Week 10 Response

I felt a personal relation to two of the articles, so I felt best to reference my experience in my own life as opposed to the classroom. 

Hotchkiss and Hougen's article stood out to me as it provided a career-oriented model for how students should write by referencing that students should write like historians. As we prepare students for college-level work, it is fair to say that the four historical modes are abhorrent within our undergraduate and postgraduate work, so why can’t it start early. The model of a set term of conditions to abide from provides students with a concrete idea of what is expected from them as our students will write texts based on different genres and different mediums.

The articles in this week's reading have had a personal effect on myself on many different scales. I consider long distance running as one of my main hobbies, having completed the Brooklyn Half Marathon and the NYC Marathon in 2017, I felt a personal sense of fear when the Boston Marathon bombings happened. There were many scenarios when I thought of “ that could have been me” at that event or any other event. The year after the bombing, myself and my runner friends were worried about traveling out to race, as the running community as a whole expressed through social media and news articles comments. When assessing the writing skills of middle school students, Chandler-Olcott article hits home when referencing how comments determine how we receive our surces of news. 

 

This article holds relevance due to when the marathon bombings happened, there were multiple comments on social media and newspapers websites. I was one of the people who did comment on the New York Times article on the bombing, as well did other runners. In an age of smartphones and tablets, comments on forums and boards are more adequate forms of news due to their content and their ability to get to the point. The main problem that arises from this claim is that the people who make the comments are not the journalist, but readers. It feels fair to claim that we must make our students beware of the caveats of commenting online, as it is easy for our views to become easily misunderstood ad disjointed to a more significant argument from the ones presented in front of them.  We are in a cycle of readers following readers. This claim was a point referenced as well in Chandlers-Olcott on page 281 when referencing people description of the suspects in the bombings.

Kohnen article on how to implement science research strategies in the classroom compares to Chandler-Olcott due to how as our students are writing in a digital age, they must be sure to assemble their facts and knowledge of the material they are wiring about adequately not to be misinterpreted.  When instructing our students, it is fair to take from Morgan, Benko and Hauptman article of writing lists so our students can organize the information they receive effectively in the form of records or other organized structures of research-based writing. Our students need to learn how to break down information to distinguish fact from fiction.

Group A

Here is the online home for you sub group this semester.
Sub-Group of ED 656 - Fall 2018

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