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Education for future generations
Education for future generations
Sponsors of literacy deborah brandt
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Deborah Brandt’s “Sponsors of Literacy” and the Progression of Modern Literacy Development Harking back to last week, a lot of talk about honesty, nevertheless integrity was crucial to successful endeavors in a college environment in the realm of current as well as future literary progress. (Wilson, 2016) After having read Deborah Brandt’s passages in “Sponsors of Literacy”, (Brandt, 1998) , I can observe the omniscient presence of her works in the realm of accessibility, consequently equitability, throughout the years to come, whether I live to tell the tale or not. To even replicate her works without giving due acknowledgement would be a fallacy in of itself. Rather, instead of blatantly plagiarizing word for word without giving commendations, …show more content…
(Brandt, 1998) I then ask, what values have even she couldn’t have foreseen that mold influences the worth of our progress as a species? How will new, pertinent language have an eventful impact in the years to come, even if English itself vanishes? I want to convey forth the Spirit of Communications as my idea in the coming years of the world. Should the core language of calligraphy, that which we call English among other dialects, I want the very idea of communications of all aspects to carry on and learn new, brilliant ideas as it proceeds with its continuation. Not only will these new concepts go through shaping during history, they will also continue to shape the very foundation that we call literacy. (Brandt, …show more content…
Conversely, I am taught that honesty leads to progress. Beforehand, I discussed the Spirit of Communications as an addition to the Sponsorships of Literacy. With enough foresight, I can communicate that English, once a mighty pillar for academic penmanship, will fade away to new and existing languages as the march to Globalization proceeds with haste and caution. Extending on the concept, how will we adapt to all these changes? The answer to that verbatim is very pristine; we adapt to the new forms of communication and honesty shall determine the merits of who is just or who is corrupt in a social domain, regardless of whether or not the primary communication is English. Throughout her vehicles to these new summits of academia, Brandt stipulates the notion that the Sponsorships are not only a measurement of progress and honesty, but scholarly learning in general. If it ever comes to the point where technology reaches such a potential that correctness will find itself everywhere, communications have even more potential to grow and evolve, for there is a lack of sin among the human population. But I digress, it is time to take affirmative
Deborah Brandt (1998) wrote “Sponsors of Literacy”, a journal where she explained her findings of the research she has done on how different people across the nation learned to read and write, born between 1900, and 1980 (p. 167). She interviewed many people that had varying forms of their literacy skills, whether it was from being poor, being rich, or just being in the wrong spot at the wrong time.
The first thing observers will notice is the “readability issue” when they read George Brown College’s student code of conduct and discipline, in particular, the part of the definition of plagiarism. It is full of long and wordy sentences, which can make readers confused and disoriented. Seneca College’s academic honesty, on the contrary, has a highly ordered structure so that readers can see the flow of the rules. It is arranged in order that why the academic honesty policy has been written and what types of things might be regarded as academic honesty
Graff, G., Birkenstein, C., & Durst, R. K. (2009). The Growing College Gap. "They say/I say": the moves that matter in academic writing : with readings (p. 379). New York: W.W. Norton & Co.
Goode, Stephen and Maier, Timothy W. “ Inflating the Grades” Dissent Fall 1997: 102-04 in Mary Lynch Kennedy and Haley M. Smith. Reading and writing in the Academic Community. 2nd ed, Upper Saddle River, New Jersey: Prentice Hall 2001. 345-350.
Howard, Rebecca Moore. “Plagiarisms, Authorships, and the Academic Death Penalty.” College English 57 (1995). 788-806.
Herbert, Bob. “Hiding From Reality.” They Say I Say: The Moves That Matter in Academic Writing. Graff, Gerald. Birkenstein, Cathy. New York. London: 2012. 566.
Rose, Mike. “Blue-Collar Brilliance”. “They Say / I Say”: The Moves That Matter in Academic Writing with Readings. 2nd ed. Graff, Gerald, Cathy Birkenstein, and Russel Durst. New York: W. W. Norton & Company, 2012. 243-54. Print.
Graff, Gerald. “Hidden Intellectualism”. They Say/I Say: The Moves That Matter in Academic Writing. Comp. Graff, Gerald, Cathy Birkenstein, and Russell Durst. New York W.W. Norton & Company, 2006.
Imagine comparing a person to a language. It would be so tricky and overwhelming: finding grammatical structures that would fit into a person’s personality, verb tenses related to life experiences etc. However, there are two main things which make a person and a language highly comparable: form and content. What are form and content? How are they related to each other? In his essay “Devoid of Content”, scholar Stanley Fish argues that when considering a language, we should leave content outside and just focus on form, because form eventually leads to content. David Shipley and Will Schwalbe, in “How to Write (the Perfect) Email”, point out the importance of form as it leads to a better content in writing emails. But is it really only about form? How many things do we know that only rely on form as a key to content? Although Fish, Shipley and Schwalbe put emphasis on form as a way to content, Gogol, the main character of Jumpha Lahiri’s novel The Namesake, shows that a person can never be “devoid of content” or a “perfect grammatical” structure because form and content are indeed equivalent and they reflect that person’s identity. Gogol actually swims across a medium of overlapping forms and contents which define his life and sense of belonging.
The story of my history as a writer is a very long one. My writing has come full circle. I have changed very much throughout the years, both as I grew older and as I discovered more aspects of my own personality. The growth that I see when I look back is incredible, and it all seems to revolve around my emotions. I have always been a very emotional girl who feels things keenly. All of my truly memorable writing, looking back, has come from experiences that struck a chord with my developing self. This assignment has opened my eyes, despite my initial difficulty in writing it. When I was asked to write down my earliest memory of writing, at first I drew a blank. All of a sudden, it became very clear to me, probably because it had some childhood trauma associated with it.
“Everyone Speaks Text Message" appeared in an American daily newspaper, The New York Times, on December 9, 2011. Author, Tina Rosenberg, a Senior Fellow at the World Policy Institute, in “Everyone Speaks Text Message” implores her readers to contemplate preserving their native language and presents digital technology as the ultimate solution. Rosenberg targets linguistic minorities and the readers of The New York Times as her audience. The author’s main purpose is to inform the readers that numerous indigenous languages such as N’Ko are fading away, and efforts towards saving them must be initiated. She examines the problems faced by N’Ko, and then she concludes the essay by discussing efforts put forth by the native people to save N’Ko. Rosenberg uses anecdote, imagery, and statistics in her article to let the audience know that many native writing scripts such as N’Ko are on the verge of extinction, and there are ways to save them.
There is the need to shift from the traditional seeing of plagiarism on essays, reports from a single site that uses one research method only, and professors offering various recommendations; to an era where scholarly materials on plagiarism gives more insight and persuasive enough and significant to both compositionists and people in and outside the academy. In spite, all the challenges in trying to maintain academic integrity, the major and critical factor that can lead to its achievement is; if everyone develops ethical writing skills.
At least 40 million American adults need stronger literacy skills to take advantage of more lifelong learning opportunities (Knowles 12). Low literacy limits life chances, regardless of how it is defined or measured. According to The Random House Dictionary literacy is defined as “the quality or state of being literate, esp. the ability to read and write.” Another breakdown of the word, from the same source is “possession of education.” Basic skills and literacy abilities are widely viewed as necessities for lifelong learning and the development of success among individuals, families, communities, and even nations. Better knowledge about literacy is an essential condition for improving it. Helping children improve their literacy skills can help them develop the capacity for lifelong learning, keep pace with changing educational expectations and rapid technological change, and achieve their life goals. Today in society there are many adults with poor literacy skills who lack the foundation they need to find and keep decent jobs, to support their children’s education and help them mold a literate future. I have taken one small step towards this problem by tutoring at two schools. The more time people put towards helping the youth of America is the more literate our population can become. Every small action can help, even if it is just tutoring at local middle and junior high schools.
Students throughout the ages have faced the moral dilemma of turning in an original piece, or borrowing someone else’s words. There are many reasons to be tempted into dishonesty. Perhaps one is unsure of his or her writing skill, or knowledge in the subject matter. Maybe there are pressures of time, or the need to get a good grade. The advent of th...
In the article, “Gains and Losses: New Forms of Texts, Knowledge, and Learning,” author, Gunther Kress addresses some of the gains and losses that has occurred as a result of a shift in communication. He discusses the after-effects of the decline in writing and the modern fascination with multimodal communication.