The first thing I have learned about my writing is that my approach to the process is just fine. There are many approaches to writing. I now am aware of the different phases in the writing process and have additional resources to draw from if my approach should no longer suffice. While there are many styles, I need to be comfortable and adopt the one that works for me.
Another thing I have learned about my writing is that I can include a personal narrative without sacrificing content. Prior to this class, I believed it to be improper to use first person in most papers. I now see that the use of first person with a personal narrative can actually make the remainder of my paper stronger by capturing the interest of the reader.
At the beginning of this class I was very concerned about the simplicity of my writing. Throughout the class I have learned that clarity is paramount. Effectively communicating any complicated topic takes a great deal of time and energy on the part of the writer. Big words included for the sake of sounding smart only tends to make any paper more unclear.
Another thing I have learned about my writing is that it is not lard free. Or should I say, my writing is not lard free (LF 63%). I can see how much clearer a paragraph can read when the lard is removed, even though I find it quite difficult to reduce the lard factor when I am using first person.
One final thing I have learned about my writing is that I am not that different from several of my classmates in the process. On the other hand, I am quite different from several of them. Regardless, we all tend to communicate and function well together. I am very appreciative of their encourage and support.
Wednesday, October 22, 2008
Revised piece
Original Version
The first consequence is that we have to change our way of thinking in regards to how we think about learning. Instead of focusing on the material being presented, we must focus on the learner. Since this method is generally not the one in which most of us were taught, it will be difficult for most educators to adopt this new way of thinking. Most educators will find it difficult in letting go the reins of “imparting knowledge”, and allow the student to construct their own. As Hein states, “most of us vacillate between faith that our learners will indeed construct meaning which we will indeed find acceptable (whatever we mean by that) and our need to construct meaning for them” (Hein, p. 2). If we are to adopt this new way of thinking about learning, we must stop and seriously consider our epistemology and pedagogy.
Revised Version
The first consequence changes our way of thinking. We must focus on the learner. It will be difficult to adopt this new way of thinking. Educators will find many challenges in allowing students to construct their own knowledge. As Hein states, “most of us vacillate between faith that our learners will indeed construct meaning which we will indeed find acceptable (whatever we mean by that) and our need to construct meaning for them” (Hein, p. 2). We must stop and seriously consider our epistemology and pedagogy.
LF (not including quote) = 56% (Not as good as Cinderella)
The first consequence is that we have to change our way of thinking in regards to how we think about learning. Instead of focusing on the material being presented, we must focus on the learner. Since this method is generally not the one in which most of us were taught, it will be difficult for most educators to adopt this new way of thinking. Most educators will find it difficult in letting go the reins of “imparting knowledge”, and allow the student to construct their own. As Hein states, “most of us vacillate between faith that our learners will indeed construct meaning which we will indeed find acceptable (whatever we mean by that) and our need to construct meaning for them” (Hein, p. 2). If we are to adopt this new way of thinking about learning, we must stop and seriously consider our epistemology and pedagogy.
Revised Version
The first consequence changes our way of thinking. We must focus on the learner. It will be difficult to adopt this new way of thinking. Educators will find many challenges in allowing students to construct their own knowledge. As Hein states, “most of us vacillate between faith that our learners will indeed construct meaning which we will indeed find acceptable (whatever we mean by that) and our need to construct meaning for them” (Hein, p. 2). We must stop and seriously consider our epistemology and pedagogy.
LF (not including quote) = 56% (Not as good as Cinderella)
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