Posted on November 30, by Scott Alexander I. If the world was created by the Invisible Hand, who is good, how did it come to contain so much that is evil? Can he expect to get rich? No — if Google stock was underpriced ie you could easily get rich by buying Google stockthen everyone smart enough to notice would buy it.
Let Software do what Software Can, so Teachers do what only Teachers Can In two preceding posts, I explored the context around evaluating student writing. Specifically, this included the time and effort expended by teachers as well as the role technology could playand our feelings related to both.
This post attempts to move past the hysteria and stagnation to gain some clarity around what we really want. Our Real Goal To begin with the obvious and inarguable: As apparent as this might seem, we should never lose focus on this goal because it seems to have been lost somewhere between what we know both research and common sense and what we do school-based practices around writing.
The realities of the classroom and a crowded curriculum, combined with… fear of change? State and national results in NAPLAN support this and our own experience highlights that for most schools writing is among the most challenging academic skills to teach and learn.
Thus if we accept the premise that our goal is to improve student writing, and that new approaches are required, what do we do? Let Software Do… My mantra, as a devout English teacher, writer and long-time ed tech entity is simple and clear: But everyday we all rely on things that software can do, such as spellcheck our work and facilitate editing.
Such functionality is second nature to us. It is also about 30 years old. Little, because communicating and language are among the most complex things we humans do. The argument against this is that no computational reading of a text can critique, let alone notice, such things as irony and poetic intent.
Nor can it reward a particularly well-turned phrase. Unfortunately, we inevitably confront repetitious and limited word choice, poorly structured sentences and paragraphs that lack integrity. Things that we would hope students addressed in earlier drafts of their work.
What Software can, so… Interestingly, it was also 30 years ago that the Writing Process captured the interests of university researchers, writers and teachers. Reading and grading the stack of required tasks in a curriculum is burdensome enough; who would ask for more? Thus, how many students at almost any level of schooling engage in regular cycles of drafting, feedback, revision, feedback and polishing?
|Write with confidence with...||Equally, when it comes to assessment, the people reading your assignments will feel the same about your writing! A lot of students feel that their style is not sophisticated or "academic" enough, and try to complicate their sentence structure and vocabulary in order to make the writing sound "more impressive".|
|Free Thought Lives||You can contact her through the Facebook community group with questions.|
The way I see it, software can help students take ownership of their writing to the extent that when they submit their work to teachers, it represents their best efforts and warrants critical assessment.This is your Sidebar, which you can edit like any other wiki page.
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