Common Core Close Reading

I've chosen to do a close reading of the "9-10 Range of Reading and Level of Text Complexity" portion of the "Reading Standards for Literature 6-12" Common Core State Standards.

Significance:
The core standards mandate that a "scaffolding" be created, surrounding the depth of knowledge required to further the students understanding and comprehension of literature. The term "scaffolding" places sufficient academic and pedagogical significance to the importance that students be aware of the variety of the many forms of literature we use today.

Practices:
The idea that language surrounds particular practices (or activities) stipulates that before language we had constructed ways of perceiving language as either formal or informal. Now, when the same idea is applied to common core state standards, it is difficult to decide wether or not the standards are attempting to enact any sort of practice. What I believe this portion of the Standards is attempting to enact are the practices that surround comprehending and applying knowledge to the scope of literature.

Identities:
The common core state standards are written as to address only a particular range of students in terms of grade level. So when Gee asks, "What identity or identities is this piece of language attempting to enact?", I would say that the language stipulates and addresses 9-10 graders, and expects them to be of the proper age group and grade level, in order to adhere to those specific standards.

Relationships:
The common core state standards are specifically used to create two relationships. These relationships are that of educator to administrator and educator to student. So in Gee's question, "What sort of relationship or relationships is this piece of language seeking to enact with others?" I would say it's attempting to involve teachers with their students, and also the teachers with their administrators.

Connections:
The common core state standards stipulate that students make connections based on the progression of texts through their secondary literature educations. The students must connect prior works to the works they currently need, to fully comprehend and connect their usages and influences. The connections the students make help them to better understand the necessity of literature and its extensive uses.

Sign Systems and Knowledge:

The language of the common core standards addresses only those who can, or wish, to apply it to the fundamental aspects of literature education. In that, the standards are written in English, which stipulates that the population of the audience that wishes to apply or adhere to it must be English speakers. The language used in these standards also only apply to the field of academia. 

My Final Paper Topic

What I wish to examine and analyze for my final project, is how language and discourse is used within the subjective-authoritative style. In that, how is language used as an authoritative style in the context of government-mandated Common Core standards? How is this language used by administrators and why has this mode of communication permeated the educational field (among others)? Also, i would like to adress the question of how has language developed to be used strictly authoritative. How and why are these hierarchical boundaries constructed or broken down through language? Specifically, within the Common Core, how has does the language it uses convey authority? Or does it? All these questions I wish to address in my final project.

Transcript Analysis

I was very intrigued hearing everyone's different transcripts throughout the week. What I noticed most was the variety of different discourses that took place. Everything from college-level, discussion-based lectures, to Highschool junior level history/english classes, it seemed every possible example lay in front of us. Some aspects and techniques of the educators, of the many varied transcripts were easily noticeable, such as the IRE aspect. However, what I noticed most was the difference between how educators managed Highschool students, and how they managed college students. It seemed as if the educator played the role of peer more often than the authoritative "teacher"when it came to college level classes. Again, and this is probably because of the context of the class, but nonetheless, a college classroom environment seemed to be much more open to student-based discussion. I feel as if this mode of educating should be more encouraged in secondary settings. I do realize it is my role as an educator to have my students meet common core standards, and to propel discussion in light of those standards, but then again, maybe common core standards should be more expansive and encompassing then the currently existing ones....

College and Career Readiness

When I think of the term, "College and Career Readiness", I immediately associate it with the standards that secondary schools assign their teachers in order to make their students both aware and prepared for University-level education and the competitive nature of the job-market.

But what I really think of when I hear, "College and Career Ready", I feel that the intentions of the term are largely overestimated and stigmatized through the standards that teachers actually wish to achieve. I believe that CCR simply implies that teachers dutifully perform their jobs in accordance with state standards so that the students come out of the secondary education environment with a concrete understanding and knowledge of the core subjects being: reading, writing, mathematics, and critical and creative thinking skills. That said, I believe it is a necessity that CCR comes in the form of goals set forth by administrators insuring their students proper preparedness for post-secondary education.

It is essential, I feel, that student's graduate from high school with the proper skills and experience in reading and writing skills in order to succeed in the college and job world. As a future educator, I will adhere to those standards and create a classroom environment for my students that will most benefit their futures. In that, I believe new and improved goals must be made each year, in accordance with CCR. These goals should be assessed by the students overall level of comprehension, regurgitation and analysis of any given written work or assigned material. When it comes to my own classroom, I will expect my students to be propelled into discussion through my mediation. Allowing them to create their own ideas, I feel,  enhances their ability to create and form hypothesis, which will in turn, enhance their comprehension and creative thinking skills.

Literally, Literate

When it comes to my own personal definition of "literacy" or the noun "literate", I must first consider to constraints which bound the current dictionary definition of the word, "Literacy"which is as follows: "The quality or state of being literate, or able to read and write." Now, I feel this vague definition does no justice to the complexity and formation of actually becoming literate. I believe social class has everything to do with the application of the actual word, "literate". It is my assumption that being, or the act of becoming, literate, is to be societally assigned and dictated to the "proper" way of speaking, reading, and writing. As opposed to being "illiterate" where the structure and function of language is not, nor cannot, be fully understood. Which is cause for concern because something as multi-faceted and durable as language, cannot and must not be restricted to two polar opposite forms of "correctness" in the form of the words, "literate" and "illiterate".

What My Parents Did

Growing up I was fortunate enough to have parents that truly cared about the positive influence reading has on a young child. Also, and fortunately as well, I was introduced to reading and writing before entering the 1st grade. Although these readings and writings were limited to the Church, I felt nonetheless, that I had a knack for reading comprehension, and overall enjoyed what tales my mother and father had told me. Contrary to my experience, are those who are not as privileged to have been brought up in this world with the proper guidance as I did. In this day and age, parent would rather plop their children in front of a television and resume their mundane existences as poor parents. This instability akin to lower-class families put's a strangle-hold on the modern education system in the form of poor concentration and separation from societal standards associated with reading and writing. As well as these new-age inexperienced parents that flood the education system with improperly learned students, so does the misconception that technology has the power to educate young minds. Tools of the age are available that may sort this issue; devices such as Kindle, Ebooks, and Nooks are all appropriate learning devices that have recently became available for learners of all ages.
As a product of the middle-class nuclear family, my family succumbed to the "maintown" ways of teaching me the necessity of language and language arts. My conforming to the socioeconomic norms of my class adhered to the principles in which I shall practice one day on my own children.

New Blog

My original blog's URL:
http://engl338blog.blogspot.com/

Unfortunatley, I have so many different user names/passwords/email addresses that somehow I misplaced the information that allows me to access my old ENGL 338 blog. So here is the new one!