Pearson ALC English 12 Students: English 12: Literacy of High School Graduates

Monday, June 2, 2008

English 12: Literacy of High School Graduates

Post your completed personal reaction essay here by 6 p.m. on Tuesday, June 3.

10 comments:

Brad said...: Looking at Student Literacy

“Students routinely fail; some fail multiple times, and some will never pass, because they cannot write a coherent sentence.” So says Professor X, an anonymous college writing instructor who teaches Introduction to College Writing to the many college students “who are in over their heads.” Writing in this month’s Atlantic Monthly, it is interesting to look at our assigned articles in the light of a third, “In the Basement of the Ivory Tower.”

Perhaps Crawford Kilian is a bit too blasé about students being “all right.” His argument, that when students “see a real need to master basic skills, [they] will work hard,” stands in contrast to Professor X’s article, where we find students who “fail multiple times,” and learn that he finds “Remarkably few of my students can do well in these classes.” Not for lack of trying either, but he will “fail nine out of 15 students.” How would Kilian respond to writers who “rarely, if ever, approach base-level competence”? I feel Kilian is right for those students who would have been “all right” in any case, but not for those who lack the ability to recover.

But is the expectation that the high schools can succeed in providing students with these complex skills realistic? Think of Professor X and how, in small classes, he passes fewer than half of his students and that many fail repeatedly. How could a high school teacher, with more than 100 students, many of whom would have “the equivalent of Grade 9 writing skills” mentioned by college professor Bernie Gaidosch in Caroline Alphonso’s article, fare any better? I doubt it. Unfortunately, I side with Professor X on some students attempting to go to college: “that they lack the most-basic skills and have no sense of the volume of work required; that they are in some cases barely literate.” Few high school teachers can even begin to address these kinds of deep and complex deficits.

Looking at the three articles, I am left feeling a bit frustrated. We tend to seek someone to blame when faced with an incontrovertible fact: we are not all equal in our intellectual abilities. In the end, Professor X seems most honest. Our higher participation rates in post secondary has served one purpose at least. They amply demonstrate the differing capabilities of the broad human population.

—first draft by Brad Hyde on Monday, June 2, 2008 (388 words)

http://www.theatlantic.com/doc/print/200806/college
(to see Professor X’s article copy and paste the address into your browser); June 2, 2008 at 10:58 AM
andrew said...: Say NO to Illiteracy

“The average cost on graduation party for a high school student in Canada increases dramatically from 60 dollars to 200 dollars, spending on hotel, SPA, clothes and car rental.”(www.westca.ca) While these kids are celebrating the most important moment in their lives, is there any of them could perceive “academic spies”, who is described as “Sherlock Holmes types” and whose job is “poring over stacks of test scores”, are keeping an eye on them?

To be frank, I am so shocked by the “literacy issue” of high school grads that “so many students don’t know the difference between ‘then’ and ‘than’,” according to Caroline Alphonso’s article. Back to China, it is just as impossible as a graduate doesn’t know how to calculate a problem like “1+1=?”; on the other hand , I don’t think “aptitude” would be the factors that matter--the difficulties when professor Kilian are “decoding the Korean” doesn’t equal the incapability of literacy acquirement. Obtaining necessary writing and Math skills is supposed to be the fundamental for high school grads to go further, no matter which first language they use.

We are all aware that the burden on the shoulders of either elementary or secondary school students in Canada is way too eased than in the most other countries, but that shouldn’t be the excuse about the more and more illiterate students in the college. Those illiteracies, who can easily and professionally chat on Facebook or upload their birthday party clip on the “YouTube”, don’t recognize the need to possess basic skills until they face the crisis of being kicked out of college. To open more programs to intend to fix the problems won’t be the ideal and essential way to solve it but truly show the world how tolerant the Canadian college is.

Professor Kilian says “the more individual attention that students get, the faster they will improve”, which I totally agree; but the point is, when is the perfect time the students should arouse this attention? I believe, we have to say no to illiteracy within high school. That means, increase the graduation standard and set strict requirements for entering college. Hopefully let the outer factors make the individual know the needs as early as possible.

As an immigrant who is still struggling with writing skills, my opinion would sound awkward. But as a Canadian, I really hope when these graduates are celebrating their victory over high school, the 200 dollars are well spent and self-confidence and proud are truly inside their bodies.

(418 words); June 2, 2008 at 8:02 PM
Lola said...: Overrated Literacy

The two articles, “Universities try…” by Caroline Alphonso and “Is Literacy Overrated?” by Crawford Kilian, talk about their different opinions for the lacking literacy skills among high school graduates. Which attitude is more efficient to help our young generation— “dire?” or undisturbed?—two authors give us their answers. Mostly, I accept Mr. Kilian’s analysis. I think we should recognize and adapt the present situation and give up always investigating the responsibility as well.

What level can reach the enough basic literacy to all graduates?

One of my friend’s son entered Simon Fraser University last year. He finally got a happy relief from the painful Shakespearian language and writing homework which he had to study hard in the high school since he will be taking the Business Financial program in University. He has talents in calculating however, he is very weak in literacy, so it’s easier to him to understand a theory instead of writing a poem. I don’t want to deny the importance of reading and writing skills, but we also need to adjust our standard about what the sufficient language skills would be requested to the students who have different career passion. Do we really need that all student must understand “when (and why) to use ‘the’ and ‘a.’？”

Don’t be afraid to fail

Eliminate through selection or competition hasn’t only negative side to those failed student. They would learn to take the challenge and to face reality. They would understand themselves better than before. Youth has this kind of privilege to try something until they find out their strengths. In my opinion, providing as many as possible opportunities for them to enter university is an excellent way to assist them to deal with their future, even thought there is high risk to be failed.

Education is a life-long task

No matter high school or university, one of the main purposes is to train our youth to know how to gain knowledge in their entire life. Giving them a set of fishing tool is better than giving them a fish. In addition, just to graduate from university isn’t an end to our education. People need to take a life-long road to continue education. They probably don’t qualify for literacy when they transfer to university, but, one day, they would catch up the lack. If they have all capabilities already before school, then, some teachers would quit their jobs at all.

Changing is constant

The development of the technology brings the countless changes in all areas. “To be upgraded” already became a daily concept in the modern society. The various abilities are required by diverse job market. Literacy is very important to most students, but, we still have to admit that sometime overrated literacy would cover up some students’ intelligences. (464 words); June 2, 2008 at 10:34 PM
CATALINA19 said...: Treated as an Individual

English requires concentration and effort; students can’t learn properly because
they are not having the right environment to develop their skills. Students learn at
a difference pace and we can’t expect the same results at the same time for the
whole class. Therefore; to be successful in this subject is important to have
motivation, perseverance and good training. How can we achieve this? How can
we obtain the student’s interest and attainment? It is important to evaluate each
student and to study their personal situation.

Each student needs an individual examination. Writing is not an easy task
because is the action of developing thought. Therefore; the student has to be
conscious of his roll of creator. The teacher has to be able to recognize the type
of student he is dealing with – his aspirations, personal concerns, weakness and
capacities- to get the most from his potential. Hence, the student will feel
motivated to write and to improve his writing skills, such grammar, punctuation
and structure. Nowadays students are treated generally and this is affecting their
basis which eventually will affect them in collage or university. “ I have seen
students present high school English grade over 90’s, who have not passed our
simple English test. And I don’t know why” Well, is simple, students aren’t been
taught what they need to know to confront superior education. They are being
cut off since the beginning, and they develop terror towards English. To write
properly requires motivation and confidence and it has to be injected in the early
years of elementary high school through a personalized education.

Personalized education helps to understand each student’s weakness and
strengths. This type of education should be continuously used in Canada
because as a multicultural country faces a challenge to adopt newcomers
everyday. As an immigrant, I know how hard it is to untie the bonds of my mother
tongue, but as an immigrant I also understand that I must assimilate and learn
proper English. Immigrants must follow a different learning process that provides
a suitable environment to fully develop their skills at a reasonable pace. In high
school students can’t be dumped in regular classes after only three months of
ESL because they don’t have enough basis which are going to be missed during
the hard process of assimilation. And that is the big failure, “ My classes include
immigrants from Russia and Japan who still don’t understand when (and why) to
use “the” and “a” “. How are these students going to do in collage? Canada’s
education needs to be more personalized, specially with immigrants, who
represent a big percentage of the population and part of the struggle of
universities and collages nowadays.

Knowing the student’s writing capacities and weakness leads to an easier and
more efficient learning process. To achieve this knowledge is important to treat
the student as an individual to let him develop strong motivations. These
motivations will noticeable increase his learning capacities because writing
requires personal effort and discipline.

499 words; June 3, 2008 at 12:58 AM
Sunny said...: Is an Overreaction?

After I read the two articles—“Universities try to cope with students lacking basics” by Caroline Alphonso and “Is Literacy Overrated?” by Crawford Kilian, I am confused with the fact why a high school graduate who lacks basic English and math skills can enter the university.

I stand the side of Caroline Alphonso. She gives a lot of examples that the professors describe. “These students struggle to string together a sentence, let alone form a paragraph.” “So many students don’t know the difference between ‘then’ and ‘than’.”… “It’s a perplexing problem that has become the topic of much debate on university and college campuses.”　Why it happens that “about 25 percent of the students fail each year”? If a student wants to go to university, he must prepare a lot.

Kilian said that the students are “all right”, but not for those who lack basic skills in universities. In my opinion, the basic English and math skills are necessary for all of the students, no matter if they will go to university or not. Kilian compares the students now to their parents in old days, but I think the demands should be different in different times. The modern society is developing quickly, so kids should learn more and more knowledge for living. Their skills will determine how well they can do for the society. Kilian said, “When they see a real need to master basic skills, students will work hard to do so.” Why the children don’t realize that they should prepare earlier?

The best time for kids to obtain the basic skills is in elementary and high schools. Kids living in Canada are lucky because many children even don’t have chances to go to schools in many other countries. Studying is the children’s main goal, so they should master what they are taught in the schools. Parents and teachers have responsibilities to encourage kids not to waste the golden time.

Another fact is that the high school may not provide each student the same service, and the individuals are not equal in learning abilities. Those who have enough capabilities can enter the universities, otherwise, they can’t. If the universities’ doors open too wide, it will waste the professors’ time to teach suitable students the academic programs. “SFU will get down the basics next year, focusing on math and English marks.” mentioned by Caroline Alphonso’s article. It is a good way for the universities to select the right students. After the universities determine the requirements of starting standard, there will be no overreaction about the skills which students have.; June 3, 2008 at 1:35 PM
Sunny said...: 433 words; June 3, 2008 at 1:38 PM
Victoria said...: I consider this material as shocking.

Being experienced in continuing education in Europe, North American problem seems very serious.

“The University of Ottawa has taken the extraordinary step of hiring two full time statisticians who have the unique job of weeding out students at risk of academic disaster early in school year.” – this fact made me wonder if Universities want to give knowledge to students. Instead of hiring people to “weed out” (horrible terminology) week students they better offer a program to prepare young people for future education, consult them with what they have to do in order to get to University and successfully study in one.
It seems to me that school and University politics are not on the same page. They lay the blame on each other. They have to start working together and make changes in both institutions.
The school structure is lacking its focus on basis of math, literature, and grammar – the core of all studies in University. No wonder that “So many students don’t know the difference between “then” and “than.”” I believe that for a person who spent twelve years in Canadian school it is a shame. I support angry professors of numbers of Universities in their agony about teaching these kids basics of English and math.
School has to become stronger, harder. European students get the list of literature that has to be read over summer and this list is longer than the list of all books Canadian students have read over the school years in total. Why we don’t make our kids read more? It is obvious that they prefer to play instead, but their brains are developing and if we don’t teach them how to work hard while they are in school they will struggle later in life. It would not be out of place to learn more, even if a student is not planning to attend University afterwards.
Universities on the other hand, closing eyes on school structure and making their programs harder year after year for spite schools. The result is more and more students are unable to study in Universities.
Crawford Kilian believes that this is unnecessary to raise the alarm because this all comes to two different generations unable to find a compromise. “Complaining about student literacy as just another autumn ritual” he says. It may be true, but these complaints (if we can rely on the source) are not vain. The facts that 25 per cent of students fail each year and that 40 per cent of surveyed professors teach lack the basic skills for university-level work speak for themselves.
I hope that for children sake Universities and schools forget about politics or at least combine them in one efficient politic towards increasing the level of education in Canada.
(463) First draft; June 3, 2008 at 4:40 PM
zara said...: College Student’s Problem

Learning is a long process and that not only depends on an individual capabilities but it also depends on the society, environment, equipment and many other factors around the individual that help the learning process successful. Therefore, because of the complicated nature of the learning process it is impossible to find a quick solution for this progressively more serious problem for post secondary institutes. In regards to Caroline’s article which consider problems such as: grade inflation, visual world, and jam-packed content during high school I believe these problems defiantly contribute to the overall lack of literacy but because these identified problems constitute only a portion of the problem we consider many other factors to be able to fully understand the problem.

One of the main factors for lack of literacy in graduating high school students is method of teaching in post secondary institutes is very different from the teaching methods used in highs school. In high school the classroom sizes are much smaller which allows the teacher to attend to individual student’s needs and help each student with their problems. However, in a university class there are more than 300 hundred students which make it difficult to for the professor to pay attention and listen to student’s needs and complaints. Also the teaching method is different; in high school the teachers teach the material in simpler and more detail manner in a “hand holding method”. Unlike in university where the is more on self learning which consequently results in the professors presenting the material in a more condensed form without any extra details which is can be hard for some student who are more used to the hand holding method of teaching used to have more details.

I agree with Crawford Kilian who stated in his article that “it is a waste of time to complain about what they should have learned in high school “. I also believe, instead assigning the blame only to the high schools is not very productive and instead we must begin to acknowledge the different teaching methods between high schools and universities and both institutes must move to a common ground.. As a mother of two university students I witnessed first hand my children’s struggle in transitioning between high school and university and therefore, I believe that the individualized method of teaching and assistance is the most effect method of helping students with their literacy skills.

Therefore, I believe that Crawford’s article is more realistic and practical with dealing with literacy because he talks bout the subject he has experience with for more than 30 years and he has firsthand experience with struggling students. So, every individual is different and they have different strengths and weaknesses and they must get individualized help to reach their goals. (467 words); June 3, 2008 at 5:31 PM
Claudia said...: This comment has been removed by the author.; June 4, 2008 at 1:33 AM
Claudia said...: Suck it up!

Reading and analyzing the three articles by Killian,professor X, and Alphonso has given me a better picture in regard to literacy in English and Mathematics at Universities in North America among high schools graduates.

“Complaining about student literacy is like complaining that not all musicians have the perfect pitch” Killian states in “Is Literacy Overrated?” I completely agree because not every pupil has the same capacity of knowledge in literacy (even though they got a “B” as a final mark),so when is the time to show their ability, they seen like a plane makes a sudden crash in their first year because it feels they cannot accomplish the basic skills.

For example, students are not ready for bigger classes; they feel intimidated not to be able to talk to the professor directly. The only option to be noticed is when the student writes every assignment, and then the teacher may approach.In fact,what it really matters at the end is to have an aptitude to strive and to do a great performance-not just enough-.So,they can survive the long journey they may need to travel.

The opposite, Alphonso writes “some officials blame grade inflation at the high school level”. I certainly think they love tolook who to blame for the broken plates,so they can always criticized professors. But I must respond to them:

“I am, sorry itis done! “ “Move on!”

Unfortunately,I believe officials are not trying hard enough to preoccupy to find out a remedy for this issue, and they just seem to enjoy playing the ball. Perhaps, complaining and regretting will not help to improve resolutions because they are just contributing to spoil the rest of the apples with this attitude.

“They work during the day and come to class in the evening” Professor X states “In the Basement of the Ivory tower”,I couldn’t be more agree with him because not every student is able to afford to go to university. Perhaps, the system should be concern about how to make more affordable to enrol to a post secondary course without taken a full time job. In other countries (Mexico, or China) students don’t have to worry because university education is public and funded by their own government.I truly believe if universities would n't gleam as a golden mine,we could it make an immense improvement in North America.

I guess my expectations were quite higher when I first move to North America, but now that I have live for almost twelve years, I understand better the level of literacy between teenagers. We need to start working towards a goal, so we won’t see our children growing up in an illiterate world.

456 words.; June 4, 2008 at 1:40 AM

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Monday, June 2, 2008

English 12: Literacy of High School Graduates

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