Fluent Essays

see attachments for details~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ anecdote___reflection_third__not_final__draft_for_genre_analysis.pdf detail_instructions.docx paper_3_assignment_sheet_draft.pdf Unformatted Attachment Preview Paradigm Shifts and The Hurdle of Existing Mastery One of my earliest memories is of an attempt to teach someone to read. After school, I would go next door to my friend’s house, where his mother looked after me until my mom came home. He was having trouble learning to read, and it became my responsibility to help him with his reading homework. His progress through every book was slow, and I felt impatient to find out what happened next. I remember one book clearly—it was about a teacher who often pointed her finger at students. I remember feeling bewildered because it didn’t matter how many times I pointed out that the word was “finger” and not “fin,” he made the same mistake. Every time. I learned later that we were taught to read using a system called “whole word learning.” Rather than being taught phonics (the various sounds that different letters could make), we were taught to recognize entire words. This is why my friend kept seeing “fin” instead of “finger.” Whole word learning was a pedagogical failure. After two years, most of my classmates could not read. Because I am very smart, I could. However, when my family moved and I switched schools, I was told that I was an abominable speller. My teacher sent home a few notes of concern and then finally a paper I had written about how to make a sandwich. My mother thought it was hilarious and read it out loud to guests, deliberately emphasizing my misspellings to great comic effect. To this day, she asks me to pass her the fork and “ca-nift.” My teacher also kept me inside at recess to teach me the basics of phonics. I hated it, and I hated being singled out. Other than spelling, I was an exceptional student, and I glared at her as if she had betrayed my trust in who I was. Predictably, I learned nothing, and finally she just sent me home with a set of tapes about phonics and a note to my mother to make me listen to them. I remember the woman’s voice as clearly as I remember listening to my friend read: “We are going to learn the different sounds of the different letters. First, there is A. Now, that is the last time I am going to call it an A, because it only sometimes makes an ‘aaaayyyyy’ sound. Often, it makes an ‘ahhhhh.’” Stunned, I stopped the tape. Vowels could make different sounds: ay and ah. I never listened to the rest of the tapes, but my spelling a lot. And quickly. It is still not great. I definitely had to spell check abominable and phonics the first time, but I got them both right just now. In her article “The Winds of Change,” Hairston describes the process by which one conceptual model is replaced by another (126). When someone “begins to encounter anomalies or phenomena that cannot be explained by the established model … those who subscribe to the paradigm try to ignore the contradictions and inconsistencies…. Eventually, however, when enough anomalies accumulate … a few innovative thinkers devise a new model” (126). The first part of this process is a close description of what happened to me and my spelling. I had a model, a paradigm, that one letter made one sound. This paradigm did not account for the varieties of sounds and spellings in English, but I was a child and could not have conceptualized a different paradigm. I needed help. What’s interesting about my paradigm shift is that I resisted it. I resented being talked to as if I were a beginner, because I mistook the opportunity to relearn and rethink basic ideas as a mark of failure. Hairston’s article is not only a description of paradigms. It was also a prediction that we are in the process of a paradigm shift in the teaching of writing. She argued that we were in the process of shifting from teaching writing products (“here are the rules to a 5-paragraph essay, now write one”) to teaching the writing process (generation, drafting, revision, editing) (126). Reading her article, one might have thought that within a few years, all writing instruction would have become process-based. This article was written in 1982. It is now 2020, and the vast majority of my students (Canadians and international students) have been taught writing products only. (“Here are the rules to a five-paragraph essay/personal response/journal/editorial/whatever, now write one.”) In the meantime, writing studies scholars have expanded their understanding of writing to include not just the writing process but to socio-constructivism, post-process, postcolonial, post-structural, rhetorical, genre, second-language writing, anti-racist, and culture studies theories of writing. And in elementaries and high schools, teachers are still teaching writing products only. Why has this paradigm shift failed to move to teachers? Hairston writes about the resistance to changing paradigms: adherents first “try to ignore the contradictions and inconsistencies” (126). Even when I knew my approach to spelling was wrong, I resisted a new paradigm because it threatened my sense of mastery and competency. When we talk about changing the paradigm of writing in high schools, we run into the wall of teachers’ mastery. Over decades, they have developed many methods for teaching products; they have exchanged ideas and tactics and strategies with each other. They have invested much more into their paradigm of teaching product than I, as a grade 3 student, had invested into my paradigm of one-letter-one-sound spelling. And teaching writing products to students does work well enough for enough students. (It worked just fine for me, probably because I am very smart.) Teachers are not overwhelmed with data that challenges their faith in their perspective. Not all students succeed, but enough do that teachers keep revising their strategies rather than question their paradigm. Under product-instruction, enough students will become good enough writers to keep the system going. The argument that we, as writing studies experts, have to make when we advocate for including things like process, rhetoric, genre, and socio-constructivism in public school writing instruction is not that it works better—it’s that it will work better for some students, and that some of them are the ones who are currently struggling. PDF are the sample draft and requirement, here is the course reading: https://eclass.srv.ualberta.ca/course/view.php?id=60568&section=2 Login: renjie4 Pw: Qdxdf201909 below is my previous related assignment Writing Assignment 8 (Generative Writing for Paper 3) For this piece of generative writing, you are going to carelessly list as many moments from your history of writing as possible. These moments will be possible content for the anecdote half of your paper 3. Remember that you are not required to write about academic writing for paper 3. Creative, personal, or professional writing is all acceptable. Writing done in any language is acceptable. LIST: List as many memories as you can. Do not worry if they are inappropriate, 1. boring, unconnected with anything weve learned about writing so far, or anything else that makes them bad. Your goal is a long list. The more you give yourself permission to have bad ideas, the more ideas you will have. The longer your list, the more likely it is that you will have one good idea. Try to include ideas from both your first- and second-language writing. Try to include a variety of types of writing: academic, creative, personal, and professional. NARRATE: If you run out of ideas, choose one (any one!) and narrate it. Be as 2. specific as possible. Try to remember the day or week or hour that best shows this incident. Try to remember locations, people, thoughts, and dialogue. If you remember more ideas for #1 while you are describing this moment, add them to your list. Please continue to move back and forth between narrating and listing for the entire time. List： -Last month，I became a shareholder of the vancouver whitecaps. -When I was in high school，I volunteer to clean up the beaches in my hometown. I feel honored. -When I graduated from high school，I worked as an intern in a shipping company. I learned something about import and export. -When I was in high school，I was in my high school soccer team. I took part in a football match in my province. Even though I was knocked out in the group stage, I feel very excited to play. Im not very good at football, but Ive always had good luck. Im a reserve player but Im key. I always score in second half. -Last year，I gave my mother a hat for her birthday. The color of the hat is purple, which is her favorite color. Narrate： I like football very much. One of my dreams is to have my own football team. Last month it occurred to me that I could buy shares in my favorite club to realize my dream. So I contacted the vancouver whitecaps. I told the staff I liked the team and wanted to buy a stake in the team. They agreed to let me buy in. I successfully bought a stake in the team and became a shareholder in the team. Im excited that I have a stake in the team. I now own 0.1\% of the team. My goal is to buy 1\% of the team before I graduate from college. I believe this team can develop very well in the future. More and more people in North America pay attention to the football match. I am confident that football can become as popular a sport as football, basketball and ice hockey. We should think more about it. If you have a good business idea. We should give it a try. We must learn to be good at making decisions. When I thought about buying a stake in the football team, I assessed the future of the football industry. I thought it was feasible, so I decided to buy a stake in the team. I believe that my business thinking can give you a good inspiration. I hope you are also good at thinking and making decisions. Paper 3 Assignment Sheet (35\%) Paper 3 is the closest we’ll come to an academic research paper this term. Its exigence is academic: you must contribute to an ongoing conversation about writing to an audience of experts about writing. Its genre is not formal, but you will engage with and cite at least one source in your paper 3. The author of that source will be your audience for paper 3. See below for more details about purpose & audience and genre & structure. Audience: Your audience must be an author of one of the sources that we have read this term. See below for a list of options. Remember that your audience wrote the source you read. Paper 3s that get top marks will have a main idea that adds to one or more of the idea(s) in the audience’s source. Paper 3s that get average marks will say something about the topic that is unrelated to the author’s main idea or will repeat one of the author’s ideas about writing. **Even though your audience is the author of the source you use, you will not use “you” in your paper 3. Genre: Paper 3 will have two parts: an anecdote and a reflection. They must come in that order: anecdote first then reflection. • • • • Anecdotes are a specific subgenre of creative nonfiction. Remember that all creative nonfiction has two goals: to entertain the audience and to say something true and important about the topic. Anecdotes are very short stories from the writer’s life. They usually have only one tone: funny, sad, sweet, etc. Your anecdote must be about an incident from your writing history. You can write about writing you’ve done in any language. You don’t have to write about academic writing—you can also choose to discuss creative writing, personal writing, or professional writing. Your anecdote must also introduce and inform your reflection. You have already written a reflection. A reflection is a nonformal piece of academic writing. You can use “I” and you must tell your audience something about the topic that they do not already know. Purpose: 1. to entertain your audience with your anecdote 2. to contribute to your audience’s understanding of their topic with your reflection Restriction: Your anecdote cannot be about paper 1, paper 2, or any other piece of writing you have done for WRS 101. Length: 800-1200 words. Each half of your paper should be 400-600 words. This is a very tight word count. To add to your audience’s understanding of their topic in this tight word count, you are going to have to choose each detail and word very carefully. This will require several rounds of internal and external revision. Language: I will require careful polished English in the final draft of this paper. Use the feedback I give you on the grammar of your paper 1 to improve your grammar in this paper. Grammar will impact your grade. Citation and formatting: You must format your paper 3 according to either MLA or APA citation standards. This includes: • • • proper headers and/or title pages in-text citations a works cited page Check the “Useful Links” tab on eclass for links to help you with your formatting and citation. We will not be spending time on this in class, but failing to cite properly will cost you marks. Possible audiences & topics: If you want to write about a topic not listed here, please get in touch with me. It is likely that I can give you a source and an author to respond to. • • • • • • • • Murray: writing process or revision Root: structure Straub: feedback o If you want a more challenging source on the topic of feedback, please get in touch with me. Losh et. al: rhetoric o If you want to write about intercultural rhetoric, get in touch with me. Dean: genre Sommers & Saltz: student writing and/or academic writing Ferris: ESL writers or grammar & ESL writing o We didn’t read any articles by Ferris, but I can give you one if you are interested in one of these topics. Elbow: a variety of topics, including assessment of writing, the writing process, low-stakes writing, and style ... Purchase answer to see full attachment