With great sadness…

Wednesday, Sept. 23, 2020

After class, I am planning to attend my former student’s viewing. She was only seventeen years old. I was informed via email that her death was “sudden and tragic” over the weekend of September 19-20, 2020.

I remember Alicia (*name was changed*) sitting in my 10-2 English class. She had beautiful curly brown hair, big brown eyes, and porcelain skin. She was very bright and did not belong in a 10-2 class, but she appeared distracted and perhaps bored with a slow-paced Level II class. By the end of the year, I recommended moving her up to a Level I, college prep class. 

“I may look like a tomboy, but I love make-up,” Alicia told me.

When I had experimented with a Laura Mercier purple eyeshadow, Alicia noticed and complimented me on my new look. When I had a new black eyeliner or bright red lipstick on, Alicia noticed. She was a normal teenager who liked make-up, Sephora, boys, her friends, and video games. In the hallway, I would see her smiling and laughing with her boyfriend, Craig (*name changed*), who was also one of my former students. She looked happy, and I was happy that she found happiness.

Alicia was only 17, and her entire life ahead of her. There were no warning signs in 10th grade. Something must have happened between junior and senior years. I cannot get her out of my head. I see her face and reread her past assignments that were saved in my Google Drive. This is the first time in my teaching career that I am attending a former student’s viewing. 

I feel distracted, sad, and helpless. I look at my own three children who appear to be doing well with pandemic life. I am sure that Alicia’s parents thought that she was doing well, too.

RIP, sweet Alicia.

***************************************************************************************************

Before news of Alicia’s death, I felt recharged after the Purple-haired Librarian Craig Anderson’s presentation on Graduate Student Intro to Digital Library Resources Webinar. I have researched online grammar checkers on Google Scholar and wanted to research more information on WorldCat. In terms of my Annotated Bibliography, I have compiled a list of 17 sources and would like to see if there are further sources on online grammar checkers. It is reassuring to know that I can reach out to Craig and his staff for research assistance. I also attended an APA Workshop that was offered by the Kean Writing Center, and it was very informative. As an English teacher, I am more familiar with MLA rather than APA; so, a refresher was much appreciated, especially when I am using APA for my Master’s Thesis. I also signed up for Cite it Right: Endpoint Workshop since I am unfamiliar with this particular software program. As recommended by Dr. Nelson, I am currently using Zotero and find it quite user-friendly. 

Currently, I am in the process of revising my Annotated Bibliography. 

An Act of Rebellion and A Tool of Empowerment: 

Annotated Bibliography

Compiled by Linda Pham

21 September 2020

A Phenomenological Research Design Illustrated-Thomas Groenewald, 2004. (n.d.). Retrieved 

May 10, 2020, from https://journals.sagepub.com/doi/full/10.1177/160940690400300104

-Provides a step-by-step guide in conducting a phenomenological research design. 

Autoethnography is a form of phenomenology but without the bracketing.

Abel, T. J., Bradley, J. W., Anderson, L., Adrimi-Sismani, V., Guerra, M. F., Walter, P., Agua, F., 

Conde, J. F., Kobyliñska, U., & Kobyliñski, Z. (2008). RESEARCHING THE 

WORLD’S BEADS: AN ANNOTATED BIBLIOGRAPHY. Proceedings of the 37th International Symposium on Archaeometry, 13, 16th.

– Provides an example of an Annotated Bibliography in an APA citation style.

Bardine, B. A., Bardine, M. S., & Deegan, E. F. (2000). Beyond the Red Pen: Clarifying Our 

Role in the Response Process. The English Journal, 90(1), 94–101. JSTOR.  

https://doi.org/10.2307/821738.

– Contends that teachers need to go beyond grading papers. Teachers need to see

themselves as responders to essays, focusing on the students’ ideas and not their goals.

Best Grammar Checker Tools: These 6 Will Make Your Writing Super Clean. (2020, January 

20). The Write Life. https://thewritelife.com/automatic-editing-tools/.

– Provides recommendations of online grammar checkers such as ProWritingAid

AutoCrit, and Grammarly. 

Canagarajah, A. S. (2012). Teacher Development in a Global Profession: An Autoethnography. 

TESOL Quarterly, 46(2), 258–279. https://doi.org/10.1002/tesq.18.

– Provides an example of an autoethnography of an English teacher who was able to gain

   credibility as an English teacher in Sri Lanka. By using an authentic voice, this 

   Autoethnography is a strong example of this research method. 

Cavaleri, M. R., & Dianati, S. (2016). You want me to check your grammar again? The 

usefulness of an online grammar checker as perceived by students. Journal of Academic 

Language and Learning, 10(1), A223–A236.

– Presents research on the positive impact of online grammar checkers on students 

   in Australia. Based on their study, online grammar checkers promote self-efficacy 

   and independence.

Cordell, E. (n.d.). Subject Guides: Research Fundamentals: David Foster Wallace – Authority 

and American Usage. Retrieved May 8, 2020, from 

//subjectguides.lib.neu.edu/c.php?g=574789&p=3964033.

-Wallace examines the power dynamics in American usage. He argues that the elite, the

              SNOOTS (or grammar snobs), are the authority in terms of usage. They determine right

    and wrong in American usage.

Delpit, L. D. (1988). The Silenced Dialogue: Power and Pedagogy in Educating Other People’s 

Children. https://doi.org/10.17763/haer.58.3.c43481778r528qw4

Delpit examines the culture of power in the classroom and in writing pedagogy. She 

argues for a student-centered classroom and writing as a process.

Ferenz, O. (2005). EFL writers’ social networks: Impact on advanced academic literacy 

development. Journal of English for Academic Purposes, 4(4), 339–351. 

https://doi.org/10.1016/j.jeap.2005.07.002.

-Using human ecology theory, Orna Fernez examines how ESL students’ social

 environment (a network of friends, classmates, and co-workers) impact the students’

 acquisition of advanced literacy skills.

Figueredo, L., & Varnhagen, C. K. (2006). Spelling and grammar checkers: Are they intrusive? 

British Journal of Educational Technology, 37(5), 721–732.

https://doi.org/10.1111/j.1467-8535.2006.00562.x.

– Concludes that online grammar checkers do not negatively impact a writer’s revision

   process. More experienced writers, such as graduate students, use online grammar 

   checkers to check for surface revisions.

Freire, P. (2018). Pedagogy of the Oppressed: 50th Anniversary Edition. Bloomsbury Publishing 

USA.

– Argues for liberation of the oppressed by breaking the chains of a

conventional education that focuses on memorization. Instead, education should focus

on problem-solving and critical thinking skills. He encourages dialogue between 

the teacher and the student.

Jayavalan, K., & Razali, A. B. (2018). Effectiveness of Online Grammar Checker to Improve 

Secondary Students’ English Narrative Essay Writing. International Research Journal of

Education and Sciences (IRJES), 2(1).

-Shows how Maylasian students who used Grammarly scored higher in the narrative 

writing tasks by using Grammarly.

McAlexander, P. J. (2000). CHECKING THE GRAMMAR CHECKER: INTEGRATING 

GRAMMAR INSTRUCTION WITH WRITING. Journal of Basic Writing, 19(2), 

124–140. JSTOR.

-Describes online grammar checkers as “pattern detectors” that can detect formulaic

 patterns of errors but not error relating to content and meaning such as comma rules, 

dangling and misplaced modifiers, and pronoun agreement errors.

McCracken, H., & McCracken, H. (2019, April 1). On its 10th anniversary, Grammarly looks 

way beyond grammar. Fast Company.

https://www.fastcompany.com/90327157/on-its-10th-anniversary-grammarly-looks-way-beyond-grammar

-Provides background on the founders of Grammarly, Max Lytvyn and Alex Shevchenko,

who want people to write well. The writer Harry McKraken who writes for a living uses 

Grammarly to help him find errors. 

Moré, J. (2006). A grammar checker based on web searching. Digithum, 8, 1–5.

Naber, D. (2003). A rule-based style and grammar checker. Citeseer.

On Students’ Rights to Their Own Texts: A Model of Teacher Response on JSTOR. (n.d.). 

Retrieved May 11, 2020, from 

-Claims that teachers should treat students’ writing with respect. The teacher should return control of writing to the students by adopting the mindset of helping the student improve as a writing and not comparing the students’ writing to an Ideal text.

Pitard, J. (2015). Using Vignettes Within Autoethnography to Explore Layers of Cross-Cultural 

Awareness as a Teacher. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 17(1). https://doi.org/10.17169/fqs-17.1.2393.

-Uses vignettes (or anecdotes) to serve as a “window” into a different culture. She distinguishes autoethnographies from short stories by connecting the self to the larger cultural text, and the self to the larger social context. 

Potter, R., & Fuller, D. (2008). My New Teaching Partner? Using the Grammar Checker in 

Writing Instruction. The English Journal, 98(1), 36–41. JSTOR.

-A seventh-grade teacher, Reva Potter, describes her positive experience of teaching 

online grammar checker. She concludes by saying that she can teach technology 

and writing simultaneously. 

Semke, H. D. (1984). Effects of the Red Pen. Foreign Language Annals, 17(3), 195–202. 

https://doi.org/10.1111/j.1944-9720.1984.tb01727.x

-Shows that students’ writing skills improve with a combination of positive comments

  corrections on their papers.

The Problem of Othering: Towards Inclusiveness and Belonging. (2017, June 29). Othering and 

Belonging. http://www.otheringandbelonging.org/the-problem-of-othering/

-John a. Powell and Stephen Menendian posit that the problem of the 20th century is

“othering, ” which is a type of prejudice where one group perceives another group as

 being different from them, thus marginalizing them. Othering occurs because of the 

 desire for power and unconscious bias.

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