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Lista 1 Beatriz Lista Megan Keaton English 112 2 May 2013 Annotated Bibliography "Children go back to play.

" Sun-Herald [Sydney, Australia] 10 Mar.2013: 9. Opposing Viewpoints In Context. Web. 28 Mar. 2013.

In his article, Martiner argues that because creativity in schools is diminishing slowly students are becoming more dependent on the Internet. Students look to computers in hopes of a good time browsing through the internet to play games, something far from what they did or learned in school. The constant use of internet results in lower academic achievement. One is quickly able to point out what she argues. Marriners work is decorated with various quotes from other experts which facilitates the understanding of the reading. Adding to this idea, the use of the quotes make the work more persuasive which manipulates her readers to feel the same way she feels on the subject. Moreover, Marriners argument was present throughout the entire article. From beginning to end it was clear that she is blaming the lack of creativity in schools for students heavy reliance on the Internet. In reading this article, my initial thoughts on the effects of the lack of creativity in schools is strengthened. Through this writing it is made clear to me that in order for a student to achieve high academic levels creativity must exist. Having it otherwise may result in other things that provide an escape from reality, such as the use of pills, or as stated in this article, the dependence of a computer. Music classes, Art classes, games, and other electives are all very

Lista 2 important in a students educational career. These classes provide the student with an outlet from classes that they may not do well in such as math, science, or English. I will use this article as back up for my over all argument, which is how standardized tests effect students.

"Google has been a game changer in education (1)." "Children graduate without the social, emotional and intellectual skills to be as successful as they might be," he said. "They are in more danger of failing in a lot more areas of their lives (1)."

"What matters now is flexibility of thinking, imagination, quick- wittiness, creativity, and an understanding of humanity (1)."

Doorey, Nancy A. "Coming Soon: A New Generation Of Assessments." Educational Leadership 70.4 (2012): 28-34. Academic Search Complete. Web. 28 Mar. 2013.

In this article, Doorey informs readers on the new common core assessment plan. Through this writing readers learn how these new assessments were designed, developed, and their distinction from standardized tests in the past. These new tests will replace assessments in English, Language, Art, and Math in grades 3-8 and high schools that are currently in use within state and federal accountability systems. Doorey's argues that these tests will provide data that can inform decisions regarding teaching and learning program improvement and educator effectiveness. Although one is hit with an immense amount of information covering every detail on the new common core assessment plan Dooreys writing techniques are demonstrated well, in

Lista 3 specific her use of organization. Doorey organizes her work by creating sections where each section is provided with a bold face title. This allows for the work to be easy to follow, and easy to refer back to. Throughout the whole article Doorey stresses the importance of the common core assessment plan, its effectiveness and how it will improve the current education system. To support these views Doorey adds charts to her work, creating a very promising argument. This article served me as a tool of information. Doorey fully explains how these tests were designed, developed and shows how they are different from standardized tests in the past. Although she explains all her points well, she was not able to sell me on her opinion stating that these tests will improve our education system. This is mainly because of her weakness for persuading her audience. Had she worded the article in a more affirmative way the argument may have been more convincing. Although she failed in selling her argument, the article was very well organized. She used bold face sections separating her information so that readers could go straight into reading the section they were interested in. Adding to this she also all her paragraphs contained five to six sentences, allowing the reader to feel as if the reading was short and sweet as opposed to an overwhelming feeling. Standardized tests promote the idea that educators should do away with creativity in schools, which goes against my argument. I am arguing that the lack of creativity in schools leads to unhealthy behavior. I will use this article to represent the other side of my argument.

Most students will complete the assessments on computers or digital devices and receive the results within two weeks (1).

These assessments are providing a free, high quality resources (1). The common core state standards initiative began in 2009, a collaborative effort among

Lista 4 nearly all of the U.S. states and territories (1).

"The Pressure to Meet Targets Has Caused Teachers to Cheat." Standardized Testing. Ed. Debria Bryfonski. Detroit: Green haven Press, 2012. At Issue. Rpt. from "GBI Reveals Why Cheating Occurred in Atlanta Public Schools." Teacher World 10 July 2011. Opposing Viewpoints In Context. Web. 28 Mar. 2013.

In this article, Bryfonski argues that teachers are placed under an immense amount of pressure to meet with certain targets that standardized tests bring. These pressures resulted in teachers, and principals having to cheat to keep their employment. Due to the fact that each year these targets were raised, it was harder to attain the required results this caused a snowball effect. Each year required more cheating in order to go beyond the level of cheating of the year before. This article provides a detailed story that reveals the secrets behind standardized testing. Bryfonski opens the eyes of the articles readers by providing testimonies of teachers and principals who committed the cheating. Here one is given an explanation for why it was done, and their views on why standardized testing has become the corruption of not only the staff and students but also the education system in the United States as a whole. Through Bryfonskis use of explaining material written in her writing the audience is able to fully engage in the work, facilitating the reader to understand fully what she is trying to say. This creates an invisible relationship between the writer and the reader. This is a plus for Bryfonskis article because because it displays that the reader and the writer understand each other. When one understands another person one is able to dig further into the issues. Also Bryfonski choice of words makes her article simple for readers of all comprehension levels to understand. The article was easy to

Lista 5 read, but in some of the cheating cases she mentioned she should have gone into more depth. This article served me as an eye opener. Although I always knew that cheating among students to pass a test was common, never would I have imagined that entire staffs were involved with cheating as well. This article works in my favor, allowing me to argue that eliminating creativity in schools so that standardized testing goals may be met only brings negative effects. This work gives me information to work with, one that will back up my argument.

If you are a teacher, you know that each year's students have their own strengths and weaknesses and have different levels of motivation. This target program makes no accommodations for those differences; instead the expectation is that each year there is a certain percent increase in student progress no matter what each group's strengths or weaknesses might be (1).

No exceptions. No excuses. If principals did not meet targets within three years, she declared, they will be replaced and 'I will find someone who will meet targets.' Dr. Hall replaced 90% of the principals during her tenure (1).

And she set up a "target" program which held principals and teachers responsible for their students' achievement (1).

Senechal, Diana. "The most daring education reform of all." American Educator 34.1 (2010): 4+. Opposing Viewpoints In Context. Web. 3 Apr. 2013

Lista 6 In this article Senechal argues that a good education involves learning history, geography, civics, the arts, science, literature and foreign language. Schools should be expected to teach these subjects even if students are not tested on them. Adding to this she speaks on the issue concerning the fact that ever since public schools have existed, there have been reformers of public schools. These reformers have often times insisted on making changes; they constantly try to force their bold, new idea, yet haven't considered whether anything established ought to endure. This results in a century of passive ideas, but no real progress. Later on in the work Senechal talks about those reformers that argue the idea of the 21st century skills throughout the K-12 curriculum. While a national discussion of how to increase students' skills is warranted, a rush to toss out traditional pedagogy and content is not. Lastly in this article, Senechal's argues that to make changes thoughtfully, to keep the layers of then and now in everything reformers do, may be the most daring education reform of all. If reformers so dared, they could commit to the civic, individual, and economic goals of education, embrace the benefits of traditional and innovative pedagogy, and pair enduring content with important. This academic journal is densely packed with a great amount of information concerning education reform and Senechal's beliefs on it. Senechal's choice of words throughout her writing requires a high comprehension level, which in turn makes the work difficult to read. Although the work is difficult to follow, her work is very well organized and she provides plenty of examples which allows the reader to come to more of an understanding with the work. From beginning to end Senechal's work provides the reader with her feelings on education reform which makes the piece consistent. This work allows me to form my own opinion on education reform and education reformers. Through this work I came to the conclusion that a good education encompasses far

Lista 7 more than just basic skills. A good education requires good teachers. To get good teachers, states should insist, and the federal government should demand that all new teachers have a strong educational background in two subjects, such as mathematics and music or history and literature. Having a strong educational background with two subjects like math and music will provided a structured yet creative teaching style which is exactly what is needed in an educational reform. Finally, this text provides me with solid facts that support my overall argument which is, how the lack of creativity in schools effects students. I will use work to support my argument.

"Far too often, the 21st-century-skills argument carries a tone of urgency, even emergency: We no longer live in a world of books, paper, and pen. Children grow up surrounded by digital media. They can communicate with peers around the world; they can find obscure information in seconds. Yet they are unprepared for the jobs of today. We still treat them as passive recipients of knowledge; we still drill them on facts that they could just as easily Google (1)."

"Employers need people who can create, solve problems, work together, use technology, and think critically. We must make our students critics, innovators, and team players; we should teach them to communicate in the broad sense of the word by infusing their coursework with blogging, recording, filming, texting, collaborating, and tweeting (1)."

"How can students learn the basics, not to mention the more complex ideas, when they are spread so thin (1)?"

"If teachers must ceaselessly change their curriculum to match what is happening in society (or, more narrowly, the workplace), neither they nor their students will have the

Lista 8 opportunity to step back and reflect (1)." "We should dare to specify what we will teach: the disciplines, works, ideas, and historical periods; the things to be mastered, grasped, and pondered (1)."

Wood, Daniel B. "Standardized tests: Not so bad after all?." Christian Science Monitor 10 Oct. 2000: 3. Academic Search Complete. Web. 13 Apr. 2013.

In this work, Wood argues that standardized tests are reliable and unbiased measures of student success. Without these assessments, policy makers would have to rely on tests scored and administered by individual schools and teachers who have a shown interest in producing results to work in their favor. The multiple choice tests in particular are not subject to any bias due to the fact that they are machine graded. The article is presented with many ideas expressing Woods opinions, which intern may lead to the drop in his credibility. Throughout the article there are several words typed in bold font creating the illusion that he wants get his point across. Apart from this factor, Woods use of the rhetorical stages is exceptionally good. The articles thesis is stated clearly and easy to find. Its organization is set up in a way that facilitates the works comprehension. Wood provides evidence to support his work. He does not use much of the stylistic techniques in his work but does make good use of rhetorical questions. Lastly, although he stresses his opinion throughout the entire article the first five paragraphs are heavily decorated with them, whereas the last couple of paragraphs are structured with facts and stats. This article has severed me as an informational work regarding all the positive things that standardized tests offer. Although it has served as informational text, this work goes against my argument. I will use this work as to represent both sides of my argument, which are the effects

Lista 9 that standardized testing cause.

"There are things I don't like, such as branding kids too early," she says. "But I'm seeing the bigger picture of how necessary they are in ... getting different schools on the same page and letting parents and schools know where their students stand (1)."

"As the practice has spread to 48 states during the past six years, much has been made of a backlash - ranging from angry demonstrations to some parents forbidding their children from taking the tests (1)."

"What both are showing is that we need to refine our debate beyond just having standards themselves to the fair implementation and interpretation of such tests (1)."

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