Responding to Chase et al and Krashen

I was excited to read that Chase, Gibson, and Carson were focused on "increasing the likelihood that students will transfer what they learn in developmental reading courses to effective reading and study practices in their 'regular' undergraduate courses..." This touches on the issue of skill/learning transfer, and it is a topic that I'm particularly interested in. I attempted to write a fieldwork report, which was somewhat like a simplified version of an ethnography, but I wasn't able to formulate good research questions. The idea that developmental classes, or at the very least, beginning classes such as first year composition should take an approach that will teach students a repertoire of strategies and tactics that will prepare them for the tasks and texts they will encounter in college. As their study proved, the sheer range of academic literacy makes it extremely difficult for instructors to adequately prepare students for every academic scenario they will encounter. Rather than attempting to teach students a specific method or genre of reading and writing, I believe it would be much more effective and efficient to equip students with the aforementioned skills in hopes that they will be able to use some of it in their following courses. Theoretically, after completing such a course, students should have the basic academic tools to at least survive in "regular" undergraduate courses.

A response to Appearing Acts: Creating Readers in a High School English Class

A lot of the material resonated with me. Especially the group of students categorized as "almost readers" And the fact that so many student neglected their reading assignments. I remember several instances where I hadn't read a book but I felt like I knew most of the important details from what I managed to gather during classroom discussions.

It made me reflect and question myself as to where I stand as a reader. I share so many of the characteristics with students who don't like reading. Except I feel incredibly guilty about not reading as much as I should. At times, despite the fact that I've completed the assigned reading, I feel guilty again because I haven't taken any notes/annotations. It makes me feel as if I've only completed a portion of the assignment. I'm an English major for crying out loud. I noticed that I started perusing the text, hoping for some strategy used by another student that I could use to motivate myself. So far, from what I gathered, it really does seem to boil down to student motivation.

I have to admit, I felt a little jilted when Cone came to her conclusion about what made readers. She suggested that "it was the combination of all those things - choice, assignments, reflections - in a community of reader that had brought about the change. The secret was creating the community in which students could choose books, read them, talk about them and encourage each other to read." It wasn't quite what I was looking for but at the same time, it made sense. I could see how the combination was vital to create a reader. For instance, I was -- and still am for the most part -- incredibly shy about voicing my opinion in class. Small group discussions definitely help me contribute, but the topic at hand can make a huge difference. I found myself taking over a discussion when I had an idea about how teachers could potentially implement video games into a classroom setting. That is not something that happens often, if at all. In the end, I should have known there wasn't a magical answer that would answer my question. I suppose I was looking for something that would help me answer my own perceived problems with reading.

Even now, as I'm typing my notes as I read, I noticed that I feel deeply involved and interested in the text. I hadn't done anything differently. I just knew I had to do the reading and started the article. Maybe it was just well-written. Or I wasn't distracted by the internet or video games. Whatever it was, it drew me into the text and kept me occupied.

I've read about the academic implications and importance of creating a community within the classroom. Studies have repeatedly shown that students who feel as if they are part of a community perform better, are more motivated, and are less likely to drop out. But it there such a thing as the "right" community?

How does a teacher start a community of students? I feel like if some students end up in a community in which they can't relate to, it won't work. 

Evans on schooled literacy

There was a lot to think about as I read but my thoughts didn't exactly make it easy for me to organize my notes into a coherent passage. I was mainly intrigued by students' shift in approach when it came to reading. The way almost all students gradually lost their sense of passion for reading made it seem like the current school system slowly siphons the passion and enthusiasm students once had for reading.

It was very interesting to see that my general experiences with reading and writing were incredibly similar to that of the students in the article. I had authors or a series that I loved to read, but my mother was always insisting that I find something "educational" to read instead. My lack of interest in reading "educational" material was something I usually blamed myself or reminded myself that I needed to read more or write more. I always felt that there was something more I could have done as I went through school. It was intriguing to read that I wasn't the only one who seemed to gradually lose interest in extracurricular reading as I progressed though school.

Although, on one note, students (or Evans) considered magazines such as Time to fit under the category of "popcorn trash" reading. I get that Time magazine isn't exactly academic text, but it certainly has to hold more educational value than Seventeen or People magazine. It made me wonder if students who were in high school or above expected reading to be the kind of fact-gathering reading they were used to. Just because a magazine is fun to read can't diminish its value. I've been subscribed to Time magazine for nearly two years now. I see Time magazine's take on current political events, people,  and technology were interesting perspectives to consider.

In some ways, the way I read is similar to the way I eat. When I was younger, I would only eat foods that I liked. Now that I have matured somewhat, I eat foods that I know my body will need even if I don't like how it tastes. I knew something had changed when I didn't hesitate to eat broccoli. That approach mostly transfers over to my reading list. I am aware that I need to read certain texts to succeed in school and in my future career. In high school, if something was boring, I typically refused to read it. I'm glad to know