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"url": "https://twitter.com/karabaic/status/1146503816700809216",
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"https://twitter.com/blackmirror"
],
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"text": "I can\u2019t wait until @blackmirror does an episode about homicidal robots made out of tree branches. spectrum.ieee.org/automaton/robo\u2026",
"html": "I can\u2019t wait until <a href=\"https://twitter.com/blackmirror\">@blackmirror</a> does an episode about homicidal robots made out of tree branches. <a href=\"https://spectrum.ieee.org/automaton/robotics/robotics-hardware/robots-tree-branches-deep-learning-walk\">spectrum.ieee.org/automaton/robo\u2026</a>"
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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 an-other over time.
Such ideas about the role of context and culture in writing development underlie a sociocultural per-spective that pays particular attention to the ways that writers develop practices and identities over time and in interactions with others, recognizing that “conventional encoding is not arrived at in a uniform, linear path (Clay, 1998) and that composing involves much more than encoding” (Dyson, 2015, p. 201).
In many ways it is this identity as a reader and writer we need to build in the classroom, this has to go beyond a grade number or a box in a rubric
which positions teachers to draw on their local knowledge to contextualize learning offers insights into how to interpret and implement the Standards in more meaningful ways.
describ-ing what the Standards explicit-ly say
highlighting additional information from the Standards that may be missed without dig-ging deeper into the appendix-es
detailing important components that the Standards do not address.
A student could make this a write post, go through some standards or lesson plans using this as a lens
Writing Anchor Standards 1–4 identify three text forms for students to master: opinion/argument, in-formative/explanatory, and narrative. They also suggest an explicit focus on task, purpose, and audience (see Table 1)
Not much on exploring your world or focusing on writing for change
Privileging Argument as a Text Type Is Contested. “While all three text types are important, the Standards put particular emphasis on students’ abil-ity to write sound arguments on substantive topics and is-sues, as this ability is critical to college and career emphasis”
Why is argument considered the pinnacle of our education? What if we focused on civic and community ready before college ready.
Toulmin-style graphic organizer, which fo-cuses 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 ar-gument is a linguistically and rhetorically difficult text type for English learners, suggesting that nar-rative forms should be taught first as a foundation before focusing on more complex text types.
Argumentation is a very western and very male way of looking at knowledge
. Sociocultural teachers pay attention to the kind of work and learning accomplished during the production of written genres, not just the surface fea-tures of the textual form. They move beyond asking if writing looks right to understanding what students are doing and accomplishing with their writing. As Bazerman and Prior (2005) put it, “learning genres in-volves learning to act—with other people, artifacts, and environments, all of which are themselves in on-going processes of change and development” (p. 147).
Writing as inquiry and examining multiple persepectives
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"type": "entry",
"published": "2019-07-03T19:29:47+0000",
"url": "https://quickthoughts.jgregorymcverry.com/2019/07/03/lessons-from-sociocultural-writing-research-for-implementing-the-common-core-state-standards-edu407sum19-1",
"content": {
"text": "What we mean by \u201cthe role of context\u201d 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 an-other over time.\n\nSuch ideas about the role of context and culture in writing development underlie a sociocultural per-spective that pays particular attention to the ways that writers develop practices and identities over time and in interactions with others, recognizing that \u201cconventional encoding is not arrived at in a uniform, linear path (Clay, 1998) and that composing involves much more than encoding\u201d (Dyson, 2015, p. 201).\nIn many ways it is this identity as a reader and writer we need to build in the classroom, this has to go beyond a grade number or a box in a rubric\nwhich positions teachers to draw on their local knowledge to contextualize learning offers insights into how to interpret and implement the Standards in more meaningful ways.\ndescrib-ing what the Standards explicit-ly say\nhighlighting additional information from the Standards that may be missed without dig-ging deeper into the appendix-es\ndetailing important components that the Standards do not address.\nA student could make this a write post, go through some standards or lesson plans using this as a lens\nWriting Anchor Standards 1\u20134 identify three text forms for students to master: opinion/argument, in-formative/explanatory, and narrative. They also suggest an explicit focus on task, purpose, and audience (see Table 1)\nNot much on exploring your world or focusing on writing for change\nPrivileging Argument as a Text Type Is Contested. \u201cWhile all three text types are important, the Standards put particular emphasis on students\u2019 abil-ity to write sound arguments on substantive topics and is-sues, as this ability is critical to college and career emphasis\u201d\nWhy is argument considered the pinnacle of our education? What if we focused on civic and community ready before college ready.Toulmin-style graphic organizer, which fo-cuses 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 ar-gument is a linguistically and rhetorically difficult text type for English learners, suggesting that nar-rative forms should be taught first as a foundation before focusing on more complex text types.Argumentation is a very western and very male way of looking at knowledge. Sociocultural teachers pay attention to the kind of work and learning accomplished during the production of written genres, not just the surface fea-tures of the textual form. They move beyond asking if writing looks right to understanding what students are doing and accomplishing with their writing. As Bazerman and Prior (2005) put it, \u201clearning genres in-volves learning to act\u2014with other people, artifacts, and environments, all of which are themselves in on-going processes of change and development\u201d (p. 147).Writing as inquiry and examining multiple persepectives\n By Rebecca Woodard, Sonia Kline",
"html": "<blockquote>\n<p>What we mean by \u201cthe role of context\u201d 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 an-other over time.</p>\n</blockquote><blockquote>\n<p>Such ideas about the role of context and culture in writing development underlie a sociocultural per-spective that pays particular attention to the ways that writers develop practices and identities over time and in interactions with others, recognizing that \u201cconventional encoding is not arrived at in a uniform, linear path (Clay, 1998) and that composing involves much more than encoding\u201d (Dyson, 2015, p. 201).</p>\n</blockquote><p>In many ways it is this identity as a reader and writer we need to build in the classroom, this has to go beyond a grade number or a box in a rubric</p><blockquote>\n<p>which positions teachers to draw on their local knowledge to contextualize learning offers insights into how to interpret and implement the Standards in more meaningful ways.</p>\n</blockquote><blockquote><ul><li>describ-ing what the Standards explicit-ly say</li>\n<li>highlighting additional information from the Standards that may be missed without dig-ging deeper into the appendix-es</li>\n<li>detailing important components that the Standards do not address.</li>\n</ul></blockquote><p>A student could make this a write post, go through some standards or lesson plans using this as a lens</p><blockquote>\n<p>Writing Anchor Standards 1\u20134 identify three text forms for students to master: opinion/argument, in-formative/explanatory, and narrative. They also suggest an explicit focus on task, purpose, and audience (see Table 1)</p>\n</blockquote><p>Not much on exploring your world or focusing on writing for change</p><blockquote>\n<p>Privileging Argument as a Text Type Is Contested. \u201cWhile all three text types are important, the Standards put particular emphasis on students\u2019 abil-ity to write sound arguments on substantive topics and is-sues, as this ability is critical to college and career emphasis\u201d</p>\n</blockquote><p>Why is argument considered the pinnacle of our education? What if we focused on civic and community ready before college ready.</p><blockquote><p>Toulmin-style graphic organizer, which fo-cuses 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 ar-gument is a linguistically and rhetorically difficult text type for English learners, suggesting that nar-rative forms should be taught first as a foundation before focusing on more complex text types.</p></blockquote><p>Argumentation is a very western and very male way of looking at knowledge</p><blockquote><p>. Sociocultural teachers pay attention to the kind of work and learning accomplished during the production of written genres, not just the surface fea-tures of the textual form. They move beyond asking if writing looks right to understanding what students are doing and accomplishing with their writing. As Bazerman and Prior (2005) put it, \u201clearning genres in-volves learning to act\u2014with other people, artifacts, and environments, all of which are themselves in on-going processes of change and development\u201d (p. 147).</p></blockquote><p>Writing as inquiry and examining multiple persepectives</p>\n <p style=\"font-style:italic;text-align:right;\">By Rebecca Woodard, Sonia Kline</p>"
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{
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"published": "2019-07-03T18:00:25+00:00",
"url": "https://twitter.com/jackyalcine/status/1146478816778432512",
"content": {
"text": "Now would be a great time for someone to announce that they got a new e-mail client that just handles e-mail. (v2.jacky.wtf/post/d80fc19d-\u2026)",
"html": "Now would be a great time for someone to announce that they got a new e-mail client that just handles e-mail. (<a href=\"https://v2.jacky.wtf/post/d80fc19d-a523-47dc-ba62-64e51bdcff66\">v2.jacky.wtf/post/d80fc19d-\u2026</a>)"
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"url": "https://v2.jacky.wtf/post/d80fc19d-a523-47dc-ba62-64e51bdcff66",
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"text": "Now would be a great time for someone to announce that they got a new e-mail client that just handles e-mail.",
"html": "<p>Now would be a great time for someone to announce that they got a new e-mail client that just handles e-mail.</p>"
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That said, anyone wanna highlight companies or organizations you know that are working on helping people? Bonus points for B-corps! (v2.jacky.wtf/post/749b3d18-…)
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"text": "That said, anyone wanna highlight companies or organizations you know that are working on helping people? Bonus points for B-corps! (v2.jacky.wtf/post/749b3d18-\u2026)",
"html": "That said, anyone wanna highlight companies or organizations you know that are working on helping people? Bonus points for B-corps! (<a href=\"https://v2.jacky.wtf/post/749b3d18-fbe2-422c-b63d-db9f6585914e\">v2.jacky.wtf/post/749b3d18-\u2026</a>)"
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Yay, Sea-Tac airport has made their security screening way less fucky. Which is good because I forgot about my camera and giant battery pack in my backpack so I got diverted to secondary screening, where they also proceeded to ensure my Clif bars weren’t hiding anything inside.
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"url": "https://twitter.com/fluffy/status/1146471684037206018",
"content": {
"text": "Yay, Sea-Tac airport has made their security screening way less fucky. Which is good because I forgot about my camera and giant battery pack in my backpack so I got diverted to secondary screening, where they also proceeded to ensure my Clif bars weren\u2019t hiding anything inside."
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{
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"published": "2019-07-03T17:25:39+00:00",
"url": "https://twitter.com/jackyalcine/status/1146470068265586688",
"content": {
"text": "Superhuman is just going to rebrand. None of the creepy shit is going to go away. (v2.jacky.wtf/post/0bafdf5a-\u2026)",
"html": "Superhuman is just going to rebrand. None of the creepy shit is going to go away. (<a href=\"https://v2.jacky.wtf/post/0bafdf5a-445d-40d7-bd9a-4ae88c4515d3\">v2.jacky.wtf/post/0bafdf5a-\u2026</a>)"
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"url": "https://v2.jacky.wtf/post/0bafdf5a-445d-40d7-bd9a-4ae88c4515d3",
"content": {
"text": "Superhuman is just going to rebrand. None of the creepy shit is going to go away.",
"html": "<p>Superhuman is just going to rebrand. None of the creepy shit is going to go away.</p>"
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I had to get over keeping books long term. I have too many but I opt to capture notes and quotes then let them go. https://t.co/yF8lhOIdLO (v2.jacky.wtf/post/7c0e1b12-…)
Y'all ever worry about Amazon deleting all of your Kindle books? I only buy digital books these days because it's a hassle to store/carry around physical books.
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"text": "I had to get over keeping books long term. I have too many but I opt to capture notes and quotes then let them go. https://t.co/yF8lhOIdLO (v2.jacky.wtf/post/7c0e1b12-\u2026)",
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"text": "Y'all ever worry about Amazon deleting all of your Kindle books? I only buy digital books these days because it's a hassle to store/carry around physical books."
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"text": "I had to get over keeping books long term. I have too many but I opt to capture notes and quotes then let them go. https://twitter.com/TheLexTimes/status/1146201976675295233",
"html": "<p>I had to get over keeping books long term. I have too many but I opt to capture notes and quotes then let them go. <a href=\"https://twitter.com/TheLexTimes/status/1146201976675295233\">https://twitter.com/TheLexTimes/status/1146201976675295233</a></p>"
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People focused on the intersection of activism and tech have been anti-tracking in communications forever. Same people fighting for your autonomy over devices. That ranges from violations of GPDR to pixel tracking. This gives way to dozens of other… v2.jacky.wtf/post/0926735f-…
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"text": "People focused on the intersection of activism and tech have been anti-tracking in communications forever. Same people fighting for your autonomy over devices. That ranges from violations of GPDR to pixel tracking. This gives way to dozens of other\u2026 v2.jacky.wtf/post/0926735f-\u2026",
"html": "People focused on the intersection of activism and tech have been anti-tracking in communications forever. Same people fighting for your autonomy over devices. That ranges from violations of GPDR to pixel tracking. This gives way to dozens of other\u2026 <a href=\"https://v2.jacky.wtf/post/0926735f-db1d-40b7-af0e-610647eba505\">v2.jacky.wtf/post/0926735f-\u2026</a>"
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@Johannes_Ernst great article in GoDaddy. As an FYI you may want to amend it a bit about syndicating to facebook and Instagram, recent changes to their APIs makes this no longer than possible and getting replies out of facebook is almost impossible
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"text": "@Johannes_Ernst great article in GoDaddy. As an FYI you may want to amend it a bit about syndicating to facebook and Instagram, recent changes to their APIs makes this no longer than possible and getting replies out of facebook is almost impossible"
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@Johannes_Ernst great article in GoDaddy. As an FYI you may want to amend it a bit about syndicating to facebook and Instagram, recent changes to their APIs makes this no longer than possible and getting replies out of facebook is almost impossible (quickthoughts.jgregorymcverry.com/s/1WXYip)
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"text": "@Johannes_Ernst great article in GoDaddy. As an FYI you may want to amend it a bit about syndicating to facebook and Instagram, recent changes to their APIs makes this no longer than possible and getting replies out of facebook is almost impossible (quickthoughts.jgregorymcverry.com/s/1WXYip)",
"html": "<a href=\"https://twitter.com/Johannes_Ernst\">@Johannes_Ernst</a> great article in GoDaddy. As an FYI you may want to amend it a bit about syndicating to facebook and Instagram, recent changes to their APIs makes this no longer than possible and getting replies out of facebook is almost impossible (<a href=\"https://quickthoughts.jgregorymcverry.com/s/1WXYip\">quickthoughts.jgregorymcverry.com/s/1WXYip</a>)"
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Pretty sure @aaronpk will be both happy at the removal of the proprietary hub requirement and mystified at the EOL for HomeKit support. theregister.co.uk/2019/06/28/phi…
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"text": "Pretty sure @aaronpk will be both happy at the removal of the proprietary hub requirement and mystified at the EOL for HomeKit support. theregister.co.uk/2019/06/28/phi\u2026",
"html": "Pretty sure <a href=\"https://twitter.com/aaronpk\">@aaronpk</a> will be both happy at the removal of the proprietary hub requirement and mystified at the EOL for HomeKit support. <a href=\"https://www.theregister.co.uk/2019/06/28/philips_hue_hub_bluetooth/\">theregister.co.uk/2019/06/28/phi\u2026</a>"
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