Multiculturalism and Technology
Everything in life changes with time, and the same can be said about teaching methods that are used across the United States. At one point in time, students wrote on small chalkboards and were punished if answering a question wrong. Now days, a lot of learning is being done on computers, and students are encouraged to make mistakes so that the entire class can learn from them. With today's diversity and the growth of technology, classrooms are far from what they were seventy-five years ago, or even ten years ago. The introduction of multiculturalism and technology into today's writing classes is allowing students to learn more about themselves, each other, and about life in general.
Multiculturalism can be defined as incorporating or blending various cultures into one defined culture. Depending on where you live, you can see it almost every day. People who came from other countries and take their own culture with them to the United States can be considered an example of multiculturalism. Another example would be the diversity in today's schools, and how some teachers choose to incorporate the different cultures of their students into a way in which the students can learn from each other.
In Maxine Hairtston's essay "Diversity, Ideology, and Teaching Writing", she writes about the idea of multiculturalism in the classroom, and the positive effect that it has on students. She stated how students could become better writers by learning about the beliefs, experiences, and opinions of others. Hairston writes "In an interactive classroom where students collaborate with other writers, this process of decentering so one can understand the "other" can foster genuine multicultural growth." This q...
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...re being taught is steadily changing. With the growing use of technology and the idea of multiculturalism, students are now learning more about how to work with others, and succeed in life. I believe that in the future, almost all writing classes will have a sense of multiculturalism to it. Students will develop better skills to help them achieve in the real world and become an overall, better-educated group. As the world changes, so do its people, but one thing will always remain the same. College professors will always find big and better ways to improve the minds of their students.
Works Cited Page
Bray, Thomas. "Memorial Day and Multiculturalism." Detroit News 24 May 1998 Hairston, Maxine. "Diversity, Ideology, and Teaching Writing." College Composition and Communication 43.2 (May 1992): 179-195.
Tan, Amy. "Mother Tongue." Three Penny Review. 1990.
A Rose for Emily Life is fickle and most people will be a victim of circumstance and the times. Some people choose not to let circumstance rule them and, as they say, “time waits for no man”. Faulkner’s Emily did not have the individual confidence, or maybe self-esteem and self-worth, to believe that she could stand alone and succeed at life especially in the face of changing times. She had always been ruled by, and depended on, men to protect, defend and act for her. From her Father, through the manservant Tobe, to Homer Barron, all her life was dependent on men.
However, their critical analysis of FYW and strong points for other teaching methods, one’s takeaway from the article is the question, “why even teach FYW”? It’s evident that content and context are the key points in academic writing, so why then do we even make the FYW a mandatory class? A student doesn’t need a semester to understand what content is, for some they already understand what it is, and for those who don’t they should still be able to learn it, in a week. The misconception of writing being universal is very true, but for a student to improve on one’s writing, the easiest solution is to have him or she participate in that discipline. In a realistic world, the more probable solution to most of the problems Down and Wardle bring up is eliminate the course and replace it with a class that allows a student to see and understand the writing in their field without the repercussion of grades. Thus students get more experience within their field and get to learn firsthand what academic writing in their discipline consist
Stein, Marcy and Robert C. Dixon. "Effective writing instruction for diverse learners." School Psychology Review 23 (1994): 392-406.
As can be seen Emily had a hard life. Everything that she loved left her. After her fathers death she
...suaded to send Emily away to live in a convalescent home so that she could get better, and it would free Emily’s mom to care for the new baby. When Emily was released from the convalescent home eight months later, the narrator desired a connection with Emily, “I used to try to hold and love her after she came back, but her body would stay stiff, and after a while she’d push away” (Olsen, 1953-54, p. 817).
who had lost the person she really knew. This repression of Emily’s father dying was
As time went on pieces from Emily started to drift away and also the home that she confined herself to. The town grew a great deal of sympathy towards Emily, although she never hears it. She was slightly aware of the faint whispers that began when her presence was near. Gossip and whispers may have been the cause of her hideous behavior. The town couldn’t wait to pity Ms. Emily because of the way she looked down on people because she was born with a silver spoon in her mouth and she never thought she would be alone the way her father left her.
The writing view for me has changed this semester in the sense of the multiple drafts and doing it in bits and pieces and making it
...everal times the same word, definition, or phrase because he or she had acted inappropriately or missed a question. While the punishment is perhaps effective for some teachers, it instills in the student the ideology that writing is a punishment. Thus the student will continue this attitude until someone, like Ross Borden, is effective enough to change it.
From the beginning of Emily's life she is separated from those she needed most, and the mother's guilt tears at the seams of a dress barely wrinkled. Emily was only eight months old when her father left her and her mother. He found it easier to leave than to face the responsibilities of his family's needs. Their meager lifestyle and "wants" (Olsen 601) were more than he was ready to face. The mother regrettably left the child with the woman downstairs fro her so she could work to support them both. As her mother said, "She was eight months old I had to leave her daytimes" (601). Eventually it came to a point where Emily had to go to her father's family to live a couple times so her mother could try to stabilize her life. When the child returned home the mother had to place her in nursery school while she worked. The mother didn't want to put her in that school; she hated that nursery school. "It was the only place there was. It was the only way we could be toge...
...le circumstances, alone in the world, as increasing age, no husband, no children, and no money but not for others to feel pity for her. She did not allow anyone to feel pity for her. As Faulkner might say Emily was a symbol of the humans never wither, always pride. Elements of horror: dead, iron-gray hair gives us a suggestion of the kind of man does not wither. Although Emily died but she has lived forever in the hearts and memories of people at the village of Jefferson, even the destructive love of Emily: killed her sweetheart to keep him beside her forever. Although she was always against the norm of the community, pride to place herself outside the norm, but the people of Jefferson from the old to the young man to the woman they love and respect her. Of course there are the whispers but people think of her as to think of a thing to be respected, maintained.
Miss Emily’s bad luck caused her to separate herself from reality and into her figment of her imagination. She was perceived as personnel who had fallen into a steep mental depression. She sealed herself away from reality and turned down making acquaintances. No one requested for her and she did not try to alternate her lifestyle. Eventually she was buried deeper and deeper into her figment of imagination. She desired to find a stand-in for her father and was drawn to an authoritarian personality in the men that she adored and this may be the explanation why she stored their carcass around after their deaths to preserve the same atmosphere to which she had been used to and to reduce the feeling of seclusion. The power of death in “Roses for Emily” may well be a reflection of the loss that American’s faced during the great depression.
Multicultural education is a process of comprehensive school reform and basic education for all students. It challenges and rejects racism and other forms of discrimination in schools and society and accepts and affirms pluralism (ethnic, racial, linguistic, religious, economic, and gender, among others) that students, their communities, and teachers reflect (Nieto, 2000).
The world is currently undergoing a cultural change, and we live in an increasingly diverse society. This change is not only affect the people in the community but also affect the way education is viewed. Teaching diversity in the classroom and focusing multicultural activities in the programs can help improve positive social behavior in children. There is no question that the education must be prepared to embrace the diversity and to teach an increasingly diverse population of young children.
Many of our students are just learning to "trust" themselves as writers.Most haven't had the opportunity in high school to explore what writing can do for their thinking; they have been taught that "writing" is a product produced for a teacher.Student-centered pedagogy seeks to de-center teacher authority, and has moved away from traditional methods such as the lecture format to more group discussion.