1. Peer Review
Exchange your Moffett paper with two peers, in the following groups:
Moffett Grade Distribution:
I will weight the essay with the following categories: Thesis (25%); Structure and Organization (25%); Research and evidence (25%); Critical Thinking/Analysis (15%); Polish/Voice (10%).
Anayeli, Karen, Karina
Brittney, Bianca, Andrea
Tiffany, Melissa, Silvana
Wynee, Ciriaco, Michelle
Wen, Jessica, Cindi
2. Blog Review
For this in-class assignment, look for your name below and click on it. You'll be taken to a link to a classmate's blog. Read their blog, and then write a response beneath. Your response should: identify who you are and say hi; compliment the blogger on her blog with a specific comment; reflect on one thing you learned from the blog; tie the blogger's experience to something relevant from your own observation or class discussion
To complete this assignment you need to 'sign in' to your account. If you haven't signed up yet, please write the professor explaining why, at the beginning of week three, you haven't. Then explain what steps you can take to becoming 'caught up' with this course requirement within 24 hours.
All students who haven't completed their first blog have lost 15% of their blog grade. This grade can be partially redeemed with some points if those students complete their requirement within 24 hours.
Jennifer
Karen
Karina
Brittney
Bianca
Andrea
Tiffany
Melissa
Silvana
Wynee
Ciriaco
Michelle
Wen
Jessica
Cindi
Anayeli
3. Moffett Review, probably for Wednesday: The Peer Review teams teams are responsible for teaching the main ideas of the Moffett readings to the rest of the class:
Storm in the Mountains: Anayeli, Karen, Karina
Detecting Growth in Language: Britney, Bianca, Andrea
Teaching the Universe of Discourse: Tiffany, Melissa, Silvana
Harmonic Learning ("Not Wanting to Know," etc): Wynee, Ciriaco, Michelle
Active Voice (3-24): Wen, Jessica, Cindi
Monday, September 29, 2014
Sunday, September 28, 2014
Sample of Average Moffett Essay
The Ideas of James Moffett
The developmental theory of James Moffett fit a dynamic systems perspective on development that predetermined views of human development. The role of social media (technology) processes, such as learning (education) and childrearing practices in child development shows the theory of this educator. Moffett’s theory is to analyze the development process of the student’s active construction of their knowledge, the help they receive from teachers and how media impacted on their learning.
James Moffett had created and contributed to the field of teaching writing. He always wanted to prove that all the writers express their ideas in one or another way. He used to say that "thinking processes formed the very basis of the while sequence from first assignment to last" (Active Voice, 3) trying to prove that the development of critical thinking on the student is extremely essential in order for them to write a paper "Emphasis was on, and remains on, the evolution of one kind do discourse into another, on progressions of assignments that allow language experiences to build on and reinforce each other in significant ways" (Active Voice, 3) critical thinking and language most work together in order to provide the student the tools to start building their future.
Furthermore, we have Vygotsky how agrees with James Moffett on the theory that every student learn in a different way and have different needs. Vygotsky believes that young children are curious and actively involved in their own learning, the discovery and development of new understandings (schema). Proving that students learn when they want to learn and always like to incorporate new methods, an example of it can be technology and the use of media between teachers and students sending an email with the essay attached to it. You will never find students that learn, understand and process the lesson at the same time and more if it was teach the same way. Every human is different than the other one and that is what Moffett tried to prove when he said that people didn't understand the funniest of writing and that he didn't follow the procedure by the time he needed to write the assignment. James did follow procedure but he wanted to add technology to it so that the students can get more into the assignment then the attention students used to give when they get their regular hand writing assignment. This hand writing assignment which did not have any fun or attraction for the students and they use to reuse to do it, Moffett had found the way to make writing more fun for students of the XXI century adding media to it. Agreeing to James Moffett the funniest that makes a good writing and/or reading is what makes a good paper. But since people usually think that James Moffett does not complete the assignment since he does not take it seriously but he points out that no one sees the funniest part of writing. He argues that any type of writing is a good writing “…poetry and other imaginative writing…” (Active Voice, 4) it does not matter what students write the point is to have them writing making grow their critical thinking skills and trying to incorporate the new technology to attack their attention.
According to Moffett who is supported for Vygotsky argued that we do not live in a social vacuum and it is through people we socialize with, such as family and friends, “Try things out, interest other teachers so you can trouble-shoot and brainstorm together, and do the assignments yourself” (Active Voice, 23) a writer cannot easily write a paper without discussing it first. The idea here is to have students make use of the Process Model Stage using prewriting, which is having a student discuss the information with another person that will take them to another level of understanding but make them get to their own work, which later affect the way we grow and develop our thinking.
As we know children learn on their own time and it’s essential that an educated adult interact with them to help during their learning process. James Moffett’s theory it’s based on the way that children’s learn, which is on their own time and manner. The teachers most guide them and correct them but it’s all up to the child if they want or don’t want to learn something. James Moffett believes in the theory of stop and check what each student is at, in terms of learning since everyone learns in a different amount of time and in different ways. Teachers must pay attention to every single student and the stage they are at when the teacher gives the lesson, also based in the program “No Child Left Behind”.
James had created a program to increase the writing skills comprised of Revising Inner Speech, Dialogues (talk to a friend about what you think you can put in your paper and exchange ideas about it) and Monologues “the teller will learn what her audience want to know that she did not at first include” (Active Voice, 19) and Narrative into Essays “assignments could mostly be printed and passed around” (Active Voice, 23) which is also known as pair share. Moffett lays out his vision of how a teacher might use technology in a language arts classroom: “A student learns by doing projects organize curriculum which is basically the three I’s individualization fill each individual student, interaction (human interaction by talking, learning modality, media) and integration around the students and around realistic projects” (Video) James theory should work out if technology and teachers where just one by the time teachers go inside the classroom. Meaning that if teachers used technology in an efficient manner/ way, an example of how technology should be helpful if teachers most pauses the video every 10 to 15 minutes to explain the students what was the information presented about. Technology can help the teachers to keep track of the students work.
Concluding with the theory of James Moffett I will like to state that I agree with what Moffett tried to prove that every student learn different with different techniques and in a different amount of time. I come to an agreement that technology make a grand impact on the learning process and that the most important role is the role of the teacher helping the student to understand making pause during videos or regular lesson making sure that the student is on the truck. Teachers most believe on the idea of stop the lesson see where each student is at in terms of learning since we conclude that ever student learn in a different time.
Works Cited
Moffett, James. N.p.: n.p., n.d. Print.
Moffett on Media (2013, July 2)
Theory of Cognitive Development. (2012, July 26). Theory Of Cognitive Development.
Walcott, D. (n.d.). Rules & Policies. Language Access Plan. Retrieval from http://schools.nyc.gov/RulesPolicies/languagepolicy.htm
Sample of Stronger Moffett Essay
James Moffett Research Paper
James Moffett has influenced many educators with the ideas he contributed to the field of teaching and writing. His ideas went beyond the classroom and the cognitive mind to improve writing and reading skills for teachers and students. Moffett advocated the ideas of student-centered curriculum such as dialogue, developing reasoning skills, getting in touch with emotion and child psychological development to improve students’ writing. He believed in student-centered reading activities as well, which helped students develop more of an interest in reading and writing. He also developed four stages for students to use to develop their writing. He believed in the idea that learning is a social and spiritual concept which we learn together. With all his ideas that he encouraged the education system to adapt, he became an inspiration for teachers and students to learn to become better writers.
Moffett believes that there are four stages of discourse: inner verbalization, outer vocalization, correspondence, and formal writing (Moffett 197). He argued that this stage process was essential for students to write through so they can find their own unique style and voice. He believes writing is a socializing process and by using the world around them in their everyday experiences it can help students develop their own flair of writing. Moffett stated that using the senses between speaker and audience heightens development of writing. The activity changes from thinking to speaking to writing to publishing (Moffett 197). Piaget and Vygotsky agree with Moffett that early egocentric speech of the child becomes gradually “socialized” and adapts itself to other people (Moffett 200). This theory is the view from our self to the world, form a point to an area, and from inner speech to a public universe. We interpret the world around us based on social experiences and what the world wants us to view it as. Moffett believed that if we give students the freedom to write from experience than just based on the reading, their writing would be better.
Moffett is a big advocator for student-centered curriculum. He was certain that no matter how different students were in their race, wealth status, or age, if students were able to express themselves freely their writing would develop and they would find their own voice. Three important aspects that derive from this concept are individualization, interaction, and integration. Students learn at their own level by select what activities they want to do, interact and interact by learning from other students, and students can develop their learning using their own cognitive skills. Moffett believes that each student learns at difference paces and has different strategies to form concepts. By using a more student-centered approach you are assisting to each child’s needs and they are learning from fellow students as well.
Moffett’s theory for student-centered reading gives students the power to choose whatever they want to read. This theory allows students to develop more of an interest in reading and broadening their literacy skills. Moffett’s theory also suggests that using different activities to discuss the readings such as peer discussions and performing texts help develop their understanding of the reading. By picking a book of their own choice gives students more encouragement to develop their writing skills based on something they have an interest in. Moffett stated that by transforming the text from the literature to another form of writing such as poetry, or a fable can further the students writing development (Moffett &Wagner 72). Moffett and Wagner also concurred that collaborative learning can help students reach their maximum ability in learning literacy (73).
Moffett’s theory of writing through dialogue was also a brilliant idea that furthers the education of writing. He stated that the point of students to write was to see what they learned and understood. All oral conversation including improvisation, and discussion, provides pre-writing activities, and transcribing spontaneous speech provides fine practice on literacy skills. Using dialogue deals with both reasoning and fictionalizing (Moffett 46). Moffett believed that this theory generates and clarifies one’s thoughts. The purpose of this theory is to explore all possible ideas without feeling the pressure to build a case for the assignment. Being able to discuss infinite possible ideas with someone helps generate a more focused appropriate case for the writing. This theory ties back into his previous stages of writing theory, were an audience is necessary for brainstorming a writing assignment. Moffett believed that sociality is one of the best learning tools. By using writing and speaking dialogues in social contexts Moffett stated that when you are equally discussing an issue to another person, the student is not being assessed which leads to them producing more ideas, as oppose to a teacher whose role would be to assess. But Moffett believed if the teachers and all students create an equal discussion it can lead to important learning (Gage 406).
Moffett’s theory of writing through dialogue was also a brilliant idea that furthers the education of writing. He stated that the point of students to write was to see what they learned and understood. All oral conversation including improvisation, and discussion, provides pre-writing activities, and transcribing spontaneous speech provides fine practice on literacy skills. Using dialogue deals with both reasoning and fictionalizing (Moffett 46). Moffett believed that this theory generates and clarifies one’s thoughts. The purpose of this theory is to explore all possible ideas without feeling the pressure to build a case for the assignment. Being able to discuss infinite possible ideas with someone helps generate a more focused appropriate case for the writing. This theory ties back into his previous stages of writing theory, were an audience is necessary for brainstorming a writing assignment. Moffett believed that sociality is one of the best learning tools. By using writing and speaking dialogues in social contexts Moffett stated that when you are equally discussing an issue to another person, the student is not being assessed which leads to them producing more ideas, as oppose to a teacher whose role would be to assess. But Moffett believed if the teachers and all students create an equal discussion it can lead to important learning (Gage 406).
Moffett started his advocacy for better writing with the psychological development of the child. He identified that it wasn’t about higher thinking but about making thoughts and feeling coherent to one’s self. His research state that as children we project ourselves first into animals, creatures, heroes, and legendary figures and then gradually we withdraw projection back to our self. We start to recognize personal meaning symbolized in our myths (Moffett 418). His theory stated that students need to be in touch with their inner most self before they can start to write better. He believes that women are more in tuned with their emotional side than men are. In Moffetts’s essay The Spiritual Awakening, he argues that learning is a social and spiritual concept that we all must learn as one. He believes that students need to learn how to connect within them to be able to write for themselves. He argues that a student cannot develop that through standardize testing. Moffett defines spirituality as all inclusive is the one that most applies to education. Advocates of holistic education, for example, insist on the total development of all levels of a human being (Moffett 28). He sees education as a whole not breaking them down to us against them and completion against each other. In order to change education to a more holistic education, Moffett suggested that we have to understand the system behind public education. He believes they are too organizational and political instead essentials of the learning process. His vision is to have schools that give access to everything to students and teachers. He wants them to be able to have an abundance of material to help students learn. Although Moffett has not further this advocacy of his, it started a trend that led to other researchers following Moffett’s vision of spiritual perspective in the education system.
The important ideas, theories, and visions of Moffett’s have led to further development of our education system to enhance students writing and teachers teaching writing. His theory has practiced true in most schools. His visions have also led other researchers to advance his concepts into more practical use. His theories are constantly evolving the writing process in our education system.
Work Cited
1. Gage, Tom. Harmonic Learning: The Congruent Education Models of Fethullah Gullen and James Moffett. Peaceful Coexistence. (2009), pp.397-406.
2. Moffet, James. Active Voice: A writing program across the curriculum. 2nd Ed Boynton/Cook Publishers. Portsmouth, NH. (1992)
3. Moffett, J., & Wagner, B. J. Student-centered language arts, K-12. Portsmouth, NH: Boynton/Cook Publishers Heinemann. (1992)
4. Moffett, J., & Wagner, B. J. The English Journal, Vol. 80, No. 6. (Oct., 1991), pp. 70-73.
Wednesday, September 24, 2014
Moffett Readings
Four Moffett readings have been posted at the right, under PAGES, using three links:
Moffett: The Universe of Discourse
Moffett: Detecting Growth in Language
Moffett: Censorship Materials [NOTE: These materials are from two different books.]
All three links - and all four readings - are assigned for this forthcoming Monday. All are excerpts from much longer books. There's probably less than 30 total pages to be read.
In the Censorship Materials, there is a "skip" between pages in the Harmonic Learning section. Please note that it occurs during a discussion of Vietnam. Readers should be aware I cut off the pages at that point and wanted students to continue to the next section with a different topic of focus.
Moffett: The Universe of Discourse
Moffett: Detecting Growth in Language
Moffett: Censorship Materials [NOTE: These materials are from two different books.]
All three links - and all four readings - are assigned for this forthcoming Monday. All are excerpts from much longer books. There's probably less than 30 total pages to be read.
In the Censorship Materials, there is a "skip" between pages in the Harmonic Learning section. Please note that it occurs during a discussion of Vietnam. Readers should be aware I cut off the pages at that point and wanted students to continue to the next section with a different topic of focus.
Monday, September 22, 2014
Quiz 3 answer key
Direction: In the language of Tutoring Writing Chapter 3, evaluate the following tutor-writer conferences.
- The writer comes in with a paper. The tutor reads it over and immediately notices the grammar is full of errors. She realizes she must set about correcting the errors and explaining to the writer what good grammar looks like.[correcting errors page 17 --- lower order concerns (17) --- editor journalist (14)
- A writer comes in and hands a tutor his paper. The tutor reads it over and sees it is full of problems on every level: it has sentences which are often grammatically incorrect and are at times unreadable, and has no discernible thesis or organizational pattern. After reading the paper, the tutor says to the writer, “Okay, in this paper I see a few different issues we could work on. I think it is going to need a lot of work, so you may want to come back for a second or third visit. But for today the first thing we need to work on is your opening paragraph. What do you know about opening paragraphs? What are the most important elements that need to be included in a good opening paragraph?” [correcting errors (17) – being an expert (19) – editor-journalist (14) – responding too late (20)
3. The tutor decides after 15 minutes in conference that the writer is a great writer and does not need tutoring. However, since the schedule insists that they sit there together for an hour, she decides to ask him how things are going in his life, and how things are going in school. He says he is doing great, so they move on eventually to talking about what they are doing this weekend. [therapy (18)] – cheerleading (17)
- The tutor notices her tutee is working with English as a second language. The tutee seems to have things she wants to say in her paper, but doesn’t have the words for it. But the tutor feels she knows what the tutee wants to say so she says, “I know what you can say that will be good for this paper.” Then the tutor takes the paper and begins writing out ideas for the tutee to type out when she gets home. [usurping ownership 19--- ] [being an expert (19)
Class Agenda 9.22
[Note: Writing Bank Hour Today]
[Note: No Class Wednesday]
1. BLOG: Blog about your Writing Center Observations
2. Go Over Reading/Quiz From Wednesday
3. Discuss Moffett, Explanation of the Program
4. Tutoring Videos: Watch and React
5. Next Class Readings: Will Appear on Course Blog on Wednesday.
[Note: No Class Wednesday]
1. BLOG: Blog about your Writing Center Observations
2. Go Over Reading/Quiz From Wednesday
3. Discuss Moffett, Explanation of the Program
4. Tutoring Videos: Watch and React
5. Next Class Readings: Will Appear on Course Blog on Wednesday.
Wednesday, September 17, 2014
Quiz #3
Direction: In the language of Tutoring Writing Chapter 3, evaluate the following tutor-writer conferences by defining what rule(s) or norm(s) is/are at stake in the exchange.
- The writer comes in with a paper. The tutor reads it over and immediately notices the grammar is full of errors. She realizes she must set about correcting the errors and explaining to the writer what good grammar looks like.
- A writer comes in and hands a tutor his paper. The tutor reads it over and sees it is full of problems on every level: it has sentences which are often grammatically incorrect and are at times unreadable, and has no discernible thesis or organizational pattern. After reading the paper, the tutor says to the writer, “Okay, in this paper I see a few different issues we could work on. I think it is going to need a lot of work, so you may want to come back for a second or third visit. But for today the first thing we need to work on is your opening paragraph. What do you know about opening paragraphs? What are the most important elements that need to be included in a good opening paragraph?”
3. The tutor decides after 15 minutes in conference that the writer is a great writer and does not need tutoring. However, since the schedule insists that they sit there together for an hour, she decides to ask him how things are going in his life, and how things are going in school. He says he is doing great, so they move on eventually to talking about what they are doing this weekend.
- The tutor notices her tutee is working with English as a second language. The tutee seems to have things she wants to say in her paper, but doesn’t have the words for it. But the tutor feels she knows what the tutee wants to say so she says, “I know what you can say that will be good for this paper.” Then the tutor takes the paper and begins writing out ideas for the tutee to type out when she gets home.
Example of Failing Moffett Essay
The knowledge and skills of writing are extremely useful and significant for many reasons. Not just having the “basic skills” but also being able to put your own thoughts down on a piece of paper or even typing it on a computer, as we do presently. "Together with handwriting, spelling and punctuation shift speech from an oral to a visual medium, and because they are basic to literacy are misleadingly call “basic skills” (276). It all begins with the language of an individual. Writing is its physical form of communicating because it consists of the person tracing words or characters on paper with a writing utensil (such as pencil, pen, etc.).
"It is impossible to understand the teaching of writing in America if one does not realize that, in one form or another, from first grade through graduate school, it serves mostly to test reading” (276). Writing is used to test if a student can read and to what extent they can do this. The ability to do this can further your success in education and also future careers that you decide to pursue. Writing can be defined in different ways and have importance in different levels. This all depends on the person and educator.
As a future English teacher, I don’t see writing as just being a tester to a student’s reading ability. In my experience it has helped me express thoughts that I could not do verbally and honestly, in a more professional matter. I also find it as a stress reliever when my mind is scrambled with thoughts and in a sense it helps organization of them. Of course the ability to read is important and what the mind can intake from the reading one does. Writing can take you places; better colleges/universities, admirable professions such as journalist or anything that has to do with a person using their writing skills.
Language is a major factor to this because the higher your knowledge of your language, the more you have to write since it is your speech you are expressing. James Moffett makes it
"It is impossible to understand the teaching of writing in America if one does not realize that, in one form or another, from first grade through graduate school, it serves mostly to test reading” (276). Writing is used to test if a student can read and to what extent they can do this. The ability to do this can further your success in education and also future careers that you decide to pursue. Writing can be defined in different ways and have importance in different levels. This all depends on the person and educator.
As a future English teacher, I don’t see writing as just being a tester to a student’s reading ability. In my experience it has helped me express thoughts that I could not do verbally and honestly, in a more professional matter. I also find it as a stress reliever when my mind is scrambled with thoughts and in a sense it helps organization of them. Of course the ability to read is important and what the mind can intake from the reading one does. Writing can take you places; better colleges/universities, admirable professions such as journalist or anything that has to do with a person using their writing skills.
Language is a major factor to this because the higher your knowledge of your language, the more you have to write since it is your speech you are expressing. James Moffett makes it
known that inner speech is a significant part of teaching writing, amongst other things that can contribute to better teaching it. Moffett does not belittle any of the factors to teaching writing instead suggest improvement, so that we as educators can assist students to progress their writing skills. He focuses on what is critical to teaching writing and at what level they are to be placed without trying to correct anyone’s way of teaching. James Moffett sought to make a positive difference in how writing should be taught.
He focused on his main ideas which he had experience and evidence to support his suggestions to make such improvements. In my research, Moffett’s attention was inner speech because that is the where writing comes from. “Most of all, keeping inner speech as the matrix of all writing keeps teaching of writing centered on authentic writing” (234). It is easy for a student to paraphrase from another's work. Moffett thought that if an educator emphasize on a student's own inner speech and how to practice it, they wouldn't have to copy as often as they do.
Most educators find that drawing or "scribble scrabble" as many call it, is nonsense. They can believe that there is absolutely no use and nothing can come of it. This should be encouraged often because “drawing is one aspect of writing. Because it bridges between the invisible world of spirit and the visible world of matter … “(276). It is a student’s beginning to the literature world and what it has to offer. From there the educator should follow up with assisting the student in authoring their drawings.
Moffett insist on what approaches can make writing for students a smoother process. In regards to inner speech, “the crafting approach to writing can help a student see alternative and better ways to say what he has in his mind…” (277). This approach simply advices the student on how to construct acceptable sentences which turn into paragraphs and the organization of
During my research, I noticed that Moffett loves and encourages the idea of being honest to ones work. “True authoring occurs naturally to the extent that the writer is composing with raw material” (278). Raw material is based on one’s own feelings, memories, and experiences. If the student is given a good topic as to where he can write using his own ideas, there would be no need to use outside material. This can also give the student a sense of accomplishment because of not having to copy from someone else’s ideas.
James Moffett is looked at as a motivator and positive figure in educating students how to write. He not only made educators revise their way of teaching but also made change throughout curriculum that was a must. “In any case, wouldn’t educators do well asking constantly how much authoring their writing program honestly calls for and how much it truly aims to teach writing for the sake of writing” (277). He was not trying to question any of the educator’s methods but simply making progress towards becoming better educators. “Let’s direct discourse toward its own self-transformation and self-transcendence. In doing so we will also accomplish better the traditional curriculum goals.” (246). Once in a while, educators need to be guided to make better decisions, which can help the development skills of their students.
He focused on his main ideas which he had experience and evidence to support his suggestions to make such improvements. In my research, Moffett’s attention was inner speech because that is the where writing comes from. “Most of all, keeping inner speech as the matrix of all writing keeps teaching of writing centered on authentic writing” (234). It is easy for a student to paraphrase from another's work. Moffett thought that if an educator emphasize on a student's own inner speech and how to practice it, they wouldn't have to copy as often as they do.
Most educators find that drawing or "scribble scrabble" as many call it, is nonsense. They can believe that there is absolutely no use and nothing can come of it. This should be encouraged often because “drawing is one aspect of writing. Because it bridges between the invisible world of spirit and the visible world of matter … “(276). It is a student’s beginning to the literature world and what it has to offer. From there the educator should follow up with assisting the student in authoring their drawings.
Moffett insist on what approaches can make writing for students a smoother process. In regards to inner speech, “the crafting approach to writing can help a student see alternative and better ways to say what he has in his mind…” (277). This approach simply advices the student on how to construct acceptable sentences which turn into paragraphs and the organization of
During my research, I noticed that Moffett loves and encourages the idea of being honest to ones work. “True authoring occurs naturally to the extent that the writer is composing with raw material” (278). Raw material is based on one’s own feelings, memories, and experiences. If the student is given a good topic as to where he can write using his own ideas, there would be no need to use outside material. This can also give the student a sense of accomplishment because of not having to copy from someone else’s ideas.
James Moffett is looked at as a motivator and positive figure in educating students how to write. He not only made educators revise their way of teaching but also made change throughout curriculum that was a must. “In any case, wouldn’t educators do well asking constantly how much authoring their writing program honestly calls for and how much it truly aims to teach writing for the sake of writing” (277). He was not trying to question any of the educator’s methods but simply making progress towards becoming better educators. “Let’s direct discourse toward its own self-transformation and self-transcendence. In doing so we will also accomplish better the traditional curriculum goals.” (246). Once in a while, educators need to be guided to make better decisions, which can help the development skills of their students.
“It is important that educators try to hold this trend to the highest conception of writing, the one that has the most educational value and the one that works because it stems from meaning and motive.” (279).
Works Cited:
Moffett, James. “Integrity in the Teaching of Writing.” The Phi Delta Kappan. 61.4 (1979): 276-279. Print.
Moffett, James. “Writing, Inner Speech and Meditation.” College English. 44.3 (1982): 231-246. Print.
Class Agenda 9.17: Quiz 3, Writing Center Vids, CATW intro
1. Quiz #3 - any counter-arguments?
2. Catching up: Writing Center videos
3. Catching up: Moffett essay plan: in-class sketch
4. Review: Who's been to the Writing Center? How was it?
5. Review: CATW Exam, 101 expectations
What is the CATW?
Practice Exam
CATW Prompt for Blogs
CATW Blogs
6.101 sample paragraphs
2. Catching up: Writing Center videos
3. Catching up: Moffett essay plan: in-class sketch
4. Review: Who's been to the Writing Center? How was it?
5. Review: CATW Exam, 101 expectations
What is the CATW?
Practice Exam
CATW Prompt for Blogs
CATW Blogs
6.101 sample paragraphs
Monday, September 15, 2014
Quiz 2
ENG 220
Professor Rogers-Cooper
Quiz 2
Professor Rogers-Cooper
Quiz 2
NAME:________________________________________________
Which theory underpinning tutoring writing does each sentence best correspond to?
1. One never learns alone. -
2. One should be able to point to where in the text she got her interpretation from.
3. The dictionary does not dictate to us the proper words, but tells us what words people have used. -
4. Learning needs to happen in an atmosphere that is anti-hierarchical and anti-individualistic. -
5. If the tutee is not talking, then the session is not going well. -
6. The best way to get the tutee to figure out what he wants to say in his paper is by listening to him, not by talking yourself. -
7. This poem means whatever I want it to mean. -
8. The tutor and the writer should be talking actively so the tutee will get, through conversation, a sense of what she will put in her paper.
2. One should be able to point to where in the text she got her interpretation from.
3. The dictionary does not dictate to us the proper words, but tells us what words people have used. -
4. Learning needs to happen in an atmosphere that is anti-hierarchical and anti-individualistic. -
5. If the tutee is not talking, then the session is not going well. -
6. The best way to get the tutee to figure out what he wants to say in his paper is by listening to him, not by talking yourself. -
7. This poem means whatever I want it to mean. -
8. The tutor and the writer should be talking actively so the tutee will get, through conversation, a sense of what she will put in her paper.
Class Agenda 9.15
1. Graded Quiz (2) on pp 1-7
2. Discuss reading: Pairs and keyterms
3. Brief review of last class: stage-process model
3. Writing Center Vids: Set up blog and react
4. Moffett Paper: Questions or Concerns?
5. HOUR BANK: Class exits early, students go to Writing Center this week for one hour
2. Discuss reading: Pairs and keyterms
3. Brief review of last class: stage-process model
3. Writing Center Vids: Set up blog and react
4. Moffett Paper: Questions or Concerns?
5. HOUR BANK: Class exits early, students go to Writing Center this week for one hour
Wednesday, September 10, 2014
Quiz 1
ENG 220
Professor JRC
Quiz 1
NAME:__________
4. What is the difference between student-centered and teacher-centered tutoring, and under what circumstances would you use one or the other?
Professor JRC
Quiz 1
NAME:__________
- What is the title of the book from which we read an excerpt for today?
- What is the “stage process model”? Describe how it works, being sure to name and describe each of the essential parts of the process.
4. What is the difference between student-centered and teacher-centered tutoring, and under what circumstances would you use one or the other?
Moffett Research: Getting Started
1. Moffett annotated bib
2. NWP Moffett review
3. Moffett and the National Writing Project
4. A Tribute to James Moffett
5. Source: find full article on laguardia library website
2. NWP Moffett review
3. Moffett and the National Writing Project
4. A Tribute to James Moffett
5. Source: find full article on laguardia library website
Class Agenda 9.10: Moffett Paper, TW 21-30, 101 Review
1. Quiz
2. Think-Pair-Share: Tutoring Writing 21-30
3. Class discussion of reading
4. Review of Writing Center Tutoring (schedule and procedure)
5. Review of setting up blogs (to be completed by end of class Monday 9.17)
6. Review of 101 essay structure
6. The Moffett Research Paper: Assignment HERE; Getting Started HERE.
7. Moffett on Media, video (see syllabus)
2. Think-Pair-Share: Tutoring Writing 21-30
3. Class discussion of reading
4. Review of Writing Center Tutoring (schedule and procedure)
5. Review of setting up blogs (to be completed by end of class Monday 9.17)
6. Review of 101 essay structure
6. The Moffett Research Paper: Assignment HERE; Getting Started HERE.
7. Moffett on Media, video (see syllabus)
Tuesday, September 9, 2014
Update on In-Class Tutoring
We will be traveling to Joy Sanchez's English 101 on 11/10 and 11/17. Mark your calendars!
Monday, September 8, 2014
101 Sample Paragraphs
here is a sample paragraph that contains a direct quote. I will note the particular parts of the sentence that contains the direct quote.
1. topic sentence. Statement or re-statement of a supporting claim for the thesis.
2. Defining vocabulary from the topic sentence. Define the key terms you are using.
3. Introduction of text you're using to support the claim. Author, title, publication, any additional information.
4. Brief summary of the major argument of the text.
5. Brief summary of the immediate context from which you are pulling the direct quote. You do not want your reader to be confused by the meaning of the quote, or where it's coming from. Consider, too, that the text you're using was itself in conversation with other texts and authors. If you know anything about that conversation, this part of the paragraph is the time to demonstrate that.
6. The direct quote.
a. The signal phrase. She writes
b. The "direct quotation" (remember that the quote must be 'integrated' into the voice of your sentence. Avoid "dangling quotations" or "dropped quotations," in which the quote lacks even a signal phrase.
c. The (citation).
7. The paraphrase of the direct quote
8. Critical Thinking
a. agree/disagree/both
b. connect to another idea from the same text
c. connect to another idea from a different text
d. connect to another idea from another form of media (film, etc)
e. if you've already connected to other textual ideas, you can relate a useful and appropriate personal experience, or a topic from the news
f. re-state the topic sentence claim by connecting your critical thinking discussion back to your thesis
Note: as you relate the supporting ideas from the direct quote and critical thinking, it may be that all of your connections aren't a "perfect fit." be conscious of that, and honest about it. Constantly define the words you use, and be clear about what "works" with your thesis and what doesn't. In order to raise these thoughts, you'll have to ask yourself critical questions: is this really a neat fit? am I missing something? Is there a problem with the point of view I'm using? Could someone disagree with this? how?
1. topic sentence. Statement or re-statement of a supporting claim for the thesis.
2. Defining vocabulary from the topic sentence. Define the key terms you are using.
3. Introduction of text you're using to support the claim. Author, title, publication, any additional information.
4. Brief summary of the major argument of the text.
5. Brief summary of the immediate context from which you are pulling the direct quote. You do not want your reader to be confused by the meaning of the quote, or where it's coming from. Consider, too, that the text you're using was itself in conversation with other texts and authors. If you know anything about that conversation, this part of the paragraph is the time to demonstrate that.
6. The direct quote.
a. The signal phrase. She writes
b. The "direct quotation" (remember that the quote must be 'integrated' into the voice of your sentence. Avoid "dangling quotations" or "dropped quotations," in which the quote lacks even a signal phrase.
c. The (citation).
7. The paraphrase of the direct quote
8. Critical Thinking
a. agree/disagree/both
b. connect to another idea from the same text
c. connect to another idea from a different text
d. connect to another idea from another form of media (film, etc)
e. if you've already connected to other textual ideas, you can relate a useful and appropriate personal experience, or a topic from the news
f. re-state the topic sentence claim by connecting your critical thinking discussion back to your thesis
Note: as you relate the supporting ideas from the direct quote and critical thinking, it may be that all of your connections aren't a "perfect fit." be conscious of that, and honest about it. Constantly define the words you use, and be clear about what "works" with your thesis and what doesn't. In order to raise these thoughts, you'll have to ask yourself critical questions: is this really a neat fit? am I missing something? Is there a problem with the point of view I'm using? Could someone disagree with this? how?
Diagnostic
Diagnostic Goal: The goal of this diagnostic is have students write 200-250 word reflections on what they believe makes for "good teaching."
Diagnostic Description: Before we write these reflections, we will reflect on a short video. You may decide to respond to the video in your reflection - it's up to you. If you choose to incorporate the video, however, remember this: we are writing in this class towards an audience that is "outside" our class. Imagine yourself writing to another sophisticated LaGuardia student, like yourself, but who is in another class. Therefore, you have to "introduce" the video (and its main ideas) if you incorporate it.
You may also decide to reflect on positive experiences you've had at LaGuardia or other institutions. I only ask that you don't cite specific individuals by name. It will be imperative for you explain why you feel you've encountered good teaching, and how it was done, too. Are there any strategies you've witnessed or participated in that you'd want to repeat yourself?
Finally, you may want to take a few moments at the beginning of your writing to jot down some notes, ideas, and plans for the piece. Do you want to simply write this as a straight reflection? Or is it possible to do some light organizing first, to make this a better read for the reader?
Diagnostic Description: Before we write these reflections, we will reflect on a short video. You may decide to respond to the video in your reflection - it's up to you. If you choose to incorporate the video, however, remember this: we are writing in this class towards an audience that is "outside" our class. Imagine yourself writing to another sophisticated LaGuardia student, like yourself, but who is in another class. Therefore, you have to "introduce" the video (and its main ideas) if you incorporate it.
You may also decide to reflect on positive experiences you've had at LaGuardia or other institutions. I only ask that you don't cite specific individuals by name. It will be imperative for you explain why you feel you've encountered good teaching, and how it was done, too. Are there any strategies you've witnessed or participated in that you'd want to repeat yourself?
Finally, you may want to take a few moments at the beginning of your writing to jot down some notes, ideas, and plans for the piece. Do you want to simply write this as a straight reflection? Or is it possible to do some light organizing first, to make this a better read for the reader?
Welcome to Class!
Please see the Course Syllabus on the right-hand side, as well as directions for creating your own blog. We have an exciting semester ahead, and I look forward to working with you.
Editions of Course Texts
Active Voice, second edition
Tutoring Writing (only one edition, I think)
Editions of Course Texts
Active Voice, second edition
Tutoring Writing (only one edition, I think)
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