Burke Chapter 7

On page 181 Burke talks about Journal Entries. He says: “I don’t have to worry about collecting the papers and responding to them” (181). If you’re a teacher why do you have to worry about looking at papers? Shouldn’t you be excited? Journals are personal reflections. Getting in touch with students is hard to do. Journals are the source that lets you get in touch with students. I’d say; let students know that you are going to read what they put in their journals. Personally, I don’t remember an experience where we had journals that we wrote in, and teachers would read those entries. In today’s school system, I’m confident that reading students journal entries and conversing back with them would be a very positive and beneficial outlet.

“I don’t favor the big poetry unit myself”
That’s probably why poetry is barley taught

Responding to student work
“No more then three items to focus on, (210).” I like that idea when it comes to responding to oral presentations by students. This makes the responses more concrete, and they’ll know what to look for, you’ll know what to look for, and you’ll both know how to correct it. On page 217 it talked about spell checker. It is very beneficial to have. For myself, I’ll make a mistake, and spell checker will correct it. I try and steer away from that mistake next time. How is spell checker addressed in schools? I hope it doesn’t seem to be the only editing and grammar proofreading tool they have. Teachers have classes of thirty students. When is it possible for teachers to sit down one to one with students and go over the editing and proofreading process? From what I understand now, teachers go through a mini lesson, and or set and example of how to edit and proofread, and for the majority of time it is set on the students to handle that. One to one conversations about revision can be a key factor for improving wiring performance. The whole workshop concept tied into that.