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Importance of creativity in schools dissertation
Importance of teaching techniques
Importance of creativity in schools dissertation
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The last word a student wants to hear from a teacher is the word “essay”. That word is always accompanied by groaning and complaining, followed by nervous thoughts about the essay, dread leading up to it, and misery during the actual writing process. On the bright side, there is at least one positive aspect. As a fellow student, I can attest to the fact that there is no better feeling than clicking print, stapling the pages together, shoving the essay in my folder, and never thinking about the essay again, for fear of bringing up bad memories or having an anxiety attack. All of this fear and dread leads to one thing: poor writing. The education system has been trying to solve this problem for years: why can’t students write? How did such a …show more content…
Throughout their public schooling experience, students have been improperly taught how to write. Instead of focusing on the ideas behind their writing, students are taught to intently analyze their paper to make sure they did not miss a period or spell a word wrong. Creativity was replaced with nitpicking. Students are taught to convey the teacher’s beliefs to get a good grade, instead of their own. This whole process results in a very bland and meaningless, yet grammatically correct essay. Students hate writing because they are being forced to do something that is not natural. However, Aldrich explains that this problem is not the teacher’s fault. The teachers are just doing what they were taught, and therefore, struggle with writing just as much as the students they are trying to teach do. Aldrich also believes that students do not write enough. Writing is like any other skill, and takes practice to get better. Aldrich thinks teachers are not making students write more because, “they cannot write either, nor do they know how to teach other’s to do so” (184). This all leads to a very toxic cycle where a teacher who can not write teaches a student how to “write”, and that student becomes a teacher and teaches more students how to “write”, ultimately leading …show more content…
Every single person has their own unique way of writing and expressing their thoughts. It is impossible to declare a correct form of writing, especially since there are so many different genres. Emily Dickinson is known as one of the greatest writers in history, yet if a student handed in something that was written in a similar style to the way she wrote, he or she would undoubtedly fail, due to the very radical style. The Canterbury Tales, a historically well-known work, would not even be published today, due to its confusing style and format. Someone can answer an essay question through poetry, and it may be very well written and completely answer the question, yet they would most likely be forced to re-write it in a traditional essay format. All throughout history writers have been successful in a myriad of different ways. Nobody writes Epic poems anymore, yet Paradise Lost and Beowulf are some of the most popular works f literature of all time. Additionally, one teacher may prefer a narrative type of poem compared to a sonnet or a pastoral poem, and therefore be biased in determining what is a good poem. Hence, there is really no correct way to judge writing, and especially to teach writing. What one considers “good” writing another may declare “bad.” A style that is considered “correct” today may be deemed “wrong” in a hundred
In Downs and Wardle’s article, they argue and identify the flaws in teaching writing in college. Demonstrating the misconceptions that academic writing is universal, but rather specialized in each case. Citing studies and opinions from esteemed professionals, Downs & Wardle state their points and illuminate the problem in today’s many colleges.
One quote that stood out to me was “I was struggling to express increasingly complex ideas, and I couldn’t get the language straight: words, as in my second sentence on tragedy, piled up like cars in a serial wreck” (2). This reminds me of when my parents would always tell me to keep writing during my younger stages. Sometimes, through my essays I would give up because the words that are in my head wouldn’t spill out. So, I would become stuck and would consistently ask for help. I literally felt like I was stuck behind traffic, and couldn’t get out until an hour later. However, one good point brought up by Bailey was “I believe that school writing and personal writing are completely different, where school writing can be right or wrong but person writing can be anything without any consequence.” I feel like school writing can play a big role in how one may decided to use their words. If there’s a big essay due; there is a high chance that expressing high complexed ideas would be a lot more harder; than through personal writing because the ‘A’ is a lot more important than actually understanding the context. Another quote I agreed with was, “developing writes will grow… if they are able to write for people who are willing to sit with them and help them as they struggle to write about difficult things” (2). This goes along with my
According to Runciman, there are many plausible reasons that students and other people don’t enjoy writing. Evidence, assumptions, and language and tone are the basis for which Runciman makes his argument. Overall, this argument is effective because reliable and well known sources are used in a logical fashion. Also, the assumptions made about the audience are accurate and believable. Runciman used his assumptions wisely when writing his claim and in turn created a compelling, attention capturing argument. The article was written so that students and teachers at any level could understand and easily read it. This argument is interesting, captivating, relevant through its age, and can relate to students and teachers at almost every academic level.
In Patricia Limerick’s article “Dancing with Professors”, she argues the problems that college students must face in the present regarding writing. Essays are daunting to most college students, and given the typical lengths of college papers, students are not motivated to write the assigned essays. One of the major arguments in Limerick’s article is how “It is, in truth, difficult to persuade students to write well when they find so few good examples in their assigned reading.” To college students, this argument is true with most of their ...
In Donald M. Murrays’s essay “What is Practical Education” he explains his reasoning behind why he allowed his students to write badly. He shares his own experience with police-like teachers who drove him to hate writing. In hopes of helping his students find their voice he allows his students to write the words down as they come, no matter how awkward they sound. Often times they find out that they have more to say then they thought. Rhetorical devices are used to help the readers relate to his point of view on writing.
As a sophomore in college and majoring in education, this article makes me understand why Herrington wants teachers to see, “the correspondence between the act of learning and the act of writing” (1). Students in today’s generation are in a far more advanced state than when I was in high school. A lot happened in two years, students now are taking tests where the questions are half multiple choice and half short essay questions. As a former student in high school, I never had a teacher who expanded my knowledge in a way that involved writing and with this in mind, neither did my English teacher. There never was that one teacher who took it to the next level for us students; somehow they always stayed in their comfort zones.
Students, who come from different cultures and backgrounds, are not prepared (especially on their own) to give up everything that they have spent the past eight-teen years believing in, in order to write the perfect college essay.
In Milo B. Beckman’s article “Why I Write Bad” he talks about how college students are not taking their college writing serious enough. They are merely going through the motions of writing out a “formula” of what they think the professor wants to read and then adding that extra fluff to make it look pretty on the outside but not have a lot of substance on the inside when you actually go into it and analysis what the essay is really saying. For Beckman to get his main message across to his readers he uses his experience as a student and his vast knowledge of his audience to convey to them of the importance of actual good writing through his diction and appealing to their need for success.
The writing process is always taught as a set way of doing things when, in fact, it is a process that requires personal methods that work for each individual person. It is a necessary lesson to teach in school but there should not be so much emphasis on following the exact way that is taught. It is a contrived process that was probably created by a group of scholars who didn’t even follow these exact rules. If anything, they all did variations of the ideas and then met in the middle with what should be taught. I am in no way saying that the guidelines are wrong but they need to be exactly that, guidelines, instead of a rut that students get stuck in.
Writing essays was never my forte, it just never came easy to me like it would to others. Since other subjects came easy to me and I had to focus more than others on writing, I had a negative attitude toward the process as a whole. During this summer semester, I was able to grow as a writer, and gain a more positive attitude toward how I write and a better feel for writing in college. Writing a paper is a process in which there are many different stages. In high school I would never write outlines or any sort of pre planning work. Other struggles I encountered in my writing were my theses, and framing quotes.
Shor’s students in their opinion that writing is hard. I understand that many of the students may feel that the writing exam is unfair. Being a high school student, I have had my fair share of standardized testing, including writing. Personally, writing is a harder skill for me and requires an immense amount time and focus. Like the students in Mr. Shor’s class, I agree that it is unfair that students only get fifty minutes to write a response to a prompt they may not be able to relate to. When talking about his students, Shor states that “They said that students should have as long as they need to write the best essay they could”. This quotation expresses the students’ need for extra time on the writing exam. Fortunately, I have been granted accommodations for extended time. I cannot imagine having to compose an essay that one has to write within fifty minutes with no preparation. Writing this assignment itself probably took me more time than that! Having extra time helps me tremendously to gather my thoughts and compose an essay without being rushed. Writing is a process that cannot be spoon-fed to students. It has to be learned. When talking about his students, Shor states that “ They were waiting for me to do education to them.” This quotation is saying that Shors students were expecting to be told what to do and what to write. The students did not put forth effort to motivate themselves or to think for themselves to become
Writing is an important part of everyone’s life, whether we use it in school, in the workplace, as a hobby or in personal communication. It is important to have this skill because it helps us as writers to express feelings and thoughts to other people in a reasonably permanent form. Formal writing forms like essays, research papers, and articles stimulates critically thinking. This helps the writer to learn how to interpret the world around him/her in a meaningful way. In college, professors motivate students to write in a formal, coherent manner, without losing their own voice in the process. Improving your writing skills is important, in every English class that’s the main teaching point; to help students improve their writing skills. Throughout my college experience I have acknowledge that
Lisa Delpit, research associate at Morgan State University and author of “Acquisition of Literate Discourse: Bowing Before the Master?” believe professors who are committed to teaching can make a change in education. Delpit also believe teaching students different writing styles will help them grow as writers. She mention students should not be hopeless when they are not understanding the rules of the dominant discourse. She also claims professors should not feel powerless when they do know how to help their students understand something. She claim students advance or become paralyzed based on their teachers. Students advance when they have a committed and patient professor who makes them work or they become paralyzed when they have a professor who do not challenge their students. For instance, she believe students who are challenged grow as writers, and students who are not proactive will be underdeveloped writers. She goes on to say t...
Over the past semester, I have found the most challenging part of this course to simply be the transition from high school composition classes to college. Because writing expectations are so different in college than in high school, even with AP and Dual Enrollment “college level” classes, I first found myself being overwhelmed with the pressure to write the perfect first draft. The pressure came from knowing how much a final draft of a paper contributed to my grade. This left me sitting in front of my computer for hours at a time with thoughts of what I wanted to say racing through my head, but unable to deliver these thoughts into organized, structured sentences. I learned, through writing my persuasive essay, that instead of trying to write the paper start to finish and already in its perfect form, it is easier for me to look at the paper through its different components and focus on them individually, then work to best organize my ideas fluently.
The ability to write well is not a naturally acquired skill; it is usually learned or culturally transmitted as a set of practices in formal instructional settings or other environments. Writing skills must be practiced and learned through experience. Writing also involves composing, which implies the ability either to tell or retell pieces of information in the form of narratives or description, or to transform information into new texts, as in expository or argumentative writing. Perhaps it is best viewed as a continuum of activities that range from the more mechanical or formal aspects of “writing down” on the one end, to the more complex act of composing on the other end (Omaggio Hadley, 1993). It is undoubtedly the act of