21st Century Literacy: If We Are Scripted, Are We Literate? by Renita Schmidt, Paul Lee Thomas

By Renita Schmidt, Paul Lee Thomas

This booklet deals a decision to all who're concerned with literacy schooling. It explores the prescriptions that prevent actual and powerful techniques to literacy guideline. The scripts pointed out right here comprise the Bureaucratic Script, the company Script, the scholar Script, the guardian and Public Script, and the executive Script. The authors convey their school room instructing reviews (over thirty years mixed) besides their learn base to a dialogue of literacy spanning straight forward via highschool. The dialogue bargains the reader sensible and research-based lenses for deciding on and overcoming the obstacles to top perform whereas keeping off the inherent pitfalls chanced on too usually in our faculties. The implied solution to the subtitle is a definitive “No”, however the textual content is going past criticizing the present country of the sector and seeks to empower either academics and scholars looking literacy development past the scripts that plague twenty-first century commitments to responsibility and testing.

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Growing research (Freedman, 1991, 1995; Hillocks, 2002, 2003; Mabry, 1999; Wilson, 2006, 2007; Kohn, 2006b) supports the fears among professional organizations and literacy educators that high-stakes testing of writing along with its emphasis on rubric scoring of essays (as well as computer 1 Standards, Standards Everywhere and Not a Spot to Think 35 grading of essays) spells a disaster for improving writing among students. With the research and commentary noted above in mind, here are the ways in which the SAT specifically and all high-stakes assessment of writing are corrupting the teaching of writing: • On tests, writing is treated as a solitary act; best practice acknowledges that writing is communal.

L. Thomas common and conventional practice when dealing with literacy; rubrics deserve our skepticism at least, and probably our reject ion when dealing with student writing. Now, let us look more closely at how these two tests dictate what matters in literacy by examining how they fail in their representations of what literacy is: • NAEP testing, like standardized testing, treats holistic performances in analytical formats. The assumption here is that reading and writing skills in isolation do somehow accurately equal the holistic acts of reading and writing.

The two tests, however, have distinct purposes: The AP English Language and Composition course is designed to help students become skilled readers of prose written in a variety of periods, disciplines, and rhetorical contexts and to become skilled writers who can compose for a variety of purposes. By their writing and reading in this course, students should become aware of the interactions among a writer’s purposes, audience expectations, and subjects, as well as the way generic conventions and the resources of language contribute to effective writing.

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