Tyre, Peg. “The Writing Revolution. ” The Atlantic. The Atlantic, Oct. 2012. Web. 20 Feb. 2013. The writing Revolution is written by Peg Tyre, who is the director of strategy at the Edwin Gould Foundation. He describes an education reform the occurred at Dorp High School, a school which otherwise may have been closed due to poor academic performance. The school’s leader, Deirdre DeAngelis, drastically reformed the school’s curriculum and teaching methodology. The faculty, using DeAngelis’ methods, achieved significant success in improving their student’s academic achievements.
They did so by focusing on the fundamentals: analytical and structured writing. In the article, Tyre describes the case of a student, Monica DiBella, who has trouble at fundamental reading and writing, to the point where she is incapable of writing an essay. After learning with the reformed curriculum that DeAngelis introduced, Monica’s weak language skills are overcome and she graduates with scores typical of college bound students. Tyre uses his description of the revolution at Dorp High School as testimony of how the reforms have improved students’ writing aptitudes as well as overall academic performance.
In addition, he notes that teachers and administrators at other institutions have also reflected and explored DeAngelis’ teaching methodology. In describing the teaching revolution seen at Drop High school and its success, Tyre suggests that perhaps certain instructional fundamentals—fundamentals that schools have devalued or forgotten—need to be rediscovered, updated, and reintroduced (page 3). This article uses logical rhetoric with many concrete details and statistics about writing problems with American high School students, and how the teachers at Dorp High School were able to overcome the issue.
The author doesn’t just write about education issues; he visited Dorp High school and interviewed both teachers and students to understand and record their challenges and experiences. Throughout the interviews, the author demonstrates the current situation by showing the teachers’ frank and matter-a-fact assessment: “Yes, they could read simple sentences”; and shows some of the student’s poor sentence like ““Although George and Lenny were friends. ” Such examples are sure to convince the reader about bad the state of affairs was at Dorp school before the “teaching revolution”.
Tyre also uses statistical data (such as test scores and GPA results) to illustrate the situation before and after the teaching reforms and to argue its successfulness at Dorp high school. He employs contrastive technique to compare the change of Monica’s confidence between the first paragraph and last paragraph. Paul, Annie Murphy. “Why Parenting Is More Important Than Schools. ” Time. Time, 24 Oct. 2012. Web. 20 Feb. 2013. Annie Murphy Paul writes this article Why Parenting Is More Important Than Schools about how parental involvement influence their children’s academic future more than any other factor.
She describes three recent academic studies which all found that parental involvement could make a huge different in the academic performance of their children.. Annie uses three paragraphs to emphasize that talking is one of the pivotal things for good parenting. She suggests that, no matter how young or old that a child may be, having frequent conversations with a parent will always have a positive effect on a child’s academic achievement.
The article is not strong source for education subject. Annie’s article does not provide particularly strong citing for some of the education claims made. Annie doesn’t give cite specific findings or representative data. However, she does list three studies, where further information can be found. Beard, Roger, and Andrew Burrell. “Investigating Narrative Writing By 9–11-Year Olds. ” Journal Of Research In Reading 33. 1 (2010): 77-93. Academic Search Premier. Web. 20 Feb. 2013.
This journal article is published by Roger Beard and Andrew Burrell Roger is a professor of Primary Education and Head, School of Early Childhood and Primary Education at the Institute of Education, University of London; Andrew is School of Early Childhood and Primary Education, Institute of Education, University of London. They make a standardised task with repetitive design to study narrative writing by 112 elementary students (60 boys, 52 girls) in England. The test includes a 10-minute description writing task and a 30-minute narrative writing task, and the kids are been teaching by specially trained panels.
From the test, the students writing have been increased. The author state, “More specifically, there was greater use of action to develop character and main event, connectives to inject suspense, exclamations for impact, adventurous vocabulary to add interest and verbs to emphasize action, thoughts or feelings. ” (90) The result of this study would be beneficial on researching literacy education and children’s interest. This is a great source for writing education, because it has many data from the writing test.
They use strong evidences as six Tables and five figures to appear what’s different between year 5 and year 6 groups and how the strategy of writhing education improving students’ writing. Besides, they also give some parts or kid’s narrative essay to be the good example about the students who have been able to use effective, appropriate and, adventurous vocabulary to express actions, thoughts and feelings. Hirsch, E. D. “Knowledge of Language. ” The Knowledge Deficit: Closing the Shocking Education Gap for American Children. Boston: Houghton Mifflin, 2006. 51-67. Print. E. D.
Hirsch, who is the author of the best-selling Cultural Literacy and the founder and chairman of the Core Knowledge Foundation, wrote The Knowledge Deficit. He recounts an experiment which educational experiment in 1989 pitted a group of students with high reading scores, and draws on the work of reading researchers and theorists to argue that “background knowledge. ” In Chapter 3 “Knowledge of Language”, he points out how the students are learning the Standard language, grammar, the elaborated code, and building vocabulary. He repeats over and over what’s the different between school speech and home language.
Furthermore, he uses many examples and studies to focus on learning vocabulary. In the end of this chapter, he says, “If school conditions provide enough context familiarity to speed up the learning of these rarer words for all groups, then the relative gain by the disadvantaged groups will be greater and the gap will be narrowed. ” E. D. Hirsch is a good author and educator; his book emerge the related issue of low reading abilities in American children. In addition, he tells the teacher, students and parents what the strategy of academic reading and writing in the chapter 3.
To this chapter, he suggests the effective learning methods cite from some results of scientific studies and many study examples. Waiting for Superman. Dir. Davis Guggenheim. Perf. Geoffrey Canada, Michelle Rhee. 2011. DVD. The famous documentary director Davis Guggenhei,publishes Waiting for Superman which is a thoughtful product on American public education system. The part one of this documentary, he let audience thinking American education use money and luck to be equally for every child as rich family’s kids can choose a good, private school which has higher education and good teachers.
It appears another cruel thing, no matter a student is good or bad if he or she wants to attend a good high school, and they have to face random draw ceremony. He points out, “Other families pin their hopes to a bunching ball, a hand pulling a card from a box, or a computer that generate numbers in random sequence because there aren’t enough spaces. ”Second part is talking what students have to study, if students should enjoy studying is more important than get a high grade with standardized test. Third parts from Michelle Rhee’s education system reformation, students need what are kind teachers, and how is the good teaching style.
The documentary shows why schools hardly fire bad teachers with American teacher tenure system. Finally, Davis Guggenhei wants to tell Americans what there is no a really super man can make the education be better. He interviewed Geoffrey Canada who is an American social activist and educator, Geoffrey said as he was a boy, he was crying because he realized there was none coming over as Superman in movie to save the world. This is an amazing, profound documentary to people who are not American or don’t know what the American public education is.
The director Davis uses many cartoons to tell audience how lower of American students reading, writing, and math. Those are vivid specific details with grade data and figure to let people easy understanding and believing. He interviews Geoffrey Canada and Michelle Rhee, from their experience, thinking, conduct to know how to change the American education, making every kids to get good education. In addition, he interviews some families, who are poor or middle-class, from the parents and kids’ talking let audience have same feelings as them when they can’t get in good high school or don’t have enough money to pay the tuition.