Annotated Readings, due 2/4/19

Naming What We Know Concept 4 Pt 1 (Dani):

● 4.0

○ No one knows all of writing

○ “Writing is not just transcribing preformed ideas but also developing new ones

○ “a demonstration of one’s ability to write effectively in one context cannot constitute proof of one’s ability to write in other contexts”

● 4.1

○ Preliminary notes, sketches: externalization

■ Helps reduce cognitive load while composing

■ Others only see the notes, not the thoughts behind it

● See it for what it is

■ Text is not independent of author

● 4.2

○ Failure is acceptable, when learned from

○ Students just want to figure out what is expected of them; do not take risks, learn

Shirley Rose(All Writers Have More to Learn):

4.3(Yancey)

>Learning to write effectively requires different kinds of practice, time, and effort(Yancey) >Yancey writes that writing is different for all people.

>There are many types of writing and practices for specific genres

>Makes the classic argument against, "Some writers are born writers." Which is often a similar argument to, "Oh, I am just not a math person"

>Yancey says, "some people believe that when we learn to write in one genre, we have learned to write in all."

>Pushes for practice in multiple genres, as well as modalities.

4.4(Downs)

>Revision is central to developing writings(Downs)

>Revision is a necessary step in the writing process

>Car headlights analogy, you can only see what is ahead of you limited by the lights, but by continuing driving you can see more than you did before

>Revising is often felt by students as a punishment

>Revising also allows for the quality of time to develop their work and ideas

>"writing something usually gives the writer something new, more, or different to say. Therefore, while writing, writers usually find something to say that they didn't have to say before writing."

4.5(O'Neill)

>Assessment is an essential component of learning to write(O'Neill)

>Assessment often feels control by outside sources, external mandates, and formal accountability systems

>Assessment is important for writers to do and learn how to do so

>Assessment often brings up ideas about ones own questions when writing

4.6(Matsuda)

>Writing involves the negotiation of language differences(Matsuda)

>"Myth of linguistic homogeneity"

>Negotiation of language has become more integral as the world becomes more intertwined.

>May need to take idioms(to beat a dead horse), and be clear by beating a dead horse >Errors are not necessarily errors anymore.

Writing as a Mode of Learning Pt 1 (Dani):

● Thesis: writing represents a unique mode of learning

● Four languaging processes: listening, talking, reading, writing

○ Differences in originating and creating of symbols

● “A silent classroom or one filled only with the teacher’s voice is anathema to learning”

● Writing =/= talking

○ Writing is learned; talking is natural

○ Writing is stark, barren; talking is rich, luxuriant

○ Writing must create own context; talking relies on environment

● Learning

○ Chemo-psychological definition

■ Learning is changed patterns of protein synthesis in relevant portions of the cortex

○ Philosophy/Psychology

■ Reorganization or confirmation of a cognitive scheme in light of an experience

○ Dealing with actuality

■ Enactive - learning by doing

■ Iconic - by seeing a depiction

■ Representational or symbolic - restatement in words

Writing as a Mode of Learning(Emig)

>"Writing is markedly bispheral, although in some popular accounts, writing is inaccurately presented as a chiefly left-hemisphere activity, perhaps because the linear written product is somehow regarded as analogue for the process that created it; and the left hemisphere seems to process material linearly."

>Clear writing is without ambiguity in any sense?

>"the ideal of strict objectivism is absurd"(Michael Polanyi)

>WOW "[Writing], is a "much slower" process than talking..."[encourages] the shuttling among past,present, and future." "Writing, in other words, connects the three major tenses of our experience to make meaning." Wow that is a sick idea. >Writing is epigenetic, developed graphically over time

>The point of this essay to make a case for the unique value in assisting learning.