Final Reflections

| February 16, 2014

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To complete this assignment, you should consider the course objectives in conversation with what you worked on throughout our time together. You might treat each course objective like a question on a final exam, providing the course objective followed by two to three paragraphs that speak to your developing understanding of that objective based on your experiences in this course.
Step 1: Take a close look at this information from your course syllabus–
Course Overview
Reading and writing take center stage in everything we do as English teachers at any level. In this course, we will approach reading and writing through narrative—insisting throughout on the important role stories play in how we understand ourselves and one another. Indeed, as Jerome Bruner insists, narrative itself plays such a fundamental role in the way we live our lives that “skill in narrative construction and narrative understanding is crucial to constructing our lives and a ‘place’ for ourselves in the possible world we will encounter” (The Culture of Education, Harvard UP). For these reasons, we will: (1) read and write education narratives, (2) reflect on these experiences as writers and readers, drawing forward implications for our work as teachers, and (3) draw direct connections to the “standards” for teaching English language arts. Special attention will be paid to TEKS.
Your textbook (So, What’s the Story?) is aligned with the Common Core Standards, which the authors helped create. Texas, however, is one of the country’s five states opting out of these Common Core Standards (see Since we are in Texas, I will ask you to draw meaningful links to the TEKS competencies for secondary English (see required texts above). You’ll notice many parallels between the Common Core and TEKs, of course, just as you would most any carefully articulated standards for reading and writing. That’s the point. If you can figure out how to approach “standards” like these in meaningful ways, you will be able to navigate the new standards that will inevitably emerge as education policies and your own teaching context changes.
· to encourage you to become familiar with activities within the discipline of English studies.
· to help you participate in those activities.
· to give you a wide array of theories to consider before and while teaching English.
· to challenge you either to question or to affirm what you think you already know about writing, about reading, and about teaching English.
· to help you become familiar with the competencies of TEKS.
· to guide you in examining, employing, and critiquing those competencies and elements in useful way
Step 2: Return to your response papers for this course and
reflect on your contributions in the various Forums
Step 3: Jot down one of the course objectives (above) and then free-write for a bit on
your understanding of that objective and
your experiences in the course as they inform your developing understanding of that course objective.
Step 4: Jot down the next course objective and do the same, until you have addressed each of the course objectives.
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Literary Criticism
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Category: Linguistics

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