My name is Emily and I was born in Rochester, NY. I grew up in Webster, Ny. I lived in a nieghborhood with lots of other children. We would always play cooperative games toghether, like hide and go seek and mother may I. I loved playing games together. I especially liked playing Red light/Green light. I liked the suspense of when the person was going to turn around and catch you!
I went to R.L. Thomas High school and enjoyed my classes there. Then, I went to Nazareth College to study English education. I also enjoyed my time in undergrad. I really liked reading different literature pieces and analyzing them. That is why I decided to go to graduate school as a literacy specialist. I hope that I can help students get as much from reading as I have personally.
I have two great times of the day...my first cup of tea and snuggling in my bed. My favorite TV show is Bob Ross' Joy of painting and Knit and crochet now on WXXI. My favorite place to go is a coffee shop and people watch. I like to take in the world around me.
I am happiest when I live in a world of oranges and purples, sometimes greens. I love the richness that color gives to my life.
Thursday, March 10, 2011
Wednesday, March 9, 2011
Entry 6
So as I think of our entire program at Nazareth, I think of the many literacies students will be required to functionally operate as they enter the world. One of them is financial literacy. I was lucky enough to catch some of Suzie Orman’s special “The Money Class,” which was a quick overview of what the new American dream needs to be for families to be financially sound. I bring up the point of financial literacy because students need to be able to absorb and synthesize more complex information faster than previous generations--their livelihood relies on it.
Through Suzie’s program, she effectively communicates highly complex concepts with new vocabulary in a systematic way. Although there is no actual reading or writing occurring during her presentation, many of the same principles in the expository genre are present. In terms of writing, Suzie is using the common text structures to frame her vital information. For instance, most of her discussion uses the problem-solution and cause and effect structures due to the many possibilities one’s choice about their money can have on their life.
I think Suzie’s presentation highlights what our students will be required to know and be able to do as they leave our classrooms. More than any other generation before, it is necessary for students (and people) to comprehend more information in a shorter period of time. By supporting our students using the expository text structures, cue words, and having them create new expository writings themselves, we hopefully help shorten the gap between the new knowledge they need to obtain and their own cognitive processes. As teachers, especially literacy specialists, we all need to recognize this truth that our students will face.
Tompkins quotes James Britton who explains the purpose of expository writing so well: “to interact with people and things and to make the wheels of the world, for good or ill, go round” (2008, p. 172). I agree with Britton fully. Narrative writing and the other genres are important to learn about, but expository writing is vital. I have heard that once students leave school, most of the reading they do is purely informational as adults. It makes sense that Britton claims informational writing is to make the “wheels of the world go round” because knowledge has the power to change the state of things. Our students need to be comfortable with change and drive change, hopefully for good. I think if we keep the purpose of expository reading and writing close to empowering students, then students will be more motivated to participate in activities to support their learning of these texts.
Tuesday, March 1, 2011
Entry 5
Dear Dr. Jones,
Now that we are in week 6/7 of the semester, I feel I am starting to fully grasp some of the key ideas and concepts. I am starting to consider the strong connection between reading and writing, as well as, what and how these processes work in digital form. I am getting inspired by the ways teachers are using technology in their classrooms. I am also learning specific, purposeful ways to incorporate technology into a classroom.
To begin, I am gaining a great deal from writing this blog. As you know, my last experience with blogging was less than what it could be. Perhaps the vocabulary blog from last semester did not extend my thinking because there was not a conversation. I think if we were to comment on others' words, it might have solidified our thinking. Anyway, the format of this blog, essentially mini essays, has allowed me to think more deeply about the readings and my own reactions to the readings. I find that even while I read I stop and think about ideas that I agree with or find puzzling. In part, I stop to think about what I may write for the blogs, but its turned into a habit of thinking. Interestingly, as an undergrad I used to stop and think consistantly and constantly while I read. I enjoyed my readings much more because I was actively engaged in the texts. I think somewhere between graduating and the pressures of graduate level courses, I forgot some of my own reading strategies. This blog has helped me gain them back.
The act of writing about my thinking from the readings has also helped me understand the concepts we are learning. I am making more connections between texts and the world. I feel more connected just participating in a new media (Hicks, 2009).
Looking back at my first two entries compared to my third and fourth, there is a noticable difference in how I approach the reading content. At first, I rellied heavily on the reading alone, discussing each text. My last couple of entries include questions that I feel passionate about. Blogging as our response method to the readngs has given me more flexibility in what I present to you, the teacher. If we were asked to write a three page reflection to hand in, I would likely write about each text and make sure to state key points of each text. This blog has allowed me to allow myself to question the world based on the texts we read. This in itself is refreshing and reinvigorating. With my new found questioning, I find a stronger voice, especially in the teaching field. As you know, I do not currently teach, which leaves me feeling less confident in my assertions. This blog offers me the public space understand my own thinking.
To answer the question of how often I think when I write, I say more than I used to. Of course we are always thinking, but the deep, actively engaged kind of thinking is what I assume the question is referring to. Certainly the amount the thinking changes based on each task. For instance, while writing in my personal journal I am thinking at least ninety percent of the time. The other ten percent is my metacognitive awareness of being consice and sense of story. For academic purposes, I would say I might think less simply because I tend to over rely on texts. I am however starting to shift my thinking and allow myself to pause and ponder what I actually read.
Now that we are in week 6/7 of the semester, I feel I am starting to fully grasp some of the key ideas and concepts. I am starting to consider the strong connection between reading and writing, as well as, what and how these processes work in digital form. I am getting inspired by the ways teachers are using technology in their classrooms. I am also learning specific, purposeful ways to incorporate technology into a classroom.
To begin, I am gaining a great deal from writing this blog. As you know, my last experience with blogging was less than what it could be. Perhaps the vocabulary blog from last semester did not extend my thinking because there was not a conversation. I think if we were to comment on others' words, it might have solidified our thinking. Anyway, the format of this blog, essentially mini essays, has allowed me to think more deeply about the readings and my own reactions to the readings. I find that even while I read I stop and think about ideas that I agree with or find puzzling. In part, I stop to think about what I may write for the blogs, but its turned into a habit of thinking. Interestingly, as an undergrad I used to stop and think consistantly and constantly while I read. I enjoyed my readings much more because I was actively engaged in the texts. I think somewhere between graduating and the pressures of graduate level courses, I forgot some of my own reading strategies. This blog has helped me gain them back.
The act of writing about my thinking from the readings has also helped me understand the concepts we are learning. I am making more connections between texts and the world. I feel more connected just participating in a new media (Hicks, 2009).
Looking back at my first two entries compared to my third and fourth, there is a noticable difference in how I approach the reading content. At first, I rellied heavily on the reading alone, discussing each text. My last couple of entries include questions that I feel passionate about. Blogging as our response method to the readngs has given me more flexibility in what I present to you, the teacher. If we were asked to write a three page reflection to hand in, I would likely write about each text and make sure to state key points of each text. This blog has allowed me to allow myself to question the world based on the texts we read. This in itself is refreshing and reinvigorating. With my new found questioning, I find a stronger voice, especially in the teaching field. As you know, I do not currently teach, which leaves me feeling less confident in my assertions. This blog offers me the public space understand my own thinking.
To answer the question of how often I think when I write, I say more than I used to. Of course we are always thinking, but the deep, actively engaged kind of thinking is what I assume the question is referring to. Certainly the amount the thinking changes based on each task. For instance, while writing in my personal journal I am thinking at least ninety percent of the time. The other ten percent is my metacognitive awareness of being consice and sense of story. For academic purposes, I would say I might think less simply because I tend to over rely on texts. I am however starting to shift my thinking and allow myself to pause and ponder what I actually read.
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