Blog #6 - Letter to Sara

Dear Sara:

I finally finished the next class readings. WOW, McCarthy sure can go on and on in her A STRANGER IN STRANGE LANDS paper. I don't know about you but I found it difficult to read and way too long. However, I did enjoy her metaphor of a newcomer in a foreign country as a way of explaining how Dave felt in his new academic territories (126). There are times that I too felt like a "stranger in strange lands" when I attended some courses in college. McCarthy also refers to writing, like speaking, as a social activity. I agree with this - my students are always texting, which, I guess you could say, is a form of writing. It is just not the writing I want them to do. Oh, and how did you like the section on Observation and Interviews (130)?? Did it bring back the painful undergraduate days when you had to sit in classes and observe students for your field work credit? One last thing with regard to McCarthy. She mentioned there was little talk among students about poetry. I found this odd because poetry is the one subject I believe there should be much discussion about. There are so many different ways to interpret poetry that I think the professor should have welcomed any and all discussions and not just his interpretation (148). Sara, what are your thoughts on poetry discussion?

Ok, now let's talk about Bean's ENGAGING IDEAS and his chapter on grammar - now, unfortunately, my worst nightmare with my Freshmen. I agree with him that teaching sentence correctness is a "slow and difficult process" (54) and I continually reinforce sentence correctness every day in my classes with the Do Now. Until this year, I truly believed grammar was covered in middle school - but, apparently, not the case. I am not blaming anyone just going back in time when I and, also, my children were taught grammar and sentence structure in grammar school. On page 57, Bean refers to traditional "8th grade grammar" and that is what I remember (even before 8th grade I was taught grammar). This traditional grammar "analyzes language into eight parts of speech, ...sentences as subjects, verbs, objects, complements, modifiers, and so forth". This is exactly what I am attempting to teach my wonderful Freshman! However, they do not seem to be getting it which means I will be teaching it again and again for however long it takes!

One more thing before I sign off. On page 69, Bean does suggest that you should hold students responsible for finding and fixing their own errors. I did just that this week when I returned their test. Unfortunately, the majority of them failed and, in order for them to receive a passing grade of 65, they were to correct their own test. Some of them took me up on my offer and that 20 or 40 was raised to 65. Others did not and I guess they will wake up (or maybe not) when report cards are given out the end of this month.

Ok, that's about all for now. I have to run - the next 2 weeks will be very hectic - end of marking period and I have to make sure I have enough grades for my students, inform parents of possible failings and start to compute my grades for approximately 150 students. Have a great weekend. I will try to do some work on our theoristcard but I can't promise.

Take care,

Ann

REFLECTION ON LETTER BLOGS

I have mixed feelings about this exercise. While it was nice to discuss via letters the assigned readings and to share the parts we liked, disliked and any problems we may have had with the different theorists, I did not like the fact that we had to wait for someone else before we could complete the assignments. I can only speak for myself and say that I have many things to juggle in my life and I try to complete my assignments whenever I have any free time. I never know when a "curve ball" will be thrown into my life, thereby, forcing me to rearrange my entire schedule. Fortunately, for me (and I hope I returned the favor), my partner was quick to respond so that I had ample time to complete my assignment without having to stay up into the wee hours or stressing out waiting for her to send me her letter.

I introduced this exercise to both my Freshmen and Sophomore classes. I wrote them a letter regarding what I was trying to teach them in class. The Freshmen letter dealt with the grammar and sentence structure (I thought by modeling the correct grammar and sentence structure it would help) while the Sophomore letter discussed the main characters in the book we are currently reading in class. Their responses are due this coming week and depending on that outcome, I may use this letter writing for my Proof and Practice assignment.

How would I assess this assignment? While I am doing a trial run in my classes, I do not believe it is a good assignment at the Master's level. We are all adults with full and, sometimes, complicated lives. I do not think it is fair or right to have us wait for someone else in order to complete the weekly assignments. Again, I speak only for myself and I am not critizing anyone - I was asked for an assessment - I did not care for this assignment.

Ok, Sara, that is about all