I like that you described it as a level playing field that a reader and writer meet on. That makes it very clear. A writer will have a much harder time entertaining a reader if they don't have the same idea of what entertainment is. Not all things are informative or entertaining to everyone. I didn't make that point even though I was talking about the same thing and I think it is very important.
You, like Elli, noted the person who talked about "meeting at the text." The one thing this author, I think, failed to talk about, is how a writer presents a text...I mean, he talks about how readers are trying to figure out what a writer is trying to say. What if the writer has no intention of people understanding him or her and is being intentionally misleading? If he wrote it for one specific audience member, does that mean that only one person "meets" him at the text? Anyway, not that this has anything to do with what you are saying, but I was just thinking about it.
It is excellent to hear how well you are able to bring reading and writing into your own classroom.
Integrating vocabulary work such as word sorts would be an effective way to help your engineering students learn. I think that these word sorts are effective because it causes you to develop word associations as you sort them. You may not always know the exact definition of a word you read in a book or other text, but if you at least know some association you may be able to make sense of the text and figure out the meaning that way.
Sarah--you would be interested in reading Louise Rosenblatt. She is a classic theorist in the field of English and she writes a lot about the relationship between the text and the reader and the meaning that is constructed together.
Aaron it is always interesting to read about your experiences with your broad range of content areas.
Since several of you mentioned the concept of the reader and the text meeting somewhere to construct meaning, it helped me to re-think that concept in the context of math. I am wondering what ways that the text (math problems) and the reader (problem-solver) meet to construct meaning? Do you think this applies to math or do you think that math knowledge is static in that there is a right answer and a wrong answer? i would be interested in hearing people's thoughts on that.
Jill, I'm coming to this post in a roundabout sort of way. I'm teaching a study skills class this year and am having students blog as part of it. That's neither here nor there.
Your comment about author/reader connection in a math text is something that I've struggled with for some time. I began teaching the Engage NY curriculum in the 7th grade class that I'm teaching this year. It's fairly clear that the authors of the curriculum are addressing the students that were brought up in that particular style. I'm working on bringing those kids to the place where they can meet the authors.
Interesting find, not sure if you'll read this, but perhaps you will at some point. Thanks again.
Aaron – I love that you talk about "interpreting" what a writing is saying. This is an important distinction for all content area teachers to remember. This reading process is not a lot, if at all, different from language translation from one language to another. Words mean what they do based on personal experience, context, time, and more. When we read, we are interpreting and often guessing and assuming what a writing means. It is not as straight forward as many believe it is. Have you ever sent an e-mail and gotten a surprising response that you felt wasn't appropriate to the context. Maybe someone thought you were being harsh or short or more intimiate or any number of things. They can't hear you, they don't know what you mean without that tone, inflection, etc. Words DO NOT always have common meaning between people. Great observation!
I like that you described it as a level playing field that a reader and writer meet on. That makes it very clear. A writer will have a much harder time entertaining a reader if they don't have the same idea of what entertainment is. Not all things are informative or entertaining to everyone. I didn't make that point even though I was talking about the same thing and I think it is very important.
ReplyDeleteYou, like Elli, noted the person who talked about "meeting at the text." The one thing this author, I think, failed to talk about, is how a writer presents a text...I mean, he talks about how readers are trying to figure out what a writer is trying to say. What if the writer has no intention of people understanding him or her and is being intentionally misleading? If he wrote it for one specific audience member, does that mean that only one person "meets" him at the text? Anyway, not that this has anything to do with what you are saying, but I was just thinking about it.
ReplyDeleteIt is excellent to hear how well you are able to bring reading and writing into your own classroom.
Integrating vocabulary work such as word sorts would be an effective way to help your engineering students learn. I think that these word sorts are effective because it causes you to develop word associations as you sort them. You may not always know the exact definition of a word you read in a book or other text, but if you at least know some association you may be able to make sense of the text and figure out the meaning that way.
ReplyDeleteSarah--you would be interested in reading Louise Rosenblatt. She is a classic theorist in the field of English and she writes a lot about the relationship between the text and the reader and the meaning that is constructed together.
ReplyDeleteAaron it is always interesting to read about your experiences with your broad range of content areas.
ReplyDeleteSince several of you mentioned the concept of the reader and the text meeting somewhere to construct meaning, it helped me to re-think that concept in the context of math. I am wondering what ways that the text (math problems) and the reader (problem-solver) meet to construct meaning? Do you think this applies to math or do you think that math knowledge is static in that there is a right answer and a wrong answer? i would be interested in hearing people's thoughts on that.
Jill, I'm coming to this post in a roundabout sort of way. I'm teaching a study skills class this year and am having students blog as part of it. That's neither here nor there.
DeleteYour comment about author/reader connection in a math text is something that I've struggled with for some time. I began teaching the Engage NY curriculum in the 7th grade class that I'm teaching this year. It's fairly clear that the authors of the curriculum are addressing the students that were brought up in that particular style. I'm working on bringing those kids to the place where they can meet the authors.
Interesting find, not sure if you'll read this, but perhaps you will at some point. Thanks again.
Aaron – I love that you talk about "interpreting" what a writing is saying. This is an important distinction for all content area teachers to remember. This reading process is not a lot, if at all, different from language translation from one language to another. Words mean what they do based on personal experience, context, time, and more. When we read, we are interpreting and often guessing and assuming what a writing means. It is not as straight forward as many believe it is. Have you ever sent an e-mail and gotten a surprising response that you felt wasn't appropriate to the context. Maybe someone thought you were being harsh or short or more intimiate or any number of things. They can't hear you, they don't know what you mean without that tone, inflection, etc. Words DO NOT always have common meaning between people. Great observation!
ReplyDelete