writing into the day

writing into the day

joining the conversation final draft

English 1103 Megan Keaton English 1103 8 April 2013 Previous studies show that “children’s social-class backgrounds and parental involvement affect when and how they seek help in the classroom (Calarco, 2011; Lareau, 2000).” Based on my own research, I have concluded that students’ class backgrounds equip them with different micro-interactional resources (e.g., propensities and strategies) for meeting teachers’ expectations in the classroom (Lareau 2000; Lareau and Weininger 2003). Furthermore, “teachers ask for parent involvement and social class has a powerful influence on parent involvement patterns (Lareau 2000).” In addition, “Inequalities arise from class differences in the material resources that families can invest in children (Bachmann and Dip rete 2006; Duncan et al. 1998; Kalian 1994; McLeod and Shanahan 1993; Sirin 2005; Teachman 1987) and the quality of schools that children attend (Hedges and Rowley 1994; Kahlenberg 2003; Lee and Burkam 2002; Rumberger and Palardy 2005).” In some schools, middle-class and working class students receive different resources and opportunities. Middle-class children are more proactive in the classroom when making request for help forcing teachers’ to be more responsive towards them. They tend to be more proactive in the classroom when making request for help because they bring to the classroom the resources needed to meet teachers’ expectations. Since they have the proper resources needed to meet teachers’ expectations, middle-class children request more help from teachers using different help-seeking strategies. I found it intriguing that the extents to which these help-seeking strategies actually work in the favor of middle-class children coincide with the availability of their resources in the classroom. Since their resources needed to meet teachers’ expectations are automatically available for them, they neglect waiting for assistance and approach their teacher directly, sometimes being interruptive. In result, middle-class children spend less time waiting and are in a better position to complete their assignments. Those who generally asked for help continued until they were satisfied. These help-seeking strategies used by middle-class children puts them at an advantage over their working-class peers and in result these advantageous help-seeking strategies then become forms of “cultural-capital that can be used to produce meaningful situational advantages (Bourdieu 1977, 1985).” This cultural-capital included completing work quickly and correctly and deepening their understanding of key concepts. Middle-class students’ help seeking efforts allow them to appear as smart. “Middle-class parents have a tendency to be more proactive in parent-teacher interactions than do lower-class parents (Lareau 2000).” Parents in the middle-class consistently take more active roles in school than do working-class parents when considering verbal development, attending school events and reading to children. In addition, middle-class parents generally bring their work into their family’s life, allowing themselves to be available at home. In result, middle-class parents’ spend more time with their children reading to them and helping them with their homework assignments. Middle-class parents’ are also very close to other middle-class parents who have children that attend the same school. In result, middle-class parents’ have more resources and references when they are indeed or information dealing with their child’s schooling. Furthermore, most middle-class parents’ only work one job during the day, enabling them to be a part of their child is after school events. When teachers’ see how involved their student’s parents are outside of school, they can easily build a relationship with that student which often carries over to the relationship they have with that student in the classroom. Middle-class parents’ frequently intervene and attempt to take a leadership role in their children’s schooling. Working-class students are less assertive in the classroom due to their lack of resources. Their limited facility with help seeking prevents them getting the help they need to complete assignments and activities quickly and correctly. Without the proper resources needed to meet teachers’ expectations in their possession, work-class students miss the instructions of the assignment given by the teacher. They often refrain from asking their teacher for help because they rarely admit that they are struggling, so they sometimes attempt to do it on their own. This gives working-class students less time to complete their assignments. Moreover, working-class students avoid seeking help in situations where middle-class students consistently do so, especially situations dealing with physical objects and in class assignments. Working-class students’ help seeking efforts risked them being seen as uninvolved. Social class has a powerful influence on life changes because it influences the values that parents hold and pass on to their children. Working-class parents tend to separate their work life with their family life. A lot of them are single working-class parents whom at the end of their shift, they may have another job to attend to in order to provide for their family. It is then up to their child to complete their homework on their own. In reality, they are unable to do because they refrained themselves from asking their teacher for help in class that day. Most working-class parents are unaware of or do not believe afterschool programs. Therefore, they do not intervene in their children’s school programs. These programs have the ability to make up for the material missed by the student in the classroom. Working-class parents’ seek little information about their children’s curriculum or educational process, and the little time that they spend reading to their child and teaching them new words, these approaches are less than the teachers’ expectations. Working-class parents’ lack the skills and the confidence to help their children in school. Schools in wealthy communities better prepare their students for desirable jobs than those in poor communities. There is a big difference in teaching methods and philosophies of education and that public schools in complex industrial societies make available different types of educational experience and curriculum knowledge to students in different social classes (Anyon). Though these students are better prepared, most middle-class schools lack creativity and are based out of the textbook and the student perspective is not included. In math when the teacher explains a process there is supposed to be recognition that a cognitive process is involved. In social studies students read passages and answer questions based on whether they read it and understand what they read. Students in language arts are taught grammar and how to read and write properly. These teaching practices are to help the students store facts until they need it for a future test or job. Overall, Middle-class schools are supposed to prepare you for college or a job (Anyon). References Calarco, J. (2011). "'I Need Help!' Social Class and Children's Help-Seeking in Elementary School," American Sociological Review 76, no. 6: 862-882. Lareau, A. (2000). Home advantage: Social class and parental intervention in elementary education. Rowman & Littlefield Pub Incorporated. Book.

annotated bibliography final draft

Jessica McCrory Calarco (2011). "'I Need Help!' Social Class and Children's Help-Seeking in Elementary School," American Sociological Review 76, no. 6: 862-882. Jessica Calarco’s journal displays how children’s social-class backgrounds affect when and how they seek help in the classroom. Calarco selects Maplewood Elementary, where the majority of the students are middle-class and about 25 percent of the students are working-class, as her researching site. By examining this suburban, public elementary school, she compares how middle-class and working-class (white) students behave in the classroom and how teachers respond to them differently. Through research, she is able to conduct a study that explores children’s role in educational stratification. It examines how students’ class backgrounds equip them with different micro-interactional resources (e.g., propensities and strategies) for meeting teachers’ expectations, and considers the profits children derive from using these resources in the classroom (Lareau 2000; Lareau and Weininger 2003). Also, she states how “theorists suggest that middle-class children bring to the classroom the resources needed to meet teachers’ expectations, while the working-class students must obtain these resources in school”. Calarco believes that compared to working-class students, the middle-class children request more help from teachers while using various strategies. Additionally, Calarco states that “some scholars suggest that middle- and working-class children interact differently with adults.” By selecting Maplewood Elementary as a researching site, it enables her to “compare how middle- and working-class students respond to and influence the same teachers, peers, and activities in a setting where middle-class norms guide expectations”. Calarco theorizes middle-class helping-seeking strategies as “forms of cultural capital.” According to Pierre Bourdieu,” in these settings (what Bourdieu calls fields), middle-class knowledge, skills, and competences become forms of cultural capital that can be used to produce meaningful situational advantages” (Bourdieu 1977, 1985). With the use of different strategies, middle-class children request more help from teachers than do working-class students. By exemplifying these strategies, Calarco implies that middle-class children create their own advantages and contribute to inequalities in the classroom. Instead of waiting for assistance, middle-class children directly approach teachers, even though it may interruptive. With this done, Calarco suggested that middle-class children spend less time waiting, which results in them receiving more help and getting their assignments completed. Besides, if working-class students acquire middle-class knowledge and strategies, theories suggest that “they can never achieve the natural familiarity of those born to these classes and are academically penalized on this basis” (Lamont and Lareau 1988:155). Calarco suggest that “these theories imply that children are differentially equipped to interact with institutions and these interactions will contribute to inequalities.” Calarco does a good job arguing her point. She goes into detail and uses a lot of examples to support her main argument. Calarco also uses multiple credible sources that coincide with how children’s social-class backgrounds affect when and how they seek help in the classroom. On the contrary, Calarco could have spent more time arguing both the middle class and working class sides equally. From my research I observed that she spent more time talking about the positive help seeking habits of middle class students and less time on the positive help seeking habits of working class students. By comparing middle-class and working-class students’ classroom behaviors, I will establish the main subject of my inquiry topic. Once I form the main argument of my inquiry topic, I will get a better understanding of how I would like to specify and correlate my supporting arguments with my main argument. Through my knowledge of children’s role in educational stratification, I will discuss the division of social class in education and I will also describe the advantages of one social class over another. Furthermore, now that I am aware that middle-class children bring to the classroom the resources needed to meet teachers’ expectations, while the working-class students must obtain these resources in school, I will seek a motive to argue how one social class is more or less equipped with resources than the other. Moreover, by understanding how teachers respond to proactive request, I will able to explain why one social class receives more attention than the other and why that social class is able to further succeed in school. Lareau, A. (2000). Home advantage: Social class and parental intervention in elementary education. Rowman & Littlefield Pub Incorporated. Book. Annette Lareau’s, in her book, mainly argues that “social class affects schooling and challenges the position that social class is of only modest and indirect significance in shaping children’s lives in schools.” Lareau states that “teachers ask for parent involvement” and she believes that social class has a powerful influence on parent involvement patterns. She also argues that social class differences in family involvement in schooling appear to reflect the amount of separation between work and home in working-class and middle-class families. Moreover, Lareau argues that social class has a powerful influence on life changes because in influences the values that parents hold and pass on to their children. She trusts that social class alters the cultural resources, including language and knowledge of art, music, and other cultural experiences. Most importantly, Annette Lareau pays attention to the devotion of parent involvement in schooling at the elementary level. Lareau argues that social class plays a relevant role in parent involvement patterns. Though parent’s involvement is tied to school success, it can also contribute to the lack of school success when parents lack involvement. Middle-class parents have a tendency to be more proactive in parent-teacher interactions than lower-class parents. Lareau implies that middle-class parents consistently take more active roles in school than do working-class parents when considering verbal development, attending school events and reading to children. Additionally, she focuses on the joining of researchers and teachers, and their efforts to create strategies that will improve parent involvement. According to Lareau, “the policy implications of parent involvement in schooling have now come to dominate the research agenda.” She argues that overtime valuable evidence that the curriculum, classroom goals and organization and structure of schooling have changed drastically. This implies that Lareau believes that home-school relationships are possible. Lareau does an exceptional job arguing her point. She not only goes into detail and uses a lot of examples to support her main argument but she is careful about giving both the middle class and working class sides of parental involvement equal attention. I believe that Lareau could also use more credible sources that support her argument, so her writing does not come off as opinionated. By concluding that the impact of socio-economic status is on the values and educational aspirations which children bring to the educational process, I will argue these values of which children bring to education based on their socio-economic status. My knowledge of social class and how parent’s ownership of resources affects the teachers’ request for assistance, will allow me to discuss how social class affects a child’s request for a teachers’ assistance based on the resources they possess. By seeing consistency in parent influence and involvement, I am interested in arguing how family value can profit social class differently. Furthermore, I will discuss how the curriculum, classroom goals and organization and structure of schooling of different social class have evolved over time. Decisively, I will describe how cultural resources and experiences affect students in the classroom based on their social class. Anyon, J. (1981). Elementary schooling and distinctions of social class. Interchange, 12(2), 118-132. Jean Anyon, in her paper, argues that the role of education in industrial societies is to reproduce an unequal system of social classes. Through her ethnographical study, she investigates how distinctions of social class are produced and reproduced in five elementary schools. When Anyon address reproductive education and how elementary schools can reproduce distinctions of class, she creates assumptions of her own about fifth graders in a working-class school and in an affluent professional school of her own. She models her paper after notions of contradictory social consciousness, the dialectic of cultural activity and social change, and the importance of situated, class-specific, transformative professional teaching. Moreover, she briefly applies the model to reproductive characteristics of the working-class and affluent professional classrooms. Her assumptions informing her work on production and reproduction in classrooms is based on the argument that while students and teachers certainly produce meaning in classrooms, these meaning are produced within boundaries and multiple constraints that ordinarily over determine their general form and substance. One major point that Anyon argues, is that educators can do a great deal to transform cultural expression of resistance into direct political action to change the economic and social system. Anyon argues that we have very little understanding first-hand of the mechanisms by which curricula and classrooms actually contribute to the production and reproduction of distinctions and relations of social class. According to Anyon, having over determined classroom productions produce “social actors who, in their behavior in society, produce and reproduce the “system”.” She suggests that power and domination determines what is produced in classrooms and that social actors reproduce the system largely by their everyday productions. For example, when a person produces a sentence in Standard English, they contribute to the reproduction of the language. Anyon explains that though the production and reproduction of social distinctions exemplifies over determination, social actor’s knowledge of society and its multiple constraints does not promise change. Instead they can be held accountable for their actions. Through everyday activities of social reproduction, she implies that people who challenge these ideas can contribute to struggles against cultural and economic reproduction. The five schools Anyon contrasted were in social-class settings, working-class, middle-class, affluent-professional, and elite communities. In interpreting the importance of their differences, she argues that they contribute by emphasizing work skills and capacities in different social classes appropriate to the reproduction of the division between manual and mental labor in American society. Additionally, Anyon argues that they contribute by transmitting class-based curriculum knowledge and dominant reproductive social ideologies. Anyon concludes by arguing the creation of institutional arenas in which children may develop indirect (cultural), rather than direct (political), responses to resisting oppression and resolving contradictions. Overall, Anyon’s writing is very informational but I found it very difficult to follow. I do not think Anyon argued her point well enough and her objective was not clear. It would have been beneficial to Anyon if she used sources to support her argument because her writing seemed very opinionated. Once I finished reading Anyon’s paper, I was left wondering how her argument connected with elementary schooling and social class. Through Anyon’s studies, I will discuss how the production and reproduction of distinctions in social class creates constraints in society. Also, in my inquiry paper, I will argue how power and domination determines what is produced in classrooms and how that creates a reproduction of everyday productions. By contrasting social-class settings in working-class and middle-class communities, determine and discuss the emphasis on the different social skills, the transmission of class-based curriculum knowledge and dominant reproductive social ideologies, and propose how children may develop indirect responses to resisting oppression. If These Halls Could Talk. Dir. Lee Mun Wah. 2011. DVD Lee Mun Wah believes that people have created a system to hurt people and it is our part to take responsibility for it. He mentioned the great myth of our country, in which “if we don’t talk about the conflicts that we are currently apart of, it will just go away.” In his film, If These Halls Could Talk, Mun Wah brings together eleven college students from around the country to share their story about personal experiences with social class differences. Mun Wah, in his film, exhibits how to create a sense of community in the classroom and how students can get to know each other more personally. He also exhibits how classroom discussions and solve conflict between students in a matter of a few minutes. He stresses that with the use of classroom check-ins, one can promote a deeper understanding and friendship with one another. Lee Mun Wah believes that the future of diversity is getting to know and understand someone who is different than you. The people he spoke of are people who are taught to be afraid of each other. According to Lee Mun Wah, working class individual just want their opinion to be heard. As a working-class individual, they have to be over-qualified in order to feel qualified. In If These Halls Could Talk, a working-class male states that he feels that the discussion that he was having with the other ten college students felt like “the only setting he would be heard in without having a PHD.” Mun Wah argued that working-class individuals believe that the idea of succeeding within the system, whenever the opportunity presents itself, has been planted in them from the beginning and that some, depending on the type of working-class, have turned degrading expression or words into words of endearment. They often feel incapable of finishing school and if they do it to prove a point. Working-class individuals are “afraid because they do not know what will happen next.” One the contrary, Lee Mun Wah argues that some middle-class individuals understand the troubles of a working-class individual. These working-class individuals just do not know how to proceed to make matters better. Some of them do not want to be a part of a system that hurts people, but according to Mun Wah, they believe it is easier not to discuss the issues at hand. Mun Wah, in his film, did an outstanding job arguing his point that people have created a system to hurt people and it is our part to take responsibility for it. His approach was very clear to me and I believe that he reached his overall objective of bringing awareness to social inequalities. Based on the research I recently gathered, I will be able to argue the opinions of working class individuals (students) and middle-class individuals (students) and how they differ. With their opinions and views stated, I will then answer the questions of the reader of why these social class opinions exist based on the information I have gathered from researchers. The experience that I have endured while being indulged in Lee Mun Wah’s film will lead to an analysis on how the strategies and parental involvement of working-class and middle-class students affects their performance within the classroom. Moreover, my analysis, which I plan on including in my inquiry paper, will be based on ethnographical studies done by researchers and educators.

exploratory essay final reflection

Brian Okoye 02/02/2013 Exploratory Essay English 1103 Throughout this semester I have been the granted the opportunity to read a couple of intriguing articles and within these articles I have been able to find a theme that is consistent throughout them. Each of these articles focus on students and their inability to fully progress is school based on their social class or gender. After reading three articles that correlated with one another, I was left with various questions which led to my exploration. Though we are currently seeing different types of socio-economic class in education, what ladders of socio-economic class are we currently seeing in education? Jean Anyon believes that different economic backgrounds are already being prepared to occupy particular steps of social ladders (Anyon). She indicates that some schools are on the occupational education track, while others are preparing future doctors, lawyers and business leaders. Anyon, through her investigations, has classified schools into four categories, the “Working Class Schools”, “Middle-Class Schools”, “Affluent Professional School” and “Executive Elite School”. Also, Anyon argues that the classwork in Middle-Class schools lack creativity and is based out of the textbook and the student perspective was not included. In math when the teacher explains a process there is supposed to be recognition that a cognitive process is involved. In social studies students read passages and answer questions based on whether they read it and understand what they read. Students in language arts are taught grammar and how to read and write properly. These teaching practices are to help the students store facts until they need it for a future test or job. Overall, Anyon believes that Middle-class schools are supposed to prepare you for college or a job (Anyon). Moreover, in being that students in education are being categorized, what factors account for the vast differences in treatment of particular social classes? Anyon argues that schools in wealthy communities better prepare their students for desirable jobs than those in poor communities. She believes there is a big difference in teaching methods and philosophies of education and that public schools in complex industrial societies make available different types of educational experience and curriculum knowledge to students in different social classes (Anyon). Julie Bettie suggests that there is unequal treatment of genders in the school setting. She claims that school teachers treat girls’ strategies as if they were harmless. Bettie believes that based on one’s race and performance they are aware of their ability to violate rules without any consequence as a result of teachers. Boys are perceived to be troublemakers while girls are sought to be harmless. Bettie believes that girls of all races and social class knew that they could break the same rules as the boys did, but it would result in less punishment. Girls get out of gym class by faking menstrual cramps, and are excused by their use of vulgar language in public. These girls realize that they can survive without a man’s support and that they do not have to be dependent on male. According to Earl Shorris people learn the humanities and the political life in private schools and expensive universities. Rich people first learn the humanities. The humanities are a foundation for getting along in the world, for thinking, for learning to reflect on the world instead of just reacting to whatever force is turned against you. Shorris believes that rich people know politics in the broad sense. They know how to negotiate instead of using force. They know how to use politics to get along, to get power. Knowing the humanities helps you live better and enjoy life more. It will make you rich in terms of life. “He thinks the humanities are one of the ways to become political, and I don’t mean political in the sense of voting in an election but in the broad sense (Shorris).” These three articles led me to ask, how does one overcome the adversities attributed in socio-economic classes? Shorris designates that by gaining knowledge of the humanities, underprivileged students can become politically savvy. He believes that they must understand politics in order to gain legitimate power. The humanities will help. There will be challenges and you will be forced to use your mind more fully. Students have to come to class in the snow and rain and are required to understand that no one will pamper them. Also, nothing but a certificate of completion at the end of the course is promised. You will have to want to learn using the richness of your mind and spirit. One should know a more effective method for living in this society (Shorris). References Anyon, Jean, From: Journal of Education, Vol. 162, no. 1, Fall 1980. Bettie, Julie. Women without Class: Girls, Race and Identity. Chapter 3. Los Angeles: University of California Press, 2003. 57-94. Print. Shorris, Earl. “On the Uses of a Liberal Education: II. As a Weapon in the Hands of the Poor.” Considering Literacy: Reading and Writing The Educational Experience. Ed. Linda Adler-Kasser. New York: Pearson Longman, 2006. 187-200. Print

Final Reflection

English 1103 Megan Keaton Final Reflection Paper 27 April 2013 Throughout my writing process, I have searched above and beyond to find my identity as a writer. During this voyage, there have been many factors that have contributed to the building blocks of the writing styles that I currently possess. Luckily, I have been exposed to and consistently participated in writing activities that have challenged me as a writer. Stepping foot into this course, I was unsure of what to expect. I was afraid that my writing styles would be challenged in ways that I have never seen or experienced before and just when I least expected it, I was tested. Coming out of AP English in high school, I was taught to master the traditional structure of conducting an academic paper. Almost every paper I composed consisted of an introduction paragraph with a thesis statement, three to four body paragraphs with supporting details and examples, and a conclusion. I vividly remember the day when I was challenged as a writer, and the way I approached my writing changed forever. It was a Wednesday morning and as usual, our English 1103 class was to meet in the Friday building at 9:30am. There was a warm climate in the room, a climate perfect for learning something new. I proceeded into my daily warm-up activity, or writing into the day on my views about social class, which has acted as exercise to foster my thinking. Just as my thoughts were directed on the right path as a result of my writing into the day, they were suddenly altered by the following assignment that was proposed to the class. My instructor, Megan Keaton, went on to propose the Exploratory Essay to the class. With the Exploratory Essay I was required to analyze and connect readings that I have been doing in class and establish what is missing in the article, what I want to know more about and additional questions that I was left with. Its purpose was to challenge me and get me out of my comfort zone and to get me away from the traditional writing structure that I had previously learned to know. This was sincerely the first time I reached such an obstacle in English. I did not know where to start. I spent time contemplating on how I would approach such an impeccable challenge and after a few hours of thinking, I decided that every time I approached an assignment, I would set goals for myself. My goals for myself in writing my Exploratory Essay were to find a common theme and arguments by the authors of the articles that supported my common theme. Also, I had to make sure that my writing focused on my main theme and that the reader understood my purpose for writing. I was interested in trying a different approach for my paper, so that I wouldn’t have a regular introductory paragraph with body paragraphs. I felt that an intriguing way would be to state and explain my argument and address the additional questions I was left with. For the most part I reached these goals. When attempting to achieve these goals, I tried to use my time wisely. I scheduled library time to focus sternly on my paper and I used the Writing Resource Center at UNCC as an aid for when I found difficulty in writing my paper. With the help of my peers in class I was able to find the issues in my writing. There were some things I couldn’t see that needed editing and with the support of my peers I was able to incorporate bright ideas into my paper. As a writer I learned that because of the Exploratory Essay, I am now capable of finding a common theme within an article or story and form questions about the article or story. Most importantly, I learned that I have the ability to establish whether the authors argue their point well or not. Also, I learned that I can use constructive criticism to my advantage. By using the ideas and advice given by the reader I have the ability to improve my paper and improve myself as a writer. The easiest part of the process was forming questions because there were times when an authors’ argument was unclear to me. There were specific things that were consistent throughout the articles that fostered my inquisitiveness. On the other hand, the hardest part was finding a structure that fit my vision. I had a hard time incorporating my questions into my paper and finding good flow for my paper. After the process, I gained the ability to establish an authors’ argument. I learned how to make sentences meet the demands of my writing and help the reader see my purpose for writing. I concluded that doing more arguing and less summarizing was the most essential piece to this assignment. Overall, from completing the exploratory essay I learned that it is alright for you to take risks with your writing. Furthermore, I learned to jump into my writing, finish where I feel is necessary and take different approaches to writing. While trying to find my identity as a writer, I came across another obstacle that I was challenged to overcome in writing when Megan proposed the Annotated Bibliography . The Annotated Bibliography was once again designed to challenge me to accomplish something new. With writing my annotated bibliographies, my goal was to focus on establishing the main arguments of the author, analyzing the main arguments of the author and discuss how it will be beneficial to my inquiry paper. I achieved these goals by discovering five sources that I could potentially use in my inquiry paper and arguing the author’s main beliefs and how they applied to my inquiry paper. In the process of developing my annotated bibliography, I took the time to carefully spend time on analyzing each source individually, making sure I spent the maximum amount of time I could possibly spend on each source. Throughout the process I found that the more sources I did, it got easier to establish the author’s main arguments and analyze those main arguments. Also throughout the process, I took advantage of using both positive advice and structured criticism by my peers to build my annotated bibliography. Through an in-class workshop I was able to see the perspective of my peers in how well I argued the author’s main points. My peers were able to tell me whether I met all the requirements of the bibliography and what my strengths and weakness of my bibliography were. Megan also contributed to my bibliographies success by exemplifying how a fully developed annotated bibliography looked. The easiest part of building my annotated bibliography was establishing what the author was implying through the information I provided. On the other hand, the hardest part of building my annotated bibliography analyzing the authors works. As a writer, I am now aware that I am capable of applying the approaches used to analyze articles, journals, books and films in an inquiry of my own. As I matured as a writer over the semester, I was anxious to apply what I learned so far in the course. I could see myself getting a step closer to finding my identity as a writer. When Megan proposed the academic paper as a part of Joining the Conversation , and I instantly knew this was my opportunity to apply everything I had learned from previous writing assignments. I pondered on a goal that I could potentially find for myself when writing my academic paper. Since my annotated bibliography answered all the questions that I was left with after reading various authors’ articles, I looked for any holes that I saw in these authors’ writing and backed it up with initial research that I did. I based the structure of my paper off of two points, how children’s social class backgrounds affect when and how they seek help in the classroom and how parental involvement affect children in the classroom. Within this structure I included a hole that I found in my authors’ writing, which is how I saw time as an underlying theme between all the articles. Overall, I believe that I reached my goal of expressing how time served a vital role in social class help seeking. Throughout my writing process, I made sure that I spent my time wisely. I used the advice that I received from Megan in class on how to incorporate the information I provided in my joining the conversation assignment in my academic paper. Once, I found a foundation for my paper, I took it to the writing resource center and got assistance on how to structure my paper. Furthermore, each member of my inquiry group served a vital role in developing my paper. They were able to show me their perspective of how I could better my writing without overstepping their boundaries. I saw myself change and develop as a writer because I am now capable to point out information that I believe should be included in someone’s writing. Also, I am able to take constructive criticism from my peers and make it an advantage. The hardest part of this process was figuring out how to structure my paper and actually trying to start to my paper, because my goal was to get away from the traditional style of writing that I learned in high school. On the contrary, the easiest part of this process was applying my information to my paper because I already did all of the necessary research. As I progressed in the course, I saw myself develop and find my identity as writer by gaining values presented in different writing activities. By setting goals for myself and striving to achieve them I have been exposed to my strengths and weaknesses as a writer.

Final Draft(s)

Writing History Response Final Draft

Joining the Conversation Final Draft

Exploratory Essay Final Draft

Annotated Bibliography Final Draft

Letter to an Elementary School Student (Savannah H.)

Dear Savannah H.,

I started writing a little before Kindergarten. My mother always used to buy me coloring books that had enough space for me to write my own story to go along with the picture I colored. During story time, I was always the first student to sit in front of the class and listen to our teacher read. Every story that we read took me on a journey and made me feel apart of the story. When I began writing, I wrote everyday in my personal journal. What I wrote in my journal depended on how I felt at the moment, or I wrote depending on what we talked about in class that day.

In elementary school, I remember learning how to writer uppercase and lowercase letters. Also, I remeber the day I learned how to write in cursive, I was really excited. Writing about what I wanted to be when I grew up always grabbed my attention in class. Some of my friends wrote about being a doctor or a fire fighter, but I wrote about being a professional basketball player in the NBA. The people around me, like my parents, friends and teachers, inspired me to write. Each of them were characters in my own book and they each had big roles in my book. They inspired me to write stories, poems and even comic books. Savannah, you seem very interested in writing and that is very good. If you keep reading and writing, you can go very far into your imagingation.

Sincerly,

Brian O.