response

Response to abstract...
the idea of having to manipulate your language to reach a varying audience is something that becomes apparent when you enter school....especially college. The idea of altering your writing to emulate your superiors, use a different lexicon database within your work to reach a specific audience and that being tied to a loss of voice does not seem to connect. For me, even if you are altering your voice and style to manipulate your audience you never truly lose your voice or insight on a particular matter. Becuase you will always bring your understanding of the differernt interworkings and facets of a topic, you can never truly lose your voice.... this piece did not seem to ring true through and through. I agree on some elements, but not all

Preh Cee # 3

A.J. Pallante
Prof. Boland
English 329
5 March 4, 2009

Precis #3

Haas, Christina. “Learning to Read Biology: One Student’s Rhetorical Development in
College.” Literacy: A Critical Sourcebook. Cushman, Ellen et al, eds. Boston: Bedford/St. Martin’s. 2001.

Of the many ways to study\draw conclusions about the acquisition of literacy, the most successful consists of observation and interpretation. Christina Haas, in “Learning to Read Biology: One Student’s Rhetorical Development in College,” presents her conclusions and insights gained from monitoring “Eliza,” through four consecutive collegiate years. Before introducing the reader to Eliza, Haas begins “at the college level, to become literate is in many ways to learn patterns of knowing about, and behaving toward, texts within a disciplinary field (Haas 358). This is important to recognize, as it serves as a reminder that pursuit of literacy is never finished, it is constant and unending. Though it may seem that once a student enters college he or she does not need to strive to maintain literacy, as if he or she has arrived at an ultimate understanding. However, this could not be further from the truth. In an institution where education is held to a higher standard, the requirements for literacy are also held to the same standards, requiring more practice. To measure this endeavor, Hass “focused primarily on her [Eliza’s] reading processes and practices (Haas 360).
As Haas followed Eliza through freshman, sophomore, junior and senior year, Haas made some interesting observations concerning how Eliza processed and understood text. Haas found that during Eliza’s freshmen year “her [Eliza’s] processes consisted of mostly linear reading […] if she had trouble comprehending, her strategy was usually to reread, and she made extensive use of a highlighter, sometimes marking whole paragraphs […]” (Haas 363). Throughout the observation Haas was permitted to observe Eliza’s growth as a student, concluding with senior year where “Eliza […] now spent a great deal of time and effort going over figures and tables in texts as she read […] she also exhibited a greater awareness of the intertextual nature of discourse” (Haas 368). Though the study was conducted over a series of years, one can see Eliza’s growth when her freshmen and senior year are held in comparison. From this Haas concludes that “indeed, it is interesting to contemplate how different our views of students might be, and how our teaching might differ as well, if we were able to learn about our students over a period of years rather than weeks” (Haas 375).
Though teaching is an important endeavor, equally important is the capability to remain realistic. When examined in terms of time, the given hours we have with students pale in comparison to the hours students spend on their own, developing their own theories. This said, it is important to understand that, though we as teachers can teach our students some concepts, it is impossible to teach them all the concepts expected of them to learn. By recognizing this, in accordance with the short amount of time allotted in the classroom, it becomes necessary to then focus on growth and accomplishment, rather than amount, quality over quantity.

Prey Sea # 2

A.J. Pallante
Prof. Boland
English 329
18 February 2009
Precis #2
Many times, as teachers, we forget how difficult the processes of learning can be. We may understand certain concepts, which seem simple, failing to recognize that we have been polishing our skills in that subject for years. This is the context in which many students find themselves in, having to learn from an instructor who does not teach, rather expects learning to occur. In David Bartholomae’s “Inventing the University,” such issues are addressed. He begins by making an interesting speculation regarding the manner in which “students have to appropriate (or be appropriated by) a specialized discourse, and they have to do this as though they were easily and comfortably one with their audience …” (Bartholomae 511). This endeavor to reconcile what they know with what they are expected to learn is how students often “invent the university.”
As developing thinkers\writers, Bartholomae points out that, it is difficult for students to “code switch” between the language that they are familiar with and language used in an academic setting. It is the inability to make this switch that causes students to fall short in their composition. Many teachers regard this failure to “code switch” as negative progress. However, though their wording may be imperfect, it is important to realize that they are not wrong. Error and a lack of vocabulary are two different principles. Students may understand concepts, but finding the words to express their comprehension may be a futile endeavor. Bartholomae believes that “sentences fall apart not because the writer lacks necessary syntax to glue pieces together but because he lacks the full statement within which these key words are already operating” (523). This is important to keep in mind when dealing with students who are new\developing writers.
As a student, too much responsibility is placed upon test scores and standards, while the emphasis on comprehension and literacy is null. Memorization is not the same as actual comprehension. This is a universal concept that can be applied to both reading and composition. Especially in the secondary school settings, when identities and interests are still being formed, students can face great difficulty attempting to write something that sounds academic. This is where many multi-syllabic mishaps\misuses occur. It is important for teachers to understand that students are fairly new to the concepts of what learning is, and what it is not. By remaining sensitive to the student, within reason, it is seemingly possible that the transition between “everyday” speech, and what is spoken in a specified institution, can be one free of unneeded strife.