ust like active learning described above, active reading is more effective because the reader—you—is more involved in your own reading process
Important for the writer to be able to speak their mind, but at the same time write in a simpler way because all thought processes are different.
Readers can create meaning in any number of ways as they read actively, from asking questions in the margins, to making connections with other texts and other authors.
documenting those personal connections to the text can help in future thoughts
In the transactional view, the reader creates meaning from the text by integrating the information on the page or screen with their own prior knowledge or schema.
making a personal connection to the text
The labor we ask you to engage in with active reading and research in this book should be done in service to your real interests and passions; to research topics you find important in your life or your view of society;
engaging in activities you actually want to makes doing them a lot more fun. Wanting to learn is better than forced to learn
who you are as a reader matters: your experiences, your memories, your knowledge from other literature, other courses, and other texts – are all very important to bring to your reading process.
We are highly influenced as readers, when certain words or scenarios in a book are used, they can trigger out own experiences to make it personal
It is no surprise, then, that there are multiple ways of reading, and that reading and writing are connected. An important part of growing as a reader and writer is understanding who you are as a learner, but also learning from the models provided to you by readers and writers who came before you.
I'm more of a visual learner myself, it helps to see diagrams in order for me to understand better
hose without power understand they do not have it and understand who does
Sort of a "know your place" situation. Those who have no power know they can't make a change by themselves like the person in power in can
continued sense of urgency that makes it difficult to take time to be inclusive, encourage democratic and/or thoughtful decision-making, to think long-term, to consider consequences
Less time to think about decisions leads to impulsive ones.
The vote is the most powerful nonviolent change agent you have in a democratic society. You must use it because it is not guaranteed. You can lose it.
A really nice example of a non-violence change. Another could be writing a petition or something similar for a great cause.
When historians pick up their pens to write the story of the 21st century, let them say that it was your generation who laid down the heavy burdens of hate at last and that peace finally triumphed over violence, aggression and war. So I say to you, walk with the wind, brothers and sisters, and let the spirit of peace and the power of everlasting love be your guide
This brings a strong conclusion to this segment because not only are we fighting for our generation, but for generations beyond ours. It's important to have the mindset that these changes effect our futures as a society.
hough I may not be here with you, I urge you to answer the highest calling of your heart and stand up for what you truly believe. In my life I have done all I can to demonstrate that the way of peace, the way of love and nonviolence is the more excellent way. Now it is your turn to let freedom ring.
Sometimes the most obvious answers can be over-thought and sometimes you just gotta trust yourself to make the right decision. I also think that he's saying the solution in your heart can bring the most peace. Through non-violence solutions, this can be accomplished
Beyond citing sources to build your credibility, you do so to inform your audience where your sources came from, so they may access them and to accredit the work and ideas you have borrowed and included in your writing.
citing sources can allow the audience access said sources and accredit the ideas that were borrowed for the paper.
Explain to your audience how the evidence relates to your thesis statement
Everything should revolve and go back to the thesis statement.
Analysis is the real work of the paragraph and takes time to think through and write. Analysis explains the connection between the topic in the topic sentence and your opinion about it, so consider how you will
Your analysis helps the reader understand your point of view and wraps the whole paragraph together.
Personal experience (stories, anecdotes, examples from your life)
Using examples from your life can bring a lively vibe to your paper because it lets the reader know that you have a genuine connection with the topic
Because the Evidence informs your audience about the topic you frame with the topic sentence, consider using different forms of evidence to inform your audience about the topic, by using
Evidence helps the reader furthermore understand the points that are made in case they need it to connect to something, or are a more visual learner
: Even though the topic sentence is the first sentence of your body paragraph, in college and professional writing, a topic sentence is often proven over more than one paragraph. So sometimes Topic Sentences introduce sub-topics within a larger body of evidence relating to a larger topic.
The whole paper should revolve around the topic
“What the writer/speaker says (or means) often controls the form of the sentence.” She say Summers’ intent make his sentence clear and understandable, not rules from the grammar police-ma
So is grammar in this sense, subjective ?
But Fish gone ignore Inoue again, as he did back then in 2002. Fish gone say that the examples of Summers and the corporate workers show reasons why we should teach mo standard grammar, that if corporations and high ranked universi-ties got folks who cant write rite, we gotta do a better job of teachin the rules. And since most of those workers are white, he gone also say he not supportin prejudice. He dont like it when whites dont speak rite, just the same as he dont like it when Latinos not speakin rite. Race aint got nothin to do with it, he gone add. It be only about speakin and writin standard English.
So race has to do with the way we talk, and how teachers can teach the students ?
But Fish must dont like this advice. He say that we should have students to translate the way they talk into standard English on a chalk board. He say, leave the way they say it to momma on the board and put the standard way on paper.
Do teachers want them to speak the way they want because they don't want to understand their students?
Code meshing also be used to add flavor and style, like journalist Tomas Pal-ermo do in the excerpt below from his interview with Jamal Cooks, professor of Education. In his online article “Rappin about Literacy Activism,” Palermo write:
Code meshing can add personality to it, make your sentence feel more lively
It’s blendin two or mo dialects, languages, or rhetorical forms into one sentence, one utterance, one paper. And not all the time is this blendin intentional, sometime it unintentional. And that’s the point. The two dialects sometime naturally, sometime intentionally, co-exist! This is code switching from a linguistic perspective: two languages and dialects co-existing in one speech act (Auer
Goes more in depth that code switching is combining 2 dialects, languages, or "styles" of talking in a sentence.
o, what happen when peeps dont meet the dominant language rules? Well, some folks can get away with not meeting those rules while others get punished, sometimes severely, for not doing so. Let me go a lil mo way with this: Even uni-versity presidents and highly regarded English professors dont always speak and write in the dominant standard, even when they believe they do
Who's affected by these rules ?
, for one, sho aint convinced by Fish. I dont believe the writin problems of graduate students is due to lack of standard English; they problems likely come from learnin new theories and new ways of thinkin and tryin to express that clearly, which take some time. New ideas dont always come out clear and understandable the first few times they expressed. And, further, grad students also be tryin too hard to sound smart, to write like the folk they be readin, instead of usin they own voices
Students try too hard to not speak in the way they want. Try too hard to sound smart and not use their own voices.
irst Tweet: “Pres Obama you got nerve while u sightseeing in Paris totell us ‘time to deliver’on healthcare.Westill onskedul/even workinWKEND.”Second Tweet: “Pres Obama while u sightseeing in Paris u said ‘time to delivr on healthcare’ When you are a ‘hammer’ u think evrything is NAIL I’m no NAIL.
An example of code meshing to appeal to younger audiences
bout. Code switching, from a linguistic perspective,
Code switching is more of switching up the style in which you talk, not switching between languages.
nstead of prescribing how folks should write or speak, I say we teach language descriptively. This mean we should, for instance, teach how language functions within and from various cultural perspectives. And we should teach what it take to understand, listen, and write in multiple dialects simultaneously. We should teach how to let dialects comingle, sho nuff blend together, like blending the dia-lect Fish speak and the black vernacular that, say, a lot—certainly not all—black people speak
We should learn to understand people who don't speak our dialect. Blend our dialects together so we can understand each other.
students infected with the facile egalitarianism of soft multi-culturalism declare, “I have a right to my own language,” reply, “Yes, you do, and I am not here to take that language from you; I’m here to teach you another one.” (Who could object to learn-ing a second language?) And then get on with it. (Fish “Part 3”
Languages should be taught and make it aware that we're not trying to take away your language. The purpose is to teach another or learn about someone else's culture.
Code Meshing
Code-switching: Switching between different languages The basic idea of using different languages
Code-meshing: Switching dialect More in depth to the idea of speaking differently, but with the same language.
As we addressed in the writing process, discovering who is your intended audience reveals to you how to construct your thesis statement and entire paper.
So your thesis is written for the target audience to understand ?
Purpose
Can the purposes of writing different papers connect to the purpose of one big essay
Genre
They style of the paper
Or if you are writing to an audience who does not know about the topic, you will have to consider how to inform them about the topic you are addressing in a specific and concise manner.
write to the reader as if they know nothing
The thesis statement serves as a summary of the argument you make in your paper. The opinion you express in your thesis statement is the reason you are writing the essay, which is to explain to your intended audience why you hold this opinion about the topic.
Similar to the topic, your paper always goes back to the thesis and should all connect and support it.
. Whichever it is, the topic is the focus of your paper.
The whole paper revolves around the topic
know that I had to borrow your languagebecause mines was stolenBut you can’t expect me to speak your history whollywhile mines is broke
her language is no longer spoken and has to speak in the majority tone
Cause I speak three tonguesOne for each:Home, school and friendsI’m a tri-lingual orator
Three different tones for three different situations.
The secret, administrators say, is to teach students how to be college students. Virtually every step on a student’s path from application to the final semester presents challenges. And the best colleges often have a plan for each step. They start with the transition out of high school. Bethel, a university in northwestern Tennessee with a higher than expected graduation rate, requires all first-year students to take a class called the College Orientation Experience.
In order for new college freshmen to become familiar with the environment, universities require them to take a College Orientation Experience
The next fall, some of Ramirez’s high school classmates struggled with the transition to college, she said, but she felt connected to her campus from the start. Through La Verne’s day of community service and other programs for new students, she got to know classmates and professors early on.
With the help of clubs and school events you can feel connected to your campus and meet new people with the same interests.
ouston’s recent progress is encouraging because it shows that poor performance is not inevitable. When college leaders, in any region, decide they’re no longer willing to accept subpar graduation rates, they can usually do something about it.
Ignorance in this situation is essentially the reason of these subpar rates. Colleges don't have bad intentions for their students but they are just unaware of the rates.
For students who live on campus, college isn’t just something they’re doing. It becomes their life. When they have a problem — a bad grade, a bureaucratic frustration, a lack of money — they can more easily turn to their friends, teachers or adviser for help. “Living on campus puts you so much closer to all of the resources that are accessible to you,”
By physically being more connected to campus and your college, you can focus more. Campus becomes a life style and easy access creates a solution for problems.
Some high school administrators have also started focusing on the problem, in part out of frustration. Over the years, they have watched their hard-working, talented graduates struggle in college. “It’s disappointing, to say the least,”
High school teacher's focus on their students so that they can do well in college, but once they get to college it seems they're not getting help and the teacher's efforts are put to waste.
For too long, high-school students, parents and guidance counselors have hardly thought about graduation rates when choosing a college. And for a long time on many campuses, administrators and faculty members didn’t even know what their college’s graduation rate was.
This is a really eye opening fact, when I thought of college professors not holding your hand I didn't imagine it was that bad. I get only helping when asked and not treating student's like kids, but I think it is important for all administrators to know their graduation rate.
author
pg 266 last paragraph "In fact, prison enabled me to study far more intensively than I would have if my life had gone differently and i had attend some college."
In school you learn the things you want in the classes you picked, but in prison you obviously have none of that. However, one thing you do have in prison is ultimate time to yourself, no responsibilities or bills to pay, and if you take advantage of this time I believe it is possible to learn more than you would in college.
pg 262 "I never will forget how shocked when I began reading about slavery's total horror. It made such an impact upon me that it later became one of my favorite subjects when i became a minister of Mr. Muhammad's."
Using their platform to spread awareness of mans most monstrous crime, treating people as if they're nothing but workers with no rights was such a terrible mindset and cruel to think about how that was the norm back then.
pg 256 last paragraph"All the same, if a cure were found, would I take it? In a minute. I may be a cripple, but I'm only occasionally a loony and never a saint. Anyway, in my brand of theology God doesn't give bonus points for a limp, I'd take a cure; I just don't need one." I find it interesting that he's content with not having a cure for his disability and note that he seems as independent as if he wasn't.
(pg.257, Last paragraph) "I became increasingly frustrated at not being able to express what I wanted to convey in letters what I wrote, ..." I get this frustration a lot because you understand what you wrote, but to "translate" that into new/other words for others to understand is a new challenge.
(pg. 256, 3rd paragraph) "'Do you ever say to yourself, 'Why me, Lord?' 'No, Michael, I don't,' I told him 'because whenever I try, the only response I Can think of is 'Why not?' Again, another good example of him being not necessarily content with his situation, but accepting of it and that it can happen as well as there is nothing he can do but get used to it more and more
(pg. 256 2nd paragraph) "I'm glad of what I have. It has opened and enriched my life enormously, this sense that my frailty and need must be mirrored in others, that is searching for and shaping a stable core in a life." He is able to understand his circumstance of being a cripple, and instead of being sad and pity about it he controls those emotions and would rather live the rest of his life with the same mindset as if he wasn't cripple.
And it was perhaps the first time shehad heard me give a lengthy speech, using the kindof English I have never used vn\h her. I was sayingthings like "the intersection of memory and imag
In order to get better at something it is important to break the barriers and challenge yourself. Failure is apart of the process.
ortunately, I happen to be rebellious and enjoythe challenge of disproving assumptions madeabout me.
Always gotta stand up for yourself especially against ignorant insults.
Don't judge a book by its cove
Never know what people are capable these days
Even now and 3,000 miles away, I can see my mother spic-ing the ground beef, pork, and venjson with chile. My mouth salivates at the thought of the hot steaming tamales I would be eating ifI were home.
Culture is important and it sticks in our head 24/7, it gives vivid memories of what they see as home.
Now that we had a name, some of the frag-mented pieces began to fall together -who we were, what we were, how we had evolved. We began to get glimpses of what we might eventually become.
The pieces are starting to form together and how we have evolved
s a culture, we call ourselves Spanish when referring to our-selves as a linguistic group and when copping out. It is then that we forget our predominant Indian genes. We are 70-80 percent Indian'· We call ourselves Hispanic" or Spanish-American or Latin American or Latin when linking ourselves to other Spanish-speaking peoples of the Western hemisphere and when copping out. We call ourselves Mexican-American!2 to signify we are nei-ther Mexican nor American, but more the noun "American" than the adjective "Mexican" (and when copping out)
To the author, it is important to recognize what you are and how to identify yoursefl
We oppress each other trying to out-Chicano each other, vying to be the "real" Chicanas, to speak like Chicanos. There is no one Chicano language just as there is no one Chicano experience.
Be aware that you are all united and that it is no competition.
Chicano Spanish sprang out of the Chicanos' need to identify ourselves as a distinct people.
Didn't wanna speak english, created their own language to identify themselves
En boca cerrada no en tran moscas. "Flies don't enter a closed mouth" is a saying I kept hearing when I was a child. Ser !tabla-dora was to be a gossip and a liar, to talk too much
Don't be a loud mouth
Amy Tan breaks through that stereotype with her writing and that if you can work hard enough it is possible to achieve your goals.
English not being the primary language in the household prevented their learning to the highest potential and now struggle on their assignments.
I've had a lot of friends, including my girlfriend and mother, that go through this with their parents
we have narrowed our discussion to theories of adult learning that have been proven to work best actively and collaboratively.
Yes, I agree that working as a classroom actively is the best way to learn because not only are you not alone, there is a whole community willing to help you and that's really comforting to me.
using hypothes.is, to help you “learn by doing” even when reading at home.
I like that since you want us to learn better, you're giving us the tools for us to do so
Engagement in Active Learning: Introduce how this textbook and classroom activities will engage students in active learning as they read, to engage students with interactive experiences during the process of learning and reading.Openness, Flexibility: Prepare your mindset to be flexible and open to new reading and writing situations in college; reinforce the growth mindset model and prepare students with strategies to control their reading and writing growth
I find these two pretty important because to me it's talking about the introduction to what you'll teach us and how to prepare for your class as well as what kind of things to expect.
motivated by your connections, motivated by your passions and interests as students. And although your college journey will come to an end in four, five, or six years, we hope that the lessons, practices, and habits that you will learn and practice through this interactive textbook will transfer to many courses, and beyond to many life situations in your career and elsewhere.
I think as a freshman in college, motivation is really really important in order to not give up and keep pushing forward in the upcoming years of my life not only in school perhaps. I want this knowledge to stick with me so that I will be prepared.
Know Your Rights and Campus Resources●SFSU Statement on Title IX Sex & Gender Discrimination; resist gendered and sexualviolence & rape culture!●The SAFE Place - (415) 338-2208; reporting and support for survivors of abuse.●SFSU Title IX Resources, including transgender resources and equity issues.●“The Safe Zone” alliance, program to support the LGBTQ community at SFSU●Disability Rights and Access Statement;Disability Programs & Resource Center●DREAM Resource Center - "undocugators"●See iLearn “Campus Resources for your Belonging and Success”for more.Health is Wealth●Counseling and Psychological Services CaPS -(415) 338-2208●Student Health (Medical) Services -(415) 338-1251
You value the safety and comfortably of any and all students on campus and give us these resources in case we don't
. You can “Make up”Ignored Learning Activities with Extra credit
I like that you give us an opportunity to make up activities
Meet my cat. That’s Bruce. And this is:“Discipline” by Dead Prez (2000) for a good reminderonce in a while. Let’s have fun this semeste
You are not afraid to include yourself in the conversation which says a lot to me, often teachers will not be as open and will just teach but I like to see that you value sharing a part of your life to the class and to give personality so that we feel a lot more comfortable. I also have to cats named Luna and Meow Meow
Helping each othe
You want the classroom to be one unit and help each other
I highly encourage you to take your knowledge, experience, and curiosity toteach your own course, on any topic relevant to you, through the Experimental College at SFSU
You want us as students to pursue what WE want to pursue and to me that's very important
But we are, that's true! As I learn from you, I guess you learn from me-- although you're older--and white-- and somewhat more free
Although you may be polar opposites, it is still important to learn from each other.