“This place sucks. I don’t want to be here. Being forced to do all this busy work is unnecessary. No one is even all that excited to learn about it, nor is anyone that excited to teach me about it.” I think it’s safe to say that this is the general way kids these days think, or have thought, of their public education. John Taylor Gatto’s article from Harper’s magazine, How Public Education Cripples Our Kids, and Why articulates what a lot students, teachers, and my self, have felt toward the public education system. Personally, though, I think that the teachers need to be the ones to take responsibility and lead by example.
I agree 100% with Gatto when he says the main cause for this lack of enthusiasm is boredom. A teachers’ job is not only to present information in a manner that is easy for someone to understand, but to also be a leader and to set an example. If the teachers themselves aren’t interested in the information being delivered, then their pupils will likely mirror that attitude. It feels like, at a very early age, the objective of doing the homework and studying for tests is simply to get that good grade so you can move on to the next assignment or test. It’s a subconscious act, but once that test is out of the way, the student has very little interest in retaining that information. Because of this, it is no wonder that teachers indirectly become unenthused.
I have a perfect example of this lack of enthusiasm that took place even in my “college” career, no more than a year ago at the last community college I went to. It was even in a “creative” class of mine that was 2D design. I say “creative” because it is a class where we were not doing traditional analytic “left-brain” tasks, but creative “right-brain” tasks that essentially allowed one to come up with any sort of design as long as it fit the criteria. However, that got boring! And I think largely in part due to the teacher. She was very nice, friendly, and loved to talk but her assignments and the way she explained them were banal, to say the least. Along with 2D design she Drawing 1 and Drawing 2, but for this particular class, I think a combination of the material and the students reaction, or lack thereof to it, made her tell me, “if I only was allowed to teach this 2D design class, I would probably quit teaching.” Awesome! No, not really. She’s the teacher, leading us. She needed to take matters in to her own hands and think of more exciting ways to get the same lessons across. What’s worse is that I took a very similar class at a different community college a year before. We learned the same basic principles of design, positive/negative space, figure-ground, balance, contrast, symmetry, and asymmetry, etc., except the projects we worked on were much more interesting because the teacher was excited about them, which in turn made us students want to do them and want to be there.
The public education system is not exactly motivating for the student. I mean, it works in the sense that if you don’t follow through with it, the likelihood of your success in life, with regards to a career, is pretty bleak. In these cases, the teacher isn’t entirely to blame. There are thousands of very successful people and entrepreneurs that didn’t go through all twelve years of the public education system because they dropped out early or perhaps were home schooled. Some of them being people you learn about while in your first years of public education like Benjamin Franklin, Thomas Jefferson, Abraham Lincoln, and Mark Twain, to name a few. You learn about these people and their great achievements, but I certainly don’t recall learning that they didn’t go to school. Yes, they were educated, but on their own terms.
Everyone’s different. Therefore, everyone, to some extent, learns differently. Gatto questions if the rigid forced schooling regime of six classes a day, five days a week, nine months a year, for twelve years is really that necessary. I mean, it’s no wonder why so many don’t pursue college, or at least not right after they graduate. No one likes doing things they are forced to do, even if they agree with whatever it is. During high school I decided I wanted to go the community college route and then transfer to a university. I chose this particularly because of the fact that I was going to school on someone else’s schedule for twelve years of my life. Now that I’m in college, I’m more independent than ever and I get to learn about what I want, when I want.
Gatto states that Americans think “in this country to think of "success" as synonymous with, or at least dependent upon, "schooling," but historically that isn't true in either an intellectual or a financial sense. And plenty of people throughout the world today find a way to educate themselves without resorting to a system of compulsory secondary schools that all too often resemble prisons.” I agree with him full on. Take a look at musicians, artists, carpenters, software engineers, etc. some of the best ones were, without a doubt, self-taught. Either by trial and error, asking a peer, watching someone else do the task, or, if in the last decade or so, used the internet and it’s plethora of information to educate themselves on whatever it was that wasn’t boring to them. Look at Youtube alone. Next time you have a problem around the house or need any sort of “how-to” explanation and example, search for it on Youtube. Your chances of finding a video on exactly what you need to know are well in your favor. Otherwise there are web sites like Wikipedia or howstuffworks.com. Because of the advancements with the internet, it seems less and less that the confinements of the public education system is the way knowledge can be gained.
Don’t get me wrong, I’m not completely bashing on teachers and public education. I mean, if nothing else, they do help with disciplining your child and teaching them to interact with others their age. However, if this is how it is going to be, and if this is indeed because the government thinks is the “correct” way of going about it, then why the hell is public education in such a financial deficit that is only going further down the drain? If this Prussian/militaristic view of educating is what the government wants, wouldn’t you expect them to support it a little more? After all, these “mindless consumers” that says are the product of public education, are the future of the country.
Hey, public education, what are you doing with your life? I’ll tell you. You’re making it hard for everyone to enjoy you. You’re complicated, and you need to go on a time-out and seriously rethink your priorities. My self and John Taylor Gatto don’t exactly have a plan for what you should change in to, but a good place to start would be to get people excited about what you have to offer. Also, don’t be so strict. You’re not a prison, stop acting like one and stop treating your students like prisoners. Be more open to discussion, teamwork, and thought amongst your students and I think, overall, people will enjoy you more. Thanks.
Friday, December 18, 2009
Difficulty paper #4
Much like John Taylor Gatto, Denise Clarke Pope sees the schooling today as having problems. In fact, she thinks that they are pretty much doing the opposite of what they should be doing, with regards to what contemporary corporations are emphasizing. That is, schools are all about rigorous standards and testing, rather than focusing on creativity and teamwork. Like the other articles I’ve read about this subject, I would also have to agree with Pope’s stance. Pope says that kids these days think they have no leeway or margin for error, and that if they don’t do well on all this crazy testing, that they will have a shitty future. I don’t particularly agree with this, but I can only speak for my own experiences. I remember when in high school I was taking those PSAT classes on Saturdays in order to prepare for the big SAT. I didn’t like this idea, at all, and soon became fed up with it and comfortable with not taking them because I knew I wanted to go to community college first then transfer somewhere. Personally, I wasn’t really ready to have to decide where I wanted to go for my higher education so I didn’t think that taking the SAT’s were necessary, and turns out they weren’t. I don’t regret it one bit and never did I think I would end up flipping burgers for the rest of my life because of it.
The only other disagreement I had with Pope was when she talks about a school in New York City, “Central Park East” that implements this portfolio review:
“...after 10th grade each student has a graduate committee composed of a student's family member, an adult from the community chosen by the student, another student, and a community adviser, as well as a faculty member. Based on the student's specific interests and talents, an individualized study program is designed. In order to graduate, each student must prepare a portfolio to demonstrate knowledge and mastery of skills before the committee.”
During my senior year, my high school did the exact same thing. I’m pretty sure my brother even did it 4 years prior. Now, in theory, this is great. However, in practice, it sucks. No one liked doing it and every year students, and faculty, would dread it. I think the main reason being because it was kind of this random assignment that every student got out of nowhere, and it seemed like we had very little time to prepare for it. Also, since it was one of those “you have to do this in order to graduate” requirements, I remember the pressure being a little more intense than I had anticipated. In the end, getting “judged” ended up just being my graphic arts teacher (who was also my adviser for this whole thing and was obviously going to pass me since my project was about screen printing) and a sophomore girl. I did all this work and had all this stress over, what seemed like, a waste of everyone’s time. No one seemed enthusiastic about the whole portfolio process and it put too much pressure on kids who weren’t ready to handle something like that. In fact, there was already talk of the school getting rid of it over the next year or two. I'm not exactly sure if they ever followed through with that though.
The only other disagreement I had with Pope was when she talks about a school in New York City, “Central Park East” that implements this portfolio review:
“...after 10th grade each student has a graduate committee composed of a student's family member, an adult from the community chosen by the student, another student, and a community adviser, as well as a faculty member. Based on the student's specific interests and talents, an individualized study program is designed. In order to graduate, each student must prepare a portfolio to demonstrate knowledge and mastery of skills before the committee.”
During my senior year, my high school did the exact same thing. I’m pretty sure my brother even did it 4 years prior. Now, in theory, this is great. However, in practice, it sucks. No one liked doing it and every year students, and faculty, would dread it. I think the main reason being because it was kind of this random assignment that every student got out of nowhere, and it seemed like we had very little time to prepare for it. Also, since it was one of those “you have to do this in order to graduate” requirements, I remember the pressure being a little more intense than I had anticipated. In the end, getting “judged” ended up just being my graphic arts teacher (who was also my adviser for this whole thing and was obviously going to pass me since my project was about screen printing) and a sophomore girl. I did all this work and had all this stress over, what seemed like, a waste of everyone’s time. No one seemed enthusiastic about the whole portfolio process and it put too much pressure on kids who weren’t ready to handle something like that. In fact, there was already talk of the school getting rid of it over the next year or two. I'm not exactly sure if they ever followed through with that though.
Thursday, December 17, 2009
Difficulty paper #3
“Wow, that’s really discriminating.” That would be my initial reaction to Jean Anyon’s Social Class and the Hidden Curriculum of Work. In the article, she goes on to talk about working-class, middle-class, affluent professional, and executive elite schools. She gave them these titles based on the children’s parents’ income and occupation. The first difficulty, other than the vocabulary and style of wrting (it was geared toward professional educators) that you are warned about in the beginning, is the year this was conducted and written. 1980? That’s 29 years ago! Is this still valid? Granted, if it indeed is, then I really wouldn’t be all that surprised. However, if it is, and 29 years have passed, then why hasn’t anything drastic been done to improve these matters?
This thing is way long, and kind of depressing, especially reading the “working-class” school section. I like to believe my 5th grade experience was pretty well rounded. As far as it’s social class, I think it was “middle-class” but a lot of the things Anyon describes that was about the teachers shouting commands at the students just made me think about those types of teachers I had while going through my public education adventure. But she was so detailed that it painted a very real, if not exact duplicate, of situations I’ve faced. It bummed me out and made me not want to continue reading for fear of “oh no, what could possibly go on at the next school?”
I mainly had difficulty with this because of it’s length. But it helped that she was so thorough with her examples, I just think it was a little too much. Anyon, I get it, schools are worse for the poor and better for the wealthy. You provide ample examples for that. I did think it was rather interesting, and somewhat funny/ironic that the cases she studied were parallel to what Gatto had said about the children being bored with the subject matter. Like what she says about the “middle class” school that the majority of Americans fall in to, “There is little excitement in schoolwork for the children, and the assignments are perceived as having little to do with their interests and feelings.” Hello, public education? Yah, it’s me, Brian, we also had an identical relationship that these kids in the 80s had while I was under your wing a decade later, and I think it’s time you change things up a bit!
Every child should get the same type of public education opportunity, not just the rich. For all you know, some kid going to a “working-class” school may be some sort of savant that could come up with the cure to cancer, but instead is discriminated upon and expected to not do any better than his/her parents.
This thing is way long, and kind of depressing, especially reading the “working-class” school section. I like to believe my 5th grade experience was pretty well rounded. As far as it’s social class, I think it was “middle-class” but a lot of the things Anyon describes that was about the teachers shouting commands at the students just made me think about those types of teachers I had while going through my public education adventure. But she was so detailed that it painted a very real, if not exact duplicate, of situations I’ve faced. It bummed me out and made me not want to continue reading for fear of “oh no, what could possibly go on at the next school?”
I mainly had difficulty with this because of it’s length. But it helped that she was so thorough with her examples, I just think it was a little too much. Anyon, I get it, schools are worse for the poor and better for the wealthy. You provide ample examples for that. I did think it was rather interesting, and somewhat funny/ironic that the cases she studied were parallel to what Gatto had said about the children being bored with the subject matter. Like what she says about the “middle class” school that the majority of Americans fall in to, “There is little excitement in schoolwork for the children, and the assignments are perceived as having little to do with their interests and feelings.” Hello, public education? Yah, it’s me, Brian, we also had an identical relationship that these kids in the 80s had while I was under your wing a decade later, and I think it’s time you change things up a bit!
Every child should get the same type of public education opportunity, not just the rich. For all you know, some kid going to a “working-class” school may be some sort of savant that could come up with the cure to cancer, but instead is discriminated upon and expected to not do any better than his/her parents.
Difficulty paper #2
John Taylor Gatto’s article from Harper’s magazine titled, Against School: How public education cripples our kids, and why, does exactly that. It shows his view as to why he thinks the current public education system is not the best for children. To be honest I agree with him and have for as long as I can remember.
However, the difficulty I had from reading this article, aside from the random typos, name drops, and occasional words I had to look up, was not found until the second to last paragraph. In that, Gatto states, “Well-schooled kids have a low threshold for boredom; help your own to develop an inner life so that they'll never be bored.” Come on now, I think every child/student gets bored with the generic assignments that you get while in those first twelve years of your public education. Or, at least if they’re not bored, then they just are easily distracted and rather be doing something else. And what exactly does “well-schooled” even mean? Is that kids that do well in school? Or what exactly?
I do agree with Gatto when he says, “Urge them to take on the serious material, the grown-up material, in history, literature, philosophy, music, art, economics, theology - all the stuff schoolteachers know well enough to avoid.” However, I think that those subjects are “grown-up” for a reason (perhaps with an exception to music and art), because when you are a child/adolescent, some of those topics can be a little dense. But if the kid is ready for it or expresses an interest, then by all means, let them dive in as soon as they can.
This next statement he makes is what really grinded my gears, he suggests that you, “Challenge your kids with plenty of solitude so that they can learn to enjoy their own company, to conduct inner dialogues. Well-schooled people are conditioned to dread being alone, and they seek constant companionship through the TV, the computer, the cell phone, and through shallow friendships quickly acquired and quickly abandoned.” Although I am a believer of having “me” time, I do use my laptop and my phone often. Does this mean I am one of these “well-schooled” people? Because I don’t think I seek constant companionship through these things. In fact, if I could have it my way, I would choose to get rid of these things and just have my skateboard, my sketchbook, and a good novel and I’d be completely content. My only question for Gatto would then be, can I at least have my iPod?
However, the difficulty I had from reading this article, aside from the random typos, name drops, and occasional words I had to look up, was not found until the second to last paragraph. In that, Gatto states, “Well-schooled kids have a low threshold for boredom; help your own to develop an inner life so that they'll never be bored.” Come on now, I think every child/student gets bored with the generic assignments that you get while in those first twelve years of your public education. Or, at least if they’re not bored, then they just are easily distracted and rather be doing something else. And what exactly does “well-schooled” even mean? Is that kids that do well in school? Or what exactly?
I do agree with Gatto when he says, “Urge them to take on the serious material, the grown-up material, in history, literature, philosophy, music, art, economics, theology - all the stuff schoolteachers know well enough to avoid.” However, I think that those subjects are “grown-up” for a reason (perhaps with an exception to music and art), because when you are a child/adolescent, some of those topics can be a little dense. But if the kid is ready for it or expresses an interest, then by all means, let them dive in as soon as they can.
This next statement he makes is what really grinded my gears, he suggests that you, “Challenge your kids with plenty of solitude so that they can learn to enjoy their own company, to conduct inner dialogues. Well-schooled people are conditioned to dread being alone, and they seek constant companionship through the TV, the computer, the cell phone, and through shallow friendships quickly acquired and quickly abandoned.” Although I am a believer of having “me” time, I do use my laptop and my phone often. Does this mean I am one of these “well-schooled” people? Because I don’t think I seek constant companionship through these things. In fact, if I could have it my way, I would choose to get rid of these things and just have my skateboard, my sketchbook, and a good novel and I’d be completely content. My only question for Gatto would then be, can I at least have my iPod?
Monday, December 14, 2009
Guide to Writing final
“What the hell am I supposed to write about!?” More often than not, I think it’s safe to say that most student writers ask themselves this when they first get a writing assignment. Even for this very one I am doing now, I wasn’t entirely sure what I was going to write about. A “guide to writing” coming from a person who already has enough difficulty guiding themselves as they write doesn’t exactly seem like the best place to get advice. However, I was told long ago that once you are able to teach a subject, and have it make sense to the learner, then that is when you know you understand that particular subject. So, here goes nothing. This will forever (or at least for now) be my attempt to show some of the things I’ve learned and benefited from with regards to writing, be it for school or for anything else.
Don’t say “no.”
There are definitely some things that I would have loved to have had available to me growing up and having to write, what feels like, endless amounts of writing assignments. For starters, start writing something, anything; just get ideas down on the paper so you have something to work with. You never know when an idea or a word may trigger something in your brain that inspires you to write something that could be profound. I’ve also learned that it is very important to not limit your self with regards to what you are going to write. Part of starting and writing anything is the willingness to not put limits on your ideas. Don't say "no" to your self when you get an idea.
I actually first learned this idea of not limiting my ideas while in a graphic design class I had a couple years ago where I was sketching ideas for a poster, although, it can be applied to writing or anything that requires drafting. I had about seven different variations of the design and one of them I thought I was pleased with. As I was waiting for my professor to come check them out, I sketched one more, and sure enough, I liked it more than the rest of the sketches and so did the professor. The point is, the more options you give your self, or in this case, the more you write down, the more you have to look back on and possibly use. I cannot stress this part enough. I’ve found out that being pleased with my own work is the most difficult thing to do, no matter what it is I’m trying to accomplish; so having more options is never a bad thing. Occasionally, though, you have to just commit with what you have and continue on.
Manage your time.
Another very helpful tip is time management. Everyone procrastinates, especially college students, some people just pull it off better than others. Regardless, no one genuinely likes to work under pressure so give your self an ample amount of time to work on your ideas. For example, have you ever had the opportunity to say something clever and witty to someone, whether it’s verbal or in an email/over the internet? More often than not, this happens as a response, or a retort, to what someone else has just said to you. In that type of situation, you’re put on the spot and most likely say something jumbled and foolish, right? Then, minutes, hours, days, etc. later you think of something perfect to say but obviously can’t because it’s too late. Well, that stupid thing you tried to articulate (or didn’t, since you couldn’t think of something quick enough) is much like your first draft. It’s crappy, and you probably feel generally bummed because the other person is realizing you aren’t as smart as you look. However, had you been given ample time to gather your ideas and think of that witty thing to say, then you would have won the argument, or got the girl’s number, or made someone smile. Whatever the situation was, the extra time is what was needed, and so the same goes for writing assignments, you can only benefit from the extra time you work on a paper.
Converse.
So, you’re still reading this guide to writing, right? You’re probably thinking, “Yeah, I’m still reading, but only because I’m the professor grading it, or I’m in your family, or I’m your friend that you asked nicely to check it out to make sure it all made sense.” When really, you’re an aspiring scholar that should be thinking, “Oh, wowee! This guide to writing sure is helpful! I’m so glad I took the time to check it out, no matter what my relation to the author is because, at the very least, it’ll make me sound smarter during any future writing I’m going to need to do!!!” See what I did there? Believe it or not, just now, I had a conversation. Granted, it was a guess as to what you were thinking versus what you should be thinking, but my point is that I presented two sides. I discussed what you were thinking then backed it up with what you should be thinking in order to prove my point that this guide actually should benefit you, in some way or another.
This method of engaging in a conversation is known as the “they say/I say” technique. It comes from a book I wish I had known about at the beginning of my pursuit for a higher education. Gerald Graff, Cathy Birkenstein, and Russel Durst are the authors of the appropriately title The Moves That Matter in Academic Writing: They Say / I Say. In the first sentence of the preface, these authors tell you that, “Experienced instructors have long recognized that writing well means entering into conversation with others.” They are professors from the University of Illinois at Chicago as well as the University of Cincinnati, so I think it’s safe to say that they know what they are talking about.
What I’ve found to be most helpful about the book is the templates for entering a conversation within your writing. They help with situations that call for summarization, ways of responding, and introducing quotations, along with many other helpful writing techniques. For example, one of the templates goes like this:
In discussions of _______, a controversial issue is whether _______. While some argue that _______, others contend that _______.
This is not to say that _______.
He claims that _______, and I have mixed feelings about it. On on the one hand, I agree that _______. On the other hand, I still insist that _______.
X himself writes, “_______.”
X agrees when she writes, “_______.”
The book says that the templates “help students focus on the rhetorical patterns that are key to academic success but often pass under the classroom radar.” Makes sense, right? They are pretty simple, but you don’t always think of them when trying to focus your ideas and put them on paper. I see life as requiring balance with regards to everything; whether it’s work or play, you have to have both in order to make it interesting. The same goes for writing and presenting your ideas as well as others’ ideas.
Tell a story.
Think (don’t look!) back a couple of paragraphs when I talked about not saying “no” and limiting your thoughts and ideas. Of my eight or so sketches I came up with for my design class, which one did I, as well as my professor, like the best? ……………….youshouldbethinking……………….okay, stop. Now, think (don’t you dare look for this one either) back to the previous paragraph about “they say/I say.” Of the three helpful ways in which I mentioned how to enter into a conversation, can you name one?
Unless you have a photographic memory or a penchant for remembering templates, then you likely don’t remember didn’t get that last question right, yet nailed the first one. Why does this happen? In the first question, I asked you to remember a story. In the second question I asked you to recall a helpful fact. This is just how most minds work because stories are easier to remember. So, telling about your, or someone else’s, experiences in the form of a story will help you explain your ideas and help the reader understand them more clearly, not to mention remember them better.
Make it your own.
To me, this tip goes hand in hand with telling a story as well as using the “they say/I say” method as far as making your writing sound interesting. Perhaps it can’t, or shouldn’t, be used for every paper you write. But I think you’re smart enough to know when you can get away with spunking it up with some personality (i.e. depending on the topic of the paper, the type of professor and how good your relationship with he/she is etc. I’ll touch on that soon). Everyone, or at least every student, knows how boring most academic texts can be. SUCH a snoozefest. Try and make it your own so that you can sound interested and enthusiastic about the topic, though. This guide to writing alone should be a fine example of me doing exactly that!
Know your audience.
Let’s face it, not everyone is going to be interested in what you have to say, no matter how profound you think your ideas may be. Along with making the writing your own, it is very important that you gear it towards an intended audience. For example, this guide is meant to be for any incoming college freshman. So what I tried to do is make the dialogue seem more personal and friendly, as if I am one of your Facebook friends sharing advice on what I know has worked for me. I don’t think I’m alone when I say that writing in a colloquial manner is much less intimidating than that of a prestigious textbook. It is also, more often than not, much easier to grasp the points being to conveyed because I’m really just one of your peers that is trying to help you out.
Get a second opinion.
It is never a bad thing to ask someone look over your work for a second opinion on what you’re writing, or any project for that matter. No one is perfect, so don’t feel ashamed to ask a family member, a peer, or even better, the professor to look over what you have before it is due. I’ve learned that even if you have the smallest amount of work done, having someone else come in and give his or her opinion on it can make a world of a difference. Just because it makes sense to you, doesn’t mean it will make sense to everyone else. Often, but not always, this may just mean you should simplify and explain your thoughts.
So there you have it. I hope these tips become useful in your future as a term paper extraordinaire. Don’t say “no” to your ideas. Give your self enough time to work them out so they make sense and have some flow. Engage in a conversation within your writing by using the “they say/I say” technique. Tell a story, if you can, so that the writing becomes your own. Make sure to pay attention to who is meant to be reading your writing as apposed to who is going to be reading it. Finally, don’t be afraid to ask for help! Now, stop reading this and go figure out what you are supposed to write about.
Don’t say “no.”
There are definitely some things that I would have loved to have had available to me growing up and having to write, what feels like, endless amounts of writing assignments. For starters, start writing something, anything; just get ideas down on the paper so you have something to work with. You never know when an idea or a word may trigger something in your brain that inspires you to write something that could be profound. I’ve also learned that it is very important to not limit your self with regards to what you are going to write. Part of starting and writing anything is the willingness to not put limits on your ideas. Don't say "no" to your self when you get an idea.
I actually first learned this idea of not limiting my ideas while in a graphic design class I had a couple years ago where I was sketching ideas for a poster, although, it can be applied to writing or anything that requires drafting. I had about seven different variations of the design and one of them I thought I was pleased with. As I was waiting for my professor to come check them out, I sketched one more, and sure enough, I liked it more than the rest of the sketches and so did the professor. The point is, the more options you give your self, or in this case, the more you write down, the more you have to look back on and possibly use. I cannot stress this part enough. I’ve found out that being pleased with my own work is the most difficult thing to do, no matter what it is I’m trying to accomplish; so having more options is never a bad thing. Occasionally, though, you have to just commit with what you have and continue on.
Manage your time.
Another very helpful tip is time management. Everyone procrastinates, especially college students, some people just pull it off better than others. Regardless, no one genuinely likes to work under pressure so give your self an ample amount of time to work on your ideas. For example, have you ever had the opportunity to say something clever and witty to someone, whether it’s verbal or in an email/over the internet? More often than not, this happens as a response, or a retort, to what someone else has just said to you. In that type of situation, you’re put on the spot and most likely say something jumbled and foolish, right? Then, minutes, hours, days, etc. later you think of something perfect to say but obviously can’t because it’s too late. Well, that stupid thing you tried to articulate (or didn’t, since you couldn’t think of something quick enough) is much like your first draft. It’s crappy, and you probably feel generally bummed because the other person is realizing you aren’t as smart as you look. However, had you been given ample time to gather your ideas and think of that witty thing to say, then you would have won the argument, or got the girl’s number, or made someone smile. Whatever the situation was, the extra time is what was needed, and so the same goes for writing assignments, you can only benefit from the extra time you work on a paper.
Converse.
So, you’re still reading this guide to writing, right? You’re probably thinking, “Yeah, I’m still reading, but only because I’m the professor grading it, or I’m in your family, or I’m your friend that you asked nicely to check it out to make sure it all made sense.” When really, you’re an aspiring scholar that should be thinking, “Oh, wowee! This guide to writing sure is helpful! I’m so glad I took the time to check it out, no matter what my relation to the author is because, at the very least, it’ll make me sound smarter during any future writing I’m going to need to do!!!” See what I did there? Believe it or not, just now, I had a conversation. Granted, it was a guess as to what you were thinking versus what you should be thinking, but my point is that I presented two sides. I discussed what you were thinking then backed it up with what you should be thinking in order to prove my point that this guide actually should benefit you, in some way or another.
This method of engaging in a conversation is known as the “they say/I say” technique. It comes from a book I wish I had known about at the beginning of my pursuit for a higher education. Gerald Graff, Cathy Birkenstein, and Russel Durst are the authors of the appropriately title The Moves That Matter in Academic Writing: They Say / I Say. In the first sentence of the preface, these authors tell you that, “Experienced instructors have long recognized that writing well means entering into conversation with others.” They are professors from the University of Illinois at Chicago as well as the University of Cincinnati, so I think it’s safe to say that they know what they are talking about.
What I’ve found to be most helpful about the book is the templates for entering a conversation within your writing. They help with situations that call for summarization, ways of responding, and introducing quotations, along with many other helpful writing techniques. For example, one of the templates goes like this:
In discussions of _______, a controversial issue is whether _______. While some argue that _______, others contend that _______.
This is not to say that _______.
He claims that _______, and I have mixed feelings about it. On on the one hand, I agree that _______. On the other hand, I still insist that _______.
X himself writes, “_______.”
X agrees when she writes, “_______.”
The book says that the templates “help students focus on the rhetorical patterns that are key to academic success but often pass under the classroom radar.” Makes sense, right? They are pretty simple, but you don’t always think of them when trying to focus your ideas and put them on paper. I see life as requiring balance with regards to everything; whether it’s work or play, you have to have both in order to make it interesting. The same goes for writing and presenting your ideas as well as others’ ideas.
Tell a story.
Think (don’t look!) back a couple of paragraphs when I talked about not saying “no” and limiting your thoughts and ideas. Of my eight or so sketches I came up with for my design class, which one did I, as well as my professor, like the best? ……………….youshouldbethinking……………….okay, stop. Now, think (don’t you dare look for this one either) back to the previous paragraph about “they say/I say.” Of the three helpful ways in which I mentioned how to enter into a conversation, can you name one?
Unless you have a photographic memory or a penchant for remembering templates, then you likely don’t remember didn’t get that last question right, yet nailed the first one. Why does this happen? In the first question, I asked you to remember a story. In the second question I asked you to recall a helpful fact. This is just how most minds work because stories are easier to remember. So, telling about your, or someone else’s, experiences in the form of a story will help you explain your ideas and help the reader understand them more clearly, not to mention remember them better.
Make it your own.
To me, this tip goes hand in hand with telling a story as well as using the “they say/I say” method as far as making your writing sound interesting. Perhaps it can’t, or shouldn’t, be used for every paper you write. But I think you’re smart enough to know when you can get away with spunking it up with some personality (i.e. depending on the topic of the paper, the type of professor and how good your relationship with he/she is etc. I’ll touch on that soon). Everyone, or at least every student, knows how boring most academic texts can be. SUCH a snoozefest. Try and make it your own so that you can sound interested and enthusiastic about the topic, though. This guide to writing alone should be a fine example of me doing exactly that!
Know your audience.
Let’s face it, not everyone is going to be interested in what you have to say, no matter how profound you think your ideas may be. Along with making the writing your own, it is very important that you gear it towards an intended audience. For example, this guide is meant to be for any incoming college freshman. So what I tried to do is make the dialogue seem more personal and friendly, as if I am one of your Facebook friends sharing advice on what I know has worked for me. I don’t think I’m alone when I say that writing in a colloquial manner is much less intimidating than that of a prestigious textbook. It is also, more often than not, much easier to grasp the points being to conveyed because I’m really just one of your peers that is trying to help you out.
Get a second opinion.
It is never a bad thing to ask someone look over your work for a second opinion on what you’re writing, or any project for that matter. No one is perfect, so don’t feel ashamed to ask a family member, a peer, or even better, the professor to look over what you have before it is due. I’ve learned that even if you have the smallest amount of work done, having someone else come in and give his or her opinion on it can make a world of a difference. Just because it makes sense to you, doesn’t mean it will make sense to everyone else. Often, but not always, this may just mean you should simplify and explain your thoughts.
So there you have it. I hope these tips become useful in your future as a term paper extraordinaire. Don’t say “no” to your ideas. Give your self enough time to work them out so they make sense and have some flow. Engage in a conversation within your writing by using the “they say/I say” technique. Tell a story, if you can, so that the writing becomes your own. Make sure to pay attention to who is meant to be reading your writing as apposed to who is going to be reading it. Finally, don’t be afraid to ask for help! Now, stop reading this and go figure out what you are supposed to write about.
Monday, December 7, 2009
Guide to Writing draft #1
“What the hell am I supposed to write about!?” More often than not, I think it’s safe to say that most student writers ask themselves this when they first get a writing assignment. Even for this very one I am doing now, I wasn’t entirely sure what I was going to write about. A “guide to writing” coming from a person who already has enough difficulty guiding themselves as they write doesn’t exactly seem like the best place to get advice. However, I was told long ago that once you are able to teach a subject, and have it make sense to the learner, then that is when you know you understand that particular subject. So, here goes nothing. This will forever (or at least for now) be my attempt to show some of the things I’ve learned and benefited from with regards to writing, be it for school or for anything else.
There are definitely some things that I would have loved to have had available to me growing up and having to write, what feels like, endless amounts of writing assignments. For starters, start writing something, anything, just get ideas down on the paper so you have something to work with. You never know when an idea or a word may trigger something in your brain that inspires you to write something that could be profound. Although, I’ve also learned that it is very important to not limit your self with regards to what you are going to write. Part of starting and writing and anything is the willingness to not put limits on your ideas. Don't say "no" to your self when you get an idea. The more you write down, the more you have to look back on and possibly use in a different part of your writing. I cannot stress this part enough, but perhaps that’s just because I find that pleasing my self is the most difficult thing to do. Some times, though, you have to just commit with what you have and continue on.
Another very helpful tip is time management. Everyone procrastinates, especially college students, some people just pull it off better than others. Regardless, no one genuinely likes to work under pressure so give your self ample time to work on your ideas. For example, have you ever had the opportunity to say something clever and witty to someone? More often than not, this happens as a response, or a retort, to what someone else has just said to you. In that type of situation, you’re put on the spot and most likely say something jumbled and foolish, right? Then, minutes, hours, days, etc. later you think of something perfect to say but obviously can’t because it’s too late. Well, that stupid thing you tried to articulate (or didn’t, since you couldn’t think of something quick enough) is much like your first draft. It’s crappy, and you probably feel generally bummed because the other person is realizing you aren’t as smart as you look. However, had you been given ample time to gather your ideas and think of that witty thing to say, then you would have won the argument, or got the girl’s number, or made someone smile. Whatever the situation was, the extra time is what was needed, and so the same goes for writing assignments, you can only benefit from the extra time you work on a paper.
Engage in a conversation within the writing. Use the “They Say/I Say” method to make your writing more of an interesting read.
Tell a story. People always remember stories better than facts.
Try and make it your own so that you can sound interested/enthusiastic about the topic.
Have other people read it so that your ideas make sense, if needed, simplify/explain your ideas.
Keep your audience in mind while writing.
...further expansion on those last five or so topics as well as throwing in more examples still needs to be done.
There are definitely some things that I would have loved to have had available to me growing up and having to write, what feels like, endless amounts of writing assignments. For starters, start writing something, anything, just get ideas down on the paper so you have something to work with. You never know when an idea or a word may trigger something in your brain that inspires you to write something that could be profound. Although, I’ve also learned that it is very important to not limit your self with regards to what you are going to write. Part of starting and writing and anything is the willingness to not put limits on your ideas. Don't say "no" to your self when you get an idea. The more you write down, the more you have to look back on and possibly use in a different part of your writing. I cannot stress this part enough, but perhaps that’s just because I find that pleasing my self is the most difficult thing to do. Some times, though, you have to just commit with what you have and continue on.
Another very helpful tip is time management. Everyone procrastinates, especially college students, some people just pull it off better than others. Regardless, no one genuinely likes to work under pressure so give your self ample time to work on your ideas. For example, have you ever had the opportunity to say something clever and witty to someone? More often than not, this happens as a response, or a retort, to what someone else has just said to you. In that type of situation, you’re put on the spot and most likely say something jumbled and foolish, right? Then, minutes, hours, days, etc. later you think of something perfect to say but obviously can’t because it’s too late. Well, that stupid thing you tried to articulate (or didn’t, since you couldn’t think of something quick enough) is much like your first draft. It’s crappy, and you probably feel generally bummed because the other person is realizing you aren’t as smart as you look. However, had you been given ample time to gather your ideas and think of that witty thing to say, then you would have won the argument, or got the girl’s number, or made someone smile. Whatever the situation was, the extra time is what was needed, and so the same goes for writing assignments, you can only benefit from the extra time you work on a paper.
Engage in a conversation within the writing. Use the “They Say/I Say” method to make your writing more of an interesting read.
Tell a story. People always remember stories better than facts.
Try and make it your own so that you can sound interested/enthusiastic about the topic.
Have other people read it so that your ideas make sense, if needed, simplify/explain your ideas.
Keep your audience in mind while writing.
...further expansion on those last five or so topics as well as throwing in more examples still needs to be done.
Monday, November 9, 2009
Final Assignment: Guide To Writing brainstorm
There are a few things in a Guide that I create for other students that I kind of wish I had available to me, that I have learned during my time as a student, or that perhaps info/advice/tips that have worked for me.
START writing something, anything, just get ideas down on the paper so you have something to work with.
Don't say "no" to your self when you get an idea. The more you write down, the more you have to look back on and possibly use in a different part of your writing.
Give your self ample time.
Engage in a conversation within the writing.
Tell a story. People always remember stories better than facts.
Try and make it your own so that you can sound interested/enthusiastic about the topic.
Have other people read it so that your ideas make sense, if needed, simplify/explain your ideas.
Keep your audience in mind while writing.
START writing something, anything, just get ideas down on the paper so you have something to work with.
Don't say "no" to your self when you get an idea. The more you write down, the more you have to look back on and possibly use in a different part of your writing.
Give your self ample time.
Engage in a conversation within the writing.
Tell a story. People always remember stories better than facts.
Try and make it your own so that you can sound interested/enthusiastic about the topic.
Have other people read it so that your ideas make sense, if needed, simplify/explain your ideas.
Keep your audience in mind while writing.
Subscribe to:
Comments (Atom)
