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Does text effect students writing skills
Effects on text and writing skills
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Do you remember when your sister used to write in her diary and how curious you were on finding out what she wrote in it? If you didn’t have a sister – do you remember keeping your own diary hoping that your mom would not find it one day and read it? At a young age, we all learn to keep a diary or journal. In elementary school, we may have been required to write in a journal in class replying to a question asked by the teacher like “How was your weekend?” or “How was your break?” Simple questions were asked to help generate ideas in our young minds and help us write our own story. But now that we are older, do we still have the opportunity to write our own story the same way we used to? Are we still able to release our emotions and reflect on events in our lives? Though many people see keeping a journal as childish or a waste of time, the effects of recording ones thoughts are beneficial. Most people question the purpose of writing a journal. People who write a journal keep it to fulfill a basic human need – “self expression and reflection” (Sagan 1). Writing is known as one of the easiest ways to express your personality and who you truly are. You can write in a journal without having anyone judging you – unless you chose to have someone else read it of course. You may reflect on your writing while you are writing your journal/diary entries. Then, once you have expressed your thoughts, you can even go back to your past entries to reflect on what you have said before. Reflecting on your writing can help you develop as a person. It helps you think through a situation and possibly solve it. Reflections help generate ideas for how to improve as an individual. But really, it’s entertaining to re-read past memories and see how much... ... middle of paper ... ...better." Scholastic Choices Oct. 2010: 4+. Academic OneFile. Web. 22 Feb. 2011. Jacobson, Joy. "Tackling PTSD and ICU patients and their caregivers: studies suggest approaches to averting PTSD." American Journal of Nursing 110.12 (Dec 2010): 18(1). General OneFile. Gale. UMass Dartmouth. 22 Feb. 2011 Jones, Jill, and Jill East. "Empowering primary writers through daily journal writing." Journal of Research in Childhood Education 24.2 (2010): 112+. General OneFile. Web. 22 Feb. 2011. Sagan, Miriam. "Exercise your writing muscle; practice these journaling techniques and improve your skills." The Writer July 2002: 38+. General OneFile. Web. 10 Feb. 2011. Sesta, Jenny. "Enhancing reflection and wonderings through reciprocal journal writing: making student voice visible." Practically Primary 13.2 (2008): 32+. Educator's Reference Complete. Web. 22 Feb. 2011.
Writing with Readings and Handbook. 3rd ed. New York: W.W. Norton & Company, Inc., 2013. 52-57. Print.
PTSD is a battle for everyone who is diagnosed and for the people close to them. The only way to fight and win a battle is to understand what one is fighting. One must understand PTSD if he or she hopes to be cured of it. According to the help guide, “A positive way to cope with PTSD is to learn about trauma and PTSD”(Smith and Segal). When a person knows what is going on in his or her body, it could give them better control over their condition. One the many symptoms of PTSD is the feeling of helplessness, yet, knowing the symptoms might give someone a better sense of understanding. Being in the driver’s seat of the disorder, can help recognize and avoid triggers. Triggers could be a smell, an image, a sound, or anything that could cause an individual to have a flashback of the intimidating event. Furthermore, knowing symptoms of PTSD could, as well, help one in recovering from the syndrome. For instance, a person could be getting wor...
Boone, Katherine. "The Paradox of PTSD." Wilson Quarterly. 35.4 (2011): 18-22. Web. 14 Apr. 2014.
Experts believe that writing workshops are an excellent way to get elementary school children interested in writing and setting the stage for a lifelong joy of writing. Lucy Calkins developed Writer’s Workshop which was based on many positions taken by her mentor Donald Graves (Feinberg 2). She identified six major components of the Writer’s Workshop, which make it so successful. The six components are: predictable structure, free choice, useful mini-lessons, daily independent writing time, conferencing with teachers and peers and modeling good writing.
...Academic Writing. Ed. Gerald Graff. 2nd ed. New York: W.W. Norton & Company, 2012. 179-189. Print.
Our weekly craft lessons have introduced us to multiple writing strategies. These strategies has helped turn my pape...
When trying to think of a positive writing experience I have had in my lifetime, particularly as a small child, I could not think of any. So I began to ask myself why is it that I do not like writing, what happened in my life for me to have such animosity towards the act. I was finally able to think of an event and realized that it had all begun in the 3rd grade. One day, as a punishment for talking during class, I was kept inside during recess and was forced to write Wise Old Owls until my hands began to cramp. For 45 minutes, I was only allowed to write the same old phrase over and over again; “The wise old owl sat on an oak, the more he heard, the less he spoke, the less he spoke the more he heard, why can’t I be like that wise old bird”. To this day I can still remember that little rhyme and to this day I can remember that same feeling I felt as a elementary school student. From that point on I have always had an aversion for writing, it always seemed like a punishment. I still do not understand how people can journal. I don’t see how someone can sit down and write an entry or a novel just for the hell of it. It seems unnatural to me, but I guess that all of these feelings are just because I see writing as a punishment, an
"PTSD: National Center for PTSD Home." National Center for PTSD. VA Health Care, 1 Jan.
Writing in a notebook can be important for reassurance or a reflection on one’s self. That can be hard for some people. Yet, putting the effort into writing in a notebook can be challenging. One author that represents this idea is Joan Didion. Didion wrote a book called “On Keeping a Notebook” which depicts what she does, sees, or thinks and she writes about it in her notebook. She also reflects on her past self, who she used to be, who she is now and how the things she writes in her notebook felt to her. In order to be true to ourselves, we must recognize who we used to be and how we reached who we are now.
Different people have different reasons as to why they write. Some people write for their own private reasons or to attain their own individual goals. An example of this ‘private writing’ is exploratory writing. This is writing ideas that you do not want others to see. Introductory writing where you free write on a topic, before composing what you want to say. Examples of writing to explore a topic include keeping a journal, which helps one to take down information that will help him recollect and investigate ideas for a future write up.
Walden, P. "Journal Writing: A Tool for Women Developing as Knowers." New Directions for Adult and Continuing Education no. 65 (Spring 1995): 13-20. (EJ 502 496)
Writing and Learning Disabilities International: Overcoming Learning Difficulties 6.3 (2006): 347-67. Web. 16 Feb. 2014.
A self-reflective journal is a good way to keep records and reflect upon what happened during a lesson. I plan to, at the end of each day, jolt down a few comments about what worked in my lessons, what didn’t work, and how I would modify the lesson to better support my students’ development. As this information will be recorded, I can always come back to it for reference when preparing future lessons. I also plan to often read the information on this journal so I can constantly remind myself of what strategies worked and what strategies didn’t work.
Two days a week in the morning, the children participate in a reading and writing block called “literacy and writing workshop.” The classroom is organized into five different levels with one group having one extra person; the levels are based on scoring of reading assessments. The groups are rotated so that each may spend 15 minutes cycles with either the teacher or Para-educator. The groups not with an instructor were to work on the “Daily-5” (explanation later) until their scheduled lesson. After the students finish their lesson, they are to fill the remainder of the workshop time working on “Daily-5.” This workshop is part of a regular routine. The students understand that after a reading a story with the teacher, they are verbally given a writing assignment. The assignment is usually to write a five sentence paragraph and color a picture related to the reading.
You can also use your journal to write down your goals, the brilliant ideas you have for projects, to-do lists, done lists, plans for the future, poems, stories and study notes. You can also keep collections such as leaves or flowers (see the bottom of this post for links to make a leaf or flower collection). A journal can be so much more than writing down your thoughts. It is multi functional. Who does not love