As we consider #read Lessons From Sociocultural Writing Research for Implementing the Common Core State Standards by Rebecca Woodward in Sonya Kleinwe
The Standards’ college and career readiness perspective suggests a pathway for writing development that was determined by starting with what students need to know in college and careers, then working backward
This is how all CCSS is was organized.
What we mean by “the role of context” is the recognition that writing is not just a cognitive process but a social and cultural one. Writing and writers develop through interactions with one another over time.
Here the authors define their central position and their key terms. Always write as if your audience knows nothing.
However, the Standards do not acknowledge that the privileging of argument as a text type is contested; nor do they explicitly connect a focus on text types to the social dimensions of writing
We should never cast argument as the highest form of learning. i think that is partly responsible for the mess we find ourselves in.
DeStigter (2015) documented how Manny, a Mexican student, struggled to use a Toulmin-style graphic organizer, which focuses on warranting claims with evidence, for an essay assignment about whether schools should foster individuality or conformity. Olson, Scarcella, and Matuchniak (2015) similarly described why argument is a linguistically and rhetorically difficult text type for English learners, suggesting that narrative forms should be taught first as a foundation before focusing on more complex text types.
Never really thought about the cutural implications of learning how the discourse patterns when you come from a culture that stresses the narrative form.
Gallagher (2011) made the case that “we must move beyond the narrowly prescribed school writing discourses found in most school districts and stretch them into areas that can be readily applied
This has to include digital
However, the Standards don’t extend this line of thinking to name various grammars as equally legitimate; explicitly address how our ideas about “proper” grammar are related to culture, race, and power (Delpit, 1995; Ehrenworth & Vinton, 2005); or acknowledge language difference and plurality as a potential resource rather than a deficit.
There are so many wonderful ways to twist language but never let the connection to home and community unravel.