tag:blogger.com,1999:blog-25052671725251479572024-03-13T00:32:16.718-07:00ParisinlovebookLiteraturehttp://www.blogger.com/profile/08015145908619765679noreply@blogger.comBlogger20125tag:blogger.com,1999:blog-2505267172525147957.post-67300581752023765702016-01-14T21:44:00.000-08:002016-01-14T21:44:04.953-08:00Elaboration of class summaries in turns<br />
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<span style="color: black; font-family: "Times New Roman","serif";">A lot can take place in a four-hour
class. Essentially, the teacher aims to help students develop certain topics:
he or she introduces concepts, presents certain notions that are developed in
the literature, explains them, clarifies student's concerns, promotes new
ideas, responds and asks questions, refers to notions addressed in previous
classes, etc. From the start, the teacher is always aware of the key concepts
that make up the subject of the study. By contrast, an important part of
student learning is to rebuild the topics of the class, a process that involves
making inferences, generalizations, and the establishment of a hierarchy
between the notions being worked. The writing I propose focuses on this kind of
activities. <o:p></o:p></span></div>
Literaturehttp://www.blogger.com/profile/08015145908619765679noreply@blogger.com5tag:blogger.com,1999:blog-2505267172525147957.post-23654600645860621272015-12-21T21:43:00.000-08:002015-12-21T21:43:00.239-08:00Simulate an essay with students<br />
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<span style="color: black; font-family: "Times New Roman","serif";">This affects how they
select the content to be written, and the planning and organization of texts.
The simulation helps them become aware of the need to build an autonomous text,
and to control how the subject is presented progressively. The simulation also
looks for students to begin studying for the exam earlier than usual, so they
can anticipate how they will be evaluated (questions to be asked and correction
criteria), so they are better prepared for what the teacher expects of them; to
show what they learn and their difficulties without receiving an evaluation,
receiving guidance instead, so when they review the texts they can play the
role of readers and evaluators, so they can incorporate all of this when they
take the actual test. <o:p></o:p></span></div>
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<span style="color: black; font-family: "Times New Roman","serif";">Students highly value
this activity. Studying for an exam simulation from a list of questions,
drafting a response with constraints in time and length, receiving comments on
the produced texts, seeing the teacher's evaluation criteria in action, and
receiving written corrections and a model of ideal answer; all these instances
reduce the uncertainty in the future evaluation and decreases the usual
anxiety. To participate in the analysis of the answers of fellow students puts
everyone in the position of reader-reviewer-evaluator, and this helps them keep
in mind the reader's point of view when writing for others, as well as the
criteria by which the teacher corrects them. Finally, the teacher receives
fewer questions about the correction of the exam because he or she has already
shown the correction criteria, and because the students have been able to
understand the situation beforehand. <o:p></o:p></span></div>
Literaturehttp://www.blogger.com/profile/08015145908619765679noreply@blogger.com104tag:blogger.com,1999:blog-2505267172525147957.post-66133244674358696352015-11-30T21:38:00.000-08:002015-11-30T21:38:00.825-08:00Help your students by proving questions in advance<br />
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<span style="color: black; font-family: "Times New Roman","serif";">The aim of giving a
set of questions in advance, from which those actually made in the examination
will be made, is to help organize their studying: to reduce the infinite
possibilities in their mind, and place the students in the analytical perspective
required by the teacher. One might object that, in this way, students study
less: this is perhaps the reason why it is customary to only give the students
the questions during the actual examination and not before. Personally, I don't
agree with this, and neither do the students: they manifest being able to study
in a different way, but still preparing for a wide range of questions (there
are 30 questions, which demand coming and going between different texts!); Some
share the task and write the answers as a group. In the real test, they may not
use these notes because the exam is still a closed-book test. What they do use
is the knowledge they developed while reading, writing and receiving peer
reviews. <o:p></o:p></span></div>
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<span style="color: black; font-family: "Times New Roman","serif";">On its part, the
simulation has several objectives. First, it promotes thinking of a central
feature in the test, which is the paradox that students eventually face: the
need to communicate the subject to a reader (teacher), as if that person didn't
know anything about the topic of the class, even if they actually do.<o:p></o:p></span></div>
Literaturehttp://www.blogger.com/profile/08015145908619765679noreply@blogger.com6tag:blogger.com,1999:blog-2505267172525147957.post-24301280509094158342015-10-24T21:47:00.000-07:002015-10-24T21:47:00.352-07:00Similarities between these three situations in academic writing <br />
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<span style="color: black; font-family: "Times New Roman","serif";">Tutoring for group writings, essay
reviews through a simulation, and class summaries, are conceived as instances
of support and guidance for students that are faced with the task of writing on
a subject that they still don't master. This challenge characterizes learning
in higher education, but has gone unnoticed by many. The dual nature of this
rugged enterprise requires a two-faceted approach from teachers, in order to
help students join a community of specialized discourse as much as specialized
knowledge. <o:p></o:p></span></div>
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<span style="color: black; font-family: "Times New Roman","serif";">The three situations
described above share the goal of giving some visibility to the need of
reviewing writing, not only at the superficial spelling and syntax level, but
also at the level of concepts and discursive organization. All three provide
the opportunity to share with others the role of reader-reviewer. All three let
you review language and ideas together, as a way of progressively getting
closer to the concepts and to the specific language of the discipline. In this
sense, the teacher provides feedback focused on the conceptualization of the
content, which is what provides the most appropriate logic structure for
writing.<o:p></o:p></span></div>
Literaturehttp://www.blogger.com/profile/08015145908619765679noreply@blogger.com21tag:blogger.com,1999:blog-2505267172525147957.post-78231185386551278502015-10-13T22:02:00.000-07:002015-10-13T22:02:00.544-07:00Juxtaposition<div class="separator" style="clear: both; text-align: center;">
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<br />Literaturehttp://www.blogger.com/profile/08015145908619765679noreply@blogger.com2tag:blogger.com,1999:blog-2505267172525147957.post-84867626306180242322015-10-11T22:04:00.000-07:002015-10-11T22:04:00.633-07:00Literary Review<div class="separator" style="clear: both; text-align: center;">
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<br />Literaturehttp://www.blogger.com/profile/08015145908619765679noreply@blogger.com4tag:blogger.com,1999:blog-2505267172525147957.post-20597035322363239782015-09-30T20:55:00.000-07:002015-09-30T20:55:00.663-07:00Helping students prepare a work plan<br />
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<span style="color: black; font-family: "Times New Roman","serif";">In the first school,
the students come to class with an index for the text to be produced, and the
teacher helps them narrow down the subject, define a focus and the main idea,
relate concepts, and think of the structure of the text in different sections
with the corresponding subsections; in short, the teacher helps them prepare a
work plan, asking questions and pointing to the need to plan which ideas should
be driving and organizing the work. In the second meeting, the teacher reads
the drafts and asks the authors to define the main problem they faced while
writing, making relevant suggestions, but never losing sight of the hierarchy,
selection, and organization of the concepts to be included. The teacher
stresses the need to create an autonomous text, and for them to think like
producers, since the reader should be able to reconstruct the author's thought
through the clues left in the text; the teacher indicates problems in the
cohesion and coherence of the text (conceptual leaps that need to be marked
with connectors, with transitional sentences or separate sections); the teacher
questions the relevance of certain segments in relation to the whole; the
teacher proposes relocating some ideas, he or she suggests cutting other parts
that make the text weaker, and teaches the students how to use a paragraph as a
unity in subject, etc. <o:p></o:p></span></div>
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<span style="color: black; font-family: "Times New Roman","serif";">The goal of this
situation is to promote the experience of writing as rewriting, to promote the
planning and reviewing of the major aspects of the text -its content and
organization- several times during the process, providing a procedural model,
from an external reviewer, who observes the text from the perspective of the
reader, not the author's, so that the students can gradually incorporate this
perspective. In fact, the teacher shares with the students his or her own
experience when writing, and admits that he or she still faces difficulties that
are intrinsic to all form of writing that involves rearranging what you already
know in order to make it clearer, more understandable, founded, and more solid. <o:p></o:p></span></div>
Literaturehttp://www.blogger.com/profile/08015145908619765679noreply@blogger.com6tag:blogger.com,1999:blog-2505267172525147957.post-67236527919755764722015-09-29T21:51:00.004-07:002015-09-29T21:51:50.180-07:00Writing Styles<div class="separator" style="clear: both; text-align: center;">
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<br />Literaturehttp://www.blogger.com/profile/08015145908619765679noreply@blogger.com3tag:blogger.com,1999:blog-2505267172525147957.post-70906282826307506732015-09-29T21:48:00.000-07:002015-09-29T21:48:07.036-07:00The teaching time and the teacher's time<br />
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<span style="color: black; font-family: "Times New Roman","serif";">Addressing the writings of the students
takes more time than not doing it: time that is subtracted from working other
concepts of the subject, time that is added to the workload of teachers
(writing guides, answer models, a correction criteria, and lists of exam
questions, as well as time to thoroughly read the works of the students, and
make accurate observations in order to improve them). However, ultimately, a
part of the teaching job is reduced, since putting together this materials is
done during one school year, but can be used in many others, reducing future
class preparation time, and giving the teachers systematized teaching tools. It
is also true that fewer curriculum contents are discussed, although
(paradoxically?) students learn more as a whole, because writing and reading
suddenly appear in the curriculum, and because this impacts and improves the
learning of the former. <o:p></o:p></span></div>
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<span style="color: black; font-family: "Times New Roman","serif";">Regardless, teaching
reading and writing help the students, but demands a workload that does not
exist if this task is overlooked, and takes time from teaching other topics.
These are two problems that make us review the hours of students and teachers,
the number of students per class, and the objectives of their education. These
are two problems -of a political, administrative, educational and academic
nature- that relate to the definition of what type of university we want, what
type of students we want to educate, and if we are really willing to take
charge of their education. <o:p></o:p></span></div>
Literaturehttp://www.blogger.com/profile/08015145908619765679noreply@blogger.com5tag:blogger.com,1999:blog-2505267172525147957.post-20403686374422251142015-09-29T21:47:00.001-07:002015-09-29T21:47:12.458-07:00Writing assignment: An activity that focuses on planning the text<br />
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<span style="color: black; font-family: "Times New Roman","serif";">The limited time requires rigorous organization and the selection of the content to be
addressed, which implies determining what is relevant, building a hierarchy of
notions and concepts. Planning ahead is perfect with this activity. </span></div>
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<span style="color: black; font-family: "Times New Roman","serif";">Start by reading and creating a summary, what stands out is the
evaluation of various text levels (depending on the focus or the problematic of
the text), during which the authors receive comments from real readers about
their own writing. In fact, this is one of the few situations in which writing,
within the context of learning, addresses not only to the teacher or the
students, but also to genuine readers. The collective review serves as a model
and as a tutored practice for writing the actual exam. Students who voluntarily
make the summary report that they learn a lot: they learn to write and to
actually understand the contents. <o:p></o:p></span></div>
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<span style="color: black; font-family: "Times New Roman","serif";">As a reading
assignment, the summary helps link what was worked in class with what they read
in the literature, and to revisit the topics of previous classes. Students who
attended the class compare the summary to their own notes and evaluate if the
most relevant concepts are included. If those who are reading were absent in the
class, they receive information about what they missed before. On the other
hand, the teacher can see what the students have understood in class, and
explain concepts again in case of misunderstanding; it also allows him or her
to display the correction criteria in act. <o:p></o:p></span></div>
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<span style="color: black; font-family: "Times New Roman","serif";">I cannot ignore that
this activity takes time from classes, during which there is no progress on new
topics. Since reviewing notes can take too long if they are really
comprehensive, it's the role of the teacher to determine the focus of analysis.
Writing the summary is a very laborious task; therefore not all students want
to get involved in it. As a teacher, I have to spend a considerable amount of
my time in the beginning of the course writing the first two summaries, but if
I don't do that I take away from the students a model that they can follow, and
I don't encourage any compromise from their part. <o:p></o:p></span></div>
Literaturehttp://www.blogger.com/profile/08015145908619765679noreply@blogger.com6tag:blogger.com,1999:blog-2505267172525147957.post-53707351075301168802015-09-29T21:45:00.001-07:002015-09-29T21:45:15.208-07:00Deciding what is important in your text<br />
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<span style="color: black; font-family: "Times New Roman","serif";">Every week a couple of students take
notes on the class, at home they then select organize the most important
concepts and bring copies to distribute among the other students (1 to 2
pages). The idea is for the notes to be easily understood by those who were not
present in the class. Therefore, they have to produce an autonomous text (as
opposed to personal notes). These summaries are read in the beginning of the
next class, in order to resume the topics started on the one before.
Collectively, everyone makes comments to improve the written text. Through
these comments, the content is reworked, and the difficulties in understanding
the topic of the previous class are assessed. The teacher intervenes,
suggesting reformulations. In order not to make the activity a boring routine,
after several practice sessions, the reading and analysis are done at home, so
the students and the teacher can suggests comments and observations in the
start of the following class. The summaries and student's notes are saved, and
the students can reuse them as revised notes on the subject of the class, which
helps them to organize the reading material for the final exam. <o:p></o:p></span></div>
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<span style="color: black; font-family: "Times New Roman","serif";">At the beginning of
the course, before the students are responsible for making these summaries, the
teacher records the first and second class, and in the third, he or she brings
copies of his or her own written notes, one in a narrative format and the other
in an expository format. They read and analyze them, reflecting on the
differences between narrating and exposing, on the various functions of writing
(mnemonic, communicative and epistemic) and on the curriculum, which is
reworked in spirals while using these summaries. Then the teacher proposes that
students take turns to take notes on the remaining classes. The teacher's
participation in recording the first classes works as a model to follow, and
shows his or her compromise towards the group. <o:p></o:p></span></div>
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<span style="color: black; font-family: "Times New Roman","serif";">The learning
objectives of this activity are many: to make the students face a writing
assignment directed towards actual and real recipients, that they go over the
issues discussed in the previous class and determine their relative importance,
that they can revisit the concepts that presented any difficulty in learning,
that they experience a situation of collective review as a model that can be
transferred into other situations, and that they be aware of different text
levels in the teacher's correction criteria. Moreover, this activity aims to
reflect on the difference between narrative and expository texts, on the need
for autonomous writings, on its functions (external memory, communication at
distance or in time, representation and knowledge development). <o:p></o:p></span></div>
Literaturehttp://www.blogger.com/profile/08015145908619765679noreply@blogger.com4tag:blogger.com,1999:blog-2505267172525147957.post-15596924472535829542015-09-29T21:38:00.002-07:002015-09-29T21:38:21.575-07:00Preparing for the exam<br />
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<span style="color: black; font-family: "Times New Roman","serif";">The exam needs to be prepared from the
beginning of the semester. Students may notice what the teacher observes when
correcting a text during the elaboration of class summaries, when they
collectively review the class notes (see below for a further description).
Also, a few weeks before the assessment, students receive a comprehensive list
of potential questions (about 30), some of which will be those that they have
to effectively answer in the actual exam. These questions focus on reading the
literature in a particular way, different from the previous readings that they
do throughout the classes, using guidelines that can help them read the texts
thoroughly. Exam questions demand a higher level of abstraction and
generalization, they seek to establish relationships between texts and authors,
between the literature and the topics addressed in the classes. <o:p></o:p></span></div>
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<span style="color: black; font-family: "Times New Roman","serif";">A week before the
first midterm exam, students participate in an exam simulation: during class
hours, they have to give written answers to these potential questions, in the
same time they have during the real exam, and writing them in the same length.
This time they are not qualified. This is considered a class for trying the
dynamics of the actual examination, and reviewing the questions that may be
asked on the topics seen in class. As they deliver the answers, the teacher
reads some of them and chooses those that contain common difficulties,
exemplifying virtues, or shortcomings worthy of comment. Together with the
group of students, the teacher reads these selected responses and proposes an
analysis, as if to revise the text and improve it, in regard to its content and
form. On the blackboard, everyone collectively builds the structure and
contents that the ideal answer should have. The teacher then tells the students
that he or she will evaluate the exams in the following week, according to the
same criteria shown during this collective simulation. Finally, the teacher
gives a written evaluation criteria, which he or she will be taking into
account when assessing the actual exams, as well as a model of ideal response;
everyone reads these and comments. <o:p></o:p></span></div>
Literaturehttp://www.blogger.com/profile/08015145908619765679noreply@blogger.com1tag:blogger.com,1999:blog-2505267172525147957.post-51677081392816193022015-09-29T18:56:00.006-07:002015-09-29T18:56:52.751-07:00Taking charge of reading and writing in every subject <br />
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<span style="color: black; font-family: "Times New Roman","serif";">There is still another reason that
justifies the inclusion of reading and writing as inseparable from teaching the
particular concepts of a subject. Since there is no appropriation of ideas that
doesn't imply some form of rewording, and since the latter depends largely on
the analysis and writing of academic texts, reading and writing can be considered
distinctive learning instruments. And since it is not possible to take the
procedures for understanding and producing text for granted, it is necessary
for the teacher to guide and provide support to the students. Taking charge of
teaching reading and writing in college is a way of teaching learning
strategies. To take charge of teaching to read and write in college is to help
students learn. <o:p></o:p></span></div>
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<span style="color: black; font-family: "Times New Roman","serif";">In short, we must
consider the teaching of reading and writing in every subject for two reasons.
First, learning the contents of each field consists of two tasks: to
appropriate its conceptual and methodological system, as well as its discursive
practices, since “a discipline is a discursive and rhetorical space, as well as
conceptual”. Furthermore, in order to incorporate any type of knowledge,
students have to recreate it again and again; reading and writing become
essential tools in this task of assimilation and transformation of knowledge.
Therefore, students need to learn to read and write. Isn't it the work of
teachers to help them achieve that? <o:p></o:p></span></div>
Literaturehttp://www.blogger.com/profile/08015145908619765679noreply@blogger.com3tag:blogger.com,1999:blog-2505267172525147957.post-28828983832383102382015-09-29T18:56:00.003-07:002015-09-29T18:56:30.313-07:00Who should be in charge of teaching reading and writing in college?<br />
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<b><span style="color: black; font-family: "Times New Roman","serif";">Addressing reading
and writing in college </span></b><span style="color: black; font-family: "Times New Roman","serif";"><o:p></o:p></span></div>
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<span style="color: black; font-family: "Times New Roman","serif";">“Students don't know how to write. They
do not understand what they read. They do not read”. These complaints, coming
from teachers, appear throughout the entire education system, starting from
primary education, all the way to college. And the responsibility always seems
to fall to someone else: the primary education institution should have done
something that it didn't, parents should have done something too, etc. And
also, they say, secondary education (or a college entrance course) should train
students to reach higher education already knowing how to write, read and
study. <o:p></o:p></span></div>
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<span style="color: black; font-family: "Times New Roman","serif";">There is a certain
fallacy in all of this, which implies a simultaneous complaint and rejection to
deal with teaching to read and write in college. The reasoning stems from a
hidden premise, an assumption that, once revealed, turns out to be false. It is
assumed that academic writing and reading are general skills, learned (or not
learned) outside of a disciplinary structure, and not specifically related to
any specific discipline. The idea that reading and writing are separate and
independent from the learning of each discipline is as widespread as it is
questionable. Many researchers state, however, that reading and writing at
college level demands learning a particular form of discursive production and
text consultation for each individual subject, and the possibility of receiving
guidance and support from those who master and participate in these practices. <o:p></o:p></span></div>
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<span style="color: black; font-family: "Times New Roman","serif";">Without detracting
from the valuable work performed by reading and writing workshops being offered
in the beginning of university courses, it seems that this work is inherently
inadequate. That is, the nature of what must be learned (reading and writing
specific texts for each subject in the context of disciplinary and academic
practices) requires an approach that belongs to the context of each individual
subject. A course in reading and writing, separated from the effective contact
with the materials, methods, and the conceptual and methodological problems of
a particular scientific-professional field serves as a reflexive activity
towards the production and comprehension of texts, but does not prevent the
discursive and strategic difficulties that students meet when they are
challenged to belong to the academic community. <o:p></o:p></span></div>
Literaturehttp://www.blogger.com/profile/08015145908619765679noreply@blogger.com3tag:blogger.com,1999:blog-2505267172525147957.post-61210026403163422732015-09-20T22:01:00.000-07:002015-09-29T22:02:01.629-07:00What is a Metaphor?<div class="separator" style="clear: both; text-align: center;">
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<br />Literaturehttp://www.blogger.com/profile/08015145908619765679noreply@blogger.com3tag:blogger.com,1999:blog-2505267172525147957.post-72000788414780032512015-09-19T21:48:00.000-07:002015-09-29T21:48:42.028-07:00The need for a support program <br />
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<span style="color: black; font-family: "Times New Roman","serif";">I have tried to show that teaching
writing in a humanities class it is to integrate this topic in situations where
the teacher guides the students in the production of academic texts. While this
experience has been highly valued by the students and by the teacher who is
practicing it, it's not a popular practice that transcends the classes in which
it occurs, and has no institutional support. Few teachers and university
authorities in our environment are aware that reading and writing are one of
the main skills to be learned and taught when you learn and teach a specific
subject: on the contrary, understanding and writing texts are considered only
as a transparent medium for acquiring the concepts in the curriculum. <o:p></o:p></span></div>
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<span style="color: black; font-family: "Times New Roman","serif";">To extend this idea
to teachers of other subjects, who do not have experience in teaching how to
understand and produce texts, would require the creation of a "support
program for reading and writing in college", in order to guide teachers
according to their needs, offer training, propose models and distribute
selected bibliography, and to offer the assistance of an expert that can help
to plan and analyze the reading and writing activities that can be undertaken.
This is already present in most of Australian, Canadian, and United States
universities, which recognize the need to address reading and writing at higher
education, that have realized that it's not enough to implement initial
workshops that are separated from the classes, and that have overcome a
"remedial" conception of teaching reading and writing in college.<o:p></o:p></span></div>
Literaturehttp://www.blogger.com/profile/08015145908619765679noreply@blogger.com3tag:blogger.com,1999:blog-2505267172525147957.post-5196650026806172542015-09-12T18:58:00.000-07:002015-09-29T18:58:17.030-07:00A reader that cooperates by discussing draft texts<br />
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<span style="color: black; font-family: "Times New Roman","serif";">When the number of students allows it,
and as a way of being tested, students write an expository work in groups of
three; before delivering the final version, they meet with the teacher twice,
for about 20 minutes, in order to discuss their drafts. As part of the writing
assignment, they receive written guidelines for developing the text, and the
criteria by which it will be corrected. During this tutoring, the teacher acts
as an external, critical reader, and commits to improving the text. <o:p></o:p></span></div>
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<span style="color: black; font-family: "Times New Roman","serif";">As students of the
Bachelor of Science in Education, the students must develop a thesis to
graduate; the teacher presents the writing of these papers as a simulation
task: students write the text as if it were a section of the theoretical
framework for their thesis; they have to present the most relevant concepts in
different learning theories, which are the foundations of all pedagogical
practices. Thus, the paper needs to follow a defined format, and to address an
imaginary audience; nevertheless, it has a very specific purpose, that is, it's
framed in a rhetorical context. The teacher explains that their productions
will be the instrument that will assess the understanding of the contents
worked in the class, and that the writing process can give them an idea of what
starting a thesis implies: a theoretical framework presents the background from
which the problem to be addressed makes sense. <o:p></o:p></span></div>
Literaturehttp://www.blogger.com/profile/08015145908619765679noreply@blogger.com3tag:blogger.com,1999:blog-2505267172525147957.post-1174686504978688502015-09-01T18:57:00.000-07:002015-09-29T18:57:33.500-07:00Reading and writing situations in the humanities field <br />
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<span style="color: black; font-family: "Times New Roman","serif";">When I took the chair of Learning
Theories at the National University of San Martin in 1997, I decided to
multiply and include -within the explicit curriculum- the production of text
and reading comprehension exercises, as I was convinced that the appropriation
of the educational content couldn’t be done without a form of written
elaboration. In this paper, I will discuss three of these activities: 1) tutorials
for group writings 2) exam preparation, and 3) class summary elaboration. All
of these three situations clearly include reviewing times for the student's
written production, during which, as a teacher, I speak from the perspective of
an external reader that expects a text to be autonomously comprehensive, in
which the ideas are developed and organized in order to facilitate the task of
the reader. <o:p></o:p></span></div>
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<i><span style="color: black; font-family: "Times New Roman","serif";">Tutorials for group
writings </span></i><span style="color: black; font-family: "Times New Roman","serif";"><o:p></o:p></span></div>
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<span style="color: black; font-family: "Times New Roman","serif";">The monograph is a form of evaluation
that has recently taken off in college. However, the term <i>monograph</i>
designates no clearly defined textual form. It has been observed that there is
no consensus about what a teacher expects of a monograph, that it is something
between an exposition and an argumentation, and that there are no guidelines on
how to write one for the students, who in turn write it following their own
idea of the task. On the other hand, it clearly differs from a written exam in
a classroom, due to its longest extent and to the fact that it allows the
students to consult bibliography as they write it. <o:p></o:p></span></div>
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<span style="color: black; font-family: "Times New Roman","serif";">The activity of
writing-discussing-and-rewriting that I organize has the intention of guiding
students in the production of texts, and to assist them in the difficulties
encountered, and to clarify that producing a text is a process that is framed
in a rhetorical context. It also offers an alternative to the usual experience
of having to write a piece and receive a note and evaluation only at the end of
the semester. <o:p></o:p></span></div>
Literaturehttp://www.blogger.com/profile/08015145908619765679noreply@blogger.com6tag:blogger.com,1999:blog-2505267172525147957.post-35991611139894732572015-08-31T21:37:00.000-07:002015-09-29T21:38:01.385-07:00How are these tutoring sessions perceived by the students? <br />
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<span style="color: black; font-family: "Times New Roman","serif";">Students manifest that meeting a
teacher-advisor, before delivering the final work is an unusual, but very
educational instance. It is a type of evaluation that they appreciate, since in
itself it constitutes a fertile opportunity for learning. <o:p></o:p></span></div>
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<span style="color: black; font-family: "Times New Roman","serif";">The main obstacle to
extend this practice is the massive amount of students that attend the classes,
as well as the workload and time of professors. <o:p></o:p></span></div>
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<span style="color: black; font-family: "Times New Roman","serif";">As a teacher, I
consider the difference between this proposal and the habit of writing a paper
to be evaluated (in a group or individually) without guidance in the process,
to be a substantial difference. In my experience, the initial work that
students deliver often have multiple textual problems, and I find it impossible
to decide weather to pass them without having this in mind, or to fail them Therefore,
I only request this kind of writing, which is longer than typical exam answers,
when I know that I can take charge of teaching the contents that I expect to
see in the students' final work. <o:p></o:p></span></div>
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<i><span style="color: black; font-family: "Times New Roman","serif";">List of questions,
evaluation criteria and exam simulation </span></i><span style="color: black; font-family: "Times New Roman","serif";"><o:p></o:p></span></div>
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<span style="color: black; font-family: "Times New Roman","serif";">The written answers to exam questions
are the most widespread practice for evaluating a college student, but it
presents plenty of difficulties To prepare yourself for the evaluation requires
more than just studying. As a teacher, I have thought of different ways to help
my students be better prepared for the exam, and I have included different
exercises in the class that aim to do this. <o:p></o:p></span></div>
Literaturehttp://www.blogger.com/profile/08015145908619765679noreply@blogger.com19tag:blogger.com,1999:blog-2505267172525147957.post-62647036377691742222015-08-29T21:52:00.000-07:002015-09-29T21:52:36.765-07:00Literary terms<div class="separator" style="clear: both; text-align: center;">
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