Friday, October 23
I found last week’s assignment, Write-Down-One-Question about your Thesis Process, helpful on several levels. First, I intend to use this best practice with my own students when I am evaluating their thesis statements. I will need two class periods to provide feedback since I have around 20 students in each of my English classes and will have the other students work on their writing projects or to conference with a peer as I conduct my mini-writing conferences. One important protocol is that I would need to assign a more proficient writer with a developing writer during one of the peer review sessions. Overall, I believe that by being a student of writing I am honing my skills as a teacher or writing. From this process, I learned how difficult it is to come up with a thesis and how difficult it is to revise it. Hence, graduate school and remote learning force me to rethink and reimagine my pedagogy.
Second, I appreciated the precious one-to-one conference with Dr. Zamora and the written suggestion of adding an adverb (“actually”) made the sentence more nuanced and more powerful. I was also struggling to articulate the significance of my research. Thanks to Dr. Zamora I was able to articulate the last part of my thesis: …that help provide equity in the classroom and support learners who lack cultural and linguistic capital. I was unable to connect my research proposal on online grammar checkers to equity in education. Using equity as a springboard, I started another research thread of equity and accessibility in the classroom. I am also revising my Works Cited and working on my slides for my presentation. Therefore, my blog this week is short and sweet.
Working Thesis: Critics argue that students mechanically accept suggestions from online grammar checkers without understanding the grammatical underpinnings. Although some students may mindlessly accept editing suggestions, online grammar checkers, similar to calculators, are actually tools of empowerment that help provide equity in the classroom and support learners who lack cultural and linguistic capital.