Although I Am More Inclined To Identify With Expressionism,

Ordinarily the catch method required much of the writing for children to be mostly directed towards self-expression and often times lacked any sort of formal writing instruction. Consequently, those students who could not catch the vital information to be a successful writer often seemed to be left in the dust. Tyre’s article as well provides a constructed argument held by those who oppose the full implementation of this new writing method used at New Dorp, where Kelly Gallagher expresses her concern when writing is fully focused on analytical writing, that creative expression of students may be diminished. I believe that the use of this opposing argument, though not too lengthy, helps readers to also consider the backlash of this implementation of writing, but also provides an insight into how the pros compare to the hypothetical cons in this situation.

The disciplinary perspective Lamott is catering to most is creative writing and writings that have strict time limits. The authors discipline is creative writing when it comes to food reviews for her magazine company. Lamott believes that her situation can be used with all forms of disciplines. In addition to Lamott’s discipline, Baker’s writing perspective comes from a teaching or informative discipline. Baker is trying to help teachers learn effective teaching skills when it comes to writing. However, Johnsons discipline is strictly for psychology disciplines and how they can improve papers and grades all together. On the other hand, Makenzie’s discipline is in the study of biology and wants to explain why writing is important in that field of study.

In Dan Berrett’s article, “Students Come to College Thinking They’ve Mastered Writing,” the idea of freshman thinking they are or must be a refined writer is discussed. Students may think this way coming into college, but their teachers do not. While students might feel satisfied and think that they are prepared with their writing skills, professors found that these students did not necessarily meet the expected level (Berrett 1). Many students reported that they would normally write around 25 hours every week. They said that most of those hours of writing was for more formal purposes like passages to make changes in society (Berrett 1). It was found that one reason the new students might feel this way is that their assumptions about writing differed greatly from those of faculty members and their expectations. One big thing that students will not get for a while, is that good writing is not just listed as a bunch of steps one is to follow that automatically make one’s writing good. Good writing requires one to be in different mental states; it requires the understanding of how to write for different audiences and different reasons (Berrett 2). Berrett includes in the article that writing is not just universal and that in order to do very well, writers must use different forms of writing specifically for their purpose (2). It seems as though students think that, before they even take a class, they are supposed to know everything about writing; in reality, they are supposed to learn new skills and enhance others (Berrett 2). Berrett says that many believe the schools these students previously attended with their test focus might cause these feelings about writing (2). Berrett ends his article by saying that students these days do not think that informal writing actually counts as writing, and that students should practice writing for informal purposes because it can help them (2). Even if they feel like it, students are not fully prepared to write in all contexts when they arrive at college.

Murray is insightful not only to instructors but also to learners. Murray argues that the challenge facing writing is the fact that teachers have treated it as a product rather than a process and the same concept passed on to students. The author holds that the main problem with this view is that students get to receive irrelevant criticisms that are not related to their learning goals. While I tend to agree with the author based on the arguments presented, it is notable that Murray has paid little attention to the idea of education in the contemporary world. In most learning institutions, the outcome of the writing is considered more than the process. As a teacher paying attention to the process of writing but not be consistent with the students, who are mostly driven by

Early on McCarthy states the the point of this study and article is to, “Contribute to our understanding of how students learn to write in school.” (234). McCarthy literally wants to make the point that learning to write should be viewed as a growth process from both a social and individual aspect depending on the situation. (234). McCarthy observed a college student as he took three different courses composition I, poetry, and biology. McCarthy explains that through her examination of the the

Writing, and literacy in general, is one of the founding cornerstones of modern society. It is difficult to find any sort of occupation that doesn’t require at least some basic writing skills. From business managers to lawyers to doctors, despite their notoriously bad handwriting, all require intimate knowledge of writing skills. Yet, teaching critical writing skills is not the cure-all to solving the problems that the public education system faces in producing students better prepared to tackle the challenges of the world as Peg Tyre portrays it as in The Writing Revolution. Critical writing skills, despite its current underemphasis in the classroom, should not be the only focus of the public school system’s curriculum as Peg Tyre suggests in The Writing Revolution, because critical writing skills do not prepare students adequately enough for the standards of the real world which require more technical skills, critical writing skills only teaches a small subset of underlying critical thinking skills, and critical writing skills education, as presented by Peg Tyre, is formulaically based which can result in long-term inability to further student’s critical writing skills despite initial success.

Mya Poe’s article “On Writing Instruction and a short game of Chess” is a unique exercise that appeals to the multiple learning styles and intelligences of students. She challenges herself to appeal to the “self-proclaimed bad writers.”(30) The confidence that students have in their ability to write is lacking. Poe discusses that there is no one way to approach writing. She has developed a way of challenging students to use their strengths and interests to develop their own unique writing process. I was inspired by her perception on the ways of knowing and understanding. That by teaching a student to translate their strengths and process to any subject inspires a metacognitive learning style.

Pop Art was a 20th century art movement that utilized the imagery and techniques of consumerism and popular culture as well as mass media and advertising

After our first essay, we immediately began our second, “oh my God”, were my exact words that I remembered myself saying, as I took a deep breathe. In fact, during all of this mind boggling confusion going on in my head, I felt that this next essay was going to be more complicated. Which immediately lead me to recall “What is Academic Writing Myth #4” when Irvin suggested that “Some got it; I don’t – the genius fallacy” (5). Myth #4 suggests that when we begin to think of our writing flaws, we tend to blame genetics. We offer up explanations that it’s out of our control,

The movements of German Expressionism and Japanese pre-war cinema produced trends greatly influenced by its historical context. These contexts contributed to shaping their own stylistic styles captured throughout the theme, mise-en-scene, and cultural ideologies. Although these two movements occurred in fairly similar time periods, they both occurred in different parts of the world which had a fundamental role in generating key contrasts between these movements. Both occurring in pre-war periods, a striking similarity existed between the two; they both displayed the economic instabilities. Both subtly exhibited the internal anxieties that the individuals faced in the differing societies. German Expressionism had the stylistic forms that in turn captured distorted images or grotesque style to convey an abstract sense of reality throughout 1920’s. On the other hand, the Japanese pre-war cinema expressed the humanistic family by displaying their everyday struggles of the lower middle class known as the “common people” during the 1930’s. Although these movements were individually unique throughout their distinct stylistic devices and ideologies, they essentially came together during this time period to help transform the art of national cinema.

I believe that curriculum should serve diversity of students because each student differs from the other. Since my philosophy aligns with essentialism, I believe that books are helping tools that offer basic knowledge to students, so I will encourage my students to expand the knowledge, which they have studied from the textbooks. As an English teacher I believe in the importance of reading and writing skills because they expand the vocabulary and writing style, which English language follows. I will focus on sustainable development of my students' intellectual abilities through discussion and critical thinking. In addition, I will ask them to read a story, which suits their level, each two weeks then I will ask them analytical questions related to the story. Definitely, visual aid tools such as presentation slides will be used in my classroom in order to facilitate the learning process among my

Heart of Darkness, written by Joseph Conrad is an interesting take on European imperialism in the 19th century. It tells a lot about Conrad’s views on the matter and being able to read it and look upon it with a retrospective view is very intriguing as we know of many brutalities but often just dismiss it. For many what Conrad’s views are is widely questioned. It can be seen as either a criticism on imperialism and European activities in Africa.

Art has evolved and regenerated itself many times during our human existence. These differences are defined through changes in styles under various theories. During the nineteenth and early twentieth century, a style known as Expressionism became popular. During this movement the artists were trying to use their artwork as a tool of expression toward life. It was mainly dominant in the nonrepresentational arts, such as abstract visual arts and music. It also was probably one of the most difficult movements to understand because the whole point of the piece lay within the artist. Not only was it a movement, it defined the act of art as a whole. From the beginning of time, each work of art, excluding replicas, show a way of expressing

In today’s society, many people, but especially young people seem to hate writing. Young people ranging from the ages of 15-25 and older people referring to ages of 26 and up.

German Expressionism is an artistic genre of art, literature and film that originated in Europe in the 1920s, and is broadly defined as the rejection of Western conventions, and the depiction of reality that is widely distorted for emotional effect. “The expressionist tradition of Melies, German Expressionism, and Soviet montage which affirmed that "reality" was best represented in such hidden areas as poetic imagination, the unconscious mind, or the dialectics of history. Stylistically, this polarity was defined and distinguished by a fondness for principles of continuity and "seamless" verisimilitude on the one hand (realist mise-en-scene), and on the other an expressive and obtrusive manipulation of the spatial and temporal content of what was photographed (decor, lighting, montage)” (Nelson, pp. 2-17).