Taylor Merryman 1

Informal Reading Response

Dr. T. Donaldson

Chapter 10, 18, 11, 12

I.

Statement or Idea: In other words, they are all workers who must continue
to learn as their fields evolve and who must, consequently be highly literate.
And the changes are evident, not just in the working world, but for students
themselves. Jim Burke Chapter 10, page 150.
a) Reaction: This statement made me think about how we should get our
students to view literacy in a different way. Not just for school and homework
purposes as Burke stated on the previous page, but as a way of life. We must
constantly better ourselves in our field in order to find more success and
meaning behind what we do. This can push us in directions we never have
imagined and can open so many doors to find new opportunities.
b) Connection(s): I remember first going into the field base program and
having so much information presented to me I felt like they were just
throwing it without a care if I actually understood it or not. In reality all this
information was to show us how as teachers we must continue to expand and
reach out in our profession. Becoming a teacher does not end once we receive
our degree and have our steady job. We must continue to attend workshops,
reading up on new techniques, trying different methods, and overall set an
example for our students to show them what it truly means to learn. It doesnt
just apply in the classroom, it applies everywhere.

II.

Statement or Idea: There were two huge advantages in using a multitext or

multilevel curriculum. First, far more students were routinely engaged in

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academic work I these classrooms that was the case in more typical
classrooms, largely because having a variety of texts available meant that
virtually all students could find texts that they were able to read accurately,
fluently and with comprehension. The second advantage was that when
students were provided opportunities to select which text(s) they would read
for a given topic or unit, their level of engagement in academic work was high
and sustained. Richard L. Allington Chapter 18, page 278.
a) Reaction: Letting our students have this type of freedom with text seems like
a great way to get everyone reading and actually enjoying English class and it
doesnt just apply to the struggling readers either. The students that enjoy
reading on their own time can pick out something they would like to delve
further into and might come up with some interesting insights versus what
they might come up with from the standard books in curriculum. This could
help students connect the books theyre interested in to the ones they might
not be able to get into or understand.
b) Connection(s): I remember vaguely getting to pick out my own book to read
in a Pre-AP English class in high school. They still had a list to choose from
but it was pages of books all categorized by genre. I remember feeling
overwhelmed by the choices and not sure what to pick. We also couldnt pick a
book that was already chosen by another student so the popular titles were
typically gone or scarce. This concept could have been a little better if we had
descriptions or some type of technology to further explain the book so I could
have found something that really interested me.

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III.

Statement or Idea: When I write a poem, I count on language to help me to

see vivid images, to strike upon rhythmical patterns of words, and to make
understated assertions. When I create a grocery list, I count on language
associations to spark my thinking and stock my pantry: I write hot dogs and
think asudden of buns and mustard. Now you dont see it, now you dothats
how language works. Tom Romano Chapter 11, page 170.
a) Reaction: From this idea I find myself thinking about explaining language to
student who is trying to be a better writer. Starting with something as simple
as hot dogs and then seeing where it takes you could be a powerful tool. Using
something a student is familiar with like a cell phone and building on that
could be used as a writing exercise to expand the way language is used in
writing. Even taking a popular song and listening to it in class then asking
what images they saw from the words being spoken would be a great example
to get them to think about how they could be writing.
b) Connection(s): This reminds me of when Im writing, academically and for
pleasure. I always try to picture myself as someone else reading what I write
and how well I lay out my words. When writing creatively I think about the
words I use and how well it paints a picture. Even making a lists of different
words that would could be used or replaced helps me make an image that
expresses exactly what Im trying to say.

IV.

Statement or Idea: I dont want students to become Johnny-One-Genres. I

want them to examine and communicate through many genres. There is much
to learn from seeing and writing like essayists, editorialists, playwrights,
fiction writers, poets. Through essays students learn to explore experiences,

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mixing description with reflection and analysis... Genre is the classroom.
Language is the teacher. Tom Romano Chapter 11, page 174.
a) Reaction: This idea gave me an ah-ha moment because while I know it to be
true, I never gave it much thought. Writing can have diverse impacts when
relating to what we want conveyed. Its important to explore different types
because this gives you a better understanding of the different genres we read.
Using different writing activities weekly where our student have to write in a
different manner whether its the typical essayist or as a poet can show them
the different uses of language.
b) Connection(s): When the author wrote that the classroom is the genre and
language is the teacher I had to think about the meaning behind it. To me, the
classroom we teach in can be any kind of genre in academics. Being an EC-6
generalist our genre is changing every hour. But the teacher or language
expresses the genres meaning and explains it in greater depth. I loved the last
two sentences because it reminded me of how expansive teaching is. I can
apply this method in all different areas and create a great learning experience
for our students.
V.

Statement or Idea: I am never loyal to my early drafts when the text is

straining to tell me what it has to say. Notice it has the text speaking, not me
the draft assembles thoughts and feelings. Im not loyal to my draft. Donald
M. Murray chapter 12, page 183.
a) Reaction: Its important our students understand that writing is a craft that
must be developed. It may or may not come easily at first and there is always

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room for improvement. I think the author is right on track when he talks
about not having loyalty to his drafts because they are just that, draft.
b) Connection(s): This reminds me of how I develop my longer research
papers. In my draft I simply write down quotes from sources I collected and
then add my own writing underneath. I build on that would more quotes or
more of my ideas or opinions. I let it build on itself till I have pages of this.
Started off simply and building on your ideas to me is heart of how we draft
our papers.

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