Literacy and Other Parts

Literacy and Other Parts

            Meneroka ceruk-ceruk baru. In that sentence meaning as our discussion before, it shows that we avoid something instantly. We have to create ourselves resources (natural resources). Those are the first opening in seventh meeting, March, 21^st 2014. Then, mr.lala told us about written. If our written flat, firstly there is no something interesting as reader said, so the author is not affordance. Secondly, author has to put epicentrum in every written in order to make reader interesting. We have to combine the two parts. Third is talking about gravity. Gravity is like the gravitation of writing. There is interesting point in our written or not is depend on reader and creativity of author.

            Any point that mr.Lala showed us is about relation between historian, linguist and poet in order to make our writing rich of culture and sides.

            First, what is the equality or the same thing in historian and linguist is come from values and also it has changed and more put in academic side. And also when we talked about poet, the written of poet more like estestika.

            History, like poets, uncovers, in ever new situations, the human possibilities heretofore hidden. It means that historian, linguist and also poet have same mission, that is uncovering the hidden truth.  In this respect, the task of the poet is not different from the work of history, which also discovers rather than invents. There is statement from Milan Kundera comments (in L'Art duroman , 1986):

`to write,means for the poet to crush the wall behind

which something that ``was always there'' hides.

            All of them are talking about literacy. How we can uncover the truth if we have no strong in literacy side, like reading or writing ? So that’s why for writing the next class review, we have to make some relation between Literacy with history, linguist and poet.

What Missing

            Pbi-D faced previous meeting with some missing on our paper, we conclude those part for correcting our paper in order to better paper will we provide for the lecturer . So, let’s check our missing, there are such as :

Ø  Columbus background (Is he from “bangsawan” or not?)

Ø  What something that made him become a hero for America?

Ø  Where is the thesis statement ?

Ø  You can put statement that you introduce your proposal on introduction.

Ø  What was you talking about in your proposal?

Ø  Summary is re-tell what you wrote in main body.

Ø  You missed APA style as references.

Ø  If you agree that Columbus is not hero, from what side you see that?

Ø  You can prove Zinn side because from a lot of book of Zinn has state the evidence. Find and mention it !

Ø  You can compare or make some point of view if you can ask to the history teacher in order to your writing better.

Ø  You missed the basic thing that is called “intertextuality” from the speaking truth of Zinn’s article.

Ø  You can dig some knowledge from Milan Kundera’s book.

Ø  You can also search “ahli sastrawan Cirebon”.

APA Style :

How to Cite the Purdue OWL in APA

Individual Resources

            Contributors' names and the last edited date can be found in the orange boxes at the top of every page on the OWL.Contributors' names (Last edited date). Title of resource. Retrieved from http://Web address for OWL resource :

Angeli, E., Wagner, J., Lawrick, E., Moore, K., Anderson, M.,

Soderlund, L., & Brizee, A. (2010, May 5). General format.

Retrieved from http://owl.english.purdue.edu/owl/resource/560/01/

Book (One author, in print)

Kidder,T.(1981). The Soul of a New Machine. Boston, MA : Little, Brown & Company.

Journal article, one author, accesed online.

Ku,G. (2008). Learning to de-escalate : The Effects of Regret in Escalation of Commitment. Organizational Behaviour and Human Decision Processes, 105 (2), 221-232. Doi : 10.1016/j.obhdp.2007.08.002

           

About Link :

1.      Berdzenishvili,Mamia. (2006). Modernity and Identity Construction : Religious Foundamentalism. Masaryk University.

As Bouman  (2000 : 202) state in this book,his stated :

            “What history does matter of facility is a challenge, a task and a mission for the poet. To rise the mission, the poet refuse to serve up thrust known beforehand and well worn. Thrust already “obvious” because they have been brought to the surface and left floating there. Whatever their denomination, those thrust are not this something hidden which the poet is called to uncover, they are, rather, parts of the wall which the poets mission is to crush”. He said also that he considered sociology alongside poetry and history.

2.      Literacy and Ideology

                As already noted, many issues surrounding the concept of literacy involve definitions. How is literacy defined? By whom? In what contexts? And in whose interests? Definitions,especially those that are sustained by widely accepted ideologies, have serious social, economic,political, and other implications. As Raymond Williams noted, “a definition of language isalways, implicitly or explicitly, a definition of human beings in the world” ( 1977: 21, as quotedin Woolard, 1998: 3)

                Definitions of literacy may seem an odd controversy to people from societies whoselanguages define literacy simply as the ability to read and write, but in the United States at least,the term literacy is ambiguous, and becoming more so. Not only is there ambiguity over defining literacy either as “literacy skills” or “literate behaviors” (Heath, 1987), but increasingly the term literacy is not even confined to uses of written language. Many kinds of literacy are now being  proclaimed that essentially propose “literate behaviors” (or certain kinds of critical abstract thinking) that may, but do not necessarily, involve reading or writing. These include scientificliteracy, health literacy, medical literacy, computer literacy, information literacy, visual literacy,design literacy, and even performance literacy (e.g., in music and dance). Those who promotethese new literacies, in fact, consider traditional, or “written language literacy,” as simply another  kind of literacy, i.e., verbal literacy.

3.      Literacy is Central to History

            This may be obvious to you, depending on your own teaching context, training, and experience. Even more than two decades ago, it was required to take a “content-area” reading course. Together, prospective teachers of all the secondary subjects spent a semester learning about pre-reading strategies and different kinds of reading guides. But the truth is that this course didn’t help to identify as a reading teacher. It was a history/social science teacher through and through and this approach to literacy seemed only marginally useful.

            An easy dismissal was partly my mistake and partly due to the generic nature of the course. It should have known better. Doing history in college meant reading mountains of material—identifying and critiquing arguments and their evidentiary warrants, and seeking out alternative interpretations and multiple voices. These were some of the aspects of history that drew us to the subject and reading was core to all of them. Regardless of historical topic or task. As Princeton historian Hendrik Hartog said in a Journal of American History roundtable on the state of the historical practice, "The one [practice] we all engage in as historians is reading." But, in my content reading course, it was not obvious how learning about cloze reading guides was important to teaching history.

            Finally, as we thought that communicative literacy will have concepts as particular event. There are access to the media, economy, politic or even practices of media text production and consumption in additional consideration for analyzing media discourse, and those are called literacy.