SGarza.HaswellChapter1-4 History

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Added lines 16-22:
Holistic assessment of writing (first discussed in Ch. 2, pp. 38-44; see also Ch. 14:
Definition of holistic asssessment from Southeast Missouri State University Writing Lab: "Elliot, Plata, & Zelhart offer the following definition of holistic assessment: 'To view a sample of writing holistically is to attempt to view the writing as more than the mere sum of its elementary parts. In considering a sample of writing from a holistic perspective, readers do not judge separately the singular factors--treatment of topic, selection of rhetorical methods, word choice, grammar and mechanics--that constitute a piece of writing. Rather, raters are asked to consider these factors as elements that work together to make a total impression on the reader. It is this total impression that is sought in holistic scoring'(17)."

http://ustudies.semo.edu/writing/wap/scoring/method.asp
(JanetW)

Changed lines 91-96 from:
growth frames p.117


Maturing frame p.117-118

Development frame p
.118
to:
growth frames p.117 - See SusanG post in '''Haswell Chapters 5-8.'''

Maturing frame p.117-118 - See SusanG post in '''Haswell Chapters 5-8.'''

Development frame p.118 - See SusanG posts in '''Haswell Chapters 5-8.'''
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growth frames p.117
to:
growth frames p.117
Changed lines 74-77 from:
maturing p.65
to:
maturing
- "a kind of growth situated roughly between two other kinds
... learning and maturation ... at opposite ends of a continuum of maturing processes" (p. 65).
- "Loosely, developmentalists call any behavioral change that is slow and spontaneous '''maturation,''' and any change that is rapid and formal '''learning.''' Beyond that, most envision what one of them, Sidney Strauss, calls 'the middle ground,' a social arena where growth may take place with the help of both inner and outer promptings and within both biological and cultural constraints (1987). In this middle-earth dwells what I call maturing" (p. 67).
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6 competencies? p.81-83
to:
6 competencies? p.81-83 - see Clare's definitions below.
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"backsliders" p.31
to:
"backsliders" p.31 (from m-w.com):
: to lapse morally or in the practice of religion
2: to revert to a worse condition : retrogress (JanetW).
For more on "backsliders" see Charles' discussion below.
Changed lines 175-178 from:
'''Coherence''': titles point to thesis; intro points to purpose and scope of paper
'''Diction''': vocabulary expands
'''Syntax''': style becomes less verbal more nominal
to:
*'''Coherence''': titles point to thesis; intro points to purpose and scope of paper
*'''Diction''': vocabulary expands
*'''Syntax''': style becomes less verbal more nominal
Changed lines 188-194 from:
'''Organization''': older writers question traditional structure through open questions and simple step
arguments
'''Specificity''': specificity and solidity through longer essays
'''Coherence''': rapidity of production enhances coherence; Q&A set up; Rough questions;
transitions
'''Diction''': vocabulary range broader more sophisticated
'''Syntax''': syntactic complexity is pervasive
to:
*'''Organization''': older writers question traditional structure through open questions and simple step arguments
*'''Specificity''': specificity and solidity through longer essays
*'''Coherence''': rapidity of production enhances coherence; Q&A set up; Rough questions; transitions
*'''Diction''': vocabulary range broader more sophisticated
*'''Syntax''': syntactic complexity is pervasive
Changed lines 195-196 from:
'''Mechanics''': reverse of traditional grammar priorities production and flow more important
to:
*'''Mechanics''': reverse of traditional grammar priorities production and flow more important
Changed lines 199-204 from:
'''Concision''' efficiency
'''Productivity''' more compact writing and more writing
'''Flow''' fluency not form
'''Expandability''' thinking and organizing on the run
'''Maneuverability''' flexibility as they
'''Adaptability''' change form to fit need
to:
*'''Concision''' efficiency
*'''Productivity''' more compact writing and more writing
*'''Flow''' fluency not form
*'''Expandability''' thinking and organizing on the run
*'''Maneuverability''' flexibility as they
*'''Adaptability''' change form to fit need
Changed lines 173-174 from:
'''Organization''': shaped by schemes that are more logically complex
'''Specificity''': subject of sentences increasing in generality or topic reach
to:
*'''Organization''': shaped by schemes that are more logically complex
*'''Specificity''': subject of sentences increasing in generality or topic reach
Changed lines 161-163 from:
Clare's Definition and Discussion
to:
'''Clare's Definition and Discussion'''
Changed lines 167-168 from:
A quote to establish where my brain started: of growth one way or the other is requisite for any effort to envision a working undergraduate writing (20).
to:
A quote to establish where my brain started: ''' of growth one way or the other is requisite for any effort to envision a working undergraduate writing (20)'''.
Changed lines 173-178 from:
Organization: shaped by schemes that are more logically complex
Specificity: subject of sentences increasing in generality or topic reach
Coherence: titles point to thesis; intro points to purpose and scope of paper
Diction: vocabulary expands
Syntax: style becomes less verbal more nominal
to:
'''Organization''': shaped by schemes that are more logically complex
'''Specificity''': subject of sentences increasing in generality or topic reach
'''Coherence''': titles point to thesis; intro points to purpose and scope of paper
'''Diction''': vocabulary expands
'''Syntax''': style becomes less verbal more nominal
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Haswell comments that [s] of values [can] levitate free of solid developmental ground [and] reflec[t] course learning, not developmental (36). So, as a computerized assessment, values need to remain in the developmental realm and not just show course learning.

We need to look at the three items Haswell comments need to interact performance (status), critical judgment (standard), and developmental growth (change) (41). What values fit this flow of learning?
to:
Haswell comments that '''[s] of values [can] levitate free of solid developmental ground [and] reflec[t] course learning, not developmental (36)'''. So, as a computerized assessment, values need to remain in the developmental realm and not just show course learning.

We need to look at the three items Haswell comments need to interact ''' performance (status), critical judgment (standard), and developmental growth (change) (41)'''. What values fit this flow of learning?
Changed line 188 from:
Organization: older writers question traditional structure through open questions and simple step
to:
'''Organization''': older writers question traditional structure through open questions and simple step
Changed lines 190-191 from:
Specificity: specificity and solidity through longer essays
Coherence: rapidity of production enhances coherence; Q&A set up; Rough questions;
to:
'''Specificity''': specificity and solidity through longer essays
'''Coherence''': rapidity of production enhances coherence; Q&A set up; Rough questions;
Changed lines 193-194 from:
Diction: vocabulary range broader more sophisticated
Syntax: syntactic complexity is pervasive
to:
'''Diction''': vocabulary range broader more sophisticated
'''Syntax''': syntactic complexity is pervasive
Changed lines 197-198 from:
Mechanics: reverse of traditional grammar priorities production and flow more important
to:
'''Mechanics''': reverse of traditional grammar priorities production and flow more important
Changed lines 201-206 from:
Concision efficiency
Productivity more compact writing and more writing
Flow fluency not form
Expandability thinking and organizing on the run
Maneuverability flexibility as they
Adaptability change form to fit need
to:
'''Concision''' efficiency
'''Productivity''' more compact writing and more writing
'''Flow''' fluency not form
'''Expandability''' thinking and organizing on the run
'''Maneuverability''' flexibility as they
'''Adaptability''' change form to fit need
Changed lines 157-210 from:
So my understanding of what Haswell is suggesting here is that the writing instructors of today need to change their antique mirrors in for an updated version of how their being mirrored by a newer technical generation 1.5 of freshnen.
to:
So my understanding of what Haswell is suggesting here is that the writing instructors of today need to change their antique mirrors in for an updated version of how their being mirrored by a newer technical generation 1.5 of freshnen.

----

Clare's Definition and Discussion


Chapter 1-4:
Due to my focus on what might be variables for a different assessment program that incorporates pedagogy and new technology, to help with both keeping with composition theory and the needs of institutions to evaluate with numbers, I am focusing my definitions on terms that might be some of those variables.

A quote to establish where my brain started: of growth one way or the other is requisite for any effort to envision a working undergraduate writing (20).

So what could be some of growth?

Some traditional ways to judge writing based on student samples (23-24):

Organization: shaped by schemes that are more logically complex
Specificity: subject of sentences increasing in generality or topic reach
Coherence: titles point to thesis; intro points to purpose and scope of paper
Diction: vocabulary expands
Syntax: style becomes less verbal more nominal

Do traditional variables allow for composition theory and pedagogy ideas?
Do traditional variables allow for the type of growth Haswell talks about that occurs between freshman/ junior year and between novice/ experienced writers? (30)

Haswell comments that [s] of values [can] levitate free of solid developmental ground [and] reflec[t] course learning, not developmental (36). So, as a computerized assessment, values need to remain in the developmental realm and not just show course learning.

We need to look at the three items Haswell comments need to interact performance (status), critical judgment (standard), and developmental growth (change) (41). What values fit this flow of learning?

Those traditional ways to judge writing based now on employee samples (75-80):

Organization: older writers question traditional structure through open questions and simple step
arguments
Specificity: specificity and solidity through longer essays
Coherence: rapidity of production enhances coherence; Q&A set up; Rough questions;
transitions
Diction: vocabulary range broader more sophisticated
Syntax: syntactic complexity is pervasive

+
Mechanics: reverse of traditional grammar priorities production and flow more important

Looking at both of these then Haswell came up with 6 competencies (81-83):

Concision efficiency
Productivity more compact writing and more writing
Flow fluency not form
Expandability thinking and organizing on the run
Maneuverability flexibility as they
Adaptability change form to fit need

These are the competencies that need some kind of operational definition and variable creation. In other words, what are we naming these as variables and how then do we measure that?

----
Added lines 57-60:

(morphology (from m-w.com):
1a : a branch of biology that deals with the form and structure of animals and plants b : the form and structure of an organism or any of its parts; 2a : a study and description of word formation (as inflection, derivation, and compounding) in language b : the system of word-forming elements and processes in a language; 3a : a study of structure or form b : structure, form) (JanetW)
Changed lines 55-57 from:
Ontogenetic p.25

Phylogeny p
.25
to:
Ontogenetic p.25 (from m-w.com):
-1: of, relating to, or appearing in the course of ontogeny (the development or course of development especially of an individual organism); 2: based on visible morphological characters (JanetW)

Phylogeny p.25 (from m-w.com):
1: the evolutionary history of a kind of organism; 2: the evolution of a genetically related group of organisms as distinguished from the development of the individual organism; 3: the history or course of the development of something (as a word or custom) (JanetW)

As used on p. 25: "Essays F [freshman essay] and J [junior essay] do not display all twenty-one of the group changes. They would be ontogenetic museum pieces if they recapitulated such phylogeny so perfectly."
Changed lines 49-50 from:
Life-span/ life-course studies p.4
to:
Life-span/ life-course studies p.4 -
- investigations of normal change after adolescence" (JanetW).
Changed lines 45-49 from:
- "Gain in development also always begins with a sense of alienation and loss" (p. 1).

-
"The point is that any effort to regain the student through an enlargement of perspective will destroy parts of any former perspective" (p. 3)

-
"Educators who take on the responsibility for encouraging learning must resign themselves to be seen first as alienists -- stealers of parts of the cherished psyche -- and as alienors -- legal fences of stolen property" (p. 132, Ch. 5).
to:
- "Gain in development also always begins with a sense of alienation and loss" (p. 1); "The point is that any effort to regain the student through an enlargement of perspective will destroy parts of any former perspective" (p. 3); "Educators who take on the responsibility for encouraging learning must resign themselves to be seen first as alienists -- stealers of parts of the cherished psyche -- and as alienors -- legal fences of stolen property" (p. 132, Ch. 5) (JanetW)
Added line 46:
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Changed lines 45-49 from:
"Gain in development also always begins with a sense of alienation and loss" (p. 1).

"The point is that any effort to regain the student through an enlargement of perspective will destroy parts of any former perspective" (p. 3)

"Educators who take on the responsibility for encouraging learning must resign themselves to be seen first as alienists -- stealers of parts of the cherished psyche -- and as alienors -- legal fences of stolen property" (p. 132, Ch. 5).
to:
- "Gain in development also always begins with a sense of alienation and loss" (p. 1).
- "The point is that any effort to regain the student through an enlargement of perspective will destroy parts of any former perspective" (p. 3)
- "Educators who take on the responsibility for encouraging learning must resign themselves to be seen first as alienists -- stealers of parts of the cherished psyche -- and as alienors -- legal fences of stolen property" (p. 132, Ch. 5).
Added line 46:
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Deleted line 49:
Changed lines 44-50 from:
Alienation p.1-3
to:
Alienation p.1-3 -
"Gain in development also always begins with a sense of alienation and loss" (p. 1).
"The point is that any effort to regain the student through an enlargement of perspective will destroy parts of any former perspective" (p. 3)
"Educators who take on the responsibility for encouraging learning must resign themselves to be seen first as alienists -- stealers of parts of the cherished psyche -- and as alienors -- legal fences of stolen property" (p. 132, Ch. 5).

Added lines 119-122:
JanetW is interrupting notes to comment that Haswell resumes discussing organization in detail in Chapter 10; see especially p. 254, Table 1.

Charles' text resumes:
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Added lines 16-17:
'''Willma's Definitions - Beginning'''
Added lines 39-40:

'''Willma's Definitions - Ending'''
Deleted lines 4-5:
ethnograhic
Deleted lines 8-9:
ethnography
Deleted lines 10-11:
in medias res
Changed lines 16-24 from:

entropy

atrophy

neophyte

penultimate
to:
Ethnography noun - The scientific description of the customs of individual peoples and cultures.

Acumen noun - The ability to make good judgments and quick decisions, typically in a particular domain.

Surreptitious adjective - Kept secret, esp. because it would not be approved of.

In medias res adverb - Into the middle of a narrative; without preamble. Into the midst of things.

Simulacrum noun - An image or representation of someone or something. An unsatisfactory imitation or substitute.

Ominous adjective - Giving the impression that something bad or unpleasant is going to happen; threatening; inauspicious.

Writ large - made more obvious or prominent; "the effect of...his irregular life could be seen writ large on his gaunt features.

Neophyte - noun - A person who is new to a subject, skill, or belief.

Penultimate - adjective - Last but one in a series of things; second to the last.

Traduce - verb - Speak badly of or tell lies about (someone) so as to damage their reputation.

Outre - Bizarre; conspicuously or grossly unconventional or unusual.
Changed lines 100-101 from:
Charles Riss
to:
---------------------------------------------------------------------------------------------------
'''
Charles Riss'''
Changed lines 109-115 from:
Back Sliders and highly proficient students

[] envision themselves as surviving, adapting, and . than other students (31).

Lucille student, Dave, whose an advanced junior in rank in his class standings suggests that got to figure out what your teacher wants. And then got to give it to them if you want the ( 32). Daves advice seems like the road most travelled for writers who see little advancement in their writing but for those of us who write or for a living is that really what growing as a writers about? No, not if you agree with my favorite quoe mentioned above. But on the other-hand looks like a decline in skill may have been a reasonable rhetorical [.] and even joining the back which I have always had my personal opinion about Maybe ADD or add talk generated in that [enclave] is developed by the (33).

Maybe time for my own personal change but I tend to disagree with this statement because setting in the back row in large lectures, which most first year writing programs are assigned, enables daydreaming and disables people to come out of their personal space while decaling or transforming from a cocoon to a butterfly.
to:
'''Back Sliders and highly proficient students'''

'''Backsliders'''
[] envision themselves as surviving, adapting, and . than other students (31).

Lucille student, ''Dave, whose an advanced junior in rank'' in his class standings suggests that got to figure out what your teacher wants. And then got to give it to them if you want the ( 32). Daves advice seems like the road most travelled for writers who see little advancement in their writing but for those of us who write or for a living is that really what growing as a writers about? No, not if you agree with my favorite quoe mentioned above.
Changed lines 116-131 from:
'''Charles Riss'''

In the course of [increasing status and standards] image making is not , similar to mirroring which will be discussed later (22).
A hereditary and natural instinct for writing instructors is to on the writing[which] is usually overpowered by the subject focus on [such as ] content or ethics that it actually pays to (22,).

A major change for determining growth is in the of (23).
Haswell breaks down the measureable shifts as competencies: organization, coherence, specificity, diction and (24-25, 28-30). Haswell compares them by determining the differences that can be found on pg. 27-27 samples F and J.

'''Back Sliders and highly proficient students'''

'''Backsliders''' [] envision themselves as surviving, adapting, and . than other students (31).

Lucille student, ''Dave, whose an advanced junior in rank'' in his class standings suggests that got to figure out what your teacher wants. And then got to give it to them if you want the ( 32). Daves advice seems like the road most travelled for writers who see little advancement in their writing but for those of us who write or for a living is that really what growing as a writers about? No, not if you agree with my favorite quoe mentioned above.

---------------------------------------------------------------------------------------------------
to:
Changed lines 127-138 from:
But on the other-hand looks like a decline in skill may have been a reasonable rhetorical [.] and even joining the back which I have always had my personal opinion about Maybe ADD or add talk generated in that [enclave] is developed by the (33). Maybe time for my own personal change but I tend to disagree with this statement because setting in the back row in large lectures, which most first year writing programs are assigned, enables daydreaming and disables people to come out of their personal space while decaling or transforming from a cocoon to a butterfly.
--------------------------------------------------------------------------------------------------

Charles Riss


Is there a perfect way to score writings or will it be a fruitless endeavor
to try find the Golden nugget for assessments? I expect to answer this question, but it seems to be the first thing that comes to mind during this section.

Earlier Haswell explained the mirror process in an acute process, but when it comes to the underground tale of assessment base [their judgments on] are an idealized platform of good (37). The problem with that is that the teacher is, in a illustrating the mirror of their precedencer with antique methods of teaching, learning and organic growth. For instance will look for good sentences [] -like to show dependent openings, more subordinate clauses, and fewer coordinate conjunctions. They will expect a reduction in solecisms of spelling, punctuation, syntax, and prediction. Above all they will expect more (37).
That really sounds like graduate school to me. always worried about how be judged on my punctuations, and prediction. notorious for going off on bunny trails and if in writing I don't think the only one or it probably have been mentioned.

So myunderstanding of what Haswell is suggesting here is that the writing instructors of today need to change their antique mirrors in for an updated version how their being mirrored by a generation of freshnen by Haswell
to:
But on the other-hand looks like a decline in skill may have been a reasonable rhetorical [.] and even joining the back which I have always had my personal opinion about Mwhich may actually add talk generated in that [enclave] is developed by the (33). Maybe time for my own personal change but I tend to disagree with this statement because setting in the back row in large lectures, which most first year writing programs are assigned, enables daydreaming and disables people to come out of their personal space while decaling or transforming from a cocoon to a butterfly.

So my understanding of what Haswell is suggesting here is that the writing instructors of today need to change their antique mirrors in for an updated version of how their being mirrored by a newer technical generation 1.5 of freshnen.
Changed line 153 from:
So mu understanding of what Haswell is suggesting here is that the writing instructors of today need to change their antique mirrors in for an updated version how their being mirrored by a generation of freshnen by Haswell
to:
So myunderstanding of what Haswell is suggesting here is that the writing instructors of today need to change their antique mirrors in for an updated version how their being mirrored by a generation of freshnen by Haswell
Added lines 143-153:
--------------------------------------------------------------------------------------------------

Charles Riss


Is there a perfect way to score writings or will it be a fruitless endeavor to try find the Golden nugget for assessments? I expect to answer this question, but it seems to be the first thing that comes to mind during this section.

Earlier Haswell explained the mirror process in an acute process, but when it comes to the underground tale of assessment base [their judgments on] are an idealized platform of good (37). The problem with that is that the teacher is, in a illustrating the mirror of their precedencer with antique methods of teaching, learning and organic growth. For instance will look for good sentences [] -like to show dependent openings, more subordinate clauses, and fewer coordinate conjunctions. They will expect a reduction in solecisms of spelling, punctuation, syntax, and prediction. Above all they will expect more (37).
That really sounds like graduate school to me. always worried about how be judged on my punctuations, and prediction. notorious for going off on bunny trails and if in writing I don't think the only one or it probably have been mentioned.

So mu understanding of what Haswell is suggesting here is that the writing instructors of today need to change their antique mirrors in for an updated version how their being mirrored by a generation of freshnen by Haswell
Added lines 115-142:
---------------------------------------------------------------------------------------------------
'''Charles Riss'''

In the course of [increasing status and standards] image making is not , similar to mirroring which will be discussed later (22).
A hereditary and natural instinct for writing instructors is to on the writing[which] is usually overpowered by the subject focus on [such as ] content or ethics that it actually pays to (22,).

A major change for determining growth is in the of (23).
Haswell breaks down the measureable shifts as competencies: organization, coherence, specificity, diction and (24-25, 28-30). Haswell compares them by determining the differences that can be found on pg. 27-27 samples F and J.

'''Back Sliders and highly proficient students'''

'''Backsliders''' [] envision themselves as surviving, adapting, and . than other students (31).

Lucille student, ''Dave, whose an advanced junior in rank'' in his class standings suggests that got to figure out what your teacher wants. And then got to give it to them if you want the ( 32). Daves advice seems like the road most travelled for writers who see little advancement in their writing but for those of us who write or for a living is that really what growing as a writers about? No, not if you agree with my favorite quoe mentioned above.

---------------------------------------------------------------------------------------------------

'''charles Riss'''

Is there a perfect way to score writings or will it be a fruitless endeavor to try find the Golden nugget for assessments? I expect to answer this question, but it seems to be the first thing that comes to mind during this section.

Earlier Haswell explained the mirror process in an acute process, but when it comes to the underground tale of assessment base [their judgments on] are an idealized platform of good (37).

The problem with that is that the teacher is, in a illustrating the mirror of their precedencer with antique methods of teaching, learning and organic growth. For instance will look for good sentences [] -like to show dependent openings, more subordinate clauses, and fewer coordinate conjunctions. They will expect a reduction in solecisms of spelling, punctuation, syntax, and prediction. Above all they will expect more (37). That really sounds like graduate school to me.
always worried about how be judged on my punctuations, and prediction. notorious for going off on bunny trails and if in writing I dint think the only one or it probably have been mentioned. This is he idealized writer, but is that what a 'good or advanced writer' really consists of?


But on the other-hand looks like a decline in skill may have been a reasonable rhetorical [.] and even joining the back which I have always had my personal opinion about Maybe ADD or add talk generated in that [enclave] is developed by the (33). Maybe time for my own personal change but I tend to disagree with this statement because setting in the back row in large lectures, which most first year writing programs are assigned, enables daydreaming and disables people to come out of their personal space while decaling or transforming from a cocoon to a butterfly.
Added lines 98-114:
___________________________________________________________________________________________________

Charles Riss

In the course of [increasing status and standards] image making is not , similar to mirroring which will be discussed later (22).
A hereditary and natural instinct for writing instructors is to on the writing[which] is usually overpowered by the subject focus on [such as ] content or ethics that it actually pays to (22,).

A major change for determining growth is in the of (23).
Haswell breaks down the measureable shifts as competencies: organization, coherence, specificity, diction and (24-25, 28-30). Haswell compares them by determining the differences that can be found on pg. 27-27 samples F and J.

Back Sliders and highly proficient students

[] envision themselves as surviving, adapting, and . than other students (31).

Lucille student, Dave, whose an advanced junior in rank in his class standings suggests that got to figure out what your teacher wants. And then got to give it to them if you want the ( 32). Daves advice seems like the road most travelled for writers who see little advancement in their writing but for those of us who write or for a living is that really what growing as a writers about? No, not if you agree with my favorite quoe mentioned above. But on the other-hand looks like a decline in skill may have been a reasonable rhetorical [.] and even joining the back which I have always had my personal opinion about Maybe ADD or add talk generated in that [enclave] is developed by the (33).

Maybe time for my own personal change but I tend to disagree with this statement because setting in the back row in large lectures, which most first year writing programs are assigned, enables daydreaming and disables people to come out of their personal space while decaling or transforming from a cocoon to a butterfly.
Changed lines 68-69 from:
Charles Riss
to:
'''Charles Riss'''
Changed lines 82-97 from:
'''My favorite quote''' from this chapter is tales we Tell and listen to- whether they be on the screen or in the page or behind our understanding of the world- begin with a suspenseful inkling of something (11).
to:
'''My favorite quote''' from this chapter is tales we Tell and listen to- whether they be on the screen or in the page or behind our understanding of the world- begin with a suspenseful inkling of something (11).

---------------------------------------------------------------------------------------------------Charles Riss


Status and standards-
are beginners who [learn or have the potential to learn] and meet (16).
Haswell mentions two standards with the exception of a third, which is the late or newcomer the midstream student that appears in the middle of the semester. The overall objective of the standard and status implementation is that the instructor should take the classroom to the student and not the student to the classroom. All students bring their own vessels to be filled and if the teacher is sympathetic to the cultural and learning background of the pupil standards adjust and statuses change.

'''Developmental''' used as a label often leads o students and reject[ing] their own natural (19). When we use the term detrimental that we are using used in light of progression and not regression.

1.) in writing involves a change in status not from beginner to finisher but from experienced to more (18).

2.) writing should begin where the freshmen (18).

3.) for evidence of undergraduate growth in writing and change in status from the perspective of the motives,[] momentarily relied on motive [] and the angle of the self (19-20).
Added lines 67-82:
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Charles Riss

The following is an eclectic version of various vocabulary words and quotes found in Dr. Richard Gaining Ground In College that can assist in the pedagogical theory of teaching students and teachers alike new methods along with existing but often overlooked formulas for the teaching of writing in the college classroom.

[ing][ground for students and teachers] in writing always begins with a sense of alienation and (2).

'''Interpretative tales of development'''- the way teachers attend, read and react to (4).

'''Development'''- human change that both lasts and leads to further change of a similar (4). Development is not skills learned o pass a (ibid). Development is/can be referred to as -dialectic by specialists in social (4).
Development-In sum have to try to understand how it is that we understand what we understand understandings not our (7).

'''Narrative'''- also referred to as if you live in the tropics is sense of life-long narratives and non (8). Where the information comes from for writing, why we write with specific rhetorical styles, and the purpose for writing all holistically evolve into our organically come out of a narrative.
Hermeneutical circle- how any whole cannot be understood without recognition of the parts that constitute it and how the parts cannot be defined as parts as recognition of the (9).

'''My favorite quote''' from this chapter is tales we Tell and listen to- whether they be on the screen or in the page or behind our understanding of the world- begin with a suspenseful inkling of something (11).
Changed line 50 from:
"Pure learning is change, indpeendent of age and dependent on environment, toward values set by human culture" (Janet W).
to:
"Pure learning is change, independent of age and dependent on environment, toward values set by human culture" (Janet W).
Changed line 49 from:
Pure Learning p.66
to:
Pure Learning p.66 -
Added line 50:
"Pure learning is change, indpeendent of age and dependent on environment, toward values set by human culture" (Janet W).
Changed lines 38-39 from:
development p.5 - "any human change that both lasts and leads to further change of a similar cast" (Janet W).
to:
development p.5 -
"any human change that both lasts and leads to further change of a similar cast" (Janet W).
Changed lines 51-56 from:
Pure Maturation p.66 "pure maturation refers to inner human change, dependent on age and independent of environment. Instead of a cultural base, maturation reflects a biological base, and the term often is used synonymously with epigenesis, suggesting that growth is effected by inner, sequential, emergent forces (Richard F. Kitehener)." (Janet W)
to:
Pure Maturation p.66 -
"pure
maturation refers to inner human change, dependent on age and independent of environment. Instead of a cultural base, maturation reflects a biological base, and the term often is used synonymously with epigenesis, suggesting that growth is effected by inner, sequential, emergent forces (Richard F. Kitehener)" (Janet W)

[epigenesis from m-w.com:
"1 development of a plant or animal from an egg or spore through a series of processes in which unorganized cell masses differentiate into organs and organ systems; also: the theory that plant and animal development proceeds in this way compare preformation
2 : change in the mineral character of a rock owing to outside influences) (Janet W)
Changed line 50 from:
Pure Maturation p.68
to:
Pure Maturation p.66 "pure maturation refers to inner human change, dependent on age and independent of environment. Instead of a cultural base, maturation reflects a biological base, and the term often is used synonymously with epigenesis, suggesting that growth is effected by inner, sequential, emergent forces (Richard F. Kitehener)." (Janet W)
Changed line 38 from:
development p.5
to:
development p.5 - "any human change that both lasts and leads to further change of a similar cast" (Janet W).
Changed lines 3-4 from:
recidivist - from m-w.com: "one who relapses; specifically : a habitual criminal" (Janet 1-25).
to:
recidivist - from m-w.com: "one who relapses; specifically : a habitual criminal" (Janet W).
Changed line 20 from:
3: a breach of etiquette or decorum" (Janet 1-25).
to:
3: a breach of etiquette or decorum" (Janet W).
Changed lines 3-4 from:
recidivist
to:
recidivist - from m-w.com: "one who relapses; specifically : a habitual criminal" (Janet 1-25).
Changed lines 17-21 from:
solecism
to:
solecism - from m-w.com:
"1: an ungrammatical combination of words in a sentence; also : a minor blunder in speech
2: something deviating from the proper, normal, or accepted order
3: a breach of etiquette or decorum" (Janet 1-25).
Added lines 1-55:
Ungrounded

recidivist

ethnograhic

fresh - as used on p.21 in Haswell

ungrow

ethnography

change

in medias res

solecism

entropy

atrophy

neophyte

penultimate


'''Haswell:'''

Alienation p.1-3

Life-span/ life-course studies p.4

development p.5

Ontogenetic p.25

Phylogeny p.25

"backsliders" p.31

maturing p.65

Pure Learning p.66

Pure Maturation p.68

6 competencies? p.81-83

growth frames p.117

Maturing frame p.117-118

Development frame p.118