I got ready for bed, laid back down, and grabbed the book flipped through the bulk of the book and back to the beginning of the first chapter and began the book that would change my view on reading. After getting caught up in the book for a few days it was over and the charactersI grew to love all over again in a whole new light would no longer be developing in front of me. I would have to find new characters that would allow me to see things from their eyes. I think one of the main things that got me so involved was that the era was the 50's. Which has always fascinated me because of how recent it really is but because of all the social differences it feels
As I journeyed through high school I struggled to find motivation to read even the assigned novels and reading. Eventually, I fell victim to the allure of spark notes and the time it saved. After sports were over for me the distraction became a job. Working six days a week at Zaxbys left no time for trivial pleasures such as reading. My saving grace became AP English IV my senior year.
As a whole, the class had to read the book named "The Christmas Carol" by Charles Dickens. After completing the task of reading 'The Christmas Carol", the next thing that was required of us was to write an essay on the book. The Shakespeare book I read for freshman year was Julius Caesar. Writing an essay for this type of book was difficult because of the type of literature it was but as I did my research it became much easier. As I continued in high school, we had to read "A Gathering of Old Men" by Ernest Gaines and "When I Was a Puerto Rican" by Esmeralda Santiago over the summer and write what was required of us.
Although I hadn’t yet become comfortable writing about my past during the first few quarters of school, I enjoyed writing for academic growth. I enjoyed analyzing and debating the issues, reflecting on books we had read, or just journaling my thoughts about the day. It wasn’t until my second year at Evergreen that I was able to revisit some of my past experiences and childhood memories by writing a required memoir for one of my classes. This process was very difficult, and I found myself re-writing over and over again. The experience, although very painful has sparked a desire in me to tell my life
I couldn’t understand why I had to read so much in the first week. However I fought through the readings and discovered that my preferred model of argumentative writing was the classical model. I also found I could understand the appeals of the Toulmin model and the Rogerian model. With this in mind I examined the essays in the reading clusters trying to identify the use of these models. This helped me to develop both as a writer and thinker because I had to try and understand where the writers where going with their arguments and the techniques they used to appeal to their readers.
Nothing special or really entertaining happened after first period. Right now I was sitting in my English class taking notes and stuff I had already learned all throughout my school years. Sometimes I just wanna yell "nobody cares" really loud in their faces. The second hand on the nearby clock was ticking by extra slowly as if it just wanted to mock me. Every time the clock ticked I got more and more anxious for my upcoming conversation with Zac.
My opinion of NCLB is it is flawed, developmentally inappropriate, ill funded, ←and→ leaving more students, teachers, ←and→ schools behind than ever before because The tests have turned into the objective of classroom instruction rather than the measure of teaching ←and→ learning. Based on my experience, the current implication of NCLB is similar to teaching in a Korean classroom; teachers are teaching the test and the only thing that matters are the test results. Teaching to the test is the number one criticism by teachers and administrators. There is so much pressure on schools to achieve acceptable performance levels that test-taking has become a subject in itself. Everything academic revolves around the year-end state testing to the point that other subjects are usually neglected.
To begin with, Goldstein first argument is “can it really be that all those students who are earnestly taking notes in my econ class, never looking up for a moment but always tapping away, are trying to get down every word the lecturer is saying” (Goldstein, 289). This argument, to me, does not hold much water. How does he know what every student is doing? He then continues and says “And I confess that I myself have done all these things in this course, and also in poly sci, another large lecture” (Goldstein, 289). How can you complain about something you yourself do?
Roxana Useda ENC 1101 Professor Cash November 30, 2012 Why Trust the FCAT? Have you ever felt when taking the FCAT you are wasting your time? Over the years students have been required to take a test that will evaluate them on how well they do. The FCAT is given to obtain an insight on how much students are learning on three main subjects, science, reading, and math every year. Despite the benefits teachers and schools obtain, standardized testing like the FCAT is not effective in evaluating student’s performance because not all students learn at the same level, they fall under pressure, and they are being taught just for the test which prevents from learning skills that are yet to be learned.
This was our last conflict during the story. With all the conflicts and differences I rate this 8. My mom helped me look at reading in a different light. She also helped me be a better analyst when I read books with a more complex storyline. I learned from all this that reading isn’t just reading the story.