Digital literacy is the concept of learning using digital technology. There are plenty of controversies as to whether or not this method of teaching is actually effective. Most colleges and high schools today have online classes you can take to either earn extra credits or re-gain lost credits. JeffcoNet Academy, however, is a complete online high school learning program. It is very effective for those who are self-motivated and can be completely responsible for their work.
Besides the fact that technology never stops improving, digital literacy will be the future of education. Take a look at our schools now and take a look at our schools a decade ago. Realize how much technology is installed into schools, how many computers they have, and how many assignments call for students to use this technology. At JeffcoNet, the students are ahead. We're the students who will have a better understanding when the time calls for it because we're the ones who use it, practice it, every day.
At JeffcoNet I have learned by far more than I have learned in about a year. I find it much easier for me to do my work alone as opposed to with a group of people. I understand we still need contact with people, and that's why we meet once a week, but I also know that we're all at different levels and some people will hold you back while others will push too hard. Online, you can go at your own pace and get your own personal help.
I can use this method of learning in the future because I'm going to college and I may take some online classes. Because I enrolled in JeffcoNet, it will be easier for me to do online college classes because I already have an idea of what I need to do, how I need to handle it, and how often I should manage it (more than I do).
In the end I believe digital literacy to be useful for students who plan to further their education, students who would prefer a more flexible schedule, those who are self-motivated, those who can handle this responsibility, and those who wish to learn more about technology in general.
Friday, March 13, 2009
Wednesday, March 11, 2009
Art Critique
"La Libraire" is a piece of art hanging in the atelier of its artist, André Martins de Barros, in Montmartre, Paris. Filled with a warm color scheme, this painting is beyond creative. It's a painting of books creating a picture of a person. For example, two books flared out on the left side of what would be the face create hair. In addition to creating a person out of books, this person is also reading a book. It is a man with a beard, a hat, and one eyeglass. This painting has many meanings, and people interpret it in a variety of ways.
One person thinks the man is a rabbi. Another commented that it was ironic to have books reading a book. The interpretation that caught my eye was made by a man who said the concept of the painting is to study ourselves. Of course, we could never be completely sure what the artist was intending to say unless he says so himself. And so he says in the following quote what all of his art accomidates: "The conflict of man fighting his fellow man, the role of nature, and the struggle for existence are all constant themes in my imaginative paintings: from simple joys and beauty to troubling scenes of apocalyptic proportions. Yet, in each piece, a sense of optimism and even whimsy is readily apparent."
The art was created under a movement know as fantastic realism. The idea of fantastic realism stems off of realism which focus' on things in life that are real. Fantastic realism, though, is reality expanded to the point of fantastic. It starts with the ordinary until it can encompass unusual aspects. It is applied to this painting because the actual figure can be created using books, but it expands to fantastic when the it's a human made out of books reading a book. It's realistic to see a human reading a book, and it's realistic to stack books, but it's fantastic to stack books into a formation to create a human reading a book.
All in all, "La Libraire" is an amazing piece of art that contains many diverse features of artistry. It has a warm color scheme, it provokes many thoughts and opinions, it has concepts that pertain to life such that we should study ourselves, and it follows the fantastic realism movement.
One person thinks the man is a rabbi. Another commented that it was ironic to have books reading a book. The interpretation that caught my eye was made by a man who said the concept of the painting is to study ourselves. Of course, we could never be completely sure what the artist was intending to say unless he says so himself. And so he says in the following quote what all of his art accomidates: "The conflict of man fighting his fellow man, the role of nature, and the struggle for existence are all constant themes in my imaginative paintings: from simple joys and beauty to troubling scenes of apocalyptic proportions. Yet, in each piece, a sense of optimism and even whimsy is readily apparent."
The art was created under a movement know as fantastic realism. The idea of fantastic realism stems off of realism which focus' on things in life that are real. Fantastic realism, though, is reality expanded to the point of fantastic. It starts with the ordinary until it can encompass unusual aspects. It is applied to this painting because the actual figure can be created using books, but it expands to fantastic when the it's a human made out of books reading a book. It's realistic to see a human reading a book, and it's realistic to stack books, but it's fantastic to stack books into a formation to create a human reading a book.
All in all, "La Libraire" is an amazing piece of art that contains many diverse features of artistry. It has a warm color scheme, it provokes many thoughts and opinions, it has concepts that pertain to life such that we should study ourselves, and it follows the fantastic realism movement.
Friday, February 27, 2009
State of the Union Address
By now it's obvious who our president is; Barack Obama, the first black president of the United States. He hasn't had too long to put anything into action, but he has had plenty of time to tell us, in his speeches, the plans in which he wishes to follow through. In his State of the Union Address, I found a good amount of what he said was directed towards my age group. "And dropping out of high school is no longer an option," Obama said, "It's not just quitting on yourself, it's quitting on your country, and this country needs and values the talents of every American." His goals are to make college costs more affordable, lower the drop-out rate, put more people through college, and shape us into better people for the future so we can have a better life than earlier generations.
Completing college is the ultimate achievement for every American. We have been told and taught our entire lives that to be as successful as we can, we must complete college. It's not a lie that the highest paying jobs require people to have a certain degree, certificate, or certain education level. If this is fact, what is the reason we are not attending post high school education? The biggest factor that crosses an upper-classman's mind when applying for college is the cost. A lot of times, students who go to college attend a different college than they dreamed not because they weren't accepted, but because the price at the school they wanted to attend is higher than at the other school they could attend. Depending on the person, you either take what you can get, or lose it all, and this is sometimes where things go wrong. Students think they'll take a semester or two off to earn some money then get caught up in other things and never get around to going back to school. According to Obama, if we get to college, the federal government will help pay for it, but what is he going to do to ensure this? How do I know, as a high school senior, that I will be financially supported? Obama saying what he wants to do with money, and actually doing it are two different things. Don't we want him to explain his plan to us and show us how it's going to work, or just talk?
It is a strong proposition to move on to college when it's more affordable, but what about getting out of high school first? How many jobs and how much money can a person actually make if they don't graduate high school? It won't be much. If the highest paying jobs are generally given to the most educated people, doesn't it only make sense for the lowest paying jobs to be given to the most uneducated people? It's a great thing that Obama declares dropping out is no longer an option, because if it weren't an option, our country would have no choice but to be more competitive with the economy, education, and business. It was said in his State of the Union Address that it is important to have more educated people to mend our economy. So, why don't we listen to this positive advice and have more teachers get involved in student's lives and more parents help? Colorado is a lucky state; there are high schools all over in Colorado that do not have the negligence of others across the country. Take advantage of that Colorado! Your teachers will help you if you ask, and all of out schools have counselors for personal problems. Be a graduate, make more money to have a better life, and show the world that the United States isn't dead.
Obama isn't a bad man; his dreams and goals are reasonable, and they do not ask too much of the American people. Free education shouldn't be taken advantage of when there are countries in the world where the citizens would do anything to get educated, to learn. Obama wants simple things for the Unites State, but getting those simple things are hard. Is his dream of educating the majority of Americans too much? Is his dream of helping students through college too much? Is his dream of using education to fix the economy too much? Our president's dreams aren't too big, but our dreams aren't big enough, and we need to help our country because we won't quit on our country.
Completing college is the ultimate achievement for every American. We have been told and taught our entire lives that to be as successful as we can, we must complete college. It's not a lie that the highest paying jobs require people to have a certain degree, certificate, or certain education level. If this is fact, what is the reason we are not attending post high school education? The biggest factor that crosses an upper-classman's mind when applying for college is the cost. A lot of times, students who go to college attend a different college than they dreamed not because they weren't accepted, but because the price at the school they wanted to attend is higher than at the other school they could attend. Depending on the person, you either take what you can get, or lose it all, and this is sometimes where things go wrong. Students think they'll take a semester or two off to earn some money then get caught up in other things and never get around to going back to school. According to Obama, if we get to college, the federal government will help pay for it, but what is he going to do to ensure this? How do I know, as a high school senior, that I will be financially supported? Obama saying what he wants to do with money, and actually doing it are two different things. Don't we want him to explain his plan to us and show us how it's going to work, or just talk?
It is a strong proposition to move on to college when it's more affordable, but what about getting out of high school first? How many jobs and how much money can a person actually make if they don't graduate high school? It won't be much. If the highest paying jobs are generally given to the most educated people, doesn't it only make sense for the lowest paying jobs to be given to the most uneducated people? It's a great thing that Obama declares dropping out is no longer an option, because if it weren't an option, our country would have no choice but to be more competitive with the economy, education, and business. It was said in his State of the Union Address that it is important to have more educated people to mend our economy. So, why don't we listen to this positive advice and have more teachers get involved in student's lives and more parents help? Colorado is a lucky state; there are high schools all over in Colorado that do not have the negligence of others across the country. Take advantage of that Colorado! Your teachers will help you if you ask, and all of out schools have counselors for personal problems. Be a graduate, make more money to have a better life, and show the world that the United States isn't dead.
Obama isn't a bad man; his dreams and goals are reasonable, and they do not ask too much of the American people. Free education shouldn't be taken advantage of when there are countries in the world where the citizens would do anything to get educated, to learn. Obama wants simple things for the Unites State, but getting those simple things are hard. Is his dream of educating the majority of Americans too much? Is his dream of helping students through college too much? Is his dream of using education to fix the economy too much? Our president's dreams aren't too big, but our dreams aren't big enough, and we need to help our country because we won't quit on our country.
Friday, February 20, 2009
Media Bias
There is no media without bias. Not because the people running the news don't want to be neutral, but because they can't help leaning one way or the other. It's very important to know who is operating the media source from which you gather your information and what their political party is. Most likely, the more democrats controlling the game, the more liberal the information and bias will be, and the more republicans, the more conservative the information will be.
For example, Fox news is a more republican based business as opposed to ABC or NBC. During elections the stations that hound on the republicans would clearly be ABC and NBC. They would be strict, serious, and in depth with the republicans while they would converse with the democrats in a more friendly way, creating a better image on the democratic side, and thus creating bias. Fox is in the same situation; they would hound the democrats, but let the republicans off easy. There goal is to make it appear as if they are an un-bias company.
Point being, there is no media that is not bias. To find proper information, compare similar stories and decide what is fact. If there's a story that claims 2 people died in a car crash, another that claims 10, and one more that claims 5, you know that there were people killed, just not how many. If you read a story that claims it was horrible that a certain president was impeached and another about how it was the best thing that's every happened to this country, you know what you are reading isn't completely fact. Learn to separate the facts from the opinions, beware of adjectives, and don't be afraid to research and confirm your sources.
For example, Fox news is a more republican based business as opposed to ABC or NBC. During elections the stations that hound on the republicans would clearly be ABC and NBC. They would be strict, serious, and in depth with the republicans while they would converse with the democrats in a more friendly way, creating a better image on the democratic side, and thus creating bias. Fox is in the same situation; they would hound the democrats, but let the republicans off easy. There goal is to make it appear as if they are an un-bias company.
Point being, there is no media that is not bias. To find proper information, compare similar stories and decide what is fact. If there's a story that claims 2 people died in a car crash, another that claims 10, and one more that claims 5, you know that there were people killed, just not how many. If you read a story that claims it was horrible that a certain president was impeached and another about how it was the best thing that's every happened to this country, you know what you are reading isn't completely fact. Learn to separate the facts from the opinions, beware of adjectives, and don't be afraid to research and confirm your sources.
Tuesday, February 10, 2009
Graduation Speech
I've gone through 12 years of education. There were some years where I over achieved and exceeded requirements, and there were some years where I didn't try at all and barely made it.
We've all got our issues, and we all think that our problems are the worst, but in all actuality, we're all in the same boat; we're teenagers trying to learn. Whether it's at school, or in life, we're constantly being taught.
This biggest lesson I have ever learned was within this past year. It goes like this: the world doesn't think from your head, it thinks from its own. If you want to live in the world, then you need to think form the world's head, not yours. Analyze every situation, every outcome, every option, and think from every point of view. That's how to make decisions and that's how to take responsibility.
I have yet to master this lesson, however, I know through personal experience it works.
McLain is an alternative school. We all have our reasons for attending and we all have our reasons for the program we chose. Before I enrolled into McLain, I wasn't doing so well in life. I was dropped out of school, wasn't making the best decisions at night, and had no idea what earning meant. I had recently met a group of guys I started hanging out with, and I decided to start analyzing them for the mere enjoyment of knowing how they work. One day, I said something that was off the charts, and one of them got angry with and began to yell. I rarely had anyone say anything back to me because of the position of power I was in at the time and I was in shock someone was talking back to me. I had never had anyone tell straight to my face what they thought. I thought about it for days, but not what he said.
Later, because I was curious as to why he yelled when he did, I began to think intensely about what he had said. He had told me I was selfish and only thought from my own head. He screamed and yelled in my face with how much I wasn't doing what I needed to do in life when I had a chance. He told me everything I now consider to be my biggest lesson ever learned, and the most important for that matter.
I took what he said and began to change the things I did, the way I thought, and what I said. Eventually, I had an epiphany that I needed to go back to school because I not only needed to, but I wanted to. It was too late for me at any other school because I was too far behind. My best friend at the time was a few years behind in school and told me that she had tried alternative school. I remembered my counselor telling me about McLain a year prior when it became obvious to the people around me I was having some issues.
Because of that one guy, I had already gotten all other issues sorted out and was just trying to aim a little higher, to push a little harder, and get a little farther in life. So, I attended the last information meeting, when I knew I was ready, and that night decided I would go with JeffcoNet.
JeffcoNet is not only a very convenient program for those who have a very busy schedule, but it also offers individually motivated people to more successfully achieve their goals. I'm able to do my assignments whether I work, get sick, or have other family matters I need to deal with. I can do things during the day, I don't have to miss school, and the teachers are always more helpful and more available than they were at a traditional school. When I first attended I was a little nervous that this would be a school full of people I wouldn't like, but to my surprise everyone was a neutral person who treated everyone with respect. This was very different to how I had gone to school before, where I had very distinguished groups of either popular, could be popular, and lame.
I have gone through 12 years of education and I plan to go through more. I don't know what situation everyone is in, but if you had the potential to not graduate and McLain helped you succeed, I would be very grateful. And remember my lesson, think from the world's head, not your own.
We've all got our issues, and we all think that our problems are the worst, but in all actuality, we're all in the same boat; we're teenagers trying to learn. Whether it's at school, or in life, we're constantly being taught.
This biggest lesson I have ever learned was within this past year. It goes like this: the world doesn't think from your head, it thinks from its own. If you want to live in the world, then you need to think form the world's head, not yours. Analyze every situation, every outcome, every option, and think from every point of view. That's how to make decisions and that's how to take responsibility.
I have yet to master this lesson, however, I know through personal experience it works.
McLain is an alternative school. We all have our reasons for attending and we all have our reasons for the program we chose. Before I enrolled into McLain, I wasn't doing so well in life. I was dropped out of school, wasn't making the best decisions at night, and had no idea what earning meant. I had recently met a group of guys I started hanging out with, and I decided to start analyzing them for the mere enjoyment of knowing how they work. One day, I said something that was off the charts, and one of them got angry with and began to yell. I rarely had anyone say anything back to me because of the position of power I was in at the time and I was in shock someone was talking back to me. I had never had anyone tell straight to my face what they thought. I thought about it for days, but not what he said.
Later, because I was curious as to why he yelled when he did, I began to think intensely about what he had said. He had told me I was selfish and only thought from my own head. He screamed and yelled in my face with how much I wasn't doing what I needed to do in life when I had a chance. He told me everything I now consider to be my biggest lesson ever learned, and the most important for that matter.
I took what he said and began to change the things I did, the way I thought, and what I said. Eventually, I had an epiphany that I needed to go back to school because I not only needed to, but I wanted to. It was too late for me at any other school because I was too far behind. My best friend at the time was a few years behind in school and told me that she had tried alternative school. I remembered my counselor telling me about McLain a year prior when it became obvious to the people around me I was having some issues.
Because of that one guy, I had already gotten all other issues sorted out and was just trying to aim a little higher, to push a little harder, and get a little farther in life. So, I attended the last information meeting, when I knew I was ready, and that night decided I would go with JeffcoNet.
JeffcoNet is not only a very convenient program for those who have a very busy schedule, but it also offers individually motivated people to more successfully achieve their goals. I'm able to do my assignments whether I work, get sick, or have other family matters I need to deal with. I can do things during the day, I don't have to miss school, and the teachers are always more helpful and more available than they were at a traditional school. When I first attended I was a little nervous that this would be a school full of people I wouldn't like, but to my surprise everyone was a neutral person who treated everyone with respect. This was very different to how I had gone to school before, where I had very distinguished groups of either popular, could be popular, and lame.
I have gone through 12 years of education and I plan to go through more. I don't know what situation everyone is in, but if you had the potential to not graduate and McLain helped you succeed, I would be very grateful. And remember my lesson, think from the world's head, not your own.
"The Lady, or the Tiger"
It was assigned to our English 12 class to read the short story "The Lady, or the Tiger." After reading the story aloud and discussing certain points of the reading, we were given a packet on the text containing a great variation of concepts; many in which I was able to connect to the Pacing Guide created by Jefferson County Public Schools.
Prioritized Benchmark 1.a: Use cognitive and metacognitive strategies to comprehend diverse texts. This isn't so easily understood as it is written. Let me clarify. This benchmark wants readers to understand how using reading strategies (such as, but not limited to, classification, comparison/contrast, making connections, summarizing, and synthesizing) can more efficiently help interpret the story. Basically, this is a more complex statement informing us as students that we need to comprehend the text to its fullest. This is accurately portrayed in our entire packet, but I will only explain one. In section 1: 'vocabulary and phrases', guiding questions, and predictions are introduced. Of course, understanding words and phrases will help with the highest level of comprehension that can be reached. If one knows the meaning of every word and phrase there is only the analyzation of the reading that must be done. Assuming that not every word and phrase is understood, how would a student comprehend the story without using a dictionary or some other resource? Simple, the packet asks the reader to use the surrounding text to discover the word’s definition, thus, expanding the student’s ability to comprehend more diverse or complicated readings without the extra help.
In section 3, exercise 3 of the packet, students must identify metaphors, images, symbols, and patterns of alliteration. This applies directly to benchmark 1.b: Use context clues to define and interpret figurative words and phrases. It’s self-explanatory; one must be able to offer explanations about the literal representation of figurative language. The packet successfully instructs the student to do this by simply telling them to ‘identify’ the figurative language. There is no other instruction or help given leaving it solely to the student to find what is needed.
The last two benchmarks the packet connects with are benchmark 4.b: Analyze a variety of texts in order to build connections and draw subtle generalizations and conclusions, and benchmark 4.c: Summarize and synthesize ideas and events within or among a variety of texts. Both of these benchmarks are not completely fulfilled with the packet, but the packet does strike several of its tasks. In benchmark 4.b, the reader must build connections and draw conclusions and generalizations. This is done in section 3, exercise 4 when the story’s theme is brought into subject. The packet tells the students to “Identify the theme(s) of the story to reinforce understanding and encourage further levels of appreciation beyond the limits of the story itself.” Benchmark 4.b is accomplished because the student is building connections outside the story. As for benchmark 4.c, section 2 of the packet has students summarize the story in a variety of questions such as: who is the narrator, who are the characters, what do you know about them, describe them physically, describe them morally, and what is the setting. The goal of this benchmark is to incorporate a variety of texts into the picture. This was accomplished by me personally when I continued to compare it to novels I had recently read. I compared how the setting effected the mood differently in all texts I read, and I also compared how the characters can look a certain way in one story because of the way the author describes them, but then completely different in another.
The Jefferson County Pacing Guide is a complicated set of tasks to complete. The packet we were given on the short story “The Lady, or the Tiger” isn’t the easiest of packets for the same reasons the Pacing Guide is complicated and therefore, it successfully pertains the Pacing Guide.
Prioritized Benchmark 1.a: Use cognitive and metacognitive strategies to comprehend diverse texts. This isn't so easily understood as it is written. Let me clarify. This benchmark wants readers to understand how using reading strategies (such as, but not limited to, classification, comparison/contrast, making connections, summarizing, and synthesizing) can more efficiently help interpret the story. Basically, this is a more complex statement informing us as students that we need to comprehend the text to its fullest. This is accurately portrayed in our entire packet, but I will only explain one. In section 1: 'vocabulary and phrases', guiding questions, and predictions are introduced. Of course, understanding words and phrases will help with the highest level of comprehension that can be reached. If one knows the meaning of every word and phrase there is only the analyzation of the reading that must be done. Assuming that not every word and phrase is understood, how would a student comprehend the story without using a dictionary or some other resource? Simple, the packet asks the reader to use the surrounding text to discover the word’s definition, thus, expanding the student’s ability to comprehend more diverse or complicated readings without the extra help.
In section 3, exercise 3 of the packet, students must identify metaphors, images, symbols, and patterns of alliteration. This applies directly to benchmark 1.b: Use context clues to define and interpret figurative words and phrases. It’s self-explanatory; one must be able to offer explanations about the literal representation of figurative language. The packet successfully instructs the student to do this by simply telling them to ‘identify’ the figurative language. There is no other instruction or help given leaving it solely to the student to find what is needed.
The last two benchmarks the packet connects with are benchmark 4.b: Analyze a variety of texts in order to build connections and draw subtle generalizations and conclusions, and benchmark 4.c: Summarize and synthesize ideas and events within or among a variety of texts. Both of these benchmarks are not completely fulfilled with the packet, but the packet does strike several of its tasks. In benchmark 4.b, the reader must build connections and draw conclusions and generalizations. This is done in section 3, exercise 4 when the story’s theme is brought into subject. The packet tells the students to “Identify the theme(s) of the story to reinforce understanding and encourage further levels of appreciation beyond the limits of the story itself.” Benchmark 4.b is accomplished because the student is building connections outside the story. As for benchmark 4.c, section 2 of the packet has students summarize the story in a variety of questions such as: who is the narrator, who are the characters, what do you know about them, describe them physically, describe them morally, and what is the setting. The goal of this benchmark is to incorporate a variety of texts into the picture. This was accomplished by me personally when I continued to compare it to novels I had recently read. I compared how the setting effected the mood differently in all texts I read, and I also compared how the characters can look a certain way in one story because of the way the author describes them, but then completely different in another.
The Jefferson County Pacing Guide is a complicated set of tasks to complete. The packet we were given on the short story “The Lady, or the Tiger” isn’t the easiest of packets for the same reasons the Pacing Guide is complicated and therefore, it successfully pertains the Pacing Guide.
Friday, January 30, 2009
This I Believe (Re-Written)
One writing assignment was assigned called the "This I Believe" essay. It is focused around a main belief the writer has. Of course, because it's part of an English 12 class, the essay connected to the Jefferson County Pacing Guide. Here's how:
Prioritized benchmark 2.a: Produce a variety of academic and workplace texts, using media suited to specific purposes and audiences. This benchmark requires the writer to be able to: create writing for people outside the classroom and deliberately address purpose, audience, theme, format, and organization, and incorporate style and design to construct overall impression.
Prioritized benchmark 2.e: Utilize peer feedback, style manuals, and electronic tools to revise, edit, and evaluate their own texts. This benchmark requires the writer to be able to: utilize the writing process, use rubrics and evaluations tools as well as peer and instructor feedback to better revise and edit a text, and use real-world examples in own text.
Prioritized benchmark 2.f: Rehearse, plan, and organize writing by employing a variety of strategies and rhetorical styles. This benchmark requires the writer to be able to: use appeals to argument and thoroughly plan for audience, purpose, content, organization, occasion, and format.
Prioritized Benchmark 2.g: Exhibit skillful use of language, using a carried, accurate, and apt vocabulary. This benchmark requires the write to be able to: use a variety of word choice effectively and accurately for subject, genre, mood, tone, purpose, voice, and audience as well as to write in active voice and recognize and replace awkward construction.
Prioritized Benchmark 3.a: Discern and intentionally use informal and formal registers of English, literary and rhetorical language, and standard conventions to address audience, purpose, context, style, and clarity. This benchmark requires the writer to: control grammatical choices to achieve clarity, style, elaboration, and voice as well as use appropriate punctuation to structure sentences and format texts. It also wishes the write to select language appropriate for the purpose, subject, and audience.
Prioritized Benchmark 4.f: Critique the style, organization, and content of written and oral presentations. This benchmark requires the writer to be able to: offer knowledgeable and diplomatic critiques to peers and use that knowledge of critiquing others work to appraise and refine own work.
Prioritized Benchmark 5.a: Incorporate appropriate formats and citation forms specified in various style manuals. This benchmark requires the writer to be able to: Accurately cite sources into a text or at the end of a text as to not disturb the natural "flow" of the paper.
Prioritized Benchmark 5.b: Eliminate all forms of plagiarism. This benchmark requires the writer to be able to: accurately paraphrase information and cite it correctly as the end of the paper as well as eliminating other ideas or work from a paper.
Prioritized benchmark 2.a: Produce a variety of academic and workplace texts, using media suited to specific purposes and audiences. This benchmark requires the writer to be able to: create writing for people outside the classroom and deliberately address purpose, audience, theme, format, and organization, and incorporate style and design to construct overall impression.
Prioritized benchmark 2.e: Utilize peer feedback, style manuals, and electronic tools to revise, edit, and evaluate their own texts. This benchmark requires the writer to be able to: utilize the writing process, use rubrics and evaluations tools as well as peer and instructor feedback to better revise and edit a text, and use real-world examples in own text.
Prioritized benchmark 2.f: Rehearse, plan, and organize writing by employing a variety of strategies and rhetorical styles. This benchmark requires the writer to be able to: use appeals to argument and thoroughly plan for audience, purpose, content, organization, occasion, and format.
Prioritized Benchmark 2.g: Exhibit skillful use of language, using a carried, accurate, and apt vocabulary. This benchmark requires the write to be able to: use a variety of word choice effectively and accurately for subject, genre, mood, tone, purpose, voice, and audience as well as to write in active voice and recognize and replace awkward construction.
Prioritized Benchmark 3.a: Discern and intentionally use informal and formal registers of English, literary and rhetorical language, and standard conventions to address audience, purpose, context, style, and clarity. This benchmark requires the writer to: control grammatical choices to achieve clarity, style, elaboration, and voice as well as use appropriate punctuation to structure sentences and format texts. It also wishes the write to select language appropriate for the purpose, subject, and audience.
Prioritized Benchmark 4.f: Critique the style, organization, and content of written and oral presentations. This benchmark requires the writer to be able to: offer knowledgeable and diplomatic critiques to peers and use that knowledge of critiquing others work to appraise and refine own work.
Prioritized Benchmark 5.a: Incorporate appropriate formats and citation forms specified in various style manuals. This benchmark requires the writer to be able to: Accurately cite sources into a text or at the end of a text as to not disturb the natural "flow" of the paper.
Prioritized Benchmark 5.b: Eliminate all forms of plagiarism. This benchmark requires the writer to be able to: accurately paraphrase information and cite it correctly as the end of the paper as well as eliminating other ideas or work from a paper.
Friday, January 23, 2009
This I Believe
There are several items in the Pacing Guide that apply to the "This I Believe Essay". First off, using and understanding figerative language. Few essays use no figurative language and thus comprehension of and proper use of will be needed. Planning, brainstorming, or evaluating is a necessity when writing. One must follow a rubric and therefore should plan around it involving all essential information. It is others who will be reading your work and it is others who will critique your work. Allowing for a variety of people to edit or review your work will help improve the writing. Including strategies and rhetorical devices can organize written work. Use things such as audience, purpose, content, occasion, and format.
Friday, January 16, 2009
Introduction:
There is absolutely no one in this world that couldn't improve on something. This is especially true when it comes to an English course. English is a skill that someone can master, but no one can perfect. There are several categories in English, or what we define as English. Such categories include, but are not limited to: Reading, vocabulary, spelling, grammar, and writing. I would particularly like to improve on my writing skills. Specifically, sentence structure and repetition. I have a habit of using passive-aggressive sentences and not identifying an individual as an individual. For example, using the pronoun 'they' for one person. Also, when I find a word I like, I tend to shove in my writing as often as possible. Aside from improving my writing, I would like to learn other skills.
I have always been one to read, and a lot. However, I have not always been one to interpret the elements of the story. Confidently, I would like to be able to identify the stories character significance, the setting, conflict, and resolution. Yes, it is basic and I can do it if necessary, but I can also learn how to do it correctly. Although I can't identify these key elements as thoroughly as I would like, I do have a strong points in my reading, as well as my writing.
I'm sure my vocabulary is average. I don't know any 10 syllable words that only one other person I know can spell, and I don't know what they all mean; but, I am good at learning new words from a books surrounding text. Writing is also a strong point for me. I have never gotten a grade below an B on an essay. I'm not trying to be arrogant, but I think the only reason I got a B at all was because I was in AP courses, otherwise, I think I would have gotten an A on all of them, and I wish I would have. I have kept some of my essays from high school if they want to be looked at, but they're pretty old. I haven't written anything in a while.
Again, I do have weaknesses in strongly identifying a books key elements and my writing's sentence structure and repetition; nonetheless there is always room for improvement. I want to take as much from this high school course as I can because heading to college isn't that far off and I want to be prepared.
I have always been one to read, and a lot. However, I have not always been one to interpret the elements of the story. Confidently, I would like to be able to identify the stories character significance, the setting, conflict, and resolution. Yes, it is basic and I can do it if necessary, but I can also learn how to do it correctly. Although I can't identify these key elements as thoroughly as I would like, I do have a strong points in my reading, as well as my writing.
I'm sure my vocabulary is average. I don't know any 10 syllable words that only one other person I know can spell, and I don't know what they all mean; but, I am good at learning new words from a books surrounding text. Writing is also a strong point for me. I have never gotten a grade below an B on an essay. I'm not trying to be arrogant, but I think the only reason I got a B at all was because I was in AP courses, otherwise, I think I would have gotten an A on all of them, and I wish I would have. I have kept some of my essays from high school if they want to be looked at, but they're pretty old. I haven't written anything in a while.
Again, I do have weaknesses in strongly identifying a books key elements and my writing's sentence structure and repetition; nonetheless there is always room for improvement. I want to take as much from this high school course as I can because heading to college isn't that far off and I want to be prepared.
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