Some may argue that liking writing is not something that can be taught, but I think students can learn to enjoy writing if they are given the right assignments. I plan on teaching and using all three rhetorics in my classroom because I think they’re all necessary for success as a well-rounded writer. Using the current traditional rhetoric model can be tedious and restricting, but it’s a necessary skill to have for the future, particularly when it comes to writing essays. Once students have mastered form, they will discover that they actually do have a lot of freedom in expressing their views within it. The epistemic model can be difficult because one always has to keep audience in mind, but it is also very useful, and shows students that their writing can make a difference.
Constructive criticism can be hard to find in some student writing, but as an instructor, I will always give students constructive criticism no matter the quality of writing. In our course this semester, the samples got easier to give criticism to as the writing got better. My approach to editing and commenting on student work will vary based on the group of student writing I am reading. This is a part of adjusting as an educator. Students should be able to know grammar well enough to teach it to another as that is a test of proficiency, comprehension, and true understanding.
Certain students have certain needs so that they can learn more effectively. Students need to be able to interact, have life like examples of what they are learning and each student has a different way of learning, which each teacher should uncover. This way today’s students will grow up to be someone in life and not wander around, lost in life. This is why teachers should try to connect with students to create a better learning experience. Many teaches today teach by putting up a powerpoint with lots of notes and making them copy it.
For example, instead of writing “awk” as a feedback on a poorly constructed sentence, it would be more helpful if the teacher were to provide reasons to why it was awkward and to give clear instructions. It may impede the teacher’s free time, but their help will give me an opportunity to use it as a guide when revising my writing and it will improve my future essay assignments. Over the years of my schooling, I have gradually developed my writing preparation to help me become a better writer. I continue to find ways to improve my writing abilities by working on my weaknesses and by incorporating the feedback I receive from my peers and my instructors into my essays. At times, I still struggle when preparing to start my essay, but with precise and organized planning and obtaining the help of others, I am certain that I will become more proficient in my writing
How Educators Should Deal With Plagiarism An effective response from these teachers includes having a positive solution that will advise these students how to become better writers, and scholars, while applying a similar tone in the syllabus. Most teachers tend to address plagiarism with harshness, emphasizing the heavy penalties that come with it. However, research shows that the society more often responds positively to such situations, throug... ... middle of paper ... ... not only face penalties from the school, but the school will advise them on the other legal actions that the owners of the information could take against them. This will be for protection purposes and not to threaten or instill fear. There are serious charges related to plagiarism, and the school has a duty to prepare the students for their future writing career.
Therefore, these instructors are attempting to teach their students the ethics involved in writing. They hope that this will encourage their students to stop plagiarizing. Consequently, instructors must understand the ways students interpret plagiarism and find ways that correlate to this that will successfully end plagiarism. In Scott Jaschik’s article “Winning Hearts and Minds in War on Plagiarism,” he uses rhetorical choices such as irony, an appeal to authority, and jargon to efficiently persuade his audience of college level English instructors to find the best ways to prevent students from plagiarizing.
Philosophy A philosophy for a teacher is to help them to create a method of learning and to help them to establish standards and goals for themselves and for their students for future benefits. Today’s teachers cannot rely solely on one type of philosophy because today’s society is too complex. As a social reconstructive teacher I want my students to observe how things change and how life processes effect daily lives of an individual as well as a whole group. I think that students should be able to research and evaluate things from many different perspectives to better themselves and their individual futures. The students should also be introduced to different kinds of technologies to help increase certain skills for reading and writing and to increase their desire and ability to learn.
The behaviorist theory has many ideas that I will use in my class, because I believe that children with disabilities do better when the material is modeled, when they are prompted from least to greatest, and when they are reinforced. It is also crucial to understand the thinking behind their behaviors and the meaningful use, which is where the cognitive theory comes in. It is important that reading is developed through meaningful use (Alexander & Fox, 2008). If I cannot meaningfully apply the process of reading to my students’ lives then most likely they will not be motivated to participate in my teaching. It will be harder for them to learn how to read if they are not motivated and cannot meaningfully relate to it.
Hedge (1988) suggests that teachers can indicate “and error and identify the kind of error with a symbol, e.g. wo = wrong word order” (p.151). This means that teacher can use correction codes when feeding back on writing tasks and the students should find out the errors they made from the symbols and re-write it again with the corrected mistakes. This strategy “encourages learner independence” (Riddell, 2001, p 152), and students become more responsible for their learning. Also it seems that L2 learners can learn better from their mistakes and when they correct their work by themselves (Ferris, 1995).
That is the reason why wherever talking or writing is involved, English is important. It can show us what a student knows and what they do not know about a particular subject. It might make a student look clumsy if a student uses the wrong words or grammar. There is nothing more humiliating then using an incorrect grammar while talking in front of all your classmates. Studying more words alongside the meaning will allow the student to feel happier using the words correctly in talking and when writing.