Just submitted a query to the following:
Critical Education and Teaching and Teacher Education... scary!
Friday, October 29, 2010
Tuesday, October 26, 2010
Comparing Outlines
In analyzing my outline along side the model article outline I had an "Aha" moment. One could even say it was a "Duh" moment, but that would be negative and counter-productive. My model article moves its article along by using headings that engage a micro structure of description. We sequentially move along as he describes a natural procedure for implementing Bakhtianian views of language in the classroom for more active student learning and engagement. This is what I want for my article, but I have been stuck in the micro-structure using problem-solution and causation. I want to move to description to tell the story.
Monday, October 25, 2010
Week 10-25-10: TO DO
1. Read Belcher Chapter 6 (Done: 10-22-10)
2. Rework Query- (Done: 10-26-10 and sent to Mary for edits)
* Couldn't do until I gave myself time to rework article: Sunday 10-25-10
3. Outline My article (DONE)
4. Outline Sample article (DONE)
5. Complete Lit Review (for conceptual background support)
Time Writing:
10-20-10: After TE 921 on the way home I had some good thoughts while considering my discussion I am going to have with Susan Thursday. Also, need to work on PPT for practicum talk at advisee meeting which is aligned w/this article. 10pm-11:20pm (watched TV)
10-21-10- wrote in my office a lot in the morning: 10:15-11:20; 2:30-3:40 (some of this time I was working on my power point)
10-22-10- Mostly just worked on my powerpoint in between my busy day. Didn't keep track. I took the night off since it was a special family night. Had a great advisee meeting with really productive feedback on my practicum. So, some questions to think about in considering the TPS: what is my goal for the pre-service teachers, concerns working with my own interns etc.
Weekend was a wash except for Sunday. I had to read for 921 on Saturday and had family obligations. Sunday I worked on article thinking about the comments from Mary and Lisa. Totally new outline for article. I'm feeling a little bit more in control, but at the same time I feel like I am not sure how to open myself up to the "conceptual" part of this. I am having a hard time just letting myself be free to write. Are conceptual pieces suppose to be harder or is this just my insecurity? I worked on "writing" and "staring" for about 2 hours off and on because I would get up and do dishes, cook, sit on the couch etc. when I felt a bit overwhelmed.
Today: 10-25-10
11:45-1:00 - Wrapped up query sent off to Mary. Abstract also redone will repost to wiki when I hear back from Mary on query since it is similar in language.
2. Rework Query- (Done: 10-26-10 and sent to Mary for edits)
* Couldn't do until I gave myself time to rework article: Sunday 10-25-10
3. Outline My article (DONE)
4. Outline Sample article (DONE)
5. Complete Lit Review (for conceptual background support)
Time Writing:
10-20-10: After TE 921 on the way home I had some good thoughts while considering my discussion I am going to have with Susan Thursday. Also, need to work on PPT for practicum talk at advisee meeting which is aligned w/this article. 10pm-11:20pm (watched TV)
10-21-10- wrote in my office a lot in the morning: 10:15-11:20; 2:30-3:40 (some of this time I was working on my power point)
10-22-10- Mostly just worked on my powerpoint in between my busy day. Didn't keep track. I took the night off since it was a special family night. Had a great advisee meeting with really productive feedback on my practicum. So, some questions to think about in considering the TPS: what is my goal for the pre-service teachers, concerns working with my own interns etc.
Weekend was a wash except for Sunday. I had to read for 921 on Saturday and had family obligations. Sunday I worked on article thinking about the comments from Mary and Lisa. Totally new outline for article. I'm feeling a little bit more in control, but at the same time I feel like I am not sure how to open myself up to the "conceptual" part of this. I am having a hard time just letting myself be free to write. Are conceptual pieces suppose to be harder or is this just my insecurity? I worked on "writing" and "staring" for about 2 hours off and on because I would get up and do dishes, cook, sit on the couch etc. when I felt a bit overwhelmed.
Today: 10-25-10
11:45-1:00 - Wrapped up query sent off to Mary. Abstract also redone will repost to wiki when I hear back from Mary on query since it is similar in language.
Tuesday, October 19, 2010
10.19.10 In Class Reflection
Hello Dear Academic Writing Self~
Epiphanies are nice when they happen. They lend themselves to very nice learning and windows to wisdom. I have realized this week that when I am feeling overwhelmed I don't necessarily shut down, but I go into a form of auto-pilot. The interesting thing though... my mind doesn't stop "writing". I think I can actually write while dreaming. I kid you not! Problem: it doesn't always make itself to paper...which reminds me I had a great thought this morning and forgot to write it down. This is a HUGE problem! So, in regards to this course and the purpose of this quickwrite or my participation in sitting here in this classroom. How did my week(s) go. Aside from enjoying football watching time and plenty of family obligations, I had some moments of true productivity, but not with Belcher. I can't seem to work with Belcher AND be totally productive in my article work. I can't seem to multi-task with the documentation tool (i.e. my calendar) and stay faithful to my writing. I can reflect on my writing time, which I will do here.
______
While working on editing my query letter and after talking with Mary I was very productive in working on my abstract, arguments and query. Mind you, none of these are done, but they helped me work on those chunks of my actual article. I found that when I was struggling with tightening up any one of those documents I would go back to my article and work on that argument in the article. Sometimes this would lead me to some reading, or a quote I needed to elaborate on or get rid of. This helped me to see that actually quotes in my paper were a problem. Yes, Belcher did help me see this also. Although, Belcher also gave me a mini shut-down moment thinking about writing a lit review, which sent me off into another world for about 2 days: The world of the lit review genre and what that means for an article. I left that world on purpose and I left it without anything to bring home as evidence I was there outside of a folder of articles that might be reminiscent of a suitcase of travel sized bottles of toiletries.
Epiphanies are nice when they happen. They lend themselves to very nice learning and windows to wisdom. I have realized this week that when I am feeling overwhelmed I don't necessarily shut down, but I go into a form of auto-pilot. The interesting thing though... my mind doesn't stop "writing". I think I can actually write while dreaming. I kid you not! Problem: it doesn't always make itself to paper...which reminds me I had a great thought this morning and forgot to write it down. This is a HUGE problem! So, in regards to this course and the purpose of this quickwrite or my participation in sitting here in this classroom. How did my week(s) go. Aside from enjoying football watching time and plenty of family obligations, I had some moments of true productivity, but not with Belcher. I can't seem to work with Belcher AND be totally productive in my article work. I can't seem to multi-task with the documentation tool (i.e. my calendar) and stay faithful to my writing. I can reflect on my writing time, which I will do here.
______
While working on editing my query letter and after talking with Mary I was very productive in working on my abstract, arguments and query. Mind you, none of these are done, but they helped me work on those chunks of my actual article. I found that when I was struggling with tightening up any one of those documents I would go back to my article and work on that argument in the article. Sometimes this would lead me to some reading, or a quote I needed to elaborate on or get rid of. This helped me to see that actually quotes in my paper were a problem. Yes, Belcher did help me see this also. Although, Belcher also gave me a mini shut-down moment thinking about writing a lit review, which sent me off into another world for about 2 days: The world of the lit review genre and what that means for an article. I left that world on purpose and I left it without anything to bring home as evidence I was there outside of a folder of articles that might be reminiscent of a suitcase of travel sized bottles of toiletries.
Monday, October 11, 2010
A Wash
I knew this past weekend would be a wash when it came to any kind of work. Family came into town for a special weekend for my daughter. I really have nothing to report, but will be getting back on track ASAP!
Tuesday, October 5, 2010
In Class QuickWrite
Think about where I am in relation to the beginning of this process. What is working, not working, how is my progress...
In looking at my documentation tool calendar I see that I am most productive the end of the week (Thur/Fri) and Saturday. I am beginning to rather productive now that I have the library as a regular writing site. I think the addition of working at the library has been one of the most positive moves I have made. Some of this has to do with the fact that I am surrounded by books, which I love as well as the fact that it being on campus and quiet I can really focus and it seems more "real". I am not completely sure what I mean by real other than it feels more academic and ... I don't want to say purposeful because that is not what I mean, but it feels more professional maybe. I an any case, I've been really productive this past week and this is my second Sunday with this site. I would say I need another data point to make it official, but I am positive in my conjecture at this moment.
Distractions are fewer since committee work is slowing down. I am better able to balance my time according to my own needs versus always doing things that need to be accomplished based on outside influences. Of course this was my choice and I am pleased to say that I feel I am coming into a better understanding of how to balance academic life, research, and personal life. This is my goal for my 3rd year and I can see it is helping me take the time to write more.
One of the things I am really excited about is not just in working on this article, but I am working on a commentary on my own. This commentary is in response to the recent suicides for young people dealing with sexuality identities. I am deeply moved by this and have done a lot of personal writing on it and how it relates to us as teachers and this space we call school. So, I feel like a writer again. I don't just have to write what is assigned to me. I can write about what I affects me and what I feel is important to convey to others. This feels really good and I am actually really excited when it is time for my writing and this class. I think I am coming into my own identity as an academic beyond student. While it is also scary, it is truly invigorating.
My goal however, is to also increase my vocabulary. This is not to say that I want to use million dollar words for the sake of...whatever those words imply from a hegemonic lens. But, I want to be able to convey what I am saying in a richer more precise way. Words are the way to do this. Very similar to my poetry writing. Being able to identify and use just the right word is what gives writing its depth and uniqueness. It is what gives writing its identity in a way. So, to accomplish this I've been reading differently. I pay closer attention to word choices and in what contexts they are being used. I am also reading more as a writer. By this I mean I am looking at format, organization of argument and thought. I am seeing how they cite other scholars and how often. I am making sure to notice even small things like paragraph organization. What is the thesis and how has it been supported? I believe, as I have taught my own students, that this will make my writing better.
In looking at my documentation tool calendar I see that I am most productive the end of the week (Thur/Fri) and Saturday. I am beginning to rather productive now that I have the library as a regular writing site. I think the addition of working at the library has been one of the most positive moves I have made. Some of this has to do with the fact that I am surrounded by books, which I love as well as the fact that it being on campus and quiet I can really focus and it seems more "real". I am not completely sure what I mean by real other than it feels more academic and ... I don't want to say purposeful because that is not what I mean, but it feels more professional maybe. I an any case, I've been really productive this past week and this is my second Sunday with this site. I would say I need another data point to make it official, but I am positive in my conjecture at this moment.
Distractions are fewer since committee work is slowing down. I am better able to balance my time according to my own needs versus always doing things that need to be accomplished based on outside influences. Of course this was my choice and I am pleased to say that I feel I am coming into a better understanding of how to balance academic life, research, and personal life. This is my goal for my 3rd year and I can see it is helping me take the time to write more.
One of the things I am really excited about is not just in working on this article, but I am working on a commentary on my own. This commentary is in response to the recent suicides for young people dealing with sexuality identities. I am deeply moved by this and have done a lot of personal writing on it and how it relates to us as teachers and this space we call school. So, I feel like a writer again. I don't just have to write what is assigned to me. I can write about what I affects me and what I feel is important to convey to others. This feels really good and I am actually really excited when it is time for my writing and this class. I think I am coming into my own identity as an academic beyond student. While it is also scary, it is truly invigorating.
My goal however, is to also increase my vocabulary. This is not to say that I want to use million dollar words for the sake of...whatever those words imply from a hegemonic lens. But, I want to be able to convey what I am saying in a richer more precise way. Words are the way to do this. Very similar to my poetry writing. Being able to identify and use just the right word is what gives writing its depth and uniqueness. It is what gives writing its identity in a way. So, to accomplish this I've been reading differently. I pay closer attention to word choices and in what contexts they are being used. I am also reading more as a writer. By this I mean I am looking at format, organization of argument and thought. I am seeing how they cite other scholars and how often. I am making sure to notice even small things like paragraph organization. What is the thesis and how has it been supported? I believe, as I have taught my own students, that this will make my writing better.
Sunday, October 3, 2010
Today while at the library writing site I am working on my argument... not really easy actually. It is making me deal with the so-what issues head on! Here is what I have after a 45 minute argument with my internal editor and Posusta's Instant Thesis Maker found in Belcher, page 89.
______________
______________
In this article, I argue that although the philosophies and biases that pre-service teachers bring to their practice are culturally contextualized and complex nevertheless it is beneficial for teacher education programs to explore the cultural biases and philosophies that pre-service teachers bring into their education because these dispositions have an influence on teaching practices and educational communities.
Subscribe to:
Posts (Atom)