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ADVANCEDSOCIO‐CULTURALPERSPECTIVESONEDUCATION EDME502
FALL2013—OCTOBER27‐DECEMBER21_____________________________________________________________________________________________________
Instructor: ObedMfum‐MensahContactInfo: OMfum‐[email protected]: 796‐1800x7380Office: BOYER404OfficeHours: MWF:1:00‐2:00 Alsoavailablebyappointment
Faculty Expectations of Students:
ClassNotes,PowerPoints,Videos,etc.willbeavailableintheResourcessection,ModulesandPagesofthecourseCanvas .PPTsmayincludevideos,voicerecordingsand/oradditionalrequirementsfortheweek.WeeklySchedule:Atthebeginningofeachweek,Iwillpostanannouncementthatwillgiveanoverviewofyourrequirementsforthatparticularweek.ThesearealreadypostedinthecalendarofthesyllabusandintheassignmentssectionofCanvas.Also,besuretoreadthroughtheentirecourseschedulesoyoucanplanahead.Itisyourresponsibilitytokeepupwiththerequirementsandduedates.Announcements:Pleasemakesurethatyoureadtheannouncementseverytimeyoulogintothecourse.Thesewillbeupdatedregularlywithimportantcourseinformationandbesimultaneouslysentviaemail.InstructionalTime:Studentswillspendapproximately5.25hours onaverage perweekreadingPPTs,watchingtherequiredvideos,completinganduploadingjournalingofrequiredreadings,aswellasreadingpostsandsubmittingpostsonlineinthediscussionforums roughlyequivalenttoclassroomtime–alsocalledinstructionaltime .Additionaltimewillberequiredfortextreadingandassignmentcompletion roughlyequivalenttograduatelevel,outofclassworktime–alsocallednon‐instructionaltime .Theestimatedtimefortheinstructionalandnon‐instructionaltimeispostedinthechartattheendofthesyllabus.The42hourminimumof“instructionaltime”ismandatedbythePennsylvaniaDepartmentofEducation.RequiredweeklyInstructionalIT andNonInstructional N‐IT hoursareclearlylaidoutintheweeklyschedule.theschedule.Asynchronous/SynchronousLearning:Thiscoursewillrequirethreesynchronouslearning,whichmeansthatstudentswillneedtoworkindependentlyattheirownpacewithincertainscheduleconstraints/limitations.ThreesynchronouslearningexperiencewillbeconductedviaAdobeConnectduringthiseightweekcourse seecourseschedule .Studentswillberequiredtologonsimultaneouslysothattheclasscandiscussthetopictogether.
CourseDescription:Thiscourseprovidesanoverviewofthetheoreticalbasesandpracticalimplicationsofsocio‐culturalvariablesoneducation.Itemploysmultiplesocialtheoriesasanalyticalframeworkstoprovidenewinsightsforstudentstobecriticaloftheeducationalpoliciesandpracticeandtopromotepluralismofstudents,theircommunities,andteachers.Itfocusesonknowledge,reflection,andaction praxis asthebasisforsocialchangeandincludesthestudyofsocio‐culturalvariabilityanddiversityincludingEnglishlanguagelearnersineducationalsettings.
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ProgramObjectives:1.Fostercollaborativerelationshipsamongstudents,families,andeducatorstofosterthewell‐
beingofalllearners.2.Demonstrateinterculturalcompetence.3.Communicateeffectivelywithabroadrangeofaudiences.4.Recognizethesociopoliticalrealitiesofschoolsandworktoempowerallstudentsand
families.5.Buildandmaintainhospitableprofessionalenvironments.6.Prevent,manage,andresolveconflictwithinandbetweengroups.CourseObjectives:1. Examinefromdifferenttheoreticalperspectives,thenatureofinter‐grouprelationsinU.S.
societyinordertoshedlightonthecausesandcomplexdynamicsofracism,classism,linguicismandotherformsofdiscriminationandinter‐groupconflict.
2. Describehistoricalandcontemporaryexperiencesandcontributionsofdifferentminoritygroupsandotherunderrepresentedgroups.
3. Analyzetheinfluenceonlearningofsuchvariablesasrace/ethnicity,class,language,gender,religion,geographicallocationamongothers,andtounderstandhowdiscriminationbasedonthesefactorstranslatesintoschoolstructures,policies,andpracticesthatperpetuateinequality.
4. Analyzehowsocialstructuresofrace,class,gender, dis ability,andsexualorientationcreaterelationsthatprivilegesomeanddenyopportunitytoothers.
5. Examinehowrace,ethnicity,gender,socialclass,geographicallocationsamongothervariablesfeatureasimportantareasofcontestationintheprovisionofeducationintheUnitedStates.
6. Developasoundphilosophicalandpedagogicalrationaleformulticulturaleducationandcriticallyexaminesoastointerrogateeducationalpoliciesandpracticesthatperpetuateinequalityandinstitutionaldiscrimination.
7. Reconcilethecontradictionofteacherandstudentandbecomecriticalco‐investigatorsthroughdialogue,naming,reflecting,andactinguponourrealityandcontrastingitwiththerealitiesofothers.
8. ArticulateandpracticeaninformedandfaithfulChristianresponsetodiversity,apluralisticsociety,socialjusticeandreconciliation.
LearningManagementSystem:WewilluseCanvasasourprimarylearningmanagementsystem.ResourcescouldbefoundonCanvassodovisitthesiteonaregularbasis.TextbookandOtherCourseMaterials inAPAformat :RequiredTextbookAdams,M.,Blumenfeld,W.J.,Castaneda,C.Hackman,H.W.,Peters,M.L.andZuniga,X. 2013 .ReadingsforDiversityandSocialJustice 3nd .NewYork:RoutledgeItisveryimportantthatstudentshavethe3rdedition Companionwebsite:http://cw.routledge.com/textbooks/readingsfordiversity/
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Additionalrequiredreadings ExceptthoseIhaveindicatedthatIwillprovideorhaveprovidedalink couldberetrievedthroughMessiahCollegeLibrarySeeinstructionsonhowtoretrievethearticlesInstructionstoretrievethearticlesfromMessiahLibrary:GotoPeriodicalslistonlibrarywebsite.SearchtitleofJOURNAL notofarticle .Followlinktowhereyoucanchoosethedateofthearticle&thenscrolltothecorrectpages.1. Allen,RickeyLee 1999 .ThehiddencurriculumofWhiteness:WhiteTeachers,WhiteTerritory,
andWhiteCommunity.AERA.ERICDocument.RetrievedMay24,2012, instructorwillprovidePDF
2. Anyon,Jean. 1980 .Socialclassandthehiddencurriculumofwork.JournalofEducation
162 1 ,67‐92.RetrievedMay24,2012,from InstructorwillprovidePDF 3. Asani,Ali,S. 2003 ."SoThatYouMayKnowOneAnother":AMuslimAmericanReflectson
PluralismandIslam.AnnalsoftheAmericanAcademyofPoliticalandSocialScience,Vol.588,Islam:EnduringMythsandChangingRealities Jul.,2003 ,pp.40‐51. Retrieved May 24, 2012
4. Barakert,J.&Cleghorn,A. 2008 .TheoriesofSchooling.SociologyofSchooling.Pearson
instructorwillprovidePDF
5. Cole,Michael 2010 .What’sculturegottodowithit?EducationalResearchasanecessarilyinterdisciplinaryenterprise.EducationalResearcher,39 6 ,461‐470.RetrievedMay24,2012
6. Jones,R. 1999 .Idon’tfeelsafehereanymore.RetrievedMay3,2012,from
http://www.nsba.org/IDontFeelSafe7. McIntosh,P. 2000 .WhitePrivilege:UnpackingTheInvisibleKnapsack.RetrievedMay3,2012,
fromwww.iub.edu/~tchsotl/part2/McIntosh%20White%20Privilege.pdf8. Moll,L.C.,Amanti,C.,Neff,D.,&Gonzalez,N. 1992 .Fundsofknowledgeforteaching:Usinga
qualitativeapproachtoconnecthomesandclassrooms.TheoryintoPractice,31 2 ,132‐141.RetrievedMay24,2012from http://www.sonoma.edu/users/f/filp/ed415/moll.pdf
9. Moore,RobertB. 2009 .RacismintheEnglishlanguage.InOre,TracyE. 2009 .TheSocial
ConstructionofDifferenceandInequality4th.Boston,MA:McGraw‐HillHigherEducationinstructorwillprovidePDF
10. Namulundah,Florence 2010 .Gender:Thebusinessagendainschooling.Multiculturalism101:
ThePracticalguideseries chapter4;pp49‐66 .NewYork:McGrawHillCompaniesInc.instructorwillprovidePDF
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11. Ogbu,John,U. 1987 .Variabilityinminorityschoolperformance:aprobleminsearchofan
explanation.Anthropology&EducationQuarterly18 4 ,312‐334.12. Paris,JenellWilliams,&Schoon,Kristin 2007 .Antiracism,pedagogy,andthedevelopmentof
Affirmativewhiteidentitiesamongevangelicalcollegestudents.ChristianScholar’sReview36 3 ,285‐301.
13. Peña,R.A. 1997 .Culturaldifferencesandtheconstructionofmeaning:Implicationsforthe
leadershipandorganizationalcontextsofschools.EducationPolicyAnalysisArchives5 10 .RetrievedJuly19,2012fromhttp://epaa.asu.edu/ojs/article/view/611/733
14. Riehl,P. 1993 .FiveWaysToAnalyzeClassroomsForAnAnti‐BiasApproach.InTodd,C.M.
Ed. ,School‐ageconnections,2 6 ,pp.1‐3.Urbana‐Champaign,IL:UniversityofIllinoisCooperativeExtensionService.RetrievedJanuary2005fromhttp://www.nncc.org/Diversity/sac26_anti‐bias.analyz.html
15. Rosado,Caleb 1996 .Whatmakesaschoolmulticultural?RetrievedJuly19,2012from
http://www.edchange.org/multicultural/papers/caleb/multicultural.html,
16. Varghese,MM.andJohnston,Bill 2007 .EvangelicalChristiansandEnglishLanguageTeaching.TESOLQuarterly41 1 ,5‐31.
17. Wiggan,G 2007 .Race,SchoolAchievement,andEducationalInequality:TowardaStudent‐
BasedInquiryPerspective.ReviewofEducationalResearch77 3 ,310‐333Recommended Articles Bonilla‐Silva,E. 2002 .Thelinguisticsofcolorblindracism:Howtotalknastyaboutblackswithout
sounding“racist.”CriticalSociology,28 1‐2 .Christensen,L. 1990 .TeachingstandardEnglish:Whosestandard?TheEnglishJournal,79 2 ,pp.
36‐4.Delpit,L. 1995 .Educationinamulticulturalsociety:Ourfuture'sgreatestchallenge.InOther
people'schildren:Culturalconflictintheclassroom pp.167‐183 .NewYork:TheNewPress.Gay,G. 2002 .Preparingforculturallyresponsiveteaching.JournalofTeacherEducation,53 2 ,
106‐111.Gere,A.R.,Buehler,J.,Dallavis,C.,&Haviland,V.S. 2009 .Avisibilityproject:Learningtoseehow
preserviceteacherstakeupculturallyresponsivepedagogy.AmericanEducationalResearchJournal,46 3 ,p.816‐852.
Lawrence,S. 1997 .Beyondraceawareness:whiteracialidentityandmulticulturalteaching.JournalofTeacherEducation,48 2 .
Schniedewind,N. 2005 .“Thereain’tnowhitepeoplehere!”:Thetransformingimpactofteachers’racialconsciousnessonstudentsandschools.Equity&ExcellenceinEducation,38 p.280‐289 .
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Thomas,W.P.,&Collier,V.P. 2003 .Themultiplebenefitsofduallanguage.EducationalLeadership,61 2 .
Wong,S. 2000 .TransformingthepoliticsofschoolingintheU.S.:Amodelforsuccessfulacademicachievementforlanguageminoritystudents.InJ.K.Hall&W.G.Eggington Eds. ,TheSociopoliticsofEnglishTeaching.Tonawanda,NY:MultilingualMatters.EDUC537/601:FoundationsofMulticulturalEducationDr.AmyYamashiroFastTrain:Spring2012‐Online
Tatum,BeverlyDaniel 2003 .Whyarealltheblackkidssittingtogetherinthecafeteria?NewYork:BasicBooks
JournalsandWebsitesCulturallyResponsivePedagogyResourcesonSchoolRedesign.net
http://www.schoolredesign.net/srn/server.php?idx 886DebraPope‐Johnson—CulturalEducationResources
http://www.education.gsw.edu/johnson/MulticulturalEducation.htmDiversityandCulture,NationalNetworkforChildCare NNCC .
http://cyfernet.ces.ncsu.edu/cyfdb/browse_3.php?cat_id 5&category_name Diversity andCulture&search NNCC&search_type browse
ElectronicMagazineofMulticulturalEducationhttp://www.eastern.edu/publications/emme/ExcellentelectronicresourceproducedbytheNortheastandIslandsEducationalLaboratoryat
BrownUniversity.http://www.lab.brown.edu/tdl/tl‐strategies/crt‐principles.shtmlMulticulturalPerspectives.JournaloftheNationalAssociationofMulticulturalEducation.
http://www.leaonline.com/loi/orhttp://www.nameorg.org/resources.html.DefiningMulticulturalEducation fromtheMulticulturalSupersite :
http://www.edchange.org/multicultural/initial.htmlDefiningMulticulturalEducation fromtheNationalAssociationofMulticulturalEducation http://www.nameorg.org/resolutions/definition.htmlTeachingTolerancehttp://www.tolerance.org/teach/index.jsp Extra Books, Chapters, Articles Banks, J. A., & Banks, C. A. McGee (Eds.). (2003). Multicultural education: Issues and perspectives (4th
Ed.). New York: Wiley & Sons. Banks, J.A. & Banks, C.A. McGee (Eds.). (2001). The Handbook on Multicultural Education. San
Francisco: Jossey-Bass. Bush, M. E.L. (2004).Breaking the code of good intentions: Everyday forms of whiteness. Lanham, MD:
Rowman & Littlefield. Cochran-Smith, Marilyn (2004). Walking the Road: Race, Diversity, and Social Justice in Teacher
Education. New York: Teachers College Press. Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Clevedom.
England: Multicultural Matters. Erikson, F. (1996). Transformation and school success: The politics and culture of educational
achievement. In E. Jacob & C. Jordan (Eds.), Minority Education: Anthropological Perspectives (pp.27-48). Norwood, NJ: Ablex Publishing.
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Gay, G. (2000). Culturally responsive teaching: theory, research, and practice. New York: Teachers College Press.
LAB at Brown (2002). The Diversity Kit: An Introductory Resource for Social Change in Education. Providence, RI: Brown University. Available from http://www.lab.brown.edu/tdl/diversitykitpdfs/diversitykit.pdf
Lasley, T.J., & Mataczynski, T.J. (1997). Strategies for Teaching in a Diverse Society. Stamford, CT: Wadsworth Publishing.
Levinson B. (Ed.) (2000). Schooling the symbolic animal: Social and cultural dimensions of education. Lanham, MD: Rowman& Littlefield.
Nieto, S. (2002). Language, Culture, and Teaching: Critical Perspectives for a New Century. Mahwah, N.J.: L. Erlbaum.
Ore, Tracy E. (2009). The Social Construction of Difference and Inequality 4th. Boston, MA: McGraw-Hill Higher Education.
Sleeter, C. (2001).Preparing teachers for culturally diverse schools: Research and the overwhelming presence of whiteness. Journal of Teacher Education, 52(2), 94-105.
Vogt, L.A., Jordan, C., & Tharp, R.G. (1996) Explaining school failure, producing school success: Two cases. In C. Jordon & E.Jacob (Eds.), Minority Education: Anthropological Perspectives (pp. 53-66). Norwood, NJ: Ablex Publishing.
CourseRequirements: forassessmentofeachrequirementseerubricsonpp.16—19 Assignment1 Weekly :WeeklyJournalingofReadingMaterials 10% Studentsarerequiredtoreadaheadandreflectontheacademic literature foreachMODULEandsubmit on the date stated in the syllabus and course homepage. The exercise is meant to helpstudentsexamineconcepts,ideasandopinionsaroundsocioculturalperspectivesoneducation.Thereflective journalingof readingmaterials enables students to thinkabout the issuespresented intheliterature,developreflectiveandcriticalthinkingskills.Areflectivejournalisnotasummaryofwhatyouread,sodonotprovideone.Inreflecting,youmay: Discusswhatyouthink Reflectuponyourfeelingsinresponsetowhatyouread Relatewhatyoureadtopreviousexperience Discuss ideas you would like to explore in the future as a result of having read the
chapter/article/book Accountforlearningnewideasyouhadnotconsideredbefore Provideconclusionsyouthoughtofinresponsetothereading
Inpreparingtocomposeareflectivejournal,youmayaskyourselfthefollowingquestions: Whatideasfromthereadingscaughtmyattention? Whatideasfromthereadingswerenewtome? Whatismypersonalresponsetothereadings?Whatisthebasisforsucharesponse? WhatconclusionscanIderivefromthereadingmaterials? HowcanIimplementtheideascontainedinthetextsinmyprofessionallife?
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Note:Theabovearesuggestionstohelpyouthinkcriticallyaboutyourjournalentries.Youdonothavetoaddresseachone.Theyaremeanttohelpyougobeyondsummarization.Eachweek’sreflectionjournalshouldbe1pageinlengthanddoublespaced.Thereflectivejournalsaretohelpstudentsformulateideasforstrongandeffectiveparticipationinthedailydiscussions.Assignment2 Biweekly Forums 10% Instructorwillposequestionsrelatedtospecifictopicsandreadingsandwillexpectthatstudentsprovide between100 and300word responses to thesequestions. The exercise ismeant tohelpstudents examine alternative perspectives, ideas, and opinions around sociocultural perspectivesoneducation.Inprovidingyourresponsestothequestions,youmay: Discusswhatyouthink Reflectuponyourideasinresponsetowhatyouhaveread Relatewhatyoureadtopreviousexperience Discuss ideasyouwould liketoexplore inthe futureasaresultof thequestionsandother
discussionsontheforums Provideconclusionsyouthoughtofinresponsetothereading
Assignment November16 :ExtendedEssayReviewandPresentation 15% Studentswillselecttworelatedarticlesfromthelistofrequiredandrecommendedreadingsandthoroughlyreviewthemfortheirmeritastheyrelatetothetopicdiscussed.Thetwoarticlesyouwillbeusingshouldfocusonamajoraspectofsocioculturalperspectiveoneducationthatwewilldiscussinthecourse Seethelistofadditionalreadingsonpages2‐5 .Studentsmustprovidethetitles,authors,summaries,andcriticalanalysisofhowthearticleseithersupporteachotherorchallengeeachotherontheissue.Thesummaryandreviewofthethreearticlesshouldbe3pagesinlength donotexceed ,doublespaced,andshouldincludeanswerstothefollowing: Developanoverallthesisofthetwoauthors?Whatarethemajorpointsmadeinthearticles?
Whatperspectivedotheauthorshaveontheissue? Howdotheauthorssupportorchallengeeachother’sposition?Areresearchdataprovided?
Historicaldata?Personalexperience? Howdotheauthors’ideassupportorchallengethecontentofourcourse? Dotheauthorssituatetheirdiscussionswithinthebroaderliteratureoftheissue? Whataretheimplicationsoftheauthors’ideas?Dotheycallforchangeineducationalpolicy?
Dotheysuggestaneedformoreresearch? Whatdoyouthinkoftheauthors’ideas?Doyouagreeordisagreewiththeideas?Why?
seerubricsectionsforscoringguidelines .Assignment December7 :“Intersectionality“Paper 25% Thisassignmentispeer‐reviewwriting.Eachstudentwilluseatleastfoursources primarilyfromthereadingmaterials tocomposea5‐page“intersectionality”paper.Inthisassignment,students
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willdevelopathesistohelpthemexaminetheirculturalroots orculturalidentity ,andexplorethedifferentwaysthreeormoresocioculturalvariables e.g.ability,race,ethnicity,language,religion,gender,spatiallocation,sexuality,orotherpersonalfactors intersecttoshapetheirunderstandingoftheiridentity.Somepersonalissuesand/orquestiontoexploreare:•HowhaveIcometobewhoIam? Considertheinfluenceofbroadfactorssuchasrace,ethnicity,socialclass,gender,sexualorientation,religion,geographiclocation,aswellaspersonalfactors •Howhavemyexperiencesofdiversityinfluencedmyidentity?•TowhatextenthaveIexperiencedprivilegesofthedominantcultureormarginalizationbasedonsomeaspectofmyidentity?•Howhavemyculturalidentityandexperienceswithdifferencessuchasrace,culture,class,genderandsexualorientationinfluenced orislikelytoinfluence myteaching?Assignment: December21 :Community‐BasedResearchProject: 40%ofGrade ***Youwillneedtocollectdataforthisprojectaheadoftimebeforewebegintheclass.Asweprogressthroughtheclass,youwillbegintoanalyzethedataandcompletethewritingofthisproject***TheOverallthemeofthisprojectistohelpstudentsunderstandtheperspectivesoffamiliesregardingtheirexperienceswitheducationandschoolingintheUnitedStates.AsaculminatingactivityforEDME502,eachstudentwillgatherdataandengageinaconstructivedialoguewithafirstorsecond‐generationimmigrantfamilywithchildrenwhoareEnglishlanguagelearners ELLs .Youwilllearnabouttheirlives,backgrounds,valuesanddreamswithaparticularemphasisontheirexperienceswiththeU.S.educationalsystem.GoalsThisprojectwillfacilitate:
a. Meetingwithculturallyandlinguisticallydiverseparentsand/orguardianswhohavechildrenenrolledinourpublicschools;
b. FocusingonmulticulturaleducationandsocialjusticeissuesbyengagingindialoguewiththefamiliesandcommunitiesofPK‐12students;
c. Givingyouanopportunitytoexamineaparent’sviewofauthenticparentalinvolvement;d. Findingandrecommendingculturallyappropriateclassroom/schoolapplications.
Ifpossible,conducttheseinterventionsinthefamily’shome.Trytoincludeinthedialogueparents/guardians,otheradultslivinginthehome,andchildren.Doingsomayhelpbreakthroughtheaffectivesocialfilterandallowforabetterunderstandingofthefamilycontext.Awalkthroughtheneighborhoodcanalsobeanenrichingexperienceforyoutobetterunderstandthecontextofthecommunity.Spendsometimewalkingaroundtheirneighborhoodgatheringdatae.g.,talkingtoitsresidents,andmakingobservations .Trytobeaskeenanobserveraspossible.
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Searchforculturalartifacts e.g.,signage,storefronts,advertisements,etc. .Askmanyquestionsandmakesuretorecordeverythinginyourjournals.InterviewProtocolStepOneEachindividualwilldevelopaninterviewprotocol.Protocolsareorganizedsetsofquestionsusedtoguidetheinterviewandkeeptheinterviewflowinginaconversationalmanner.Goodinterviewprotocolsconsistprimarilyofopen‐endedquestionsthatinviteparticipantstoengageinstorytelling.Avoidquestionsthatelicitonlyyes/noorveryshortanswers e.g.,“Didyougotoschool?” infavorofquestionsthatencouragelongerresponses e.g.,“Tellmeaboutyourchildhoodbackhome.Whatwasyourschoollike?” Usepromptstogetparticipantstokeeptalking e.g.,“Tellmemoreaboutthat”or“Howdidthatmakeyoufeel?” Suggestedtypesofinformationyouwillneedtocollectfromeitherdirectobservationand/oryourinterviewprotocol:a.Physicalcharacteristicsofthehome ifinterviewsareconductedinthehome ;b.Communitycharacteristics;c.Demographic/backgroundinformation;d.Educationalbackgroundofparents;agesandgradesofthechildren;e.Immigrationexperience How/whytheydecidetocometotheU.S.?Whatwasitlike? ;f.Childrearingpracticesandphilosophy;g.Economic/workissues;h.Perspectivesoneducation:Whatisawell‐educatedchild?Whataretherolesoffamiliesandschoolsinchildren’seducation?i.Experienceswithchildren’sschool s :Typesofsupporttheyhavereceived;j.Misunderstandings,difficultiesandchallengesandhowtheyhavehandledthem;k.Whatdothesefamilieswanttheirchildren’steachersandadministratorstoknowaboutthemandtheirchildren?StepTwoa.Takeawalkthroughtheneighborhood.Howisitsimilarordifferentfromyourownneighborhood?Whatlanguagesdoyouhear?Whatcultural,class,racialandreligiouscontextualcluesdoyouobserve?Howwouldit“feel”forafamilytolivehere?Searchfor“culturalartifacts”e.g.,communitycenters,libraries,storefronts,placesofworship,signs,andspaces andwhattheyrepresenttoitsresidents.Asyouexplore,recordyourobservationsinyourjournal.b.Interviewafamilyfromaracial,linguistic,andsocioeconomicbackgrounddifferentfromyourown.Ifpossible,conducttheinterviewinthefamily’shome.Findoutaboutthecultural,educational,linguisticbackgroundofthepeopleyouareinterviewing.Besuretoidentifytheparticipantsbywho?what?when?where?andwhy.Youmaywanttorecordtheinterview besure
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togetsignedpermissionfromthefamily—seeexampleattached orwriteafieldnoteoftheinterview.StepThreeReviewyourfieldnotesand/ortherecordedconversations.Beforelisteningtoyourrecordingforthefirsttime,writedownyourinitialimpressionsofthisfamily.Whatsurprisedyou?Whatmovedyou?Howdoesthisfamily’sstorychangeyourunderstandingofsocioculturalperspectivesoneducation,diversity,socialjustice,andfamilyinvolvementinschools?Listentotheentireinterview.Noteinterestinginformation,stories,orquotesthatstrikeyou.Decideonthenextsteps.Howwillyoupickoutthemostsalientquotationstotranscribe youdonothavetotranscribetheentiretape ?Howwillyouanalyzethedataandwriteupyourfindings?StepFourThelastsectionofthereportmustincludeapersonalreflectionSuggestedFormatforFinalWrittenReportIntroduction ~½p PartI:FindingsWhenwritingthissection,trytoplaceyourselfinthisfamily’sshoesinordertounderstandhowtheyhaveconstructedmeaningfromtheirexperiences.ExploretheirviewsaboutimmigratingtotheUnitedStates,educatingtheirchildren,andengagingwiththeeducationalsystem.Includethefollowing:A.Setting ~½p. 1.Describethesettinginwhichthedialoguetookplace.2.Describetheneighborhoodandreflectionsaboutyourwalk‐through.B.FamilyBackground ~1p. 1.Explainwhythisfamilywaschosenforthisstudy.a.Provideabriefhistoryofthefamily.b.Ages,placesofbirth,countriesandcitieswheretheyhavelived,andagesofchildrenwhenimmigrated.2.Social,economic,educational,andpersonalbackgrounds.3.Immigration first,secondgeneration experience.Relativesinthearea?4.Culturalcompetencies,difficultiesencountered e.g.,prejudice,discrimination .C.Theeducationalexperiencefromthefamily’sperspectivesabouteducation ~1‐½p. Family’sexperiencesenrollingandsupportingtheirchildreninU.S.schools?Family’sinteractionswithteachersandadministrators?Problemsencountered?Supportreceived?Whatisworking?Whatisnotworking?Ifrelevant,contrastthewaythingsaredone“here”withthewaythingsaredone“backhome.”PartII:Analysis 2pp. Analyzeandinterpretyourresearchfindingsusingtheoryandresearchfromourreadingsondiversityandsocialjustice.Thissectionshouldintegratemultiplethemesaddressedinthisclass
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andshouldbegroundedinacoherent,thoughtful,andthoroughlydevelopedtheoreticalframework.Whencitingcoursereadings,pleasefollowAPAformatguidelines.PartIII:ConclusionsandRecommendations 1p. .Whatisthemeaningofthisstudy?Priortoconductingthisstudy,whatdidyouexpecttofindaboutfamilyinvolvementandculturallyandlinguisticallydiversefamilies?Howdidyourassumptionsandbeliefschangeasaresultofthisexperience?WhatdidyoulearnthatisimportantforfuturePK‐12teacherstoknow?Basedonyourfindings,aswellasrelatedtheoryandresearch,whatrecommendationsdoyouhavetoimproveprogramsforculturallyandlinguisticallydiversefamilies?Providespecific,concreteexamplesofthingsteachersandschoolscandoto:a.Improvetheunderstandingoffacultyandstaffaboutculturallyandlinguisticallydiversefamilies;b.Proactivelydevelopstrongerschool‐familypartnerships;c.Maketheirschoolsandclassroomsmorewelcomingplacesforculturallyandlinguisticallydiverse&non‐nativeEnglishspeakingfamiliesandconnectstudents’fundsofknowledgetoinstruction.Grading:Attendance&Sharing. 10% ExtendedEssay Review 20%IntersectionalityPaper 30% Community‐BasedResearch Paper 40%GradingScaleA 93‐100 B 84‐86 C 73‐79A‐ 90‐93 B‐ 80‐83B 87‐89 C 77‐79Assignments:Noextracreditoptionswillbeprovided.Assignmentsareexpectedtobesubmittedontime.Ifyouneedtosubmitanassignmentlate,pleasenotifytheinstructortomakearrangements.AssignmentsaretobesubmittedviatheAssignmentstoolinSakai.StudentswillreceivewrittenfeedbackandgradesinSakaiusingtheAssignmentstool.Finalassignmentwillbereturnedwithfeedbackwithintwoweekofthesubmissiondate.LibraryandLibrarianAssistanceTheLibraryisanobvioussourceofinformationforresearch,presentationsandprojects.Currently,BethMarkisthespecificlibraryliaisonassignedtothesocialsciencesdisciplines.Althoughanylibrarianistrainedandpreparedtoassistyou,BethworksspecificallywiththeEducationandismostfamiliarwiththeresourcesanddatabasesthatrelatetothisfield.Donothesitatetocontactherifyouarehavingtroublelocatingspecificsourcesforyourassignments,assheismorethanwillingtohelpyou.Forherspecificworkschedule,[email protected]. 717 796‐1800,ext.3590.
ProgramInformation
MinimumHardwareandSoftwareRequirements▪ InternetConnection:HighspeedorBroadbandrequired;SatelliteBroadbandnotrecommendedduetoconflicts
withsynchronoussoftware;Aircardsmaynotbeused▪ Browser:
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o MozillaFirefox3.0orhigher required ▪ OperatingSystemVersion:
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MinimumComputerSkillsRequirementsStudentsmustpossessbasiccomputerskillsandhaveregularaccesstoacomputerwiththeMinimumSystemRequirementsinordertoparticipatefully.Specifically,studentswhoenrollinanonlinecoursemusthavebasiccomputerskillsincluding:
Aworkingknowledgeofwordprocessing Navigatetheinternetusingdifferentsearchengines Email Compose,Attach,Send,Read UtilizeMicrosoftOfficeprograms Word&PowerPoint CopyandPaste
TechnicalSupportforStudentsForyourconvenience,atelephonehotlineisavailablesevendaysaweekinordertoprovideassistancefortechnologicalproblems.ThishotlineisstaffedbytheCollege’sInformationandTechnologyServicesstaffandprovides“realperson”assistanceduringthefollowingtimes: Byphoneat 717 796‐1800ext.3333
o 7am‐11pmEST‐MondaythruFridayo 8am‐11pmEST‐Weekends&Holidays
Intheeventyouneedtoleaveamessage,pleaseprovideyourname,number,andabriefdescriptionoftheissueyouareexperiencing.Youwillreceiveacallbackassoonaspossible.Youalsohaveaccesstotechnicalsupport i.e.tutorials,helpfunctions,etc. throughtheCollege’sportal,MCSquare,andalsothroughtheCollege’sLearningManagementSystem,CANVAS–Help forStudents tab.
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ProgramPolicies
AcademicIntegrityPersonalintegrityisabehavioralexpectationforallmembersoftheMessiahcommunity:administration,faculty,staff,andstudents.ViolationsofacademicintegrityarenotconsistentwiththecommunitystandardsofMessiahCollege.Theseviolationsinclude:Plagiarism.Submittingasone’sownworkpartorallofanyassignment oralorwritten whichiscopied,paraphrased,orpurchasedfromanothersource,includingon‐linesources,withouttheproperacknowledgmentofthatsource.Examples:failingtociteareference,failingtousequotationmarkswhereappropriate,misrepresentinganother’sworkasyourown,etc.
Cheating.Attemptingtouseorusingunauthorizedmaterialorstudyaidsforpersonalassistanceinexaminationsorotheracademicwork.Examples:usingacheatsheet,alteringagradedexam,lookingatapeer’sexam,havingsomeoneelsetaketheexamforyou,usinganykindofelectronicmobileorstoragedevices suchascellphones,PDAs,Blackberry,iPods,iPhones,Flashdrives,DVDs,CDs ,communicatingviaemail,IM,ortextmessagingduringanexam,usingtheinternet,sniffers,spywareorothersoftwaretoretrieveinformationorotherstudents’answers,purposelydisconnectingfromtheinternettocausealockonanonlineexam,etc.
Fabrication.Submittingalteredorcontrivedinformationinanyacademicexercise.Examples:falsifyingsourcesand/ordata,etc.
MisrepresentationofAcademicRecords.Tamperingwithanyportionofastudent’srecord.Example:forgingasignatureonaregistrationformorchangeofgradeformonpaperorviaelectronicmeans.FacilitatingAcademicDishonesty.Helpinganotherindividualviolatethispolicy.Examples:workingtogetheronanassignmentwherecollaborationisnotallowed,doingworkforanotherstudent,allowingone’sownworktobecopied.
ComputerOffenses.Alteringordamagingcomputerprogramswithoutpermission.Examples:softwarepiracy,constructingviruses,introducingvirusesintoasystem,copyingcopyrightedprograms,etc.UnfairAdvantage.Attemptingtogainadvantageoverfellowstudentsinanacademicexercise.Examples:lyingabouttheneedforanextensiononapaper,destroyingorremovinglibrarymaterials,havingsomeoneelseparticipateinyourplace,etc.PenaltiesforViolationsoftheAcademicIntegrityPolicy‐AfacultymembermayexercisebroaddiscretionwhenrespondingtoviolationsoftheAcademicIntegrityPolicy.Therangeofresponsesmayincludefailureofthecoursetoagradereductionofthegivenassignment.Thetypicalconsequenceforviolationswillbefailureoftheassignment.Someexamplesofseriousoffenseswhichmightnecessitatethepenaltyofthefailureofthecourseincludecheatingonanexamination,plagiarismofacompleteassignment,etc.Theacademicintegritypolicyinitsentiretycanbefoundinthestudenthandbookandshouldbereviewedbyeverystudent,astheprimaryresponsibilityforknowledgeofandcompliancewiththispolicyrestswiththestudent.AmericanswithDisabilitiesActAnystudentwhosedisabilityfallswithinADAguidelinesshouldinformtheinstructoratthebeginningofthesemesterofanyspecialaccommodationsorequipmentneedsnecessarytocompletetherequirementsforthiscourse.StudentsmustregisterdocumentationwiththeOfficeofDisabilityServices.ContactDisabilityServices@messiah.edu, 717 796‐5382.
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StatementofCopyrightProtectionThematerialsinthisMessiahCollegecourseareonlyfortheuseofstudentsenrolledinthiscourseforpurposesassociatedwiththiscourseandmaynotbefurtherdisseminated.StatementofConfidentialityStudentsmaybeaskedtopostwrittenworkandtoengageinwrittendialogwithotherclassmemberswithinanLMS.Thestudentshouldbeawarethatalthoughconfidentialitywithinthecourseenvironmentisencouraged,itispossiblethatusersinandoutsidethecoursemayhaveaccesstocoursecontent
CourseScheduleOctober27‐December21Eightsections,5.25hrs.eachsection
Date Topic RequiredReadings—tobecompletedbefore
class AssignmentHours
IT N‐ITWeek1:Oct27‐Nov2Nov2
1. Introductions/Overview/Goals
2. Sociologyofschooling
3. Concepts,4. Identity
Readingsfordiscussion
1. BarakettandCleghorn:2. Adamsetal.section13. ParisandSchoon,20074. constructionofmeaning;
ReviewofpowerpointsDocumentary:In the White Man’s Image E97.6.C215 1992
JournalofWeeklyReadingsDue
1.01.25.501.25
9.50.25.50.25
Week2Nov3‐9Nov9
Cultureandmulticulturalism
Readingsfordiscussion
1. Cole 2010 .What’sculturegottodowithit?
2. Pena 1997 .Culturaldifferencesandtheconstructionofmeaning;
3. Hall 1985 culturalcontextsoflearning
4. Rosado 1996 .Whatmakesaschoolmulticultural
ReviewofPowerpointBiweeklyDiscussion1
JournalofWeeklyReadingsDue
1.51.251.501.25
9.25.251.00
15
Week3Nov10‐16Nov13Nov16
1. Race/Racism/
Prejudice/stereotype
2. Whiteprivilege
Readingsfordiscussion
1. Allen 1999 .ThehiddencurriculumofWhiteness
2. AdamsetalSection23. McIntosh 2000 .WhitePrivilege
ReviewofPowerPointDocumentaryRace:ThepowerofanillusionHT1523.R332003JournalofWeeklyReadingsDueExtendedEssayReview
1.01.251.01.251.50
8.50.251.75
Week4Nov17‐23Nov23
1. Classism2. Socioeconomicstatusandschoolexperience
Readingsfordiscussion
1. AdamsetalSection3,5,2. Anyon 1986 .Socialclassandthe
hiddencurriculumReviewofpowerpointDocumentary:ClassDismissedP94.5W68C532000BiweeklyDiscussion2JournalofWeeklyReadingsDue
1.001.251.251.501.25
9.00.501.00
Week5Nov24‐30Nov30
1. Gender,sex,andsexism
2. Heterosexism3. Transgender
oppression
Readingsfordiscussion
1. AdamsetalSection5,6,72. Namulindah 2010 .Gender.The
businessagendaofschooling3. Jones 1999 .Idon’tfeelsafehere
anymoreReviewofpowerpointJournalofWeeklyReadingsDue
2.25
1.751.25
9.25
1.25
Week6Dec1‐7
1. Languagedebates2. Ableism
Readingsfordiscussion
1. Moore 2009 .RacismintheEnglishlanguage
2. VargheseandJohnson 2007 EvangelicalChristAdamsetalSection8
1.0
7.25
16
Dec5Dec7
ReviewofPowerpointBiweeklyDiscussion3JournalofWeeklyReadingsDueIntersectionalityPaperDue
.501.50.752.0
.50
.503.0
Week7Dec8‐14Dec14
1. Othersociallyconstructedborders:
2. Religiousoppression,
3. Ageism/Adultism
Readingsfordiscussion
1. Adamsetalsections4,7,92. Asani 2003 .Sothatyoumayknow
oneanother3. Findingcommongrounds4. FirstAmendmentCenter
Documentary:GodinAmerica:OfGodandCaesarReviewofPowerPointJournalofWeeklyReadingsDue
1.0
1.01.501.25
9.0
.50Week8Dec15‐21Dec19Dec21
1. MinorityStudent
Disengagement:SometheoreticalPerspectives
2. Deconstructingbiases
Readingsfordiscussion
1. AdamsetalSection102. Ogbu 1987 .Variabilityinminority
schoolperformance3. Wiggan 2007 .Race,school
achievementandeducationalinequality:Towardastudent‐basedinquiry
4. Riehl 1993 .FiveWaysToAnalyzeClassroomsForAnAnti‐BiasApproach
5. Molletal 1992 .FundsofknowledgeReviewofPowerPointBiweeklyDiscussion4JournalofWeeklyReadingsCommunity‐BasedProject FINALPROJECT
.75
.75.75.755.0
7.75
3.0Totalhours 44.7 84.5
ReferencesBright,A 2010 .Multilingual/MulticulturalEducationProgram.FoundationsofMulticultural
Education.CourseSyllabus,Fall2010.GeorgeMasonUniversityMfum‐Mensah,O. 2012 .SocioculturalPerspectivesonEducation.CoursesyllabusforSpring2012.
MessiahCollege,Grantham,PA.
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Wesley‐Nero,S n.d. .FoundationsofMulticulturalEducation.CoursesyllabusforFall.GeorgeMasonUniversity
Osterling,J.P. 2011 .SeminarinMulticulturalEducation.Fall2011andSpring2011coursesyllabus.GeorgeMason,University.
Yamashiro,A. n.d. FoundationsofMulticulturalEducation.Coursesyllabusforspring.GeorgeMasonUniversity
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Community-Based Project Assessment Rubric EDME 502
Item 5 – Exemplary 4- Proficient 3- Basic 2-Below Basic Introduction Is the introduction clear and
coherent? Does the introduction provide a
clear outline of setting and family background?
Clear, important, and insightful
introduction Comprehensive outline of
setting and family background
Clear and important
introduction Maps out the setting and family
background
Clear introduction Lacks setting and/or family
background
Unclear introduction Lacks both setting and family
background
Family Perspective/Educational Experience Does the paper fully outline the
family’s perspectives, interactions with teachers and administration, and other experiences enrolling and supporting their children in U.S. schools?
Appropriately extensive scope
of information Accurate portrayal of support,
interactions with teachers and administrators, and what is working and not working
Significant scope of
information without serious omission
Mostly accurate portrayal of family support and interactions with teachers and administrators
Incomplete scope of
information Limited portrayal of family
support and interactions
Minimal information Lack of information on family
support and interactions
Analysis Did the paper present findings
in thematic writing format? Are the findings analyzed and
subsumed within the broader sociocultural theoretical literature?
Findings are systematically presented in thematic format
Findings are subsumed in the broader sociocultural literature
Findings are presented in appropriate themes
Findings are mostly connected to broader sociocultural literature
Findings are summarized Findings are disconnected from
the sociocultural literature
Paper presents findings as raw data
Lack of connection between findings and broader sociocultural theoretical literature
Evidence Is the evidence of high quality? Is the evidence accurately
represented? Are the evidence synthesized
meaningfully?
Careful and representative selection of evidence from the interview data and nicely integrated in the analysis
Evidence is accurately represented through quotes and paraphrase
Appropriate selection of evidence from the raw interview data
Mostly accurate representation of evidence
Coherent integration of evidence
Multiple pieces of evidence, may miss key evidence
Some skew in interpretation of evidence
Serial list of evidence (information dump)
Limited quality of evidence Inadequate interpretation of
evidence Minimal incorporation of
evidence
Assumptions and Beliefs Did the author thoroughly
examine his/her and/or others’ assumptions?
Did the author fully evaluate the context of the issue and expert opinions?
Systematically and methodically analyzes own and/or others’ assumptions
Carefully evaluates the relevance of context
Thoroughly and meaningfully examines expert opinion
Identifies own and/or others’ assumptions
Considers contexts of positions and the issue
Thoughtfully examines expert opinion
Questions some assumptions (own and/or others’)
Minimally identifies the contexts
Takes expert opinion as mostly fact or disputes without reason
Aware of assumptions Recognizes contexts Takes expert opinion as fact
Conclusion/Recommendations Does the paper present strong
recommendations about culturally and linguistically diverse families that are supported in the literature?
Conclusion provides logical
synthesis and recommendations that inform both theory and practice
Logical synthesis and
recommendations that inform either theory or practice
Paper provides
recommendations that inform theory or practice
Weak recommendations that
have minimal impacts on theory or practice
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Intersectionality Assessment Rubric EDME 502
Item 5 – Exemplary 4- Proficient 3- Basic 2-Below Basic Organization Does the paper follow the APA
format; Is the paper coherent and
attends to personal narrative style.
Does the paper adhere to detail editing and acceptable grammatical usage
Paper follows the APA format;
is coherent; and attends to personal narrative style.
The adheres to detail editing and acceptable grammatical usage
Paper follows APA format; is
coherent and adheres to acceptable
grammatical usage
Paper follows APA format; lacks some coherence and
minor editing problems
Paper does not follow any of
the APA format; paper is not coherent and has
couple grammatical errors
Introduction Does the paper systematically
infuse a strong thesis which sets the stage for the intersectionality paper?
Excellent introduction with
strong thesis which sets the stage for the intersectionality paper
Introduction provides
background and thesis but lacks coherence and sometimes disconnects from the theme
Introduction provided but
unrelated to the theme and content of the paper
No introduction is provided for
the paper
Thesis Does the paper systematically
infuse a strong thesis which sets the stage for the intersectionality paper?
Strong thesis which sets the stage for the thematic analysis of the paper
These is present but lacks coherence and sometimes disconnects from the theme
Thesis is not related to the theme and disconnected from the paper
No thesis is provided
Relating Experiences of Diversity Does the paper include detailed
accounts that draw a strong relationship between author’s experiences of diversity and identity?
Author provides detailed accounts that draw a strong relationship between her or his experiences of diversity and identity
Author does a good job of drawing a relationship of her or his experiences of diversity and identity
Author attempts to draw a relationship between her or his experience of diversity and identity although this is not clear
Paper lacks a clear explication of the relationship between the author’s experience of diversity and identity
Identity formation Does the author identify three
sociocultural variables that have informed her/his identity?
Author identifies three sociocultural variables that have informed her/his identity
Author identifies less than three sociocultural variables that have informed her/his identity
Author identifies one sociocultural variable that shape her/his identity
paper does not identify any sociocultural variable that shape the author’s identity
Intersectionality Does paper demonstrate the
author’s in-depth knowledge of the intersection of sociocultural variables shaping the author’s identity
Paper systematically outlines identity
Paper systematically outlines the different ways the intersection of selected sociocultural variables in shape her/his identity
Paper provides an outline but fails to systematically connect the intersection of sociocultural variables shaping the author’s identity
Paper provided a limited discussion of the intersection of sociocultural variables shaping the author’s identity
Paper does not delineate the intersection of sociocultural variables shaping the author’s identity
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Extended Essay Review Assessment Rubric
Item 5 – Exemplary 4- Proficient 3- Basic 2-Below Basic Organization Does the review follow the
APA format; Is the review coherent and
attends to personal narrative style.
Does the review adhere to detail editing and acceptable grammatical usage
Review follows the APA
format; is coherent; and attends to personal narrative style.
The adheres to detail editing and acceptable grammatical usage
Review follows APA format; is
coherent and adheres to acceptable
grammatical usage
Review follows APA format; lacks some coherence and
minor editing problems
Review does not follow any of
the APA format; review is not coherent and has
couple grammatical errors
Introduction Does the review systematically
maps out the content of the essays, and highlight the major outline of the essays
Excellent introduction with
strong thesis and outline of the review
Introduction provides
background and thesis and outline of the review
Introduction provided but
scanty outline and thesis
No introduction is provided for
the review
Thesis Does the review identify the
major theses which set the stage for analysis of the essays?
Strong thesis which set the stage for the thematic analysis of the review
Review includes thesis but the theses lack coherence and sometimes disconnects from the theme
The thesis are not related to the theme and disconnected from the review
No thesis is provided
Analysis Does the review highlight the
salient points and issues discussed in each essay?
Review clearly highlights and delineates all the salient points in a systematic and coherent way
Review clearly highlights and delineates some of the salient points in the essays.
Review highlights a few of the salient points
Review highlights few salient points
Evidence Does the review identity and
discuss the issues presented in essays within the broader literature and discussion of the course?
Review clearly identifies and discusses the issues highlighted in the essays coherently and systematically
Review identifies and discusses most of the issues highlighted in the essays
Review identifies and discusses some of the substantial issues highlighted in the essays
Review identifies and discusses few of the issues highlighted in the essays
Critical Review Does the reviewer use the
evidence from the broader literature to take a position on the merit of the contents of the essays?
Review employs evidence from the broader literature to systematically and thoroughly outline the merits of the essays
Review employs evidence from the literature to outline the merits of the essays in a clear progression
Review provides some critical review of the merits of the essays but is not based on the broader literature
Review does not provide any critical review of the merits of the essays
Name________________________________________________________________________________________________________________________________ Score_____________
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Peer-Aide Sheet for Essay Review EDME 502 Author of Paper: _______________________________________________________ Name of Reviewer: _____________________________________________________ Clearly underline or mark areas where the author needs to revise, state the revisions the author needs to make and the pages the specific revisions need to occur.
1. Thesis—Does the introduction clearly outline a well-developed thesis and lay out organization of
the paper? Was it clearly organized? If not, how could the author improve? Is the thesis statement clearly mapped?
2. Examples of evidence— Does the paper outline all the examples as evidence supporting the thesis?
3. Conceptual clarity—Does the author provide synthesis of the issues identified in the three literature used for extended book review? A paper that synthesizes the literature focuses on thematic thoughts rather than summarizing individual literature
4. Identification of issues: Does the paper identify the interrelated issues discussed in the three
articles? Does the paper identify the supporting issues of the articles? Does the paper identify the contradictory issues in the three articles?
5. Citations—Does the paper subsume the articles within the broader literature of the issues identified
in the three articles?
6. Grammar/Editing—On the copy of the paper you read please flag any grammar or syntax errors you notice.
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