Awareness of Writing

     These past couple of weeks have impacted the way I look at my research and writing methods only in a minor way. My revision strategy has always been to revise while I write my paper, and I have never been a big fan of rewriting papers or proofreading. Sommer's findings from experienced teachers' strategies are interesting
ways in which others do it and how I could tweak my writing skills for the better, but at the same time my writing process has worked for me for a while. If it has worked before, I don't see any reason to change the way I revise and write. The research process that Kleine talks about is what I basically do except for the fact that I don't go through my research to see what is relevant and irrelevant, so I could improve on that aspect of my research process. In my opinion though, it all depends on what works best for the writer.

Nathan and/or Klein

     I think Nathan confirms my experiences as a student because sometimes it is easy to cheat without knowing I am cheating. I also don't support the idea of cheating even though I know everyone does it and that it's just as easy and tempting for me to cheat as well, especially when it's a class that I don't necessarily need for my career in the future. I can see how the culture around students can make them cheat even though I personally don't let it effect me, and it is also possible that the unclear instructions of the teacher can make it easier to cheat because he or she doesn't give clear guidelines for what he or she wants the students to do. Cheating is not only morally wrong for me, but it also cheats me out of the true grade that I need to work for. I can still understand the factors that students face that make it easy to cheat, especially in college.

source #2

English, Sonya. "Write or Wrong? Teachers Wary of Technology's Effects on Writing Skills". 16 March 2009.
     
       02 February 2012. http://www2.ljworld.com/news/2009/mar/16/write-or-wrong-teachers-wary-

       technologys-effects-w/?city_local

     This article is about teachers from different high schools who are cautious of what technology is doing to the

writing skills of the students. It talks about how texting and instant messaging produce "non-thinking" students

and that they do not require reflective thinking. Some of the teachers even talk about how teachers themselves

are supposed to be the guidance for students in knowing how to write properly both formally and informally.

     I agree with the viewpoint of the author of this article because it agrees with my thesis statement and the

argument I try to make in my paper.

source #1

Goldenberg, Lauren. "Impact of a Technology-Infused Middle School Writing Program on Sixth-Grade
   
        Students' Writing Ability and Engagement". 2011. 02 February 2012.

http://ehis.ebscohost.com/eds/pdfviewer/pdfviewer?vid=2&hid=22&sid=a9ae53f6-9906-4be2-9801-b1d493e6605c%40sessionmgr11

     The article talks about how a technological program called Writing Matters possibly affects the writing skills

and engagement of students in the sixth grade. A group of students and teachers use the program, and another

does not use the program. They both follow certain procedures already laid out for them. By the end of the

school year, the results of the tests show that no significant difference was present between the group that used

Writing Matters and the group that did not.

     According to my thesis statement, this article supports my the argument that I am trying to make in my

paper. It not only shows statistical data, but it also has a comparative group that participates at the same time

as the experimental group to help compare how technology may or may not affect students' writing abilities.