Essays on the help

My expectations were set high in this class because I did good in 089 but now 1 just want to pass. In his May response, Dale uidicated that he had not changed his single-draft strategy: I would just try to read it a few times and just write what I thought was best.

He wrote that he dis- liked taping sessions because ho did not like to hear his own voice and because he "did not f? The readings in this class has made me learn to sit and read even the most boring ones.

I like to listen and when something really controversal comes up then I like to taJk. His general silence might perhaps be explained by his need "to feel more comfortable with my peers. Second, he uses the collaborative plan- ing session as he indicated in his questionnaire, to hear his views and explanations so that he.

This purpose shapes the collaborative planning session into what Barnes (50) calls "presentational talk" in classroom dialogues between teacher and student where there is seldom risk taking or exploration and where there is a presumed "right answer. And then I plan ongoing into an outline type paper from the rest of the first page to the second where Asians do good and Americans do bad for such and such reasons. The rest of my Fccond page two paragraphs and on to a third page, maybe three paragraphs in all and the end. Dale: Well their parents teach them from very little they need the schooling. The supporter continues to quiz Dale in the same vein with Dale reciting, but never questioning. Dale reveals a kind of Calvinistic attitude abcut the ability for students to change attitudes and behaviors towards learning when he discusses the feasibility of his solution to better education, giving kids more free time in school. Time was, perhaps, one reason why Dale did not alter his one draft five-paragraph strategy. Experimentation and multiple drafts u vAu have taken time that he did not perceive himself as having.

Kim: Gethng By in the Banking Model Kim, ever more than Dale, operated in a essays on the help banking milieu as the following discussion will show, but was far less reflective than Dale, for her, the roaa to success, as an excerpt from a collaborative planning siession will illustrate, lay in applying what she perceived to be a rule to please ihe teacher and to get a good grade.

The goal was the grade, not a conceptual understanding of what she was doing. Her minimalist attitude characterized her ap- proach to writing and preparation for collaborative planning. Only in reading strategies did she make any change, but only in the last month of the course. To write papers, she wrote, "I read the assignment and tried to see what it was saying.

I took note on it then I look at what assignment was and wrote my paper. She described her- self in the first mon ths of the course as reading an essay once, highlighting and taking notes. In the last month of the semester, she indicated that she was now reading an essay twice and, in addition to her other strategies, writing a summary to "essays on the help understand more. She, like Dale, had little practice in using talk to do more than recite knowledge, a functional strategy in banking education, yet one that would not help her transform or restruc- ture knowledge, a key activity to her assuming author- ity over her writing. In her role as supporter to Stacey, she repeatedly offered one strategy, no matter what Stacey was at- tempting to do as planner.

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Consistent with her behavior was the emphasis on an extrinsic goal — in this case, a gr ide pay-off. It is Stacey later in the planning session who tries to tie her comments to audience and purpose. Kim: Go ahead Stacey: um, about the American children Kim: compared to what? Sfacey: Students in local communities, ideas on en- riching schooling, parents need to motivate children to work hard, — improve perfor- mance.

Compare Asian-American students against American students, difference in study time. Kim : Do you actually give a reason why you know that? Kim : You have to find something to support that, too.

Make sure, like I told you that you have something to back it up. Cause if we just say something we have to have something to support it.

Later in the session, Stacey recognizes that Kim has no understanding of the function of examples in a paper and is using the advice of adding examples as a generic prescription. In exasperation, she tells Kim that her examples are coming from the readings and says that she does not understand what Kim is calling an example. Neither focuses on purpose in collaborative planning sessions as a rhetorical device. Rather, each conceives of pu rposc as par t of an extrinsic reward system— do it right and get a good grade.

When she got back comments on her first essay that asked her to expand her ideas, she demanded of me after class, "Tell me wh. The idea that she was to de- 114 termine the content was one she resisted until mid- term. The reason seemed to lie in her past experience in high school writing classes. She wrote the following: This class is very different from my other English writing classes. My past classes helped me alot (sic) because the teachsrs Tve had helped people individually.

And told us exactly what we were doing wrong and how to correct it...

I need to know exactly what is expected and what will help me. When essays on the help I discussed this conurient with her, I found that right and wrong referred to errors, that her teach- ers would correct all of her errors and she would copy the corrections to get a good grade. She wrote, "I was always told my writing was very good.

When I entered this class I was totally lost and confused on your feel- ings about my writings. Around mid-term Stacey began to make specific changes in reading and writing behav- iors and in her approach to collaborative planning. She also added the strategy of taking a second set of notes structured around her analysis of the writing task (a strategy discussed and modeled in class), something she had never done be- fore. She described what she did prior to mid-term in the following way: At the beginning, I would get theassignmcnt, wait till last minute, read it, and write my rough draft, the way I did in high school I hardly used any notes. Of her revised procedure, she said: I have changed my writing alot. When I get the assignment I start right away by reading it. I read the essay, take notes, reading it again and take more notes. Part of this learning came from her listening to herself on tape (she initially found it difficult to use the tape recorder). Reflecting on the use of the tape, she wrote, "I learned what kind of questions were important to me to ask and it helped me to organize my paper.

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