Trends That Change Everything in Learning and Teaching, Stephen Wilmarth comments on what education could be and should be like in the 21st century. Wilmarth discusses five socio-technology trends that he believes will change education forever.
The impact of technology on education has been tremendous recently and that is the reason distance education has soared. It is because of the technology that we are offering many online courses and degrees now. Online education has made it convenient to enrol in a course from anywhere. This allows enrolling and learning a less popular language that locally may not be available. The purpose of this research is to explore how technology has evolved to change education in general and languages in particular.
Technology has its said benefit(s) in terms of making academic activities easier (to varying degrees), however; it limits the goals that universities set out to achieve in order to attain it. This, as a result, just causes students to become lazy and “spoon fed”. Plagiarism in academic and non-academic contexts is seen as a serious offense and consequently is severely punishable, across the board. The increase in plagiarism can be associated with the advancement of technology.
How have computers brought about a change in the field of education in the past two decades. According to the dictionary technology is defined as the organization of knowledge for practical purposes. Technology has brought a great change in the life of people specially in the field of education with the introduction of computers. A computer is a device that accepts information in a digital form and manipulates it for some result based on a program or sequence of instructions on how the data is to be processed.
Change is occurring in society at a rapid speed. Change may be described as the adoption of an innovation (Carlopio 1998), where the ultimate goal is to improve outcomes through an alteration of practices. The above saying can truly be applied on the modern education system. The society in the twenty first century is increasingly diverse, globalized, and complex and media-saturated. In today’s world of technology, the olden education system with its teacher-centered approach, passive learning, time based, textbook driven, fragmented curriculum, low expectations from the learner does not seem to cater to the learning needs of twenty first century students.
THE PROBLEM AND ITS SETTING Introduction The use of Information and Communication Technology (ICT) is becoming an essential part of education. The integration of ICT in both the teaching and learning processes is one of the most viable solutions towards educational reform. Teacher’s capability in the utilization of modern technology plays a vital role in teaching and learning processes. The modern media technology when utilized in the classroom has of significant effect to the achievement of the desired students learning competencies (Bingcang, 2015).
