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Subject - Reflection On The Advanced Writing Course

The proposal aims to address the overemphasis on theoretical knowledge over class discussions in some subjects by integrating active learning strategies into the "An Introduction to Linguistics" curriculum. This will involve designing a new syllabus incorporating interactive activities, group projects, and problem-solving exercises to develop students' critical thinking and real-world application of concepts. The proposal will also provide training for instructors on discussion-based teaching methods to create a balanced approach between theoretical knowledge and engagement. The goal is to improve learning outcomes, student satisfaction, and develop skills beyond memorization.
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0% found this document useful (0 votes)
30 views6 pages

Subject - Reflection On The Advanced Writing Course

The proposal aims to address the overemphasis on theoretical knowledge over class discussions in some subjects by integrating active learning strategies into the "An Introduction to Linguistics" curriculum. This will involve designing a new syllabus incorporating interactive activities, group projects, and problem-solving exercises to develop students' critical thinking and real-world application of concepts. The proposal will also provide training for instructors on discussion-based teaching methods to create a balanced approach between theoretical knowledge and engagement. The goal is to improve learning outcomes, student satisfaction, and develop skills beyond memorization.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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SUMMARY

The article “Who you are and what you are doing here?” (from Issue 74, The
Education Issue) published on 22 August 2011 by Mark Edmundson illustrates his
concerns about the American education system. The author targets this article towards
college freshmen who think they are already ready for life by doing what they have
done before: “Work hard, get good grades, listen to your teachers, get along with the
people around you, and you’ll emerge in four years as an educated young man or
woman”. However, in order to get real education in America they need to struggle and
strive, or even “piss off” admirable people. By giving an example of a conversation
between him and his father, the author delivered an important message of choosing the
major you want, not because of success or becoming rich. The story the author told
contained an idea about what a university education should be. But, in present day
America, almost everyone else has it wrong. Students go to college to get certificates
that will lead them to a good job. The faculty work hard to accomplish their own
goals, but the outcomes are almost entirely irrelevant to students. As a result, in order
to make their lives simpler and more comfortable, the students and teachers reached
an agreement in which neither party has to put their heart and soul into what happens
in the classroom. As for the administrators, they tend to turn a blind eye since they are
busy keeping everyone content. If the faculty brought a certain intensity to teaching,
they might get into troubles: lawsuits, bad publicity, scandal, assault,.... So, even if
they caught students cheating, they turned the other way. However, no one in this
picture is pure evil; “no one is criminally irresponsible” as they are living in an
American culture “where the major and determining values are monetary.”
Despite the harsh reality of America's higher education, the author encouraged
the students to take advantage of their time in college. The content of the courses may
not be important sometimes, but through it students can practice other values:
confidence, determination,... which can help them overcome more arduous tasks in
life. Besides, college provides students with an opportunity to truly find the best
version of themselves. In order to reach that point, students will have to be
“aggressive and assertive”, they will have to be tough enough to ask questions and
take whatever criticisms that might come their way. Overall, Edmundson emphasizes
that “Education is about finding out what form of work for you is close to being
play—work you do so easily that it restores you as you go.” Knowing what is best for
you to do, you can rise prosperously and feel happy all the time. Although you may
encounter the problem of choosing money or following your dream, if you live your
own life, follow your heart, it is never the wrong way, and you never feel exhausted
and weary living it.
Background
Although our current education system has seen a significant shift in teaching methods
and approaches in learning: we focus more on improving critical thinking and
practical application, one recurring problem that remains prevalent across various
subjects, for instance “An introduction to linguistics”, is the overwhelming focus on
theoretical knowledge instead of fostering class discussions. This issue involves
several key factors, including the educational system's historical development, cultural
influences, and economic concerns.

Firstly, the roots of the problem results from the traditional education system: Students
are expected to memorize information given by the teachers or lecturers during
assessments. This educational approach often focuses on imparting theoretical
knowledge and has persisted for years, continuing to influence teaching methods even
as the demands of modern society have evolved. Therefore, understandably, many
educators have been trained in the same traditional teacher-centric model that they
now use in the classroom, which is one of the repercussions of the whole historical
development of our educational system.

Secondly, the emphasis on theoretical knowledge can be reinforced by cultural values


and expectations. In some regions, especially Asian countries, academic success is
highly valued. Therefore, educators and families may prioritize teaching methods or
learning approaches that help students perform well in standardized tests and secure
prestigious educational or employment opportunities: theoretical knowledge, which is
time-saving while also ensuring the huge amount of knowledge needed in
standardized tests and certifications.

Finally, the need for cost-effective and scalable education systems has also contributed
to the persistence of the problem. Schools may resort to lecture-based teaching
methods that emphasize the transfer of theoretical knowledge due to their facing
technical facility pressure, which allows them to manage resources more efficiently;
however, may not support students’ critical thinking development as well as their
communication and problem-solving skills.

In summary, the problem of emphasizing theoretical knowledge over class discussion


in certain subjects may be derived from a combination of historical, cultural,
economic and educational factors. Therefore, in order to address this issue, a
multifaceted approach is required including assessment systems, teacher training, and
resource allocation to create a more balanced and engaging learning environment.

Proposal
The current educational landscape has led to the prioritization of theoretical
knowledge in some subjects, overshadowing the importance of class discussions. This
approach limits students' ability to develop critical thinking, problem-solving, and
interpersonal skills.

We propose a project aimed at integrating active learning strategies, emphasizing class


discussion and student engagement, in the "An Introduction to Linguistics"
curriculum. By incorporating interactive activities, group projects, and
problem-solving exercises, this project seeks to create an environment that fosters
critical thinking and encourages students to apply theoretical concepts to real-world
situations. The project will involve designing a new syllabus, training instructors in
active learning methods, and evaluating the impact of these changes on students'
performance and satisfaction

The results that these solutions bring have not disappointed us. They motivate students
to be more active with knowledge acquisition, reading reference books and preparing
critical questions, which have contributed much to the lessons. Moreover, group
discussion helps to improve presentation ability, cooperation spirit and enhance
interaction among students, thereby creating many long-term cooperation
relationships, or maybe a friendship. And this is just as important as how much
students learn from the classroom.

Objectives
Analyze the current teaching methods in various subjects to identify the areas where
theoretical knowledge is emphasized over class discussion.

Develop a thorough understanding of the reasons behind the focus on theoretical


knowledge in these subjects, taking into account factors such as curriculum, teacher
preferences, and institutional policies.

Evaluate the impact of emphasizing theoretical knowledge on students' learning


outcomes, engagement, and overall educational experience.

Promote a balanced approach to teaching by integrating class discussions and other


interactive learning methods to supplement theoretical knowledge.

Design and implement training programs for educators to help them incorporate
effective discussion-based teaching techniques into their lessons.

Project details
1. Methods
a. Make lessons interactive: In a traditional classroom, the teacher stands in front of
the room and lectures to the students as the students listen and take notes.
Unfortunately, this is not the most effective way to hold students' interest. Make
learning interactive by creating hands-on lessons that involve students every step of
the way. As being involved in the lesson, students can create several discussions about
it.
b. Relate lecture material to students’ lives: Try to create a real-world connection to
what students are learning. This will give them a better understanding of what they are
being taught, therefore they could be more familiar with the topic and encouraged to
develop class discussion about the link between the theory and reality.
c. Using Pause Procedure: Pause Procedure is a technique in which the teacher makes
use of pauses to provide students with enough time to review their notes and think
about what has been taught so far, thus encouraging discussions about the lesson.

2. Potential Objections and Responses


a. The importance of theoretical knowledge: While it is indeed essential to build a
foundational understanding of subjects, it is critical to consider how students approach
the content during learning. Practical exercises and interactive class discussions can
help contextualize theoretical knowledge and ensure it is practically applied to solve
specific problems. The use of practical examples can also bring the knowledge closer
to the student, making it more engaging, and in turn enabling them to understand the
subject on a deeper level.

b. Content limitations: Addressing the concerns around content limitations depends on


the specific course and its scope. Discussing the topic with the other course instructors
can identify the most crucial elements to cover and consider how much of this could
be taught through practical exercises or class discussions. This approach will ensure
that students are learning enough essential knowledge while practicing the types of
cognitive experiences that will support their application of the important concepts
learned in class.

c. Concerns about accountability: Assessing practical exercises does not have to be


unstructured or subjective - clearly tied objectives can always help guide assessment
even in open-ended practical assessments. It is entirely possible to create a structured
rubric (a grading matrix that serves as metrics to assess practical exercises
consistently) to objectively grade practical projects and assessments resulting from the
class discussions.
Subject: Reflection on the Advanced Writing Course

Dear [Instructor's Name],

I hope this email finds you well. As the semester draws to a close, I wanted to take the
opportunity to reflect on my growth as a reader, writer, thinker, and communicator throughout
the Advanced Writing course. Over the past few months, I have been immersed in a
dynamic learning environment that has challenged me to expand my horizons and develop
new skills. Through engaging with various genres of literature and exploring complex topics
from the coursebook, articles and videos you provided, I have witnessed a significant
transformation in my ability to comprehend and analyze written texts. The course has
fostered an appreciation for diverse perspectives and has broadened my understanding of
different narrative styles.

Understanding and applying Deepen Rhetorical Knowledge posed a challenge for me in the
course. Initially, I struggled to grasp their nuances and incorporate them into my writing.
However, with practice and guidance from you and the readings, I overcame this difficulty.
Crafting an argumentative essay for our final assignment exemplified this. Initially, my group
and I had trouble using appeals like ethos, pathos, and logos to strengthen our arguments.
Yet, through careful analysis of your instructions, text samples, and the Class 17 review, I
learned to strategically employ these strategies for effective reader engagement and
persuasion. Considering feedback from you and classmates, I gradually improved my
understanding of employing rhetorical strategies based on audience analysis.

During the course, I faced both successes and challenges in meeting the Deepen
Experience in Writing outcomes. One particular hurdle was writing captivating introductions
that grab the reader's attention. In the argumentative essay on a contemporary social issue, I
was responsible for crafting the introduction. Initial attempts fell short, lacking the necessary
hook to captivate readers. Feedback from my group mates highlighted the dry and tedious
nature of the introduction. However, through continuous reading, I gradually enhanced
subsequent attempts. I delved into various techniques, including employing provocative
statistics, posing thought-provoking questions, and presenting intriguing anecdotes. With
each revision, I experimented with different approaches, incorporating vivid language and
compelling arguments to engage readers from the outset.

In the advanced writing course, I gained the ability to analyze and evaluate complex ideas
and arguments, a crucial aspect of deepening critical and creative thinking. An example that
challenged me was the analysis of scholarly articles. Tasked with critically evaluating
academic papers on my research topic, I initially struggled with the dense language and
intricate concepts presented. To overcome this, I adopted a systematic approach: carefully
reading and annotating the articles, highlighting key points and unfamiliar terms, and
creating an outline to organize my analysis. I focused on the authors' main claims, the
strength of their evidence, and potential biases or limitations in their arguments. Meeting this
outcome enhanced my critical thinking and deepened my appreciation for academic
discourse's complexity and nuances.

Within the Use Sources and Evidence category, I encountered the challenge of effectively
integrating and citing sources to support my arguments. In the Annotated Bibliography
assignment, I struggled with properly incorporating evidence from various sources to
substantiate my claims. Initially, I found myself either over-relying on quotations or failing to
provide sufficient context for the information I referenced. This resulted in a lack of
coherence and clarity in my writing. However, I recognized the need to improve in this area
and sought guidance from additional resources. Through research, I learned how to
seamlessly incorporate evidence into my writing by paraphrasing, summarizing, and
strategically selecting quotations. I also gained a better understanding of the importance of
properly citing sources using appropriate citation styles, especially the APA style.

Similarly, one outcome from the Use Sources and Evidence category that I found particularly
challenging was effectively integrating research into my writing. One example of this struggle
occurred during our argumentative essay. I and my group peers had gathered a wealth of
information from various sources, but when it came time to incorporate them into our paper, I
found myself struggling to make them flow naturally within our own writing. The result was a
disjointed piece that lacked cohesiveness. Through practice exercises and revising drafts, I
gradually developed a better understanding of how to effectively introduce and contextualize
my sources within the body of our essay. This allowed me to create a smoother transition
between my own ideas and those supported by external research.

Regarding the Deepen Application of Composing Conventions category, one challenge that I
encountered during the course was mastering the use of parallel structure in my writing.
Initially, I struggled with incorporating parallelism effectively, often resulting in sentences that
lacked clarity and coherence. One specific example that stands out is when we were tasked
with summarizing the article “Who you are and what you are doing here?”.This exercise not
only highlighted the inconsistencies in my initial writing as it was the first assignment but also
allowed me to experiment with different sentence structures until I achieved a more balanced
and polished result in the following essays.

The Advanced Writing course has had a profound impact on my academic, professional, and
personal development. Academically, I consistently employ effective research strategies and
critically analyze sources to strengthen my arguments. I also enhance clarity and coherence
in my writing through refined composition skills. Professionally, the course equips me with
persuasive and concise communication abilities, valuable in various settings. Personally, I
appreciate the power of words and effective communication for fostering connections.
Moving forward, I will apply the acquired knowledge and skills to excel in academics,
profession, and personal growth. Whether crafting reports, delivering presentations, or
engaging in discussions, the lessons from this course will shape my success in multiple
spheres.

Thank you for your guidance and support throughout the course. Wishing you continued
success in your teaching journey,

Yours sincerely,

[Your Name]

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