Writing in the Discipline Relationship to the Ways of Knowing and Doing free essay sample

Writing in the discipline is founded on a relationship between knowing, doing, and writing. It is important that we understand the two categories creating disciplines: domains of knowledge and the ways of knowing. The domains of knowledge suggest declarative or conceptual knowledge and the knowing infers procedural or process knowledge. Michael Carter addresses this relationship in his article Ways of Doing, Knowing, and Writing in the Disciplines. Carter emphasizes that â€Å"writing is a way of knowing in the discipline†, meaning there is a link between the knowing inside our discipline and the ways of writing. We will write a custom essay sample on Writing in the Discipline: Relationship to the Ways of Knowing and Doing or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page He is not incorrect in his argument that the ways of knowing and doing affect the ways of writing in the disciplines, but it can also be argued that the ways of writing and doing influence the knowing in the discipline. Based on that idea we must view the ways of writing writing as a chronological process involving the knowing and the doing as influencing the ways of writing. Rather, we must understand how they are interconnected within our disciplines. For example, Carter argues that the knowledge and ways of knowing in the science metadiscipline influence the ways of doing a lab and writing the lab report. My argument is that this relationship can also function in the opposite direction. The way of doing the lab and writing the lab report can influence the knowing in the discipline of science. The purpose of this piece will be to develop an understanding of how the ways of doing bridge the gap between the ways of knowing and writing inside or across disciplines. The University of Maine’s Persuasive and Analytical Writing course has been redesigned to emphasize this relationship between the ways of knowing, doing, and writing inside and across disciplines using a curriculum based on the concept of genres. The ENG 212 Syllabus helps us to understand that genres are â€Å"not simply ways of classifying types of cultural products; they are â€Å"social actions† (Miller 1984): recurrent textual forms that organize, shape, and transact activities: academic, professional, civic, and personal†. Professors of ENG 212 understood teaching the traditional essay wasn’t sufficient and created a curriculum focused on how specific genres of writing are not limited to the intended communities or disciplines. This concept of genres is useful for students not only because it establishes aconnection between writing, doing, and knowing but because it points to ways of doing across disciplines. Crowley and Stancliff explained this focus of genre choice amongst disciplines in their book, Critical Situations. â€Å"As individuals research, read, and write, they learn about the possibilities open to them as communicators, about the parameters of public discourse surrounding their chosen project focus, the most persuasive arguments circulating, and the history of the situation itself†(Crowley, Stancliff, 1). This idea emphasizes the argument that the ways of doing and writing influence the new possibilities of the knowing. Crowley and Stancliff also recognize that our commitments to our communities influence our genre choice. The commitment and community involvement represents the knowing and doing in the disciplines which initiates the ways of writing. ENG 212 teaches students that there is a connection between the ways we do, the knowledge we have, and the way we write. It is critical to recognize individual disciplines do impact the knowing, doing, and writing inside and outside disciplines, but also not one genre of writing is mandatory and various genres can effectively fulfill a goal across disciplines. As stated earlier, Carter emphasizes that the ways of doing connects the knowing the ways of writing in the discipline. His argument that the doing plays a central role in the conception of writing in the disciplines and that the disciplinary ways of doing is closely connected to the ways of knowing and writing. A concrete example within a discipline is an effective way to understand this connection. For example, a common exercise as a Civil Engineering major is a material testing lab. The material testing exercise is designed to engage engineering students in a procedural way of doing by which students understand the declarative knowledge, while also applying process practices. Thus, material testing is a way of doing that is aimed at a way of knowing. The way of doing is aimed at the knowing, but it is not until writing the lab report that it becomes knowing. This exemplifies the relationship among the ways of knowing and writing as a result of the ways of doing. Writing has a way of forming a better understanding or knowing of a discipline. This reinforces Carter’s argument that the doing connects the ways of writing and knowing in and across disciplines. The way of doing impacts the ways of writing in a discipline, and the writing forces us to ponder the doing which creates the knowing. The disciplines or communities individuals participate in create a specific way of doing. After interviewing Phil Dunn, director of the Engineering Technologies programs, I recognized that engineering students learn a set of skills that forces its student to use a procedural way of doing. This step by step mindset of the doing is established as a result of the requirements of our discipline. This way of doing in the disciplines also has a major influence on the ways of writing and knowing outside the discipline. The doing establishes a relationship that impacts both the writing and knowing in and across disciplines. Also, the knowing has an impact on the ways of doing and writing. These concepts are interchangeable; one influences the other depending on the situations individuals are faced with. Critical situations arise and individuals chose their ways of doing and writing based on the knowing. This relationship among knowing, doing, and writing is largely impacted by the conceptual knowledge and procedural knowledge of the discipline. The way of doing seems to be the common link between the knowing and writing in the disciplines. The crucial link to understanding the disciplines as a way of knowing, doing, and writing is to understand the ways of doing that characterizes the discipline. We now understand that the ways of doing, knowing, and writing are all interconnected whether inside or outside the discipline. The discipline or community individuals are a part of will influence the ways of doing across disciplines. The major argument is that the ways of writing or the choice in genre does not have to be specific within specific disciplines. Surely, there are genres common to disciplines but the discipline is not limited to only those genres. Based on the situation at hand, genre choices will change based on the doing, the knowing, and the commitments. Therefore, it is not the discipline that affects our choice in writing, rather it is the ways of doing and in part the ways of knowing that influence the writing. In conclusion, â€Å"the ties of writing, doing, and knowing should not be emphasized as writing in or out of the disciplines but as writing of the disciplines. † (Carter, 415)

Why School Is Boring Cause Effect - An Essay Sample For Future Teachers?

Why School Is Boring Cause Effect - An Essay Sample For Future Teachers?'Why school is boring cause effect' is a pretty popular choice for an essay topic. The question is always asked with a preposition and a verb, and it is normally used to give you an insight into the different activities going on at school. The essay will generally be focused on this in-depth, yet generally serious debate. This can be a bit tricky, as your students will not be that knowledgeable on what is a good essay topic and what is not.Most students these days are not well-versed in the art of composition. They are highly interested in history, philosophy, literature, etc. They are not familiar with grammar. This means that they are unaware of the art of essay writing, nor do they know what to write about. A simple 'Why school is boring cause effect' essay will not suffice here.Students would most likely want to ask a question as to why. When they do, they would most likely refer to a certain incident or even t. They will probably go on to explain what they think caused this occurrence. You should be able to relate to this question in the essay. Students should be able to point out some specific events when you address this issue.When you have explained why, you can go on to answer this specific incident. If you have done that, you have tackled this topic. With that, you will be able to conclude the essay and have your students satisfied. They should be happy about having learned something new and be able to apply this information in their future lives.Your students would not only need to learn about how things work in different schools, but you should also teach them the importance of learning about culture. Many students do not realize that this is a very important subject. They may be confused with the terminology and be unable to understand the concepts. You should be able to instruct them on the basic basics of this area of study.One of the most important concepts to discuss would b e the question of rights. Students should be aware of their rights, and this is more so in schools where their rights are being infringed upon. They should be aware of their rights as individuals and be able to identify themselves with each other. This is very crucial in the society today.In the present day, rights have been largely reduced or removed from their proper level. While teachers and professors do their best to protect the rights of students, parents and teachers have to raise their voices as well. The rights of individuals should be defended. These are your responsibility, but it is better to fight for them.'Why school is boring cause effect' is an excellent topic for you to explore if you are a teacher. You should also be aware that students will need to be taught how to defend their rights and how to become active participants in the society and in their communities.

Pert Essay Example

Pert Essay Planning and control–Critical Path Method (CPM) amp; Progamme Evaluation and Review Technique (PERT) Explain what is meant by the Critical Path Method (CPM) and the Programme Evaluation and Review Technique (PERT), as used in project planning and control? Department A is performing a system upgrade project with the following tasks, duration and task dependency relationships. Critical Path Method (CPM) The critical path method (CPM) is a step-by-step technique for process planning that defines critical and non-critical tasks with the goal of avoid time-frame problems and process bottlenecks.The CPM is ideally suited to projects consisting of many activities that interact in a complex method. Programme evaluation and review technique (PERT) The programme evaluation and review technique, or PERT as it is universally known, had its origins in planning and controlling major defence projects in the US Navy. PERT had its most spectacular gains in the highly uncertain environment of s pace and defence projects. The technique know that activity period and costs in project management are not decision and that probability theory can be applied to estimates, as was mentioned earlier.In this type of network each activity period is estimated on an optimistic, a most likely and a pessimistic basis. CPM and PERT are project planning and control. 5 5 4 4 2 2 2 3 1 1 1 Start 6 6 3 3 2 1 End 1 the project duration is 9 days Task 1,2,4,5,6 are critical path. Task 3 is not in critical path , If task 3 delayed for 2 days will be no effect in the critical path. If crash project schedule to 8 days, we have to employ labor and over time to work in the task.

5 Tips for Improving Reading Comprehension

5 Tips for Improving Reading Comprehension The idea that you either read for pleasure or for learning is misleading. It is, of course, possible to do both. Still, you shouldnt necessarily approach academic reading the same way you approach a beach read. In order to read and comprehend a book or article for school, you need to be much more intentional and strategic. Understand Genres and Themes In most reading tests, the student is asked to read a passage and predict what might happen next. Prediction is a common reading comprehension strategy. The purpose of this strategy is to make sure you’re able to infer information from the clues in the text. Here’s a passage to clarify this point: Clara gripped the handle of the heavy glass pitcher and lifted it from the refrigerator shelf. She didn’t understand why her mother thought she was too young to pour her own juice. As she backed away carefully, the rubber seal of the refrigerator door caught the lip of the glass pitcher, which caused the slippery handle to slip from her hand. As she watched the pitcher crash into a thousand pieces, she saw the figure of her mother appear in the kitchen doorway. What do you think will happen next? We could infer that Clara’s mother reacts angrily, or we might guess that the mother bursts into laughter. Either answer would be sufficient since we have so little information to go on. But if I told you that this passage was an excerpt from a thriller, that fact might impact your answer. Similarly, if I told you this passage came from a comedy, youd make a very different prediction. It is important to know something about the type of text youre reading, whether it is a nonfiction or a work of fiction. Understanding the genre of a book helps you make predictions about the action- which helps you comprehend it. Read With Tools Any time you read for the sake of learning, you should be reading actively.  To do this, youll need some extra tools. For example, you can use a pencil to make annotations in the margins of your text without doing any permanent damage to the book. Another good tool for active reading is a pack of sticky notes. Use your notes to jot down thoughts, impressions, predictions, and questions as you read. A highlighter, on the other hand, is usually not as effective. Highlighting is a relatively passive act when compared to note-taking even though it may seem like you are engaging with the text by highlighting it. However, highlighting during a first read can be a good way to mark  passages that you want to revisit. But if a passage impresses you enough to highlight it, you should always indicate  why it impresses you, whether on the first or second read.   Develop New Vocabulary   Its a no-brainer that you should take the time to look up new and unfamiliar words as you read. But its important to make a log book of those new words, and revisit them long after youve finished reading that book. The more we study a subject, the more it sinks in. Be sure to keep a log book of new words and visit it often. Analyze the Title (And Subtitles) The title is often the last thing to be adjusted once a writer has finished writing. Therefore, it may be a good idea to consider the title as a final step after reading.   A writer will labor hard and long on an article or book, and often the writer uses many of the same strategies that a good reader uses. Writers edit the text and identify themes, make predictions, and annotate.   Many writers are surprised by the twists and turns that come from the creative process.   Once a text is completed, the writer may reflect on the true message or purpose as a final step and come up with a new title. This means you can use the title as a clue to help you understand the message or purpose of your text, after youve had some time to soak it all in.

Extended Schools in UK Essay Example | Topics and Well Written Essays - 4000 words

Extended Schools in UK - Essay Example It has thus a host of multifarious activities to perform as a 'cornerstone' of the emerging 'knowledge economy' and the 'hub' of the community life. In this essay we explore the theory and practice of, and the issues around, extended schooling. The discussion would be more meaningful against the background of the history of the concept of 'extended school' and its implementation. We, therefore, turn first to a short 'review of the literature' on extended school in the following section. The scheme of extended schooling first appeared as a 'full-service schooling' initiative in the United States and has been functioning there as part of the school system for a number of years. Some of these services have included the provision of welfare amenities of health and cleanliness, support services in the form of school counsellors, and various sports and youth activities. However, the recent interest in 'full-service' schooling has its origins in the remedial or ameliorative concerns, which appear to have been basically transplanted into the extended schools in England. The focus has been on the provision of health and social care services. The new community schools in Scotland (1999) was said to have been the first major implementation of the 'extended school' scheme in the UK. In Wales, the idea of community-focused schools has been used to investigate the need and feasibility of a similar provision. However, the idea of providing different services on school premises is hardly new (Walker et al., 2000; Tett, 2000; Raham, 1998, 2000; Smith, 2001). Since the nineteenth century there have been various examples of schools offering medical and welfare services alongside their traditional activities of teaching. Dryfoos has argued that the original model was that of the school-based health and social services centre where services were brought in by outside agencies in concurrence with school personnel ( Dryfoos,1994, p.142). They were to be 'one stop, collaborative institutions' (ibid, p.13). As to what elements should now be present in the concept, Dryfoos seems to be of the view that such a service package should include both 'quality education' and 'support services' (1994. p.13). The underlying principle behind the concept of the full-service or extended school is based on the recognition that schooling, for many, would become meaningful only when 'a range of welfare and health services were in place' along with quality teaching (Smith, 2001a). Soc ial disadvantage must be addressed in order to effectively tackle educational underachievement (Olasov and Petrillo, 1994; Carlson et al., 1995; Raham, 1998; Smith, 2001). Dryfoos (1993) has noted that the impetus for the development of the full-service school approach emanated from the recognition that the schools were often unable to cope adequately with individual student needs in areas such as the social, health, emotional and cultural requirements of their pupils. Hence, much of the literature is based on the premise that 'schools cannot do it alone' in the light of the multiple challenges they, and their students, families and communities face (Dryfoos, 1994,). Schools in UK have to cope with problems

How to increase cardiovascular health in the US population with Essay

How to increase cardiovascular health in the US population with diabetes - Essay Example Participation in physical activities among the girls also diminishes greatly as they grow up. This affects them significantly and makes them to be prone to diabetes. According to the American Heart Association, people who are prone to cardiovascular diseases range above 50 years. Many a time and often, cardiovascular diseases have been associated with men. However, women also suffer from heart diseases almost 10 years later. 25% of most old people who suffer from the cardiovascular diseases have little physical activities. 40% of women have excess cholesterol that lead to heart congestion thus strained blood flow. The adolescent especially those who spend a lot of time on TV consume more calories and they eat food rich in fats, they drink more sodas, and take a lot of juice. Some researchers have established that eating while watching increases satiety of eating, which make one to overeat thus increase of weight. Due to the curiosity of the advertisements, adolescent often take the s ugary food on adverts. People who spend a lot of time in office work, which does not involve a lot of physical work also run the risk of gaining more weight than necessary. People who do manual labor are less likely to develop cardiovascular diseases due to their physical engagements that automatically lead to the burning of too much calories. The obese people are also involved in this study. Obese people are likely to suffer from cardiovascular diseases. They thus need immediate attention for them to be safe from the dreadful complications. Seeking to know the means of transport each category of the research participants uses can help in determining whether their bodies get some form of exercise; for example, those who ride on bicycles most of the time a less likely to suffer from cardiovascular complications than those who depend on vehicles. Finding out the hours one spend in watching TV helps the group to determine the major cause of

Diamond cites multiple factors Essay Example for Free

Diamond cites multiple factors Essay A tale of two very similar farms, 500 years apart in time, in Montana and in Greenland respectively, sets the scene for Jared Diamond’s romp round the known world with an ecological bee in his bonnet. One farm prospered, and the other collapsed. Here ends the first reading, and sure enough, another few dozen parables of human folly follow immediately after. The book reads like a sequel to Diamond’s Pulitzer Prize winning title of 1997: Guns, Germs and Steel: The Fates of Human Societies even though the focus this time is more firmly on the societies that failed. The same cherry-picking formula is used, and the same breezy tone makes Collapse a fairly easy read, despite its heavy theme and expansive range. The book’s central thesis is that it is geography, more than history, that ultimately causes the demise of individual human communities and societies. This is perhaps not surprising from a professor of geology and physiology at the University of California in Los Angeles. The frozen wastes of Greenland and the striking stone heads of Easter Island are presented as grim reminders of past civilisations. Diamond cites multiple factors such as environmental change, climate change, hostile neighbours, loss of trading partners and a poor response to emerging environmental problems as the causes of decline and ultimately the collapse of these societies. He is at his best when he talks about smaller, more isolated and pre-industrial groups, putting us all in mind of an earlier time when people generally lived in villages rather than cities. The book shifts, however, and applies the same kind of analysis to large city-based civilizations like the ancient Maya of South America and more mixed modern economies such as China and Australia. In these cases, as they say, the plot thickens and when Diamond gets his crystal ball out, he predicts that China, â€Å"the lurching giant† will have to apply its typical top-down draconian pressures to environmental issues in the same way that it enforced a strict curb on the birth rate. Diamond’s innocuous description of China’s brutal one child ruling as â€Å"family planning policies †¦ bold and effectively carried out† underplays the culture shift that would need to occur if ever a western democracy were to try a similar tactic in aid of environmental reforms. One can’t help thinking that Diamond has not yet got his head round the concept of globalization and the astonishing capacity that modern democracies have for technological solutions to the old crises of supply and demand of raw resources. His rather glib conclusion â€Å"Globalization makes it impossible for modern societies to collapse in isolation†¦ for the first time we face the risk of a global decline† simply expands the primitive pattern to a bigger scale. This book is a wake up call. Some of its claims are exaggerated, as when the situation of modern Australia is compared to â€Å"an exponentially accelerating horse race† which for Diamond means â€Å"accelerating in the manner of a nuclear chain reaction. † The metaphors may be hopelessly mixed, but the point he is making is clear and critically important. After a leisurely wander through most of human civilisation as we know it, Diamond draws sobering conclusions about the cost of mistakes that we should, theoretically at least, be able to predict and deal with before they become fatal and final errors. While we may not be able to agree with all of his conclusions, we certainly are in debt to Jared Diamond for providing us with, yet again, a gripping sequence of well-drawn episodes and plenty of food for thought.