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This video talks about the growing gap between technology use outside of the classroom and inside the classroom. The video brings up a number of interesting ideas in regards to implementing web 2.0 in the classroom, and what needs to be done to facilitate the pedagogical need for web 2.0. Web 2.0 can allow for the "personalization of learning," letting students adapt technology to their particular individual learning needs. Learning has been largely individualized and web 2.0 allows for a more communal approach to the learning process.

In this article, there are 21 steps to assist the literary councilor in teaching writing. Although it is a fairly short article, there is fairly useful information that can be extrapolated and applied to the multiplicity of situated learning that exist. A number of the steps actually have sub sections that pertain to the objective that is listed; furthermore, illustrating pragmatic, as well as feasibly applicable, instructive literary algorithms for assisting others in enhancing their writing skills. Truthfully, these steps contain information that isn't always brought to mind during our workshops; and I veraciously admit to relearning things in which I overlooked and/or have forgotten. Quintessentially, these steps can be applied to out workshop environment, and provide us with a helpful literary approach-instead of accidently sending the wrong idea, or running out of intellectual things to say (it happens to us all from time to time). Before we enhance our workshop surroundings, we should all endeavor to enhance our understandings of the procedural nature of excelling in writing, while simultaneously assisting others. In my opinion, teaching is one of the best, if not the best, ways to teach ourselves; instructing others reveals the hidden connecting points that we subconsciously always knew were there.

It's very strange, i went to read your article and all it show me was computer stuff, like C++ stuff. This is not about you wrote. It is not about applied multiplicity of situated learning.....maybe i got the web site wrong, can you post your website again?

Thank you very much for pointing that out to me Khou. I must have cut off a fraction of the URL when I pasted it~ I re-posted the article, please check it out! Here's the link if you don't feel like searching for it- it's kind of monotonous digging through postings http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=6&cts=1331526916842&ved=0CGoQFjAF&url=http%3A%2F%2Fmembers.shaw.ca%2Fenglishtour%2Fway_correct_essay.pdf&ei=_3xdT72nO6OPiAKOrIizCw&usg=AFQjCNFFk0ZVEBkpvxpMk6dA-RAZ4ClavQ

I posted an article earlier about WebQuest, but this article goes more in depth about what WebQuest is and how a web-based teaching method can promote learning. Not only do students work by themselves but sometimes they collaborate in groups, WebQuest also provides a fun way to get students involved and thinking. What I really liked about this article is that towards the end the authors also address the challenges in having a web-based method of teaching. This article is really well thought out and covers a lot of ground in good detail.

This article describes the results of the four OLE (Optimal Learning Environment) approaches to teaching writing used at four different bilingual special education California schools. These approaches include: (1) interactive journal writing: teacher leads dialogue with the students by providing written responses to their daily journal entries. The teacher's responses serve as a model for writing as well; (2) Writers' Workshop - "students go through planning, drafting, editing, revising, final drafting, and publishing each time they produce a written product", i.e. their own class book; (3) expository writing as a process; (4) combination of brainstorm writing, model webbing or mapping the story they have just read, non-interactive journals. The authors emphasize the importance of engaging the learners into the informal creative writing process to increase the intrinsic motivation. They state that often in classes with bilingual students there is a high amount of pressure to speed the students' transition from writing in L1 to writing in L2, which triggers the students' anxiety and reluctance to write. The results of the 10-week experiment in different educational settings showed that OLE program activities significantly decrease stress and increase writing productivity. According to the article, OLE is based on "sociocultural learning theory", and makes use of task-based interactive creative activities. Students are supposed to collaborate while working at their writing (= communities of practice). Writing is considered as a continuous ever-changeable life process. It always implies dialogue (with the teacher, classmates or oneself - in case of non-interactive journals). Response The idea of interactive creative writing is beneficial both for heritage learners, and ESL learners, who often do not feel at ease while writing in L2. Having experienced difficulties in writing in the past, they tend to produce limited quantities of clichéd patterns that lack spo

I like how in your article it state what kind of studies they did. They did Interactive journal writing; Writer's Workshop; OLE; and a combination of journal writing, brainstorming and planning, and spelling practiced for individual group. I think that just using one method from here might help a lot but if a teacher use two or three methods here, then the L2 would improve even more. But i don't know...it's a good article.

This article provides information on the use of WebQuests (a web-based program to help students learn in a variety of subjects) in the classroom. The authors determined that literacy should also encompass digital literacy since the job of a teacher is to teach and prepare the students for a successful and productive life. I was interested in this article because my paper is about using web-based media in the classroom, and while this article certainly covers that, there is a strong focus on students who are learning English. The article states that WebQuests make it easier for students learning English because these programs provide visuals and require participation because they're interactive.

This article contains a variety of helpful recommendations in assisting others with essays, and beneficial of extensive methods in establishing coherence. There are also intriguing statistics about illiteracy and each section, as well as the subcategory within is very specific and unified. Essentially, the article revolves around the diversified nature of everyone's unique interpretation of writing and is magnified towards all students. There's also information such as: informing others, consulting others, approaching the students, entertaining them, acquiring the knowledge of their materials, appropriately responding, and using moderate persuasion. All in all, there are a total of seven recommendations with very concise explanations of writing instruction, analytical approaches, and assessing the quality of literary works. This article is applicable to our instructive endeavors within our micro, or macro, aggregates of situated learning. The content within this particular article will elucidate the path to molding students into strategic writers, capturing and sustaining motivation, and substantiating an enjoyable environment. So please give it a read! I'm sure you'll find it quite pertinent to our weekly scenarios of peripheral participation and consultative interactions.

In this article, there are 21 steps to assist the literary councilor in teaching writing. Although it is a fairly short article, there is fairly useful information that can be extrapolated and applied to the multiplicity of situated learning that exist. A number of the steps actually have sub sections that pertain to the objective that is listed; furthermore, illustrating pragmatic, as well as feasibly applicable, instructive literary algorithms for assisting others in enhancing their writing skills. Truthfully, these steps contain information that isn't always brought to mind during our workshops; and I veraciously admit to relearning things in which I overlooked and/or have forgotten. Quintessentially, these steps can be applied to out workshop environment, and provide us with a helpful literary approach-instead of accidently sending the wrong idea, or running out of intellectual things to say (it happens to us all from time to time). Before we enhance our workshop surroundings, we should all endeavor to enhance our understandings of the procedural nature of excelling in writing, while simultaneously assisting others. In my opinion, teaching is one of the best, if not the best, ways to teach ourselves; instructing others reveals the hidden connecting points that we subconsciously always knew were there.

Li, Xuemei. "Identities And Beliefs In ESL Writing: From Product To Process." TESL Canada Journal 25.1 (2007): 41-64. ERIC. Web. 11 Mar. 2012. This article explored the differences between first language culture and second language culture in an attempt to fill the gap between them. It offered some really insightful notions on the connection between both western and eastern current learning norms and their historical developments. Li points out that western learning can be traced back to the Socratic ideologies; which were to question yourself and others, be skeptical, and to form self-generated knowledge. Li says that Eastern education is based on Confucian ideologies which is a more "humanistic" approach that taught to achieve social harmony by being "reproductive" rather than analytical and to focus on correctness instead of originality. The article also conveyed the idea of the importance of authority in the classroom and explained that students of Eastern cultures place high value on their teacher's position. It explains their indifference to "micro-processes" such as peer critiquing. The article was about 20 pages, but all of the good information is in the first part, the "Background of the Study. The rest is pretty much just a repeat of everything mentioned in the first part. It was a good and insightful article. I would recommend it (at least the first part).

this article sound good...i think i will use it later.

Hypermedia Authoring as Critical Literacy Jamie Myers Richard Beach This article talks about the benefits of implementing hypermedia into literacy education. Hypermedia or hypertext is a web tool that allows students to access school texts via the Internet and actively engage in annotating those texts or providing links to relating websites, pictures, or videos. Students don't have to just link either, they can create their own webpage geared towards whatever it is their doing. A student could make a webpage featuring a paper they wrote, with links to videos and pictures that the creator feels relates to the paper. It's a type of personalization that would motivate a student and make them view their writing differently. Free writing is a useful tool for helping a writer find their voice or develop their own style. Hypertext allows students to free write with freedom and creativity about particular texts, and puts their writing into conversation with other student's responses. Similar to the way we use dijgo, but with a focus on the inquires made into a certain school text. Discussion of the various posts can be made in class, to create a literal conversation on inquires and interpretations of a text.

In this short little section of a book review on "Overcoming Writing Blocks" that was published in 1979, Paster highlights 2 techniques of the 75 mentioned in the book. One is called the "spoke outline," which today we call mind mapping. The other is called "letter to a friend" in which the writer sets up a sort of letter that drifts the discussion toward what the writing assignment is and what the topic should be about--detailing how far work has gotten and any ideas that have come up in relation to the assignment. This 'letter' is completely disposable and it just meant to be used as a prompt for discussion in order to get ideas flowing in such a way that a writer can use to describe the assignment and work to another person. Many people these days just simply talk to other people about their assignment and spur ideas from discussing their topic, rather than writing an imaginary discussion in a letter that is never meant to be sent. Will look for the "Overcoming Writing Blocks" book to gather more of its 75 techniques.

So pretty much this article emphasizes the idea of the connection between the flow of writing (creation and invention) and excercise. The mentioned excercise that helps resolve writer's block is running, but the article also hints at aerobic excercises in general can help cure this issue. So long as the physical excercises do not require "attentional processes" but rather allow the mind to 'free' itself, high-exertion work outs can hold benefits to get those creative juices flowing.

Best tools and reflections to introduce creative and collaborative learning in our lessons... especially in ESL. Super cool website I found just "surfing" the web and I think it could be of some use to students interested in fun, creative ways to learn as well as ESL!! This is like a board where interesting articles related to innovative education are posted! Enjoy!!!

In this article, President of Teaching That Makes Sense, Steve Peha shares his views, methods, philosophy, and applications of teaching writing to others. He addresses questions like "how do teachers achieve the best practice" and "what is the best practice for writing instruction?" Steve also has incorporated a chart that dichotomously sorts the attributes of the quality, process, strategies, reading-writing connection, philosophy, management and forms of writing. He also includes his "Six Traits" of evaluative criteria for assessing a variety of genres of writing. His arguments are quite applicable and logical, and his instructive guide is considerably pragmatic and "easy to follow." For anyone endeavoring to assist and critique others' writing on an academic plain will find this article to be of assistance. Even if there is a disagreement on some of the material, it is arranged in a way that can be slightly altered and still beneficially applicable.

I've decided to go in a different direction than the posts I have been submitting on diigo; however, where our research starts is certainly not where it finishes. I decided to approach the dynamics of voice and style and its relationship with "good writing." Moving along- This article directly engages in explaining "what makes good writing?" and how teachers view this complex question. Teachers alike analyze students' writing in very, very different ways and all hold their own literary interpretations in accordance to their curriculum. There is also much emphasis on "questioning a standardized writing style," "procedures and participants," and a variety of methodological approaches. There is also a list comprised of 31 perceptions on what establishes writing as "good." There is also much emphasis on the dynamics of structure, clarity, purpose, voice, and correctness. Near the end, there is an evaluation of controversy of a many statements revolving around "good writing", as well as "implications for the classroom." This is definitely a resourceful article for anyone endeavoring literary mentoring, and/or teaching of any kind. The diagrams are very concise and comprehensive, and above all, they are applicable to our instructive environments.

This article analyzes the linguistic dynamics of the stylistic literary voice, its bound-factors, and its application. There is definitely a much more technical approach to defining the stylistic voice; but it is actually quite interesting to read about the way in which voice is a matter of "appropriateness", instead of "grammaticality". Joybrato also uses poetical references to strengthen and accentuate his linguistic evaluations; furthermore, his dichotomies of 'literary stylistics' reveal an aspect of writing that cannot necessarily be easily seen. He even mentions the applications of today's technologies and their capacious depth of containing writing. This is article is beneficial to those trying to identify their, and/or helping others, realize their own entity of the stylistic literary voice they contain within their literary composition/cognition. Although the article slightly wanders into the plains of prolixity, I would still recommend extrapolating the information that catches your eye.

This article discusses the differences between the passive and active literary voice, choosing an appropriate tone, and effective usage of verbiage; however, it is written in a very instructively, concise manner and is easy to comprehend. There are recommendations for when to appropriately use the passive or active voice, as well as recognizing the certain challenges each voice contains. In total there are 16 steps to "improve your voice" and each step consists of sub-steps. There is also advice for establishing concise, precise, and simplistically, effective writing for your reader to grasp and enjoy. Although the article is rather short, it is very instructive and can be utilized as a beneficial source to enhance not only our writing, but also the students we are helping. It would make a great source to share and/or even post on blackboard learn under the ENGL 130 forum (for those of us in the workshop); or those mentoring anywhere else on campus.