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Still, the significance of his work for the entire academic community can be gathered from Barlow's uncertainties. Barlow writes that he has searched the literature for an effective way of incorporating both the skills required for students to be good writers and teaching the test. Still he found that "they assume a greater control of the academic environment external to the particular classroom than I, as a part-time teacher, can possibly maintain" (para. 12). Thus, the question becomes, why are such outdated methods of testing still being used when they fly in the face of everything progressive writing teachers are arguing? Why do universities and colleges continue to force basic writing students to pass these tests when professors, like Barlow, continually stress that taking time to teach the test takes away from the teaching methods that they think will most benefit the students? Barlow does not have the answer to this, nor do most teachers of college writing
. Still, Barlow's unflinching attempt to teach the test and help the students, in addition to devoting time to developing their skills that he thinks will actually help them in a Composition I course, is admirable. Its significance can be summarized in two sentences: Barlow shoes that universities are still employing inappropriate measures to test beginning students' writing. In addition, Barlow argues that writing teachers can prosper and help their students flourish as real writers even in light of this oppressive situation
Barlow's piece, then, provides new perspectives to the administrator, college professor, and student. Not only does the piece encourage further research regarding standardized tests as measures of college writing,...
Instead, Barlow seems to imply that a good teacher will stand up for his or her students even in the face of harmful academic politics. After reading Barlow's piece, I am persuaded by Barlow's underlying argument that, when it comes to writing, testing is not necessarily the best method of assessment. Writing is a process, requiring steps such as revision, editing, and pre-writing. Students simply do not have time to complete all of these steps when taking a test. In addition, Barlow's article has further convinced me that writing can only be powerful when one has something to say. If students are taught that writing is simply about a formula, such as a five-paragraph theme, a formula needed to pass a test, I do not believe they will ever find that something to say, damaging them and their self-expression for life
Works Cited
Barrow, Aaron. "Leading Writers, Teaching Tests." Basic Writing E-Journal. 5.4 (2004):
41 pars. 12 May 2009
The article's principal thesis.
This paragraph outlines the central arguments of the paragraph and how it relates to the course. Although information about the course was not given to me in the info, I assumed it had something to do with college writing.
This paragraph explains the article's significance for college writers.
Important and my claim that they are unanswered (or open-ended). These questions also show the new insight I have gained from the article.
More discussion of the significance of the article.
I added a bit more here about the new insight gained from the piece.
Works Cited
Barrow, Aaron. "Leading Writers, Teaching Tests." Basic Writing E-Journal. 5.4 (2004):
41 pars. 12 May 2009
The article's principal thesis.
Brevity is also necessary because reading for content and for linguistic problem solving is the focus" (Kruger). In contrast to the brevity of the intensive program the extensive program "consists of longer selections, that are assigned to be read outside of class, like novels or short stories" (Kruger). Of course a major goal of the program was English language knowledge and reading comprehension, but "Vocabulary building is an intrinsic part
While writing to demonstrate learning is the most common goal of any writing assignment, instructors may also wish to encourage assignments that involve writing to learn. These low-stakes assignments will allow students to explore ideas and issues that will help guide them in their learning. As indicated by Farris & Smith (1992), a WAC program can help establish criteria for writing-intensive courses, consult in the design of the courses,
Opening up to students is very important for teachers. While it is obviously not appropriate for a teacher to confide intimate personal details to the class, or gossip about others to try to be more accepted, there are ways that a teacher can seem more 'real' to the students. For example, crying over something very sad or letting the students know when the teacher is getting angry with their
With the conceptual tools offered by psychology, we now can, for instance, more readily investigate the effects of mistreatment on children's development. My concern regarding the general disharmony of the relationship between adult and child stems from the awareness that we adults have the inclination to view the child as grossly inadequate. In our misguided efforts to help them, we downplay the significance of what the children themselves find applicable
Teacher Performance Assessment Lesson Title: Science Central Focus of Lessons: What science is all about State Standard(s) Addressed: 7th Grade on science, science methodology and famous scientists. Lesson Objectives and Language Demands • Content/Skill Objectives: Students should state the definition of science Students should discuss the various science methodologies Students should name and discuss various prominent scientists Students should be able to identify the application of science in day to day life Language Demands: students are required to define and
With online classes, the internet has become important in effective writing because of the sources that it provides. The Internet is gaining popularity in second language teaching while reshaping computer mediated communication in language learning. Students will need to learn how to deal with large amounts of information and be able to communicate across languages and cultures. From there, teachers are no longer the only source of information so that