However, text messaging has been a major problem with students texting in class interfering with the disruption of their learning. Most teachers express how they feel about cell phones being a distraction to others, however very few students have complaints about the use of cell phones in class. Text messaging in class should be allowed by choice of the students, it can easily be discreet and the possibility of an emergency. Text messaging in class should be allowed by the choice of students. In the argument “Tapping into Text Messaging” by Janet Kornblum, says teens, techies and other early adopters leading the charge to text say it is a great way to communicate when they are too busy to talk or when making a call would be rude or impractical.
By the time that we were in middle school, the majority of my friends felt that reading was a chore and turned their noses up at any books I'd suggested to them. It's only logical to conclude that there is some grievous error that teachers are making between first grade and junior high school. That's not to say that students cannot be rescued from this loathing of books during high school, but by the manner that high school teachers present them, that isn't a likely prospect. The serious decline of youths reading literature that Francine Prose notes in her essay is a depressing, almost tragic circumstance. If reading is exercise for the brain, then are teachers doing enough in other areas of education to promote thinking?
Teachers and professors think the Web is great to a certain point though. Teachers have noticed students are carried away by the Web because they are focusing less on reading. Carr agrees, “…. They don’t necessarily read a page from left to right and from top to bottom. They might instead skip around, scanning for pertinent information of interest… I can’t get my students to read whole books anymore…” (318).
Interpreting Annotating When a student at Boca High walks into Mrs. Boyle’s classroom, there are a variety of inspirational posters. But the one that drew my attention was a small picture of an old lady that said “annotating- ain’t nobody got time for that!” Sadly for us students, this is the case. Annotating a novel is not only tedious, but it takes away from the book itself. Additionally, it is time consuming as well as stressful on the already stressed out student. Annotation may seem like it has many implications, but those uses don’t outweigh the lessons and enjoyment of reading.
3. Prose makes several key assumptions about the role and impact of reading literary works in high school. What are they? Some of the key assumptions that Prose makes about the role and impact of reading literary works in high school are that our literary taste and our love for reading is developed in high school, not before, not after. Also, that high school reading lists are developed by adults who had to suffer through the same system as the kids before them, thus developing their literary taste in high school and recycling the same books generation after generation.
“A GOOD STORY TAKES AWHILE”: APPALACHIAN LITERATURE IN THE HIGH SCHOOL CLASSROOM In West Virginia a good story takes awhile, and if it has people in it, you have to swear that it is true. . . —From Maggie Anderson’s “Long Story,” in Windfall and New Selected Poems, 2000 BY ALDEN WAITT Today’s teachers bemoan the fact that their students, immersed in a media culture, appear to be uninterested in reading works typically assigned in traditional language arts classrooms. However, the incorporation of young adult novels has served to engage even reluctant learners with their young adult protagonists dealing with familiar themes and settings.
Now I have understood that They Say/I Say is a really book about academic writing used in many American universities and no non-American universities use it. My experience with sections of They Say/I Say shows that it is useful for Pavlodar students who want to learn more about academic writing, because it has a complicated structure of sentences which help students to guess what academic writing is and how to write it. To make the book more useful, I would like to advise to add explanations for unknown names of TV shows, books and video games, because some of our students, sometimes none of them know these games and TV shows. At the end, I would like to tell one more “Thank
Here are the things I look for when I'm annotating: a. Literary devices-similes, metaphors, personification, foreshadowing, symbols, hyperbole. Note the device and-- most important--the effect the device has. Connotations-The ideas that words or phrases create in your mind, beyond their dictionary definition. Details-What impression do they make on you?
After his mother dies he states that he never visited her, “…because it took up my Sunday- not to mention the trouble of getting to the bus, buying tickets, and spending two hours traveling”(5). He wasn’t even willing to go she his mother when she was in a rest home. He tries to excuse himself by blaming it on technicalities. However, no Sunday is as important as bonding with an aging mother. He obviously was never close to her, due to his lack of wanting to visit her.
Their families may never get to see them. Colin’s experience is an example. Before the project, Colin and his wife had planned “four road or rail trips from New York to New England” and “one air trip to see Michelle’s parents at their winter home in Palm Springs” (Beaven-73) between November and February. When Michelle called her parents to tell them that they would not be coming to visit, her mother was not happy. “She said that my life is being subsumed by yours and that it’s as though I’ve joined some sort of eco-cult and you are the cult leader” (Beaven-75).