Because when you're writing in only 25 minutes, you don't have time to develop a clear, complex idea. You don't have time to think about an audience. It makes students think of writing in the most simplistic, reductive ways. It emphasizes length of writing. It emphasizes use big words and be sure to follow a very simple formula.
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Is The SAT Creating A Generation Of Bad Writers? : NPR - 0 views
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if you are hired as a scorer, what you have to be able to do is to read 20 essays in an hour, which is three minutes per essay. And if you are trying to earn extra money, you get a bonus if you can read 30.
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Yikes!
Johnson: Writing style: Use good words, not bad ones | The Economist - 2 views
A history of the modern fact - 2 views
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Interesting discussion about the evolution of the concept of a fact. I think we all probably claim the authority of a 'fact' sometimes, so it's relevant to understand how they are changing. The psychology behind wanting to believe facts is fascinating.
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This has some interesting perspectives, but it does little to address belief. The people interviewed seem frustrated by belief, so they take a negative stance. I would like to know more about the experiment where participants had a more open-minded response to climate change after writing an essay about a time they fought for something they believe in. In that case, belief played a constructive role because of their lateral entry. There is a greater thinking level to this issue. -
Another interesting avenue my mind took while reading this was toward Owen Barfield's early 20th century investigation of history in English words. He shows how thinking develops through language. It is a good read if you can get past some of the antiquated language he uses to categorize his thoughts. It is titled, History in English Words. I have a copy if anyone wants to check it out.
Campfires in Cyberspace: Primordial Metaphors for Learning in the 21st Century - 4 views
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I enjoyed how he started, but he lost me when he used Newton under an apple tree and Moses in the wilderness to point out integrated learning. It may have been an homage to myth, but it missed the mark. Also, he conflates the oral tradition with Aristotelian poetics. In general, his interpretation of myth and narrative denies any acknowledge of postmodernity and post-structuralism. It is like he never left his cave after reading Levi-Strauss. I think you could learn more about 21st C. metaphors of cyberspace by skimming a Cory Doctorow novel.
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No worries, Kris. I did enjoy his metaphors, but I think he took a bit of license with his appropriation of Native American oral stories. I get heated about this because it is what I have dedicated my life to, especially narrative theory. I have spent hours upon days with people fighting for their narratives - poststructural/postcolonial movement - and who believe a narrative, and all it tropes or figures of speech, unbinds truth, which allows for not just malleability but multiplicity. Cory Doctorow is the new William Gibson or Ursula Le Guin, so might put him in the same league as Philip K. Dick, but all in all, he is a cyberpunk writer cultivating a community neocyberpunks. His literary website is craphound.com, and he is the co-founder of the tech blog boingboing. He has help redefine narrative fiction in the cyber age.
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Oop! *has helped
Education Week Teacher: Boost Teacher Learning With Video Clubs - 0 views
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I really thought about my husband's question—and realized my colleagues and I were missing out on opportunities to improve our practice together. I would love the chance to visit my colleagues' classrooms, to observe firsthand how they managed stations or how they taught writing. But how, when school schedules make it nearly impossible?
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We decided to ask each participating teacher to record two lessons: one that he or she was proud of and wanted to share with the group and one that he or she felt needed improvement. We created a recording sheet to focus the group and guide our discussions. Using the sheet, participants took notes on events they noticed while watching the video, key comments made during our discussion, and takeaways for their own classroom.
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