Class+Notes


 * Day One July 8, 2011**

We’ll look at writing process and research that has been conducted on children’s writing, adolescent, and young adult writing.

We’ll study developmental perspective to see what happens with age and grade and what occurs beyond age and grade as writers develop. What about ESL immigrant at age 16, what should we expect of their writing development?

Adult developmental writing stages could be similar to first grader; What is a sentence? What is writing? How is writing different on a surface? Indiana just passed law that cursive no longer has to be taught.

Kids should be introduced to writing first in enriched ways, then reading. We do not fund writing research very much… Why? Testing? They don’t realize the link?

We haven’t advocated for writing, haven’t fully explained ourselves.

We’ve had multiple-choice tests to assess writing.

Historically, we’ve associated writing with learning and thinking. If you’re a good writer, there are certain associations with that.

Writing should be compared to other arts; it’s an art form… Because we have less money, we have less research

The Writing Brain; We don’t have much scientific knowledge on mind and writing.

**Monday, June 11**

15 page paper identify topic Delve into RS that is cutting edge; new knowledge that will improve our schools.

//History of Writing// Powerpoint Presentation (Samuels & Horowitz)

Bazerman big discourse group out at UC Santa Barbara; English Dept.

--Combines philosophy, history, sociology, writing as art

Read his introduction.

Schmandt-Besserat UT Art and Middle Eastern studies

How does technology affect the writing conference? Tools?

Writing, reading, listening, and speaking are evolving. A lot of people want to treat language as if it’s static.

Evolving, not static

Most scholarly writing now has evolved into very tiny paragraphs.

Speech and writing; writing’s foundation is speech. Speech comes first. Kids write. Noam Chomsky, natural mechanism, built in babbling. First activity of a baby is a cry… speech… communication.

Mothers’ sensitivity to babies’ cries; ten mothers a tape of a cry of ten babies, moms could identify which baby was theirs. Listening capacity.

Leonard Bloomfield 1933 Writing evolves from speech.

Transpose what is really in head as spoken stuff to writing Bloomfield, famous linguist, “Writing is speech written down.”

Is writing just speaking the words on paper?

Michael Halliday says no., some elements of speech, but a different code.

An invention, we didn’t always have it; we communicated without having written.
 * What is writing?**

Writing allows us to store information; to store thoughts and words. It represents speech sounds (spoken words, phrases).

Most people in the world do not have writing. Most languages have been and continue to be just oral. Writing and reading is a later invention in cultures, civilizations, and communities. Most women in world are “non-literate” ; no reading and writing.

In countries where women are repressed, they’re not given the opportunity to learn to write or read. If you don’t write, you are limited in sharing thoughts, ideas, feelings. What you say is not recorded. It could be more easily forgotten, lost, or distorted. What you say is not important. Reading and writing extends reasoning capacity. When you read a book, you can reread it, analyze it, reason… all of those higher-order thinking skills.

Bambi Schieffelin argues that we have incredible memory capacity (going back to Aristotle). Socrates: with writing, memory will deteriorate.

Categorization skills are acquired through writing.

Women who receive graduate level degrees are in a different category of women.

Clergy and nobility and males had reading and writing. It was a power thing.

When teachers evaluate writing, they score higher for quantity and a more advanced vocabulary, more technical, more eloquent. They look at the words you used.

How old is writing? 20,000 BC Cave painting History of writing connected to economics.
 * HISTORY OF WRITING**

5000 BCE Cuneiform

Storage that exceeds memory capacity.

Needs of society caused writing to develop.

Pre alphabetic stage: spoken word had constituent phonemes to true alphabetic writing.

Phonetic writing there are phonemes, sounds Those sounds have to get transferred to writing How did it develop? English is phonetic writing

Theory 1: It occurred only once, like T. Edison discovered light bulb. Theory2: Multiple discoveries incremental over time.

Pictographic cave painting Lascaux, France 20,000 BC

Children go through some of the same stages that the history of writing goes through.

Calculi: keeping reliable financial records; calculus means stone.

Logograph: line drawings that are symbolic of words or concepts

Writing is mysterious.

It’s a symbolic system that has to have an agreed-upon meaning. Kids start out with their own individual meanings… over time, develop some agreement on what the symbol conveys.

From logographs to pinyin (where letters represent sound, not just pictures)

Sumerian cuneiform Semetic Arabic Cherokee 1821

In US,, many linguists focusing on history of Indian writing development.

Native American Winter Count (calendar) with grammar (rules), which can be followed to convey a message

Alphabet originated in Mesopotamia 3200 BCE.

-44 phonemes, 26 letters and digraphs

When students learn sounds, letters, etc. they are learning to discriminate. when they can do that, they have developed the first skill they need in learning (categorize).

Modern Greek Alphabet, vowels

See wiki (Shannon’s page) for notes on Chapter 1.

**Tuesday, July 12 notes**

See wiki (Shannon’s page) for notes on Chap. 2.

Different kinds of stationary / //You’re Invited// stationary shop Discuss the context of writing with students; mood of stationary; tools?

Drawings are more concrete, writing is abstract ; writing is the beginning of their becoming abstract thinkers.

Eleanor Gibson Physical world: A chair is a chair, no matter how you move it, position it. The lowercase //b// is flipped and becomes a //d// in an abstract sense. There’s a different sound, different meaning.

By Biber and Vazquez
 * Chapter 33** with Carol Langhorne (See her wiki page).

What constitutes writing? Speaking?

Linguists have argued that speech is more powerful, more pure form. Writing it down is like a secondary representation of the real world. Speech is primary; writing is secondary.

Linguists: speech is primary and in real world. Context-defended DeVito, Olson Writing is more complicated; decontextualized, explicit

If we were to write all that we’re saying in this room, we would have to recreate the context; the seating, the participants, the lighting, etc.

Blankenship: no difference between writing and speech Halliday: writing is more elaborate.

Writing takes longer Personal vs. Formal Which is more natural?
 * Registers**

Method of Analysis: Found a way to analyze it by looking at nouns, verbs, etc.

Conversations (Faster and setting plays big role) include the use of
 * Verbs and verb phrases: 70% of all verb phrases are present tense (know, think, see, want, mean)
 * Adverbs are twice as common
 * Pronouns are four times more common especially (I, You & it)
 * Simple clause features : Who, what, where, when, why questions more common

Writing /Academic Prose (more time to compose, think) {Compared to the word that in conversation may be used in a question such as “Who is that? What was that?
 * 60% of all content words are nouns
 * Adjectives are four times more common in academic prose than in conversation
 * Verbs : be and become
 * The word “That” is ten times more common in writing when included with the words “fact, possibility, doubt, belief, & assumption”

__Implications:__ How do we help students understand differences between speech and writing? Students need opportunities to write. Challenges with ESL students—spoken English “broken” Is writing speech on paper? What if you’re writing poetry, stories? Is a song speaking or writing? Is a Wordle writing?

Dr. Horowitz:

Informal conversation > Formal academic text

Risely and Hart: study that’s getting a lot of attention… showed kids who come from poor families hear significantly less speech in home.

See links on wiki Home Page.

Words help us form concepts and give us ideas about the world.

Register means style. Folksy, laid back, etc. Kids don’t know how to switch registers.

Extremes can be to dichotomize speech and writing.

See Horowitz chart

Oral-Written Dichotomy

**Wednesday, July 13**

Start bringing in samples of writing. For Monday, write a reflection; one page length; post on Wiki; bring in a hard copy. worth 5 points; reflect on either one of the articles, chapters we read and/or a topic that we covered in discussion in class. Double-spaced page length.

Two sources of talk; some linguists are calling talk a text.

Talk is way to build relationship, rapport. It can alienate people.

[|Deborah Tannen] Works written for laypeople mostly, but most of them are based on linguistic theory and research; some is her opinion, for which she has been criticized for, but it gives people ideas for research they can do.

//A Visit to Greece// Compare Speech (informal conversation) to Writing

Speech: Lots of 'um' Repetition Incomplete sentences Humor lost 'a family', not specific... 'George's family'

Ashley and Paige: Teaching students how to engage in school-related conversations; sentence starters, role-play.... to writing. Speaking is a precursor to writing. Ways to use oral as vehicle into writing. //Reported speech//

Emotional aspect of a situation is sometimes better when we talk; hard to reproduce emotion, feelings?

Kalpana's Presentation See her wiki page. Grammar Discourse markers: //so, well//.... don't change meaning of text, used as fillers; help you think... Very heavy in speech. British use more tag questions... You like her, don't you? When we transfer to writing, we have to eliminate these fillers.
 * Chapter 34**

Non-Standard speech; vernacular speech; in writing, may see hyper-correction

Theme: topic Rheme: focus

T unit to measure to study language development, writing development of children; main clause with a subordinate clause

Elegant variation; sometimes by shifting what comes first, change emphasis.

Jeff Anderson AAAWWUUBBIS

Child database of language that children have produced; Horowitz's camel studies are in it. Gathered speech to try to catalog child language's... you can go into these corpora gets examples of speech to do analysis.

Speech and oral language emphasis in Canada, England, etc. Not so much in America... here reading and writing. Vital for teachers to know this comparison, so we can be better teachers of English writing and reading.... LITERACY encompasses all.

Grammar: rules

Estella's Presentation See her wiki page.
 * Chapter 36**


 * Rhetoric: the art and study of using language effectively and persuasively.**

Ethos, Logos, Pathos

Audience when writing? Universalized space... anyone, anywhere can read it.

//The New Rhetoric// Perelman and Olbrechts-Tyteca (1969).

Convincing a universal audience is known to be ethically superior to persuading a particular audience.

Reflection due Monday.


 * Thursday, July 14 **

Important for students to learn how to express their ideas and how to argue. "This character is giving, etc." Persuade other students that the character is caring. Why is this the best character in the story? It's beyond "They're nice." Persuade. Persuasion is so important to life. You're always being judged.

Back to Estella's presentation... (see wiki page)

To be sound, a syllogism must be valid and true. Power issues.

Stephen Toulmin's scheme on theory of persuasive argument Claim, Ground, Warrant should be in every persuasive piece... Need Backing and Rebuttal depending on strength of argument.

Horowitz: Every piece of writing is an argument, even a story; writer has to get reader's attention. How to grab reader, get their attention; make writing so captivating that the reader is not so resistant.

Designed an experiment; persuasive writing activity Grad student Rosemary Davis selected the tool; 32 second-graders in rural elementary school in Texas; researchers interested in what second graders can do in persuasion in writing; there were researchers out there who said young children (1-2 grades) really can't write persuasion; it's too hard for the age group to put in writing, but they use persuasion discourse all the time.
 * Snoopy Sno Cone Machine Persuasive Study[[image:snoopy width="150" height="150" align="right"]]**

What makes writing persuasion hard?


 * They don't have a lot of models that they read or that are read to them.
 * Kids are ego-centric; they have to get out of self to consider the audience's preferences, background, etc. What will appeal to reader?

Piaget, John Flavell ego-centrism

Children have a unique kind of egocentrism; Piaget claimed that they didn't have skills to turn around and see other person. Adults can switch roles.

Mountain; What's on other side? Screen, domino board on other side? What's going on over there? Kids had hard time taking on role/perspective of another.

Sno Cone Study: Can kids write persuasively? Persuasion requires longer expressions, more complex constructions

We ask kids to persuade mom or dad to buy them the Snoopy Sno Cone machine; she presented a video, which was a television commercial around Christmas. Asked kids to tell the researchers what they would say to ask mom and dad to buy the machine; took kids one on one into a room. Make request orally, then in writing. We want to make sure that there's not a bias; oral first would particularly help writing, but in this case they found no significant difference. If oral first was biased, those kids wrote more, got better production, then they may have to control for that in some way.
 * Counterbalanced RS design**: What effect does instruction have on speech or on writing? Some kids got oral first, some got written first, then oral. Tape-recorded oral and transcribed it.

First prompt, then Second or third one: "Tell me more...."

Angie's example: What's difference between written and oral? She created a drama in the oral.

So, maybe kids can persuade if they have an **intimate audience**; start with familiar audience. They'll empathize more readily. Informal, intimate> formal, more distant

Research: Second graders are good at bargaining with trades.

See //Categories of Persuasive Strategies// by Horowitz and Davis (handout).

A normative appeal... it's the norm. //Everyone will want one.//

There's no curriculum for writing this genre; start with intimate audience first. By the way: Teachers should use props.

Audience, Task, Context Teach them how to build audience; to catch attention.

Findings: -7 year olds can produce persuasion in writing -variation in way conceptualize persuasive task -produced complex macro-structures -prompts can be very useful and important to encourage kids to sustain discourse and can influence quantity of discourse

Kids produced significantly more words in their oral. No significant differences found in number of arguments used in the oral as opposed to the written discourse. Organizational forms used: Projecting, "I would tell..." One-way dialogue drama Two-Way dialogue drama Memo Letter Formal-descriptive essay Kids chose different genres to express their persuasion

Future RS: What changes in kids over different grades? ages?

**July 18** Discuss our reflections from last week Where do we see writing going? We read newspapers, magazines, novels, go to movies; 300 years from now, what will it be like? Are we preparing students for the next ten, twenty years? There's ambiguity about what kids need to learn and why? Think of the Pixar Human Resources page.

Speech may be more binding in other cultures. Persuasion can include narrative; inter-genre

Linguistic blueprint

Six Traits Ideas Voice Organization Word Choice Conventions Sentence Fluency

Writing curriculum: Myths and stereotypes that teachers follow

Carnegie Foundation recent report; what needs to happen in writing instruction


 * 11 Elements of Effective Adolescent Writing Instruction**

Kids need models.

For Chapter 12 and 14 See Doc Student Presentations wiki page.

Chapter 14 Flower and Hays; what happens with thinking when we write, not brain, but in mind

[|Nominalizations]

**July 19** **No class Thursday this week.** Final paper: Review of literature; critique of major works in area Must show that you've read some research in your area; data-driven 10 references minimum Give hard copy August 4th; e-mail a copy to her, too by that date

**Chapter 14** continued More planning when handwritten; more revising when computers used

Pre-Write First Draft Revisions Edit Display We used to think this was linear.

Pre-writing Planning and Idea Incubation; Flower and Hayes, 1981 RS on this stage

Sellen 2002 Paper served other cognitive functions in critical-thinking & Composing processes Career development was a field of study; now integrative life planning [|Sunny Hansen]

What do you want to be when you grow up? What kind of reading and writing do you need for that career?

Cognitive apprenticeship is big in psychology. "Shadow"

**Angeli's Presentation** **Chapter 17** See Angeli's wiki page. Can writing create social change? One key goal should be to bring about change (could be at a personal level).

Context is the third teacher (Reggio): sound, visual, cultural artifact

Time Magazine article //But Will It Last?// By Belinda Luscombe What speech-like language do you see? What context do they create?

Voice negative at first, changes later Get kids to practice different voices. //Tough, Sweet, and Stuffy// (1966) by Walker Gibson Examples:

There is physical context, context of the materials used, the words (vocabulary) The reader has to recompose the context that the writer was trying to create. The reader is a writer.

**July 20** Listening is a neglected language art; listening comprehension influences reading comp and writing When you're listening, you have focused attention. You're activated. Intentionality

Focus on "other" Purpose

Oral is foundation of all language arts. Not enough oral in our curriculum

Good writer in a particular genre/domain, you're probably a good reader. You've picked up the rules of that genre.

Karen's Presentation ; See her wiki page. David Olson, Canadian (immigration an issue there) Males were expected to get educated; wealthy Others were expected to work; child labor

"Today we mostly assess reading ability through written tests." Angeli: high stakes testing for writing is not in all states Shannon: within our classrooms, we assess reading verbally... formative assessments It's pretty recent that we're valuing talk in classrooms. Since printing press, the focus has been on text. We need to develop argumentation skills in our students in speaking and writing. How old are kids when they're ready for note-taking? How to take them? Why? What's in TEKS on note-taking?

What do we think about text books? New teachers need them for guidance; sometimes create more work for the teacher: supplemental

In Texas, it all revolves around textbooks.

RS shows most significant predictor of quality student performance is based on teacher and his/her skills, not the textbook. Olson: textbooks are sacro-sanct. We need books that represent the institution's take on what should be learned and how, but they get overly emphasized. They provide a function in the institution. We know they're biased, omit major bodies of information;

Olson: textbooks are autonomous; they carry a lot of attitudes and beliefs of the society and the institution of schooling. Future: It'll be interesting to see what happens with e-books. Math programs with 60 minutes-a-day on a computer.

Cierra's Presentation Chapter 25; see her wiki page.

Horowitz: audience, purpose, and task influence writing Task: big variable; what are they supposed to accomplish? Olson has done work on spacing; strings of words with a space, recognition of separations is a development step. //What is a paragraph?// paper So many undergrads who don't know how to write a paragraph.

Semiotics: symbols We are symbol seekers; children love dinosaurs, it's maybe a symbol of adventure or for stories they read

"Does multimodality lead to "decontextualized" text later?" Does multimodality increase children's ability to understand decontextualized text?

Deborah Rowe is at Vanderbilt. Home does matter (Goldenburg). Kids created books to bring home to have their parents write in them, to read to their parents. More school connections in writing than we do. We should look at different settings for writing. For years, writing and teaching of writing was in English department.

Student samples Next week... Chapters 19 and 20 Defining adolescent and adult writing Read chapter 26 and we'll just have a class discussion on it. Several essay questions; pick two.
 * Midterm Exam** Wednesday
 * What can teachers do to teach argument writing where kids have to express a point of view on something and expand on it? Expand Toulmin's model?
 * What did we see in Snoopy Sno Cone samples?
 * What are some principles we may use to get students to reflect on how they speak and how they write?
 * How have our views on writing changed?
 * How could we use writing to help students think about career goals?
 * What are some things we know about writing in the professions? (USAA have very stilted, tailor-made writing)
 * What is the history of writing? Project... what should teachers do for the future of written communication? How can we help kids get ready for future?
 * Should we increase the use of canons in writing or should we use more post-modern literature?
 * What misconceptions do we have about children's writing that we now realize and address in the way we teach writing?

Review on Tuesday


 * July 25, 2001 **

Find YouTube videos on children's writing Anne Dyson

Presentations then talk on Research Why we do RS... and what is it. Wed midterm; Frio Street Computer Lab 10:0; have until 12:00 Think about question, look at notes; if you want to come with an outline, permitted Rehearsal for comps Thursday guest speaker Stanley Berrerra; coming to speak to us about his doctoral dissertation Diss on first grade students and how writing propels talking; the opposite direction Border Literacy RS, too Lunch at MiTierra? No class Friday; Reflection due next Monday

Texts: Exploring Talk in School by Neil Mercer and Steve Hodgkinson Sinclair and Coulthard 1975 initiation-response-feedback Teachers' Use of Feedback by Frank Hardman Orality and Literacy by Walter Ong technologizing of the word; writing restructures consciousness Deborah Tannen talks over Thanksgiving dinner, Jewish talk on subway

Interaction of knowledge; interdisciplinary knowledge communication of knowledge to general public; parents should know about Tannen's work

What's going on in writing where you teach? Carol: Oral language support for ELLs to improve writing

Marilyn's Presentation; see her wiki. Chapter 19 Writing in Primary School

What's more important product or process?

Continuity, Complexity, Social Activity

Vygotsky; writing is social; first to promote this idea His work not available until Soviet Union in 70s and early 80s started to release his writings; changed whole American ed system. We develop our language skills through social interaction, not in isolation; there are phases in process or types of writing that you want students to do alone; some children prefer it.

Berninger and Swanson Study (1994) Writing process, 2 stages... first is conceptualization; planning, but also while you're writing (second stage). Some kids: "I don't know how to translate what's in my head." Constructing what you plan onto surface of your paper/computer.

Berninger handwriting and spelling well are important because need to free them up for higher level skills. Send //Community of Writers// Google doc to each student.

If we're going to teach rules of language, should they be taught in isolation, interwoven with writing, or both?
 * Chapter 20-**Writing in Secondary Schools by George Hillocks See Marilyn's wiki.

What does the latest literature report on grammar? A lot of punctuation is arbitrary. A lot of punctuation comes from speech.

Hillocks: Rubrics ignore commonsense logic. //The Testing Trap:// How state assessments of writing control learning. David Berliner; //Testing Miss Malarkey//

Matsuhasi (1981) pre-writing not as necessary for narrative as in persuasion or explanation.

Feedback studies: Applebee, Hillocks, Gee

Return to Marilyn's presentation of Chapter 20 George Hillocks Writing in Secondary Schools Assessment How was writing assessed when you were in school? Depends on region you were from, when. Holistic scaling Rate on Clarity, Organization... or an overall score on the entire paper. Gut impression that you have as a teacher. Do we make holistic choices when we buy things? Sometimes we consider aspects of it. Sometimes, we just want that dress... we do have holistic impressions of things. Aha phenomenon. It's a legitimate way to evaluate. Some researchers argue that it needs to be in conjunction with an analytic scale. Tell them it's overall great, and then tell them why... break it down what they did well... go in more detail afterwards. University of Minnesota: [|Holistic] vs [|Analytic] scales Do you want to give students these scales ahead of time? Does it detract from their creativity or spontaneity? Why would New Zealand and England score higher on persuasive pieces? Maybe they don't have the diversity James Britton, Rosen We haven't been that interested in languages as an art. US is more quantitative about our research.
 * July 26**

Girls versus boys page 327 Debate team story; really smart guys were on the debate team. Debate and argumentation has been largely a male thing. Tannen writes about women being afraid of argumentation. There's literature on how you can learn to be smart. What should we do differently to promote writing? Do boys write directly? How do we change some of these discrepancies between genders? Angeli: It's in the choices of writing genres we present to kids. Females prefer narratives. They write more because they like the genres. Introduce a wider range of genres and assignments. Girls like to gossip? Let's get them to write their gossip.

Duo discussions on our reflections
 * Questions We Are Raising:**
 * What is the most effective way to teach writing across all grade levels so that students are better prepared for writing assessment? Should it be consistent?
 * Do product designers have good language skills?
 * How do folktales from different parts of hte world help us protect prototypes?
 * If canons are comprised on works that mirror the cultural and political values of society, can textbooks be considered canons? If so, whose voices are represented/ note represented?
 * How does gender influence student-choice in writing assignments?
 * Where are we going with all of the testing? Is there a better way to assess?
 * What would learning be like if everything was out of a textbook? Instead of hands-on?
 * What's going on in our brains when we engage in writing with pencil and paper versus writing with a computer? Plasticity of the brain (AERA panel) Even when you're working on computer, still have papers and books on the side.

Why are speaking activities important for developing writing? How does the development of children's writings parallel the history of writing? Use 2 chapters Cite main chapter author. In Hillock's chapter, he points out....
 * Tomorrow is mid-term. Additional questions:**
 * What does a handbook (such as our text on research on writing) try to accomplish? What are its goals? Limits?

Graded: Looking for your understanding of material relevant to question. Add own ideas, don't just repeat what was said in class. For example: Why is that important to us as educator? Frio Bldg.

**August 1** Paper needs to be submitted electronically and hard copy.

Why Research? 1. Evidence for instructional methods 2 New questions surface in education-- "Change" 3. For new knowledge--- to know and to build new knowledge Types of RS To acquire new knowledge--- Basic RS may not have immediate impact Some basic research is written for other researchers... the findings may not be applicable to teachers at that point... like in Reading RS Quarterly Bazerman's book is really philosophical. Chronicle of Higher Ed Antioch University in NY started an adult writing program is for adults who are really down and out. Goal: to get adults to heal people They have grant to pay tuition, books, meal, coffee break.

What is a theory? It's a blueprint.It's a model or design. Theory: beliefs that are tested

Applied RS is more practical Basic RS is broader inquiry

4. Make comparisons between populations/schools 5. to support our arguments or quests

Technical eye movement studies; psychologist

late 1800s

//The Psychology and Pedagogy of Reading// by Edmund Burke Huey

We're building new knowledge, slow process

**August 2** Chapter 27 see wiki.

Who owns the paper? The student... it's their art; it's their creation.

All writing is intertextual, relate to other texts; Bakhtin

May 1983 Language Arts

The Camel Study

How does speaking we do enter into writing? Discussions are essential for conceptualizing, learning, idea generation.... deciding which words to use in a paper or story. caveat: There are some things we have to learn alone.

Double Voicing Amy Sheldon RS on preschool kids; how girls double voice in play to get their way with boys David Olson

Read Sources, Small Group Talk, Group Writing--Poster, Present Posters, Each Student writes what htey learned abotu camels

4th, 7th, and 8th graders

What did original text say and what did group write? One focus was content. The other was crediting of sources or plagiarism.

How do kids credit or change information? Told them to write about it in their own words. (TO BE CONTINUED...)


 * August 3**

Education research relies heavily on APA. Tell it up front, then go on to give discussions.

Feel empowered to write. Too many restrictions on us, too many demands cause teachers to feel powerless.

None of the kids, nor the graduate students asked who the author of the texts was. Suggests that kids will take things off of Internet and not think about where info is coming from.

Plagiarism is language and content... the words are the same or you're passing off someone else's work/ideas as your own.

How texts they encounter become part of their own writing? How do children refer to and credit sources of info in their writing and how do these texts contribute to their own points of view?

As you get more education, you have greater ability to classify.

Results: See Blackboard for chapter upload.

Find //Language Arts// journal 1983

Cierra and Kalpana on Tierney & Pearson ; See their wiki page.

Model of what is ideal for an active, skilled reader.

When we are reading, we're recomposing, reconstruct the text that is on the page. Reading is not a pure reading activity; knowledge of what writers do... what they're engaged in when they provide a text for you.

How it's saying it... what it's saying. Re-experience vocabulary Good reader understands conventions writer uses.

RESEARCH QUESTION: There are different styles of reading. OLSON Guys who read newspapers, skim, in depth... Pay attention to headlines? Romance novels/ love stories How do they read them?

Follow up article to their article... there isn't one reading style. They touch on this aspect in their limitations/conclusions.

Ashley and Paige's presentation. See their wiki page. What are the primary writing disorders? dyslexia, dysgraphia

Oral language limitation that manifests itself in reading and writing. Frank Valentino What causes it? What is it? What do they do about it?

Adolescent and adult writing p. 421 Most RS on teens has been biological; Most writing RS is on elementary K-6; writing among adolescents in a process How do we represent adolescence? Dichotomy between what is done outside of school and what is done inside. Elizabeth Moje et al **Third Space**
 * Chapter 26**

Also wrote about low literate adults in this same chapter.

Carol Hudson (student here) will pursue adult writing.

//Non-literate// instead of //illiterate// (negative connotation). These adults, as they learn how to write, progress through the same stages as children do who learn how to write.

Adults have more prior knowledge; more experiences; strong beliefs about certain things; richer knowledge base.

Freire: literacy and writing emancipates these adults.

Read Chapter on Writing Assessment

1874 Multiple Choice used heavily to assess writing

Chapter 32 Multilingual writing p. 515 Individuality in SLLs becoming writers. If you acquired writing in one language and you want to learn to write in another language, you have advantage.

Chapter 37 Visual and Digital Writing

Plagiarism and Gaming Dr. Berland (new UTSA professor) on gaming; Melanie's subject.