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Literature reading comprehension
Literature reading comprehension
Literature reading comprehension
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Most of us have struggled with literacy at one point. Literacy is a learning process; there 's always something new to improve on. My biggest struggle in literacy is run on sentences. They have changed dramatically over the semester. Before this semester I knew run ons were my biggest struggle. I never really thought it was an important aspect of literacy. My teachers would tell me that my biggest struggle was run ons. But never did anything to make me improve my struggle. They never motivated to even try to change my habit. It wasn’t until college English when realized that In order to write good essays, I have to fix my run on habits. Within the first two weeks of college English I realized that run ons were my biggest struggle. My classmates and I had to do an in class assignment. Within that assignment we had to find out which sentence was a run on and which sentence was complete. I could guess the grammatical error but I couldn’t fix it. I remember seeing my classmates filling out the paper like it was a 6th sense. When I completed the assignment and we had to see what was wrong and what had to change. My classmates got almost over 80% right. While I was struggling to get over 60% …show more content…
I would then look at my old essays and I notice all the run ons, that I haven’t noticed before. I would fix some of the run ons. I would than notice that run ons actually do a huge difference to essays. Just by adding more periods and other punctuations. Makes your essay smoother. It even makes the thesis more valid. After fixing my old high school essays I would then start looking at my more recent papers from this semester and noticed a dramatic change with my writing habit. Opened my mind on how easy and quick it is to fixing the problem. Obviously I didn’t master run ons, but I did improve alot. Which made me realize that run ons will always be a problem. But run ons are not an impossible
Literacy gives courage and provides a positive influence in times of crisis.
My first college English class was ENC 1101 at the State College of Florida. In this course, I learned a vast amount of information about writing, reading, and grammar. When I first walked into ENC 1101 in August, I expected the class to be like any other English class in High School; with rushed busy work and a lot of useless tests and quizzes. However, throughout each week of the semester, Professor Knutsen’s class made me beg to differ. This class was not like any other high school English class. In this class I actually learned important information and did not do work just to complete it. This class had a few assignments here and there, enough to maintain, in order to learn proper information. I learned a lot in this class because I was not rushed to
Finding a definition of literacy is not as easy as it sounds. The Webster definition says that to be literate is to be” able to read and write.” But to some researchers, this definition is too simplistic, leading to multiple models of literacy. Most Americans adhere to the autonomous model, which falls closest to the standard, dictionary definition. Believers in this form say that literacy is a cognitive activity that students learn like any other basic skill. It has a set of proficiencies that one must master in order to be capable of decoding and encoding text (Alvermann, 2009; SIL International, 1999). A competing theory is the ideological model, which claims literacy is intrinsically linked to culture, and therefore what constitutes a “literate” individual is ever-changing. Society is the largest influence on literacy, according to this thought, and it is affected by politics, religion, philosophy and more (Alvermann, 2009; SIL International, 1999). These two are just the tip of the iceberg. For example, some studies recognize “literacy as competence,” which is a “measure of competence to do a given task or work in a given field,” (SIL International, 1999) such as being computer literate. Although more researchers are recognizing and exploring multiple literacies, the one that most influences American schools is the autonomous, cognitive model – the ability to read and write. For many, it seems a simple task, but millions of adolescents are struggling or reluctant readers, and there are many reasons why young readers have difficulty with reading. XXXXXX------NEED HELP WITH THESIS STATEMENT HERE PLEASE—(This paper will focus on the effects of low reading skills, some of the possible causes of reluctant and struggling readership...
Writing has always been challenging for me because of the complexity of multiple rules. In the beginning of the semester I constantly worried about the structure of my writing and its overall material. In high school it was important for me to complete my essays by answering the questions that I was given, but in college, students go more into depth such as focusing in grammar, and well structured ideas that flow along with rich analytical content. After given my first assignment I was pushed to improve my overall work by focusing on organization and thinking more analytically. For example, the weekly readings and writing assignments helped me improve my overall work. Later on, these two techniques, organizing and analyzing work were useful
As a child, I have always been fond of reading books. My mother would read to me every single night before I went to bed and sometimes throughout the day. It was the most exciting time of the day when she would open the cabinet, with what seemed to be hundreds of feet tall, of endless books to choose from. When she read to me, I wanted nothing more than to read just like her. Together, we worked on reading every chance we had. Eventually I got better at reading alone and could not put a book down. Instead of playing outside with my brothers during the Summer, I would stay inside in complete silence and just read. I remember going to the library with my mom on Saturdays, and staying the entire day. I looked forward to it each and every week.
My literacy journey commenced at a young age. My story begins with the typical bed time stories and slowly progresses into complex novels. Some points in my literacy journey have made me admire the written word but other times literacy frustrated me. These ups and downs within my story have made me the person I am today. My parents noticed that my reading was not up to par with other children in kindergarten and I was diagnosed with mild dyslexia at the age of five. My parents provided me a reading mentor named Mrs. Mandeville who has shaped my literacy journey in many ways. Events in my childhood have shaped my literacy in various ways.
Literacy embraces reading, writing, listening, and speaking. Integrating all of these into a literacy program is key. Teachers must provide endless and ongoing opportunities for their student to read, write, listen, and speak.
Additionally, literacy does not only refer to reading. Literacy also refers to writing, discussing, and becoming fluent in the specific subject area. The original curriculum for my Hebrew reading classes only covered decoding. Yet, as I personalized my classes more, I began incorporating other aspects of literacy, including comprehension, writing, and discussion, and I noticed a vast improvement in my students’ overall learning. With my math students, too, as I incorporated different aspects of literacy related to my students’ personal learning styles, I noticed further
I was born in Mexico and came to California at age 4. I lived in many places such as San Jose and Madera but ended up living in Huron. I started at age 6 in kindergarten. Everything went well until second grade. The reading got harder and so did the spelling. The teacher wouldn't really help me, she would just continue class as usual. I started to not do my homework and not work in class. It wasn't that I didn't want to do it, I did want to but the problem was that I didn't know how to do it. I had no one at home that could help me due to everyone being Mexican and didn't know any English at all. At the end they sent me to a DSPS program.
Growing up in working class family, my mom worked all the time for the living of a big family with five kids, and my dad was in re-education camp because of his association with U.S. government before 1975. My grandma was my primary guardian. “Go to study, go to read your books, read anything you like to read if you want to have a better life,” my grandma kept bouncing that phrase in my childhood. It becomes the sole rule for me to have better future. I become curious and wonder what the inside of reading and write can make my life difference. In my old days, there was no computer, no laptop, no phone…etc, to play or to spend time with, other than books. I had no other choice than read, and read and tended to dig deep in science books, math books, and chemistry books. I tended to interest in how the problem was solved. I even used my saving money to buy my own math books to read more problems and how to solve the problem. I remembered that I ended up reading the same math book as my seventh grade teacher. She used to throw the challenge questions on every quiz to pick out the brighter student. There was few students know how to solve those challenge questions. I was the one who fortunately nailed it every single time. My passion and my logic for reading and writing came to me through that experience, and also through my grandma and my mom who plant the seed in me, who want their kids to have happy and better life than they were. In my own dictionary, literacy is not just the ability to read and write, it is a strong foundation to build up the knowledge to have better life, to become who I am today.
My ongoing journey of literacy began in 1993. I was four years old. The memories I have of my first few years of school is very blurred, as they happened over twenty years ago. However, these early years of my life is where I believe my literacy journey began to take form.
My relationship with literacy began when I started elementary school and that was the first starting point of my positive relationship with literacy. I really started to grow as a reader and writer throughout my middle school and high school years. Throughout my years of going to school I had many positive experiences that shaped my view of literacy today. My literacy skills have also enhanced throughout my educational years.
According to Dostal and Hanley (2009), emergent literacy is a slow and continual process that occurs from birth until a child can read and write in the ‘traditional’ sense. It incorporates all parts of language, such as viewing, listening, speaking, reading and writing. Emergent literacy skills and understanding can be facilitated in kindergarten and pre-primary through carefully organised routines, transitions, and learning centres, such as the science centre, writing centre, and socio-dramatic play centre. Emergent literacy can also be developed through the use of teaching strategies such as a language experience and shared reading.
There are many different types of events that shape who we are as writers and how we view literacy. Reading and writing is viewed as a chore among a number of people because of bad experiences they had when they were first starting to read and write. In my experience reading and writing has always been something to rejoice, not renounce, and that is because I have had positive memories about them.
There are some theoreticians who view literacy in a form of social practice. In their view, social issues are also important components, as well as linguistic competence and understanding cognitive processes in language studies. Freire (1974) views literacy not only as a process of knowledge transformation, but also as a relationship of learners to the world. Vygotsky (1978) suggests two stages of development at social and individual level. In his view, literacy is a phenomenon that is created, shared, and changed by the members of a society. Gee (1996) similarly argues that becoming literate means apprenticeship with texts and apprenticeships in particular ways of being. In summary, literacy practices are not just about language, but about their interrelation with social practices.