Kathaleen White (Katie) Exploration One
English 102.048 PoWeR Mini-Unit 3
Instructor: Melissa Keith
During my research I spent time in classrooms observing the instructor and students. I listened to the students’ conversations and body language. Many were so overwhelmed with the amount of homework that they no longer were retaining ANY knowledge in lecture. I wonder, where did the idea of homework arise? Have any studies been done regarding whether it’s beneficial or not? What is the reasoning behind homework? Does it help to increase knowledge or just provide more class time that the teacher doesn’t need to supervise? Is there a specific age or time that homework is beneficial or harmful? Is there an amount of time spent on homework that helps or hinders? How does homework affect students emotionally or physically?
Merit pay is one of the hot topics right now in the educational world. Where did the idea of this start? Do they take into account demographics, socio-economics, or individual student background? What if a teacher has a room full of students in the second grade that begin the year at first semester KG level. She is able to work with them and helps them to achieve first semester 1st level? Is that teacher’s pay negatively impacted although she DID her job? Is merit pay based solely on standardized test scores?
Standardized Testing: who the heck is considered the AVERAGE/MEAN group? Are tests unfair to students from different backgrounds because the questions aren’t asked regarding things that they are familiar with? How are these tests devised? Who gets to choose the average student base? Who interprets scores? Why is that in an “advanced society” we still ignore the things that history teaches us? Cookie cutter students don’t help a nation to prosper. Innovation brought through hands on learning creates great nations. Why does progressive education of the 21st Century reflect the 1880’s?
Question, question, question. I have thousands of them, but for ones that I have a strong opinion seem to be ones to focus an argumentive essay on.
Wednesday, April 8, 2009
Saturday, April 4, 2009
unit 3 exploration 1
In my research I found all I needed on how international students benefit the country they live in and the one they go to. What I left out was the possible negatives of going to a new countries. This argumentative research paper needs to breath as much of positiveness as negativeness to prove I’m not bias. So I will learn more there.
A few questions I came to ask were:
1.Are countries more into spreading their culture to other countries or more into diversity? I have found here that both are equal. In many different eras yes there might have been a time where they just wanted to show off their culture but for now they’re more into diversity. Perhaps it’s only due to the fact that laws require them to have lots of diversity in college.
What interests me is that I find in personal life that our country only cares about showing off how great we are. I remember one day when Bush was president he went to Russia and told them to copy our ideals. Russia shut him up by telling him we have issues ourselves.
2.Do international students miss their families and native cultures when they travel to other countries? I’ve mostly found a no as the answer to this question. Many Asians feel it is appropriate for them to leave their families and explore a new life. Others just feel it’s necessary for them to learn survival.
What interests me is that I would not miss my family but I would continue to think about them. What’s funny is that I always forget what they look like when I travel away from them.
3.Most of the information I found is on engineering. Is that the only field they are interested in? No. In one source I found that most are into seismology as well. After listening to a brief conversation in the campus id office I found several came just to Boise State to learn more on respiratory care.
What interests me is how devoted they are to one topic that they would travel to another country to learn it. They are leaving not only their family but cultures they’ve grown up in.
All of these questions can really only be answered by interviews and observations. As you can see by my responses these questions came from observation.
A few questions I came to ask were:
1.Are countries more into spreading their culture to other countries or more into diversity? I have found here that both are equal. In many different eras yes there might have been a time where they just wanted to show off their culture but for now they’re more into diversity. Perhaps it’s only due to the fact that laws require them to have lots of diversity in college.
What interests me is that I find in personal life that our country only cares about showing off how great we are. I remember one day when Bush was president he went to Russia and told them to copy our ideals. Russia shut him up by telling him we have issues ourselves.
2.Do international students miss their families and native cultures when they travel to other countries? I’ve mostly found a no as the answer to this question. Many Asians feel it is appropriate for them to leave their families and explore a new life. Others just feel it’s necessary for them to learn survival.
What interests me is that I would not miss my family but I would continue to think about them. What’s funny is that I always forget what they look like when I travel away from them.
3.Most of the information I found is on engineering. Is that the only field they are interested in? No. In one source I found that most are into seismology as well. After listening to a brief conversation in the campus id office I found several came just to Boise State to learn more on respiratory care.
What interests me is how devoted they are to one topic that they would travel to another country to learn it. They are leaving not only their family but cultures they’ve grown up in.
All of these questions can really only be answered by interviews and observations. As you can see by my responses these questions came from observation.
Wednesday, April 1, 2009
educated mind response
Much of the evidence that was presented showing what works in which areas and why different types of teaching and programs work, was interesting and piqued my curiousity. However, some of the evidence presented seemed to be to the point of discrediting the opinions and viewpiont of the people/communities that adminster them.
4. The section headings direct the reader towards a certain destination: That bilingual education is necessary. No room for doubt is left with the title headings. They are a very step by step initiation to the topic and actaully very concise headings if you want to find out specific information from the article.
4. The section headings direct the reader towards a certain destination: That bilingual education is necessary. No room for doubt is left with the title headings. They are a very step by step initiation to the topic and actaully very concise headings if you want to find out specific information from the article.
Head start response
In Head Start, I believe that the summary (What needs to be done?) was especially hard hitting given the facts and statistics reported in Current government involvement forward. At first I believed that the essay was kind of boring due to it's very factual nature and the research supported multiple sides of the issue. It seemed like the writer was undecided. However, when the essay was summarized, the point was driven home: "Privileged children should be the only ones to go to preschool...", "Given these numerous statistics that show the government could end uip making money and benefit society if they fully funded head start...Why is Head Start not already fully funded?"
I think that the essay could have benefited from some more personality when delivering the facts to keep it from losing me as a reader. It seemed to be too long in its present form but with some wit, I would have been engaged from beginning to end, instead of just having a mild revelation at the end of the essay.
I think that the essay could have benefited from some more personality when delivering the facts to keep it from losing me as a reader. It seemed to be too long in its present form but with some wit, I would have been engaged from beginning to end, instead of just having a mild revelation at the end of the essay.
Saturday, March 21, 2009
pg 329 question 1
The powerful points of the draft were as usual the personal experience.The description of Joey, though brief, caught my attention immediately.Then, as the draft progressed, the research was adequate to keep my attention.
p. 284 Questions 3 and 4
3.This essay presents a multitude of evidence beginning with a personal experience and then more heavy data. It covers the history of the bilingual program as well as successful programs in the Manhattan area.The most persusasive evidence I found was the personal experience.I really felt for Maria. The other data was somewhat boring and degrading. Though it was useful it didn't catch my attention.
4.The subject headings are useful in that they inform the reader what type of evidence is being described. The second tells us its research about the history of bilingual education. Then the following section head informs us the writer will describe the types of ESL program s available.
4.The subject headings are useful in that they inform the reader what type of evidence is being described. The second tells us its research about the history of bilingual education. Then the following section head informs us the writer will describe the types of ESL program s available.
Thursday, March 19, 2009
Argumentative Essay Response
Pursuing an Educated Mind:
3. She began with a personal annotation of a childhood observation. She moved into different programs available. Then she named specific components and at long last stated that she felt Manhattan implementing a bilingual program to give these students fair and equal education.
4. Her headings serve as an outline to organize her thoughts.
Who deserve a Head Start?
1. I don't care for the "Educated Mind's" organization. I feel like it is a rough draft that needs fleshed out. She seems to have used the outline and filled in answers. The Headstart piece also began with a annotation but then it went into the argument. Collins uses a chart on page 323 to emphasize the point. The headings in Collins' essay emphasize points.
3. She began with a personal annotation of a childhood observation. She moved into different programs available. Then she named specific components and at long last stated that she felt Manhattan implementing a bilingual program to give these students fair and equal education.
4. Her headings serve as an outline to organize her thoughts.
Who deserve a Head Start?
1. I don't care for the "Educated Mind's" organization. I feel like it is a rough draft that needs fleshed out. She seems to have used the outline and filled in answers. The Headstart piece also began with a annotation but then it went into the argument. Collins uses a chart on page 323 to emphasize the point. The headings in Collins' essay emphasize points.
Wednesday, March 18, 2009
Who Deserves a Head Start
Question 1. On page 323 where the writer uses a chart to back up her information in Who Deserves a Head Start, is very effective and it can also be noted that the writer used many reliable sources such as government articles and writings. This shows that they did a large amount of research and it is reliable. In "Pursuing an Educated Mind" the writer used reliable sources for the topic like when she cited "History of Bilingual Education" the evidence was effective because just in the name of the source I knew it would be a reliable source for the topic.
Question 1. On page 323 where the writer uses a chart to back up her information in Who Deserves a Head Start, is very effective and it can also be noted that the writer used many reliable sources such as government articles and writings. This shows that they did a large amount of research and it is reliable. In "Pursuing an Educated Mind" the writer used reliable sources for the topic like when she cited "History of Bilingual Education" the evidence was effective because just in the name of the source I knew it would be a reliable source for the topic.
Pursuing and Educated Mind
Quesiton 3. The evidence in this essay was alot on personal experience and ideas but the writer did back up her opinions and statements with book research from reliable sources. I thought the personal experience brought al ittle emotion to the paper which was good, however the writer was experiencing this from afar and did not personally deal with the effects of ESL programs nor did she ever state what the girl thought about the ESL program so the book research as evidence holds stronger for an argumentative paper.
\Question 4. The section headings divide the paper up for the reader and i think the purpose it serves is to have a better organized paper and also if the reader wants to skim and find the exact information they can read the section headings and skip right to it.
Quesiton 3. The evidence in this essay was alot on personal experience and ideas but the writer did back up her opinions and statements with book research from reliable sources. I thought the personal experience brought al ittle emotion to the paper which was good, however the writer was experiencing this from afar and did not personally deal with the effects of ESL programs nor did she ever state what the girl thought about the ESL program so the book research as evidence holds stronger for an argumentative paper.
\Question 4. The section headings divide the paper up for the reader and i think the purpose it serves is to have a better organized paper and also if the reader wants to skim and find the exact information they can read the section headings and skip right to it.
when doing my research for the analysis paper, the biggest question that intrigued me personally was the fact that once members in ROTC graduate they are automatically commisioned officers, most with no actual experience in the army. I briefly talked about it in my essay and just stated me curiosity as to why there would not be experience as well as ROTC training to become an officer who is going to possibly lead soldiers into war one day. I would like to know how enlisted soldiers feel about this as well as ROTC members and cadre. I wonder if the officer would be as well respected as an officer who had been previously enlisted then later chose to go to school to become an officer. I think the best research to me would be interviews because the main thing I am interested in is how the army feels about it but I also will get a great deal of information from books and articles. The other question that interested me about ROTC was how the army felt about academies versus ROTC programs at a civilian college. While I was researching the last paper I read about how the army did not like the idea of an ROTC program in the beginning years of ROTC. college campus's were supportive of this program at first but eventually though differently about it, as read in Michael Nieberg's ROTC: Making Citizen Soldiers. Basically my interests for the argumentative essay is about the controversies that have ROTC has encountered and how the members of the army community and ROTC community feel about it.
Sunday, March 8, 2009
Being educated about edcuating
Exploration Two:
Each question that I uncover an answer raises a different perspective and more questions. It remains true that English Educators are a difficult lot to pin down. I did have the opportunity to watch them at a workshop though! My observation that they range from Gypsies to Stuffed Suits remains the same. What surprised me was how cliquish they are.
It was a formal luncheon and everyone was kept firmly in their place. Each round table was covered in white table cloths, with generic centerpieces. The lines were proverbially drawn in the sand. It reminded me a lot of high school where the classes compete against one another in pep-rallies. Although they were more restrained then that; the tension was palpable. They were work shopping a new program that allows students to collaborate on pieces from the comfort of their own domiciles. It works on the web BUT has severe limitations and issues. I had to giggle because the whole workshop was about technology and the group was incredibly impaired! The room was not cooperating and they couldn’t get on-line. The instructor was a TECH Communications instructor that made a joke about it was a great job because she didn’t have to admit to being English major. WHY?
I’ve also heard guest lecturers in Dr. Payne’s class make disparaging remarks about being English Majors. Why? What is the shame in it? I don’t understand. English is the axis in which every other part of our society turns. Without a common language or the ability to break down other language hierarchies nothing works. Text books, user manuals, Medical Documentation, poems, novels, newspapers... Heck! Even movie screen plays have origins in English. Why then do they make those remarks?
I’ve also unburied a cool truth. There are a growing number of truly gifted English Educators out there. The disgruntled educators that felt safe in tenured positions—are discovering they aren’t. School Districts test scores, and Parents are demanding the best for their buck. It gives me hope that this trend of cookie cutter education is going to be reigned back in.
I am still searching for answers to successful teacher’s personal philosophies and practices. I am excited to be digging and searching.
Each question that I uncover an answer raises a different perspective and more questions. It remains true that English Educators are a difficult lot to pin down. I did have the opportunity to watch them at a workshop though! My observation that they range from Gypsies to Stuffed Suits remains the same. What surprised me was how cliquish they are.
It was a formal luncheon and everyone was kept firmly in their place. Each round table was covered in white table cloths, with generic centerpieces. The lines were proverbially drawn in the sand. It reminded me a lot of high school where the classes compete against one another in pep-rallies. Although they were more restrained then that; the tension was palpable. They were work shopping a new program that allows students to collaborate on pieces from the comfort of their own domiciles. It works on the web BUT has severe limitations and issues. I had to giggle because the whole workshop was about technology and the group was incredibly impaired! The room was not cooperating and they couldn’t get on-line. The instructor was a TECH Communications instructor that made a joke about it was a great job because she didn’t have to admit to being English major. WHY?
I’ve also heard guest lecturers in Dr. Payne’s class make disparaging remarks about being English Majors. Why? What is the shame in it? I don’t understand. English is the axis in which every other part of our society turns. Without a common language or the ability to break down other language hierarchies nothing works. Text books, user manuals, Medical Documentation, poems, novels, newspapers... Heck! Even movie screen plays have origins in English. Why then do they make those remarks?
I’ve also unburied a cool truth. There are a growing number of truly gifted English Educators out there. The disgruntled educators that felt safe in tenured positions—are discovering they aren’t. School Districts test scores, and Parents are demanding the best for their buck. It gives me hope that this trend of cookie cutter education is going to be reigned back in.
I am still searching for answers to successful teacher’s personal philosophies and practices. I am excited to be digging and searching.
Monday, March 2, 2009
This week for my research I searched in the library online for books using the keyword ROTC and I found a book by Michael S. Neiberg, Making Citizen Soldiers:ROTC and the Ideology of American Military. After finding that book I searched for books about citizens and the army and I found a book by Martin Berkeley Hickman, The Military and American Society. I thought both of these looked like interesting and legit sources for my community.
exploration 2
There’s really not much I can add to my exploration 2 but more Eliot and Abdus. On February 24 I observed Eliot in senate yet again.
At the start of every senate meeting the person leading the meeting will ask if anyone has any changes they’d like to make to the minutes, or last meeting’s notes. Eliot stuck his hand out to add a change.It takes more guts than usual to stick your hand out in senate.His extended hand symbolized the gaining of power.This power was increased when he announced that they had someone there for gallery comments. He motioned for a guy to get up and speak to the senate.Senate seems to take a lot out of him, especially when Michael Reed talks. At one moment in Reeds’s conversation Eliot looked a little bored.
After asking Reed a question about the Student Hearing Board he seems to regret it. I thought I heard a sigh intermingled in there.
Another instance in the meeting Eliot announced that he had met with IPO the other day. He explained all the details of his mission. Then Michael Reed shut him down, telling him IPO doesn’t work with Student Fee Hearing Board.
Then the meeting turned into a spring of fun.Most senate members had no clue there was a Pokemon League. After the Pokemon vice president mentioned Pokemon members Eliot raised his hand ecstatically, indicating that he was a member of the club.
Reed starts up his speal that virtual representation works. The others agreed with him. Eliot nods his head politely, but you can tell he doesn’t agree.
Later, in condescending manner, Eliot is told that his open business comments should have been addressed at the last meeting. Instead of freaking out like most people he said “Thank you for your comment.”
At a senate meeting on Feb. 26 Eliot picks up all the voting slips like an agreeable slave. Everyone ignores him as he picks theirs up.
Enough of Eliot. Now to Abdus. The second time I observed him was in yet another book club meeting. I had changed the location of the meeting place. He was confused where to go. He ran up to me and I helped him out. When I study him at first I always think his intelligence is smaller due to his accent. That thought quickly fades away. Abdus was the one that got the book we’re reading before everyone else. He even gave us an idea of a speaker for an event. Also, Abdus singlehandedly tried to contact the speaker. He said he searched everywhere online.What’s great about book club is everyone responds kindly to him. Everyone is polite.
That’s what I noticed the most about international students: They are always polite no matter what. I have never seen one angry.
I have the following questions to ask Eliot:
1.Does it take much energy to stick out your hand in senate?
2.Do any of the senators annoy you? How so?
3.What organizations are you a part of? Why did you choose them?
One statement question for Abdus:
1.Please describe the time you got a negative reaction from someone due to your accent.
What interests me the most about this group is that there are what you might call factions within the community. There are Koreans, Japanese, French, Italian. All types of groups within them. The only thing they have in common is that they can speak English fairly well and that they are international students.
They are so brave, honest, and trustworthy. They left their families to come to a country most know nothing about. Whenever someone asks them a question they answer it immediately without lies attached. If someone asks them to watch their bags they will do so.
At the start of every senate meeting the person leading the meeting will ask if anyone has any changes they’d like to make to the minutes, or last meeting’s notes. Eliot stuck his hand out to add a change.It takes more guts than usual to stick your hand out in senate.His extended hand symbolized the gaining of power.This power was increased when he announced that they had someone there for gallery comments. He motioned for a guy to get up and speak to the senate.Senate seems to take a lot out of him, especially when Michael Reed talks. At one moment in Reeds’s conversation Eliot looked a little bored.
After asking Reed a question about the Student Hearing Board he seems to regret it. I thought I heard a sigh intermingled in there.
Another instance in the meeting Eliot announced that he had met with IPO the other day. He explained all the details of his mission. Then Michael Reed shut him down, telling him IPO doesn’t work with Student Fee Hearing Board.
Then the meeting turned into a spring of fun.Most senate members had no clue there was a Pokemon League. After the Pokemon vice president mentioned Pokemon members Eliot raised his hand ecstatically, indicating that he was a member of the club.
Reed starts up his speal that virtual representation works. The others agreed with him. Eliot nods his head politely, but you can tell he doesn’t agree.
Later, in condescending manner, Eliot is told that his open business comments should have been addressed at the last meeting. Instead of freaking out like most people he said “Thank you for your comment.”
At a senate meeting on Feb. 26 Eliot picks up all the voting slips like an agreeable slave. Everyone ignores him as he picks theirs up.
Enough of Eliot. Now to Abdus. The second time I observed him was in yet another book club meeting. I had changed the location of the meeting place. He was confused where to go. He ran up to me and I helped him out. When I study him at first I always think his intelligence is smaller due to his accent. That thought quickly fades away. Abdus was the one that got the book we’re reading before everyone else. He even gave us an idea of a speaker for an event. Also, Abdus singlehandedly tried to contact the speaker. He said he searched everywhere online.What’s great about book club is everyone responds kindly to him. Everyone is polite.
That’s what I noticed the most about international students: They are always polite no matter what. I have never seen one angry.
I have the following questions to ask Eliot:
1.Does it take much energy to stick out your hand in senate?
2.Do any of the senators annoy you? How so?
3.What organizations are you a part of? Why did you choose them?
One statement question for Abdus:
1.Please describe the time you got a negative reaction from someone due to your accent.
What interests me the most about this group is that there are what you might call factions within the community. There are Koreans, Japanese, French, Italian. All types of groups within them. The only thing they have in common is that they can speak English fairly well and that they are international students.
They are so brave, honest, and trustworthy. They left their families to come to a country most know nothing about. Whenever someone asks them a question they answer it immediately without lies attached. If someone asks them to watch their bags they will do so.
Saturday, February 28, 2009
lateral research
I chose the book "Managing International Students." It describes the processes of recruiting students and up till their graduation part. This is more of a factual base on them. It has no emotion in it whatsoever.
Wednesday, February 25, 2009
A choice choosing of words from English Educators
Kathaleen White (Katie) February 26, 2009
English 102-0048 (PoWeR) Glossary of English Educators
Inst: Melissa Keith
1. Linguistics: Linguistics is NOT the ability to speak several languages. Rather it is the study of languages. How they are put together, dialects, hierarchical structure of words and their uses. You can speak 14 languages and still not be a linguist. However, if you can break down language and explain it scientifically—you are a linguist.
2. Technical Writer: Do not write computer lingo. They are geared toward helping employers explain, describe, and enhance their products. They are the writers that work on those directions that came with the new digital converter box you bought last week. They write new employee hand books, dockets deciphering job duties, and vast other options.
3. Pedagogy: Is the art of sharing knowledge through instructional training.
4. Person: This is the “voice” a writer uses when writing. When a writer uses, “I” statements they are said to be writing in “First Person.”
5. Voice: Writers do not have a film crew to paint the back drop for the script. Everything has to flow from the ink to the eye sockets. The “voice” is the personality a writer gives to characters.
6. Revise: Reworking a piece of writing beyond editing for grammatical or technical errors. It is delving deeply into a written work and pulling out the gems to make it shine.
7. DWA: This is a test the State of Idaho uses to assess where students are as writers. It is administered in specific years throughout the K-12 education. The scores are used much like the ISAT’s or SAT’s.
8. Critical: Generally this term is used when a writer reads another author’s work and comments upon it. It is not a negative word in this profession. It indicates that time, thought, and care went into the analysis of the work.
9. Dimension: When a written work has “dimension” it is full of rich adjectives and engages the reader beautifully.
10. Composition: Any form of writing; essay, poem, story...
English 102-0048 (PoWeR) Glossary of English Educators
Inst: Melissa Keith
1. Linguistics: Linguistics is NOT the ability to speak several languages. Rather it is the study of languages. How they are put together, dialects, hierarchical structure of words and their uses. You can speak 14 languages and still not be a linguist. However, if you can break down language and explain it scientifically—you are a linguist.
2. Technical Writer: Do not write computer lingo. They are geared toward helping employers explain, describe, and enhance their products. They are the writers that work on those directions that came with the new digital converter box you bought last week. They write new employee hand books, dockets deciphering job duties, and vast other options.
3. Pedagogy: Is the art of sharing knowledge through instructional training.
4. Person: This is the “voice” a writer uses when writing. When a writer uses, “I” statements they are said to be writing in “First Person.”
5. Voice: Writers do not have a film crew to paint the back drop for the script. Everything has to flow from the ink to the eye sockets. The “voice” is the personality a writer gives to characters.
6. Revise: Reworking a piece of writing beyond editing for grammatical or technical errors. It is delving deeply into a written work and pulling out the gems to make it shine.
7. DWA: This is a test the State of Idaho uses to assess where students are as writers. It is administered in specific years throughout the K-12 education. The scores are used much like the ISAT’s or SAT’s.
8. Critical: Generally this term is used when a writer reads another author’s work and comments upon it. It is not a negative word in this profession. It indicates that time, thought, and care went into the analysis of the work.
9. Dimension: When a written work has “dimension” it is full of rich adjectives and engages the reader beautifully.
10. Composition: Any form of writing; essay, poem, story...
Tuesday, February 24, 2009
English Artifact
I'm sorry that I'm absent! I caught a nasty virus from my little girl. I know that this won't quite look right in Blogger--I hope that its okay! KT
Kathaleen White (Katie) February 20, 2009
English 102-0048 (PoWeR) Artifact of English Educators
Inst: Melissa Keith
The clinging, sneezy, dust of chalk hangs heavily in the air of my high school English classes. Chalk, dry erase markers, and what not are artifacts of the profession. They are in no way unique to English departments. The past few weeks have opened my eyes to many twists and turns down teaching English.
Every university requires that its English staff is published. What shocked me was the pressure on our instructors. Some universities/colleges require less publication and burden the professors with more classes. In short, the amount of writing is directly proportioned to the amount of time in a classroom. Boise State has a policy that appears quite algebraic; "teaching: 6 + x; scholarship: 2 +...” (Chronicle of Higher Education) Broken down it means that every tenured professor teaches 6 classes per week. Then they are required to be published X (what is required for the year).
There are benefits and draw backs to policies such as these for everyone involved. Students are able to read their instructors’ writing. It can be helpful for students to understand the basic, “how and why,” of writing. These are phenomenal models for students. It also helps professors keep in touch with their art. Since professors are still honing their craft; they don’t lose touch with what they are asking of their students. The drawback is that many students don’t know that their teacher is published or how to find a copy. It seems a terrible waste of resources to me. It’s also important to weigh the burden of publication. Very few writings are deemed worthy of a publisher’s stamp. Literally thousands of aspiring writers send manuscripts, essays, poems into editors. A handful will actually be read thoroughly. Out of that handful, two will eventually land on book stands. That is a heavy burden, it’s not any wonder that some instructors are so critical of students’ writing. Perhaps its jealousy. More likely, they understand what it will take their students to be published. They are attempting to push them into submission ready work. They are doing their job without students’ understanding the why.
The artifact that is of utmost importance then—the faculty’s published works. Digging through the English Department’s site you will be able to find a few of the publications that are put out. It is fascinating the breadth and scope the department reaches. They don’t just publish stuffy, technical texts. They are poets, playwrights, critics, and so much more!
In 1971, the Boise State faculty began publishing; “The Western Writer’s Series.” They are booklets that high light a particular artist of the previously mentioned genre. They give readers insight to the life and skill of the writer. (June, A) They are written for every day readers and scholars alike. They provide knowledge and insight to an author that you may not have had before. The majority of them also have a critical essay by the professor writing the booklet.
There are many venues that the English department has written for and in. This is one of the many samples of their talent. It is true that English educators teach English. What is even more significant is that they are lifelong learners and strive for excellence throughout their careers.
Works Cited
Boise State University. The Western Writers Series. About Us Tab.
<http://westernwriters.boisestate.edu/>
June, Audrey Williams. “Teaching, Research, and Service by the Numbers at Boise State.” The Chronicle of Higher Education. 2009
<http://chronicle.com/weekly/v54/i45/45b02401.htm>
Kathaleen White (Katie) February 20, 2009
English 102-0048 (PoWeR) Artifact of English Educators
Inst: Melissa Keith
The clinging, sneezy, dust of chalk hangs heavily in the air of my high school English classes. Chalk, dry erase markers, and what not are artifacts of the profession. They are in no way unique to English departments. The past few weeks have opened my eyes to many twists and turns down teaching English.
Every university requires that its English staff is published. What shocked me was the pressure on our instructors. Some universities/colleges require less publication and burden the professors with more classes. In short, the amount of writing is directly proportioned to the amount of time in a classroom. Boise State has a policy that appears quite algebraic; "teaching: 6 + x; scholarship: 2 +...” (Chronicle of Higher Education) Broken down it means that every tenured professor teaches 6 classes per week. Then they are required to be published X (what is required for the year).
There are benefits and draw backs to policies such as these for everyone involved. Students are able to read their instructors’ writing. It can be helpful for students to understand the basic, “how and why,” of writing. These are phenomenal models for students. It also helps professors keep in touch with their art. Since professors are still honing their craft; they don’t lose touch with what they are asking of their students. The drawback is that many students don’t know that their teacher is published or how to find a copy. It seems a terrible waste of resources to me. It’s also important to weigh the burden of publication. Very few writings are deemed worthy of a publisher’s stamp. Literally thousands of aspiring writers send manuscripts, essays, poems into editors. A handful will actually be read thoroughly. Out of that handful, two will eventually land on book stands. That is a heavy burden, it’s not any wonder that some instructors are so critical of students’ writing. Perhaps its jealousy. More likely, they understand what it will take their students to be published. They are attempting to push them into submission ready work. They are doing their job without students’ understanding the why.
The artifact that is of utmost importance then—the faculty’s published works. Digging through the English Department’s site you will be able to find a few of the publications that are put out. It is fascinating the breadth and scope the department reaches. They don’t just publish stuffy, technical texts. They are poets, playwrights, critics, and so much more!
In 1971, the Boise State faculty began publishing; “The Western Writer’s Series.” They are booklets that high light a particular artist of the previously mentioned genre. They give readers insight to the life and skill of the writer. (June, A) They are written for every day readers and scholars alike. They provide knowledge and insight to an author that you may not have had before. The majority of them also have a critical essay by the professor writing the booklet.
There are many venues that the English department has written for and in. This is one of the many samples of their talent. It is true that English educators teach English. What is even more significant is that they are lifelong learners and strive for excellence throughout their careers.
Works Cited
Boise State University. The Western Writers Series. About Us Tab.
<http://westernwriters.boisestate.edu/>
June, Audrey Williams. “Teaching, Research, and Service by the Numbers at Boise State.” The Chronicle of Higher Education. 2009
<http://chronicle.com/weekly/v54/i45/45b02401.htm>
Monday, February 23, 2009
Mini Unit 2 Exploring English Eductors
Exploration One:
I had not realized how many variations there were to English Education. There are five emphases that the English Department at BSU focuses on. I understand that they are just a way to break it into bite sized chunks really. They each have their own twists and turns, but they still meet in the middle. It’s like taking a road trip on a tour bus. Each of the passengers traveled the same road but gained different insight. It matters where they sat, which window they looked out of, pamphlets read—every aspect changes the experience.
I am becoming more and more curious as to the “Why teach?” I had uncovered early on that many students become English educators because they bombed Pre-med and Pre-law. I want to know why they continue along the journey. Is it the easiest discipline to jump to? Are there no checks and balances to ensure that BSU puts out the best of the best?
I’ve also been following the English Educator’s Blog site. It seems that many teachers despise correcting essays. That leads me to wonder; why assign them? Why not give out exercises that they want to read or give specifics so that they don’t have to read the same crap over and over again? Are there regulations that say that every student must write x number of essays, x number of reports, and x number of fiction pieces? Are these assignments strictly guided by the districts or could the instructors be more creative?
I’ve also noticed that out of all the disciplines at the University—English varies the most. Not only on a personal level but on an academic level. There are the strict, uptight, legalitarians. They wear neutral colored suits and ties, carry their name brand (a bit battered so as not to appear too well off) attaché cases, and have rigid syllabus for their students. Then you have the gypsies of the department—they are flamboyant and tend to recall that the students pay their wages. They are the ones that thrive on the written works and thoughts of the world around them. They are the ones that laugh and not get tenured.
I am still avidly seeking answers to what qualities an engaging teacher has. I don’t think that just studying the teachers will answer it though. I think that it lies more in watching the students of these teachers. Honestly, for every question I find an answer—three more questions rise up to the surface. Argh. Not enough time, not enough time.
I had not realized how many variations there were to English Education. There are five emphases that the English Department at BSU focuses on. I understand that they are just a way to break it into bite sized chunks really. They each have their own twists and turns, but they still meet in the middle. It’s like taking a road trip on a tour bus. Each of the passengers traveled the same road but gained different insight. It matters where they sat, which window they looked out of, pamphlets read—every aspect changes the experience.
I am becoming more and more curious as to the “Why teach?” I had uncovered early on that many students become English educators because they bombed Pre-med and Pre-law. I want to know why they continue along the journey. Is it the easiest discipline to jump to? Are there no checks and balances to ensure that BSU puts out the best of the best?
I’ve also been following the English Educator’s Blog site. It seems that many teachers despise correcting essays. That leads me to wonder; why assign them? Why not give out exercises that they want to read or give specifics so that they don’t have to read the same crap over and over again? Are there regulations that say that every student must write x number of essays, x number of reports, and x number of fiction pieces? Are these assignments strictly guided by the districts or could the instructors be more creative?
I’ve also noticed that out of all the disciplines at the University—English varies the most. Not only on a personal level but on an academic level. There are the strict, uptight, legalitarians. They wear neutral colored suits and ties, carry their name brand (a bit battered so as not to appear too well off) attaché cases, and have rigid syllabus for their students. Then you have the gypsies of the department—they are flamboyant and tend to recall that the students pay their wages. They are the ones that thrive on the written works and thoughts of the world around them. They are the ones that laugh and not get tenured.
I am still avidly seeking answers to what qualities an engaging teacher has. I don’t think that just studying the teachers will answer it though. I think that it lies more in watching the students of these teachers. Honestly, for every question I find an answer—three more questions rise up to the surface. Argh. Not enough time, not enough time.
Sunday, February 22, 2009
Exploration 1-observations
I had the opportunity to observe ROTC in their Thursday lab class for two hours. I went with my roommate to the office early so they could pack up for the trip to table rock. The first thing I noticed were all the curious eyes on me. I could tell they were all wondering who I was and what I was doing there. I was completely intimidated by being in the presence of all these military men and women, however everybody was welcoming and friendly. The lab class I observed is like a role play of scenarios that might occur in war such as ambushes, shootings and it teaches them to practice all the tactics they have learned. I honestly did not think that this was going to be very interesting at first because I wasn’t quite sure beforehand what was going to be going on that day. I was really shocked when I enjoyed the entire time I spent with the group. I loved the energy and excitement that surrounded the atmosphere and how fast-paced it was. They are divided into three different groups and each group is watched by an evaluator. They were kind enough to allow me to follow an evaluator and get really close-up observations for my fieldnotes. The evaluator I followed was very good at giving me information and answering any questions I had. This was a great experience for me to get to know some people in the community and I made some friends in the process. I also find it interesting the type of social relationship people have with one another. I had some expectations that they might not be very interactive with each other but it was the exact opposite. They have a well balanced community from what I have seen with a mix of seriousness and respect to higher authority to jokes and sarcasm as well. I have found myself even more intrigued by the things I know now about ROTC.
I had the opportunity to observe ROTC in their Thursday lab class for two hours. I went with my roommate to the office early so they could pack up for the trip to table rock. The first thing I noticed were all the curious eyes on me. I could tell they were all wondering who I was and what I was doing there. I was completely intimidated by being in the presence of all these military men and women, however everybody was welcoming and friendly. The lab class I observed is like a role play of scenarios that might occur in war such as ambushes, shootings and it teaches them to practice all the tactics they have learned. I honestly did not think that this was going to be very interesting at first because I wasn’t quite sure beforehand what was going to be going on that day. I was really shocked when I enjoyed the entire time I spent with the group. I loved the energy and excitement that surrounded the atmosphere and how fast-paced it was. They are divided into three different groups and each group is watched by an evaluator. They were kind enough to allow me to follow an evaluator and get really close-up observations for my fieldnotes. The evaluator I followed was very good at giving me information and answering any questions I had. This was a great experience for me to get to know some people in the community and I made some friends in the process. I also find it interesting the type of social relationship people have with one another. I had some expectations that they might not be very interactive with each other but it was the exact opposite. They have a well balanced community from what I have seen with a mix of seriousness and respect to higher authority to jokes and sarcasm as well. I have found myself even more intrigued by the things I know now about ROTC.
Saturday, February 21, 2009
exploration 1
Due to complications I was unable to attend actual classes for international students. The professors of Engl 121 and 123 refused to respond to my emails. Hence I was forced to do random observations.
What was ironic about my first observation was that I completely spaced in senate that Eliot was an international student. The entire time I was there, and hour, I didn’t take one note on him until the very end. Then I only took notes for 38 minutes. What I discovered of him was that he is very accepting of friendly amendments to bills he proposes. Senator Bingham made multiple grammatical changes and he agreed to change them.
Eliot is also a very kind individual, as according to my notes. When an acquaintance of his entered the room he immediately smiled at her. A little later he exited the senate forum to speak to her, which was against the rules.
A little later he showed extensive curiosity. All of his companions sitting behind me had left because the topic on everyone’s lips at senate was not their own. He motioned at me and another to inform him where everyone had gone.
It is very curious how Eliot acts at the Thursday meeting. He nods his head continuously throughout the meeting, attempting to show interest. Or rather he’s attempting to understand what is going on. It’s difficult for international students to enter this country, learn the language fully, and then resort to senate. Senate itself has its own vocabulary.
It was most rude that Joel Henretty, Pro Tempore, told him, like a child, to put his bookbag under the table. The senators have a habit of treating him as a subordinate or child.
Eliot tries to conform to senate as much as possible. When its his turn in roll call to say “here” he attempts to say “here” in as perfect an accent as possible.
Then he finally speaks after Brett Berning goes up and says that international students have no right to vote. Henretty claims its because they don’t pay student fees. Eliot speaks beside the point and mentions that its “very difficult for us to make friends.”
Later he speaks again during open business. He told them he had an announcement. They told him to wait until announcements to speak. He nods his head like a petulant child. Again they treat him like a child.
Throughout his announcements I have severe difficulty understanding what he is saying. Early this year I was learning Korean from him. He told me not to worry about my accent as Americans didn’t care about his accent. He is wrong. I saw everyone’s looks at him. They were annoyed at his accent.
The next person I observed was Abdus. Unfortunately I forgot to take observation notes during the book club meeting. I was forced to recall what he said and how he said it.
What I noticed was that he answered questions in a perfect English fashion. The words that poured out his mouth were proper and accurate to richer people. Though he speaks he does make many errors in words.
Before the meeting even begins his phone rang. He told us he might have to speak in Arabic. It might be a friend. We said it was all right. I was actually very interested in hearing him speak it. But when he picked up the phone and found out he had to speak Arabic he left the room. He must have thought it impolite to speak a foreign language in front of us.
When asked a question he has a nasty habit of not answering the question. He always answers another question or goes completely off topic. To make matters worse I don’t understand half of what he says.
Following are new questions I got from observations:
Eliot:
1.In the country you’re from, how would people react if you corrected a mistake they made?
2.How kind were people to others in your country?
3.Is it difficult for you to understand your fellow senators in senate? How so?
4.How do you find the other senators are treating you?
5.How difficult was it for you to make friends when you first came to America?
6.Do you find yourself conforming well to American society?How about the senate?
7.How do people react to your accent?
Abdus:
Similar questions+
1.Did you first learn English from Americans or the British? How did you feel their teaching was?
2.How do you feel about speaking Arabic in front of Americans?
It’s very interesting how people react to their accents. In senate eliot was given stares of confusion and frustration. To Abdus some of us were hesitant to respond, for fear we didn’t understand what he said correctly.
I need to learn more about how international students act with each other. I already know how they act with natives. They try to conform and assimilate. Sometimes its very difficult for them, especially when they first come here.
It’s very surprising how some people are rude to international students. The senate treats Eliot likes he’s low grade dog food. One time after a senate meeting he told me he had been ill treated and given glares for disagreeing with them during the senate meeting.
What was ironic about my first observation was that I completely spaced in senate that Eliot was an international student. The entire time I was there, and hour, I didn’t take one note on him until the very end. Then I only took notes for 38 minutes. What I discovered of him was that he is very accepting of friendly amendments to bills he proposes. Senator Bingham made multiple grammatical changes and he agreed to change them.
Eliot is also a very kind individual, as according to my notes. When an acquaintance of his entered the room he immediately smiled at her. A little later he exited the senate forum to speak to her, which was against the rules.
A little later he showed extensive curiosity. All of his companions sitting behind me had left because the topic on everyone’s lips at senate was not their own. He motioned at me and another to inform him where everyone had gone.
It is very curious how Eliot acts at the Thursday meeting. He nods his head continuously throughout the meeting, attempting to show interest. Or rather he’s attempting to understand what is going on. It’s difficult for international students to enter this country, learn the language fully, and then resort to senate. Senate itself has its own vocabulary.
It was most rude that Joel Henretty, Pro Tempore, told him, like a child, to put his bookbag under the table. The senators have a habit of treating him as a subordinate or child.
Eliot tries to conform to senate as much as possible. When its his turn in roll call to say “here” he attempts to say “here” in as perfect an accent as possible.
Then he finally speaks after Brett Berning goes up and says that international students have no right to vote. Henretty claims its because they don’t pay student fees. Eliot speaks beside the point and mentions that its “very difficult for us to make friends.”
Later he speaks again during open business. He told them he had an announcement. They told him to wait until announcements to speak. He nods his head like a petulant child. Again they treat him like a child.
Throughout his announcements I have severe difficulty understanding what he is saying. Early this year I was learning Korean from him. He told me not to worry about my accent as Americans didn’t care about his accent. He is wrong. I saw everyone’s looks at him. They were annoyed at his accent.
The next person I observed was Abdus. Unfortunately I forgot to take observation notes during the book club meeting. I was forced to recall what he said and how he said it.
What I noticed was that he answered questions in a perfect English fashion. The words that poured out his mouth were proper and accurate to richer people. Though he speaks he does make many errors in words.
Before the meeting even begins his phone rang. He told us he might have to speak in Arabic. It might be a friend. We said it was all right. I was actually very interested in hearing him speak it. But when he picked up the phone and found out he had to speak Arabic he left the room. He must have thought it impolite to speak a foreign language in front of us.
When asked a question he has a nasty habit of not answering the question. He always answers another question or goes completely off topic. To make matters worse I don’t understand half of what he says.
Following are new questions I got from observations:
Eliot:
1.In the country you’re from, how would people react if you corrected a mistake they made?
2.How kind were people to others in your country?
3.Is it difficult for you to understand your fellow senators in senate? How so?
4.How do you find the other senators are treating you?
5.How difficult was it for you to make friends when you first came to America?
6.Do you find yourself conforming well to American society?How about the senate?
7.How do people react to your accent?
Abdus:
Similar questions+
1.Did you first learn English from Americans or the British? How did you feel their teaching was?
2.How do you feel about speaking Arabic in front of Americans?
It’s very interesting how people react to their accents. In senate eliot was given stares of confusion and frustration. To Abdus some of us were hesitant to respond, for fear we didn’t understand what he said correctly.
I need to learn more about how international students act with each other. I already know how they act with natives. They try to conform and assimilate. Sometimes its very difficult for them, especially when they first come here.
It’s very surprising how some people are rude to international students. The senate treats Eliot likes he’s low grade dog food. One time after a senate meeting he told me he had been ill treated and given glares for disagreeing with them during the senate meeting.
Pleasant's artifact
What immediately caught my eye on page 137 of Pleasant's ethography was the use of the words animal bones. An artifact is defined as something that belongs to a culture. It will probably be so used by the community that they forget they exist. In this punk literacy culture animal bones are used as a symbol of this band.
Thursday, February 19, 2009
A significant artifact that could've been used from Pleasant's writing is a flyer, as mentioned on page 137. These are unique to the underground punk scene and I remember them well from when I was playing in bands at seedy little clubs in Boise and Sacramento. This little flyer really speaks volumes about the community of people that would attend such an event. Not too specifically, mind you but in a sort of code. One million dead cops does not mean that they want to kill cops but that it is not taboo intheir circle to mention such a thing. It's also about shock value, a way to maybe keep outsiders out. The thing that I liked about this article is that it reminded me of the uprising amongst my group of friends when Nirvana broke. It changed the way we thought about everything. Some people gravitated towards punk, others industrial or gangsta rap but it really told all of us coherent at that time that anything is possible and it doesn't matter who you are.
Wednesday, February 18, 2009
I think a good artifact for pleasant to use would have been a leather jacket with spikes on it because when I think of "punk" kids a leather jacket with spikes on it would definitely be an accessory I would think of them to be wearing. He talked about some of the guys wearing them on the first page 137.
Punky Artifacts
Knox Gelatin (pg 144, paragraph 1) would be my artifact. I think that its very significant to the community because it was part of how we were "heard". Uh-oh, just dated myself! The knox is significant because it shows where this group originated. They got the gelatin out of their mom's cabinets, used a little chemistry 101, and became some one know one recognized. I think that its a great way to see where they were coming from.
Tuesday, February 17, 2009
Tracy Kidder's writing seemed to lean towards the left. The essay was engaging and really made me feel like I came to know a part of North Hampton. It actually provoked some curiosity in me. However, as the pages turned, there were many more words dedicated to the gay accepting community and although there was no discussion of right and wrong, the absence of perspective provided to the more right wing, traditional values folks, made the reader lean towards those that were hurt by the way in which the ordinance was voted. I think that I could very easily fall prey, as a writer, to the same types of critical errors when trying to provide a full perspective to my readers. The reader will only know what they are told and I am learning that one way to eliminate bias is to thoroughly research your subject and then provide elements of all the different standpoints. Omit nothing just because it goes against what I believe and let the reader make up his/her own mind.
Monday, February 16, 2009
Being led by Kidder
A Moral Place is written by Tracy Kidder. I'm unsure of the author's gender so I will refer to Kidder as "him".
The piece is colored significantly by Kidder's disposition. On page 101, "In spite of the nightly masquerades and all the luxuries for sale. Northampton was a moral place." The hint of sarcasm sets the reader up for the rest of the reading. Kidder does do a good job entwining history, quotes, and town lore. He does a great job of describing the appearance of the town. The use of the story of the salesman finding the Colonel in a leather apron with an anvil and Major Hawley in an old ratty chair is picturesque. He colors the town further with Timothy Dwight's observation that the "rich hadn't settled into exclusive neighborhoods." The town is painted as one that is bordering middle/high class, parading as an average town. Appearances and uniformity are vivid tones in Kidder's narrative thus far.
When we get to the underlying theme of this piece we are already set somewhat negatively toward the traditionalist members of town. Kidder's opinion gets louder and louder toward the end. We know that the writer has a lot of apathy for the gay/lesbian residents of Northampton. He glosses over the traditionalist's service in a few sentences. The others are described in great detail. He portrays their strength, beauty, and forgiving natures.
The piece loses all credibility because of the author's inability to separate his own feelings from his topic.
I see both the good and the bad in my town. I live here because its where my family is. I don't think that I could do a fair job of writing about it. My opinions would be hard to with hold and I am very opinionated regarding some stuff. In that respect I'm very glad that Melissa has us exploring communities that we aren't a part of.
The piece is colored significantly by Kidder's disposition. On page 101, "In spite of the nightly masquerades and all the luxuries for sale. Northampton was a moral place." The hint of sarcasm sets the reader up for the rest of the reading. Kidder does do a good job entwining history, quotes, and town lore. He does a great job of describing the appearance of the town. The use of the story of the salesman finding the Colonel in a leather apron with an anvil and Major Hawley in an old ratty chair is picturesque. He colors the town further with Timothy Dwight's observation that the "rich hadn't settled into exclusive neighborhoods." The town is painted as one that is bordering middle/high class, parading as an average town. Appearances and uniformity are vivid tones in Kidder's narrative thus far.
When we get to the underlying theme of this piece we are already set somewhat negatively toward the traditionalist members of town. Kidder's opinion gets louder and louder toward the end. We know that the writer has a lot of apathy for the gay/lesbian residents of Northampton. He glosses over the traditionalist's service in a few sentences. The others are described in great detail. He portrays their strength, beauty, and forgiving natures.
The piece loses all credibility because of the author's inability to separate his own feelings from his topic.
I see both the good and the bad in my town. I live here because its where my family is. I don't think that I could do a fair job of writing about it. My opinions would be hard to with hold and I am very opinionated regarding some stuff. In that respect I'm very glad that Melissa has us exploring communities that we aren't a part of.
Sunday, February 15, 2009
Kidder question 3
His perspective is that there need to be new traditions. Old ways must bring in new ways.
It seems that Kidder is leaning more towards the homosexuals than heterosexual traditional values. He speaks more about them in writing.
I personally love my home community and because of that I say great things about it.
It seems that Kidder is leaning more towards the homosexuals than heterosexual traditional values. He speaks more about them in writing.
I personally love my home community and because of that I say great things about it.
Tuesday, February 10, 2009
Inside Connections
I am reasearching the English Department/Professors/Educators; Melissa Keith, Michelle Payne, and every professor/instuctor that I've had is a contact. I am also in English 198; there is a guest speaker from the English Department each week. They discuss their particular emphasis, their job, and affect/effects community wide.
I would also like to spend some time in the field just observing High school teachers to see how they do their jobs. I've been a volunteer in the Nampa School District and think that they will permit observation.
I would also like to spend some time in the field just observing High school teachers to see how they do their jobs. I've been a volunteer in the Nampa School District and think that they will permit observation.
connections
My wife's grandafther is a baptist minister. My children have attend a public elementary school so I should have access to some of the teachers there. I also had my children in a private school for a while so I have a small handful of contacts there that I can use as resources.
second blog
The insiders I know for my project are Abdus, a Muslim Libyan; and Eliot, a Korean. I have connections to International Club, Cultural Center, and various other organizations.
Trial Run on Blogging
HI. I have posted my first Blog! Gosh, these must be exciting to go through Miss Melissa! :)
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