Self- Assessment Reflection for Argumentative Paper

1.       My goals for writing this paper would be to pick one of my best dialogues and turn it into a good essay. I really wanted to make sense and really stay on topic about the schools kill creativity. I think I did a really good job meeting my goals and staying on topic for this paper. I really felt like this was one of my best papers I wrote in a while.

2.       I used my time very wisely, when I had to develop this paper. I use all class opportunities, and any helpful feedback from Mrs. Keaton. Brainstorming in the class really helped me see and put together an introduction, claim, reasons and so forth.  The use of my time really meet my goals because if I didn’t space myself out and really work hard then my paper would have been just thrown together not making any sense what so ever.

3.       WOW ! My writing has changed a lot. It wasn’t until this paper that made me recognize how my writing has improved much better as a writer. At first my writing was always all over the place, and I knew what I was trying to say just never could get it out enough to my readers as a I wrote, but now I know how to do that. Any time my peers are willing to give helpful advice, I take it into consideration which helps my writing a lot more than how it would be if I was by myself writing. I work with my peers my talking about my paper as well as theirs. We talk about what could be better and how we can change some things to make it better which also helps a lot to. Not only do I see my writing style, but I see theirs as well which helps me write better to.

4.       I would say of course my workshop group has contributed success into my paper by their helpful advice. I wouldn’t be able to do it without any of my sources from the web, books, and journals.  My teacher for her help and patience with me and my topic. She is always steering us in the right direction to take with our paper. Those are the people and some of the roles on how they contributed to my paper but most of all it was me who did all the work and research.

5.       I have learned about myself as a writer that writer is patience and hard work. You have to put emotion and support in order to become a good writer. I can’t just sit at the computer and expect to know how to do everything perfect. First, second, third, there’s always going to be more papers before you finally think it’s really good to turn in. I have learned that others grow as they write. You grow with your writing the more experience and work you put towards the writing part the more will come out of it for you and the paper.

6.       This argumentative paper was not that hard to write, but the only thing that I did find a little hard was turning this paper into an essay from a dialogue. I had to pick a certain style Rogerian or Toulmin. I picked Rogerian. I think the easiest part of this paper was taking Mrs. Keaton’s advice and feedback from both dialogues to turn it into a paper. And since we could bend the rules with the academic form a little bit to right this paper was really easy. I took risks by showing both sides, adding quote’s, and showing why the schools really do kill creativity with a supporting main point.

7.       I think I’m proud of the whole paper. I proud of the introduction, my body paragraphs, my conclusions, my quotes and supporting details. The solutions. I am just all proud of this paper because I REALLY put a lot of work into this paper. Writing is not easy for me.

8.       I do not think any parts of the paper really need more improvement. I mean always a paper is going to need improvement from a new set of eyes that’s just how writing goes. I feel like this because I have edited it myself, and had 3 other people read them plus my sister. I feel like I really tried to improve and add some more supporting quotes before I turned my paper in.

9.       My brainstorming process from start to now would be, having a dialogue completed and in a certain style. I then took that and my sources and annotated bibi. Started just playing around putting some ideas together. I brainstormed in class;

·         What will you need to add?

·         What will stay the same?

·         What will you need to delete/ not use?

·         What will you need to keep, but change a bit?

 

Had made in introduction with a move 1,2,3

Explained how creativity is killing schools, picked quotes, and use more time at home and in class to brainstorm.

Put together ideas and then started writing, then typing.

Then I edited it a few times, came to class had it edited quickly again and then again and now that leads me up to here.

Draft 2 for Argumentative Paper

Pricilla Mosiello

Megan Keaton

English 112             

24 April 2013

                                                            Creativity in Schools

In every field of education and work force, our future should be provided with purpose and meaning. Creativity comes to people’s minds as arts, but it’s really about how students are taught based on a school curriculum. Many people believe it’s the individual teachers, schools, or principals that are causing the problems for students to have less creativity. We need to change the views from people in society about creativity in schools. Years later researchers and doctors had come to conclusion that students are growing up in a transformed world. In the eyes of most people, they believe that students are not losing focus from narrow assignments, and a standardized curriculum should be the exaptation of success for a student. They also feel students in school should still be taught by the 19^th century model assessments. However, schools are not producing enough creative people to be recognized as different.  A student needs to have a mind that is expanded beyond imagination. Creativity is viewed as having necessary skills with attitudes and minds that are essential to future success. What will the world like look in 2025 without any creativity? Having creativity in schools gives people an opportunity to discover talents and strengths for what their passion may be. It keeps a student’s mind set to influence involvement from real challenges. To avoid this problem we should take into consideration the importance of expanding a creative process for students in school. 

All across the world collective definitions and perceptions about the myths of creativity have yet produced an uneven understanding of what it means to be a creative person. A primary goal for schools is to help clarify meanings that are associated with the broad term of creativity.  Also to help identify some observable processes, that is associated with the problems in our current educational context. Is the term creativity so ill- defined and fuzzy that no common agreement exists into its meaning? Creativity remains as an elusive concept where discussion and expressions of the term may come from the understanding as a thought. Society needs to give students of all ages a balanced rounded education that prepares them for their future success.  Only a few people will be able to earn a living by relying on arts, and children need to understand this, but it’s more about doing something someone enjoys than being miserable.  Only a handful of people make a decent living from arts, but they are essential into becoming more well-rounded human beings, that are capable of enjoying life, rather than being a robot machine. (Fasko 320).

Understandably, a major problem is that the organization of education in most countries, was developed to meet the needs of an industrial economy, that’s simply not suited to the 21^st century. Whether students are in the UK, Europe, USA, or Asia school systems consistently fail to cultivate creativity, and acknowledge multiple types of intelligence, causing them to be very out of step with the real life challenges. People are facing an ever-changing world that has been transformed by digital technology which has taken away from the creative part. Education assessment systems need an overhaul because most are based on tests and numerical grades, which are rooted in the idea of standardization. It must be recognized that success of a school comes down to great teaching. Many teachers have become discouraged because their own creativity is being stressed by the standard curriculum they have to follow. And as Ken Robinson points out, arts are vitally important to education, and it doesn’t just define creativity as artistic terms. It is the process of having an original idea that has value. Creativity gives people the essential future success of people, companies and communities in the 21^st century. 

However, schools should nurture creativity and other skills for intelligence. There are a number of countries fostering creativity and critical thinking as the next education challenge; but traditional grades and creativity may no longer sacrifice the workforce with skills that are needed to fuel the economic growth. Many schools have teachers under pressure to get so much work completed, and taught to a student in such a little amount of time. Teachers really don’t have enough time to stimulate creativity, or have contact with each student individually. Formal education is helping students develop abilities for work and creative thinking in many ways that actually already suppresses creativity. Nothing more should be pushed as an issue or concern about creativity in schools for students because the standardized curriculum is the right way for students to learn by.

Creativity is more important than ever before in history. Students will be able to learn a deeper structure of knowledge linking everything together in a creative way. To let the mind go beyond existence to transfer new situations that never existed before, is a sustained positive impact for students to have future success, in the workforce and school around the world. Experience with discovery learning enhances creative performance by forcing the learner to manipulate the environment and produce new ideas. (Lancrin 5). Creativity is the key to education in its fullest sense, and to the solution of man kind’s most serious problems. (Lancrin 5).  Creativity in schools gives students an advantage learning with a better understanding. Students with restless minds and bodies are far from being cultivated with energy and curiosity; because of ignored sacrifices that fall behind them later on with survive consequences. There are important ideas and solutions that can show growth between students learning with creativity. That’s why it doesn’t matter what side a person may or may not agree with, because it’s up to the students and schools to push forward creative skills.  Authors believe there is a need for creativity courses in teacher’s education programs. In fact, Hennessey and Amabile found that extrinsic constraints, which are factors external to the specific task, could deserve intrinsic motivation and thus decrease creativity. ( Fasko 11).  We’re not just here to earn a living, obviously we need to do that, but we also need to have a life too, and we need lives with purpose and meaning. To me that mean’s discovering what your strengths are and talents are and what your passion may be. (Robinson 8).

Schools are killing the creativity within students, by not letting their mind expand beyond imagination.  The creativity in schools is being killed for students because; the education curriculum is not helping develop any people’s ability for creative work, or creative thinking.  Education in this generation is being suppressed by a transformed world of technology, which takes away the creativeness from a person’s mind.  A person’s mind and creativity level is a valuable education option that someone may or may not agree with.  It’s up to a person to decide for themselves, if the creativity skills and abilities in important in the education programs as it is to the students.  Every person is educated in a different way, and schools systems are facing an ever- changing world that has been transformed cultivatable in many ways. Creativity emerges when people generate many different possible answers rather than rushing to the one right answer. (Sawyer 3).

So some schools should consider possible compromises, to let each school worry about the opportunities students have for a creative process. A student’s path for creativity is built from hard work and effort towards a situation. Each individual, school, or teacher will find their own way to stimulate creativity. The curriculum shouldn’t be so strict, and should consist of creative thinking skills towards solving a problem in school.  A teacher that is under pressure will find a way back to the surface alone, teaching useful learning tools for a student’s future success. The thinking creative process is more than important enough to take into consideration about. The creative process connects new skills, and lets the mind go beyond existing knowledge. If school becomes unexcited it will cause students to lose sight, and motivation towards their dreams or goals.  

The schools will provide more meetings and comparisons of success; that will be provided within a speech, so people can get different views on why creativity is so important within students. Behaviors in classrooms will be recorded and compared to see if the results improve within students.  Some producers agreed to advertise creativity for students within schools worldwide. Creativity doesn’t need to be ignored because that will just cause more terrible consequences for the students within these schools. Including creativity and other skills for innovation in national curriculum is a helpful starting point for them to be taken seriously in school. (Lancrin 2).

The schools that kill creativity rather than enforce it are not a good way to maintain levels of achievements for a student. Meanwhile, schools can establish how important creativity is and take action to focus on the future. All schools and board of education should come together in a big meeting once schools out over the summer to gather useful methods. Teachers and principals are coming together from other countries to compromise a solution towards creativity. Creativity within a student should not be ignored for any particular reason. Any information should be gathered on students in classrooms whose behavior may change from the stimulation of creative thinking. The students with restless minds and bodies are the ones who never become cultivated and make creativity seem less dull. Advertisements and news channels are willing to help provide support for the idea of creativity to make schools become brighter, and give opportunities to students for better success in the field of economy growth. Several events will bring about the change that demonstrates creativity in school for students.  The challenge and journey ahead is very long encouraging many schools to take action for students learning process throughout the years.

                                                Work Cited

Fasko, Daniel. “Education and Creativity.” Creativity Research Journal 13 (2000-2001): 317-327. Print.

Lancrin, Stephan V. “Creativity in schools: What countries do or could do.” Education Today OCED. Web. 30 January 2013

Louv, Richard. Last Child In The Woods Saving Our Children From Nature- Deficit Disorder. North Carolina: Thomas Allen, 2005. Print.

Robinson, Ken. “Education Today.” Do schools really kill creativity? 13 (2005): 16+ Minnis Journals Pty. Ltd. Web. 24 March 2013.

Sawyer, Keith R. “Schools That Foster Creativity.” N.P., 8 December 2012. Web. 21 March 2013

 

 

Work shop Relection for Argumentative Paper

          

 

1.       The advice I received from each member in my group would be:

·         Andrew: My writing along with everyone else’s has improved because he looked back in the beginning when we first started writing, which wasn’t that well at all. I just needed to add some more, expand someone on my topic.

·         Abby: I think you did very well. Everything was good; your writing has changed so much. Just check over some spelling and correct a few things. She asked me if I was doing Rogeian style which, I said yes and it made me feel like I was on top of what I was supposed to me doing the correct style.

·         Kendall: Everything is pretty. She also gave me good suggestions about the focus of my topic. How schools kill creativity.

2.       I would say all of their advice was most helpful, because when I take all these suggestions and listen to them carefully it helps me fix errors that I may have skipped or not seen before. So I would say everyone’s advice was most helpful.

3.       I don’t really know much of advice that was least helpful, Kendall didn’t say much about my paper but, I didn’t say much about hers either, because I felt like she covered everything about her topic.

4.       I feel like for this paper I have some revision to do but not much. I feel like I should change and add some more stuff to my paper, but I really feel like I focused a lot on my Rogerian dialogue which made it easier to write this paper. I will change some of my sentences, take out words that don’t make sense, add some more quotes, and use some more of my sources. Also I am going to just add and remove words, grammar and punctuation. Other than that I feel like I don’t have much revision to because I worked really hard, and pushed myself as a writer.  I am going to add some transiton words in my paper as well.

Draft One - Argumentative Paper

Pricilla Mosiello

Megan Keaton

English 112

21 April 2013

                                                            Creativity in Schools

In every field of the work force, our future should be provided with purpose and meaning. Creativity comes to people’s minds as arts, but it’s really about how students are taught based on a school curriculum. Many people believe it’s the individual teachers, schools, or principals that are causing the problems for students to have less creativity. We need to change the views from people in society about creativity in schools. Years later researchers and doctors had come to conclusion that students are growing up in a transformed world. In the eyes of most people, believe that students are not losing focus from narrow assignments, and a standardized curriculum should be the exaptation of success for a student. They also feel students in school should still be taught by the 19^th century model assessments. However, schools are not producing enough creative people to be recognized as different.  A student needs to have a mind that is expanded beyond imagination. Creativity is viewed as having necessary skills with attitudes and minds that are essential to future success. What will the world like look in 2025 without any creativity? Having creativity in schools gives people an opportunity to discover talents and strengths for what their passion may be. It keeps a student’s mind set to influence involvement from real challenges. To avoid this problem we should take into consideration the importance of expanding a creative process for students in school. 

All across the world collective definitions and perceptions about the myths of creativity have yet produced an uneven understanding of what it means to be a creative person. A primary goal for schools is to help clarify meanings that are associated with the broad term of creativity.  Also to help identify some observable processes that is associated with the problems in our current educational context. Is the term creativity so ill- defined and fuzzy that no common agreement exists into its meaning? Creativity remains as an elusive concept where discussion and expressions of the term may come from the understanding as a thought. Society needs to give students of all ages a balanced rounded education that prepares them for their future success. Few people will be able to earn a living by relying on arts and children need to understand this, but it’s more about doing something someone enjoys than being miserable.  Only a handful of people make a decent living from arts, but they are essential into becoming more well-rounded human beings, that are capable of enjoying life, rather than being a robot machine. (Fasko 320).

Understandably, one of the problems is that the organization of education in most countries was developed to meet the needs of an industrial economy and that’s simply not suited to the 21^st century. Whether students are in the UK, Europe, USA, or Asia’s schools systems consistently fail to cultivate creativity and acknowledge multiple types of intelligence and are very out of step with the real challenges. People are facing am ever-changing world that has been transformed by digital technology which has taken away from the creative part. Education assessment systems need an overhaul because most are based on tests and numerical grades, which are rooted in the idea of standardization. It must be recognized that success of a school comes down to great teaching, and many teachers have become discouraged because their own creativity is being stressed by the standard curriculum they have to follow. And as Ken Robinson points out, arts are vitally important to education, and it doesn’t just define creativity as artistic terms. It is the process of having an original idea that has value. Creativity gives people the essential future success of people, companies and communities in the 21^st century. 

Schools should nurture creativity and other skills for intelligence. There are a number of countries fostering creativity and critical thinking as the next education challenge; but traditional grades and creativity may no longer sacrifice the workforce with skills that are needs to furl economic growth. Many schools have teachers under pressure to get so much work completed, and taught to a student in such a little amount of time. Teachers really don’t have enough time to stimulate creativity, or have contact with each student. Formal education is helping students develop ability for creative work and creative thinking in many ways that actually already suppresses creativity. Nothing more should be pushed as an issue or concern about creativity in schools for students because the standardized curriculum is the right way for students to learn by.

Creativity is more important than ever before in history. Students will be able to learn a deeper structure of knowledge linking everything together in a creative way. To let the mind go beyond existence to transfer new situations that never existed before, is a sustained positive impact for students to have future success, in the workforce and school around the world. Experience with discovery learning enhances creative performance by forcing the learner to manipulate the environment and produce new ideas. (Lancrin 5). Creativity is the key to education in its fullest sense, and to the solution of man kind’s most serious problems. (Lancrin 5).  Creativity in schools gives students an advantage in learning with a better understanding. Students with restless minds and bodies are far from being cultivated with energy and curiosity; because of ignored sacrifices that fall behind them later on with survive consequences. There are important ideas and solutions that can show growth between students learning with creativity. That’s why it doesn’t matter what side a person may or may not agree with, because it’s up to the students and schools to push forward creative skills.  Authors believe there is a need for creativity courses in teacher’s education programs. In fact, Hennessey and Amabile found that extrinsic constraints, which are factors external to the specific task, could deserve intrinsic motivation and thus decrease creativity. ( Fasko 11).  

Schools are killing the creativity within students, but not letting their mind expand beyond imagination.  Schools are killing the creativity in schools for students because; the education curriculum is not helping develop any people’s ability for creative work, or creative thinking.  Education in this generation is being suppressed by a transformed world of technology, which takes away the creativeness from a person’s mind.  A person’s mind and creativity level is a valuable education option that someone may or may not agree with.  It’s up to a person to decide for themselves, if the creativity skills and abilities in important in the education programs as it is to the students.  Every person is educated in a different way, and schools systems are facing an ever- changing world that has been transformed cultivatable in many ways. Creativity emerges when people generate many different possible answers rather than rushing to the one right answer. (Sawyer 3).

So some schools should consider possible compromises, to let each school worry about the opportunities students have for a creative process. A student’s path for creativity is built from hard work and effort towards a situation. Each individual, school, or teacher will find their own way to stimulate creativity. The curriculum shouldn’t be so strict, and should consist of creative thinking skills towards solving a problem in school.  A teacher that is under pressure will find a way back to the surface alone, teaching useful learning tools for a student’s future success. The thinking creative process is more than important enough to take into consideration about. The creative process connects new skills, and lets the mind go beyond existing knowledge. If school becomes unexcited it will cause students to lose sight and motivation towards their dreams or goals.  

The schools will provide more meetings and comparisons of success; will be provided within a speech, so people can get different views on why creativity is so important within students. Behaviors in classrooms will be recorded and compared to see if the results improve within students.  Some producers agreed to advertise creativity for students within schools worldwide. Creativity doesn’t need to be ignored because that will just cause more terrible consequences for the students within these schools. Including creativity and other skills for innovation in national curriculum is a helpful starting point for them to be taken seriously in school. (Lancrin 2).

The schools that kill creativity rather than enforce it are not a good way to maintain levels of achievements for a student. However, schools can establish how important creativity is and take action to focus on the future. All schools and boards should come together in a big meeting once schools out over the summer to gather useful methods. Teachers and principals come together from other countries to compromise a solution towards creativity. Creativity within a student should not be ignored for any particular reason. Any information should be gathered on students in classrooms whose behavior may change from the stimulation of creative thinking. The students with restless minds and bodies are the ones who never become cultivated and make creativity seem less dull. Advertisements and news channels are willing to help provide support for the idea of creativity to make schools become brighter, and give opportunities to students for better success in the field of economy growth. Several events will bring about the change that demonstrates creativity in school for students.  The challenge and journey ahead is very long encouraging many schools to take action for students learning process throughout the years.

                                                Work Cited

Fasko, Daniel. “Education and Creativity.” Creativity Research Journal 13 (2000-2001): 317-327. Print.

Lancrin, Stephan V. “Creativity in schools: What countries do or could do.” Education Today OCED. Web. 30 January 2013

Sawyer, Keith R. “Schools That Foster Creativity.” N.P., 8 December 2012. Web. 21 March 2013

 

 

 

Toulmin argument

1. My goals for writing this paper was to have a set of characters and a good theme to put a picture in my readers mind. I wanted my topic to stand out and I really wanted to make sense during my arguments. I really wanted my writing in a Toulmin method. I really tried to make myself fit as well into this dialogue. I think I pretty much meet my goals on this one, maybe a little more hard work and some more time until its due would be nice, but other than that I think I meet my goals.

2. I used my time very wisely while developing this paper. I think I did pretty well with the development consider the amount of time I had to do it in. I used class opportunities to my fullest, I even went to class to brainstorm, and listen to some of Mrs. Keaton's thoughts towards this paper. Considering the time I had to brainstorm and come up with this on my own came out great with time to meet my goals.

3. I don't think my writing really did a dramatic change this time. I think from writing the other dialogue in Rogerian style helped me a lot to.  We didn't really have much time to get responses from peers since Mrs. Keaton told me we won't be having one for this.

4. This question always gets me ! , I would say I'm the only one who contributed to my paper because if I tried to show someone, or even get help on this they would not understand what I am doing.

5. I have learned about myself as being a writer that I happen to see the emotion I try to write with. I try to think about the reader and what they would think, if they got it or was totally lost. I think that when I write and reread I make sure that I picture myself reading this for the first time to see how I write and what I can do to become better. I always learn from others there ways of writing, and styles and thoughts that make them become better writers.

6. I think the hardest part for writing this paper would be coming up with a cast of members and actually putting it as a play. I really had a hard Time with that part only. I think the easiest part of writing this paper would happen to be making up the dialogue, and using our sources to show both sides of my topic on creativity. I think I took risks by making the setting at a school, and making my self a teacher who cares abut students success and creativity levels.

7. I think the most proudest of my paper would happen to be the dialogue I think I did a fantastic job and showing dialogue and Strong arguments to go along with that. I say this because I carefully picked and choose sources that really helped me state dialogue with supportive and non supportive information.

8. I think the paper always needs improvement, even when you think that's it. I think the most improvement on my paper that could take palace could be the setting, and characters I picked for my play. I really tried my best before I turned this dialogue in but I always know more changes could be done and will be done.

9. My writing process would happen to be very complicated. I always used my computer to save articles that are useful for my topic, if I come with ideas when were first given the assignment I jump on it and not them all down. I always use class time and my day book to come up with any information that could be useful for my paper. Then I used Mrs. Keaton's brainstorming ideas to better accumulate understandings of what to do. I type up my first draft then reread over it for any mistakes and again. I think I could use just a little bit more work but what doesn't need more work when it comes to writing? Everything does !

Self-Assessment Reflection for Joining the Conversation

 

1.       My goals for writing this paper were to turn this paper into a form of a dialogue. Include a cast of characters and myself as well. I wanted to involve myself as a teacher giving a meeting to the principals on why creativity is important. I think I pretty much reached my goals, but working on my introduction with the characters can use a little work. Maybe after workshop it will become better

 

2.       I used my time with developing this dialogue by running through all my annotated bibliography that I said I was going to use to show arguments. I underlined any useful information that could be possible for me to use. I went back and then turned the arguments into main sources with viewpoints. I used class time and Mrs. Keaton’s blog post she keeps herself to say what we did in class, because I went back and really thought everything out the way she said to do.

 

3.       I really didn’t see my writing change with this dialogue yet, because I fully didn’t get the meaning if I’m doing this the right way or not yet. We didn’t do peer revision for this one yet because it was our first draft >? But when we do get in out blog groups for workshop I take every advantage of advice I get to make corrections.

 

4.       No one contributed to my Rogerian dialogue yet because I didn’t have any revisions done besides the ones I tried to pick up on. I am going to print out my paper at school tomorrow and fix, take away, add any mistakes I see with fresh eyes.

 

5.       I have learned about myself as a writer that I try to express my ideas to quickly that I don’t get my meaning out to the reader in the correct way. The way I talk reflects the way I write. I text and talk with A LOT of slang which really hurts me when it comes down to a paper and writing. I have learned from others that our minds all think differently, so the way we hear and write something’s may look or sound fine to someone else, everyone has a different tone to their writing from their own personality, which I think has effects on writing some positive and some negative.

 

6.       I think the hardest part of writing this dialogue is to actually write this into a form of a play, because I never done this before and I’m not really good at it, which makes this assignment really difficult. I think the easiest part of writing this dialogue was actually finding points that are two arguments from my sources.  Putting me as a character was really easy to because I knew what I wanted to say and how to say it.

 

7.       I think I’m the most proud of my introduction. I think this because I really explained BOTH sides this time the way I have been trying to do the whole time.  I really tried to set a set for the reader to feel most comfortable with, which I think I hit on the nail.

 

8.       I think my dialogue needs most improvement with my characters and setting, of where the characters are in like a real play. I really need to focus my characters and their arguments in the paly. I tried to add some more descript words in the beginning to introduce the setting of me being a teacher with my characters as two principals who need to take creativity into consideration. But I feel like I just kept making the introduction longer.

 

9.       I have used my annotated bibliography as a brainstorming piece for my Rogerian dialogue. I underlined any information that was going to be useful in each of my sources. In class I would write down any things that came to mind for this writing assignment. I came up with ideas and a setting that I wanted my dialogue to take place in. I think I need more work done on this but it’s my first draft, I want to be wright before wrong.

Self- Assessment Reflection for Annotated Bibliography

 

1.       My goals to write this annotated bibliography were to really understand the meaning and arguments from my sources. My goals were to really scatter through all my sources to pick which five would really help me out with research and progress.  I think I did really well on this so I would say I reached my goals, because I actually spent time on this and came back to it a few times with new eyes before I just walked away.

2.       I used my time to develop this paper, by using class time; gathering resources from everywhere, having other people look at my articles and tell me there ideas as well. I even went the library for extra help in find the right sources to gather information. I used workshop time, and talked to peers for advice.

3.       I always see my writing change, because even when you think you have a final draft, it’s never the final draft. You can always go back to add more; fix grammar, or even punctuation. My writing changed with grammar. I took the advice from peers and edited my work a lot.!!! We talked about each person’s topic, and analyzed any problem we seen was wrong, and I wrote down a lot of information even got neat ideas for sources.

4.       No one else contributed to my papers success. I think this because at the end of the day it depends on me. It depends on motivating myself to fix any errors, and take hours out of day to work on my paper to have it close to perfect.

5.       I have learned about myself as a writer that sometimes I think to fast which makes me write or type to fast, which that makes me cram my ideas together and when I know im trying to say something it just doesn’t come out the right way I intend to say it. I learned from other peers that my grammar needs a lot of working on, and describing more details for more work, which has always been a problem for me in my writing, I just see it clearly now. And making sure im providing my readers with an actual topic, instead of having people, ask me what my topic is or what im trying to state.

6.       I would say the hardest part of writing this paper was doing step three, and actually analyzing the author’s arguments. The easiest part of writing this paper, was putting my thoughts together and finding useful information from each of my sources. I really didn’t take many risks, except for trying to make my paper sound formal and profession as a writer. I changed a lot of structure in my paper.

7.       I am proud of all my papers, but the most I would have to say I am the most proudest of was, the fourth one i used as one of my sources, about nature, children, and adults. I feel like I really made strong connections with my quotes and this book!

8.       A paper is always going to need improvement from another person’s eyes. But I don’t really think anything is wrong with my paper because I changed a lot of sentences and ideas I had from before. The only thing I’m concerned about is my urls, if that was right or wrong how I had them. I checked some of my blog member’s pages to see if I did, but that wasn’t much help either. I reread all my five papers over correctly before turning it in. I tried to read it from the end to the top to really pick up any mistakes I didn’t see before.  

9.       My writing process from start to finish would be this, I took notes in class to guide me through what had to be done. Then I started researching, finding articles, books, journals, blog posts anything I could find on creativity I would print or save it to my computer to come back to. Then I would eliminate any sources I found that was not useful. I had finally had my five sources. Then I would start each individually and write it on a blank white piece of paper all my information I needed to type up. I typed up more work took advice from work shop peers, and then reedited some more myself. I read all these out loud to myself, and backwards from end to start. I then looked over all five again before turning it in to see if I missed anything else.

Second Draft of Annotated Bibliography

Fasko, Daniel. “Education and Creativity.” Creativity Research Journal 13 (2000-2001): 317-327. Print.

http://deved.org/library/sites/default/files/library/education_and_creativity.pdf

            In this article Education and Creativity, it represents many factors to the meaning of creativity, and how it used to stimulate an individual’s motivation in school. Studies were shown through an important factor called metacognition. Metacognition is the research from how creativity is increased from a student. The article represents theories that have influenced the understanding to ten different relations of academic achievement. Individuals develop creativity from twenty five different styles and techniques throughout schools. Students that go to school should be provided with opportunities to engage in the ideal acts of learning. From year to year students, who demonstrate the ability to cope with real life situations, show the most improvement of academic creative performance.

            The author discussed issues of thinking skills, and styles of different theories for creative thinking. The attitudes of teacher’s concerns can make a difference towards a students learning experience with creativity. Many programs offered in school can stimulate creativity and creative thinking for students. The main question that arises is, whether there should be a need for courses with creativity from teaching education programs. Students need to develop an original idea that corresponds with creative analysis process. The author covered everything in this article from learning theories, motivation, developing creative thinking, and the evaluations of creativity and Education.

            I will use this article in my work to show vivid examples, and theories from creativity within students and schools. This article gave me more ideas to evaluate what students in school deserve, and should be provided with from opportunities to engage creative learning. The learner, teacher, and curriculum help raise important ideas in school for creativity. I agree with the author, because he left me no questions that need to be answered. The learning and creative process gives an insight to the relations, and development towards creativity for students.

·         “A creative act is an instance of learning… [and that] a comprehensive learning theory must take into account both insight and creative activity.”

·         “Experience with discovery learning enhances creative performance by forcing the learner to manipulate the environment and produce new ideas. “

·         “Creativity is the key to education in its fullest sense and to the solution of mankind’s most serious problems.

 

 

Lancrin, Stephan V.  “Creativity in schools: What countries do or could do.” Education Today OCED. Web. 30 January 2013

http://oecdeducationtoday.blogspot.fr/2013/01/creativity-in-schools-what-countries-do.html?goback=%2Egmp_4343370%2Egde_4343370_member_209648074

            This article is about the education challenges for schools in other countries. Twelve different countries shared different experience’s based on designed methods. The author talked about fostering creative learning, and critical thinking. Students in these schools recently started projects about creativity, which helps them focus more on their studies. Teachers have decided to monitor their students’ progress with critical, creative, and venture thinking. In national curriculum including creativity, and other important skills for innovation, it can be a helpful starting point, so it can be taken seriously in school. Creativity skills are being considered as a useful idea so it can be used more serious for students to enhance their learning styles in school.

            The challenge and journey ahead is still very long, encouraging many countries to take action in this process of creativity.  In this article the author’s main arguments was to explain, twelve different countries experience’s based on designed methods for students. Having experience and sharing tools, research, and lessons eventually will make more students, or teachers reach the Promised Land of success. When students develop creativity it becomes a better understanding of materials for students and teachers. A major step to increase and help other countries is to raise the awareness of skills, thinking, and creativity to see the importance of learning in school. The teachers in other countries pay close attention to the students, to help enhance their collective creative minds.

            Showing examples of enhancing creativity will make arguments in my work stronger. Vivid developments of Singapore and Korea are great examples to show the character building of creativity in schools between different countries. Student’s curriculum is important in all schools even in different countries. I agree with this author, and I will use this article towards my research, to bring me to more information that’s useful about other countries.  Why haven’t other countries stimulate the creativity within teachers and students?  An increasing number of countries see creativity that is not equipped in the workforce field need to fuel economic growth around the world. But most countries take into consideration the growth of students academic success with creativity levels pushed such as, art, presentations, and thinking skills to go beyond the minds of students.

·         “Students also asses themselves and their peers by answering questions such as I am able to brainstorm multiple ways to research a solution, I am able to connect ideas in an interesting and creative manner to create a unique idea.”

·         “In the United States we are slowly embracing the 21 century skills that require students to be taught creativity and innovation.

·         “Including creativity and other skills for innovation in national curricula is a helpful starting point for them to be taken seriously in school.”

Sawyer, Keith R. “Schools That Foster Creativity.” N.P., 8 December 2012. Web. 21 March 2013 http://www.huffingtonpost.com/dr-r-keith-sawyer/teaching creativity_b_2258239.html

            This article explains how creativity is more important than ever before in history. Schools today have a problem with fostering creativity, and doing a good job at it. Society will never reach its limit without schools. Students are living from schools in the past, instead of focusing on their future. That’s why the path of creativity for students needs to be brightened. Schools need to focus on having creativity mixed with problem solving. Creativity forms thought out years, that’s why it’s important for schools to base their latest understanding on creativity and learning.  The schools we have today don’t do a good job, fostering creativity for students. Students need to learn a deep understanding that underlies successful creativity.

            The author had stated many arguments about creativity. How will children learn to properly apply problem solving skills along with creativity, when they are discouraged or unmotivated to keep on going? The author stated, schools are designed based on the latest science, of learning without any hard work. Schools will guide a better path of understanding creativity, thinking and problem solving. Are schools really killing creativity, or is it individual’s not using knowledge beyond existence? According to the author, researchers have demonstrated that without any hard work, skill, and dedication there will be no creativity.

            I will use this article in my work to show how creativity should be just as important as education literacy. The world needs a variety of people’s creativity, because without it the world would be simple and plain. New schools visions are focused on learning, the environments to maximize student’s creativity. I agree with the author, because I was left with no questions after reading this article. Students will learn structure of knowledge, connecting, and linking old problems into new ways they haven’t seen before. The author shows ideas that contain new information students will use to improve their creativity skills.

·         “The path to the creative society of the future goes straight through the classroom. But not the memorize and regurgitate classrooms we have today—instead, classrooms that give student a deeper understanding of the material.”

·         “Creativity researchers speak of a “ten year rule”—because significant new ideas only come to a person after they already invested ten years of work mastering the domain.”

·         “Creativity emerges when people generate many different possible answers rather than rushing to the one right answer.”

 

Louv, Richard. Last Child In The Woods Saving Our Children From Nature- Deficit Disorder. North Carolina: Thomas Allen, 2005. Print.

            This book is about linking the lacks of nature in the lives of today’s generation. This books intention is to bring together cutting edge research, showing that direct exposure to nature is essential for healthy development such as; physical, emotional, creational, and spiritual. The environment based education improves, scores, develops skills, critical thinking, and most important decision making. The creativity throughout a person is stimulated by childhood experiences from nature. Schools assign more and more work to do, and less and less time for a person to access natural resources. The parents, educators, and any other adults or institutions, can make the culture itself. So many of our actions we make, and messages we send out can depend on the person or child itself.

            The author’s main argument is for every individual to have contact with nature to make a child or adults developments healthier throughout life. In society many communities are teaching people to avoid experiences with direct nature, which is killing a person’s touch with life and creativity. The relationship with nature can make a person’s thought go beyond recognition. The nature is a healing part for a person; it can serve a blank slate to draw reinterprets of fantasies beyond the mind. Nature inspires creativity in a child by demanding visualization and the full use of senses. Children no longer direct experience on how to interact creatively with the seasonal transformations of the planet. People need to be able to be complex, and work around school to still become creative in outside activities of nature.

            I will use this source in my work to show what nature can do to stimulate creativity beyond a person’s reach. The author gives many explanations and examples on how children and adults react to creativity based on the environments that are around them. Every time I read this book, I always have new ideas to write down because it’s so useful. I agree with this author, and I understand the connections that are made through nature, and outside activities we engage ourselves in. I am left with no questions from this book because I continue to read for more new information from the author. Computers, television and video games are killing creativity, and nature talents, which increase difficulty going beyond existence.

·         “A child said what is the grass? Fetching it to me with full hands; how could I answer the child? I do not know what it is any more than he.” (283).

·         “A rich, open environment will continuously present alternative choices for creative engagement. A rich, bland environment will limit healthy growth and development of the individual or the group.” (199).

·         “Children need Nature for the healthy development of their senses, and therefore, for learning and creativity. (54).

 

Robinson, Ken. “Education Today.” Do schools really kill creativity? 13 (2005): 16+  Minnis Journals Pty. Ltd. Web. 24 March 2013.

http://www.minnisjournals.com.au/_images/articles/pdf/article-pdf-0488.pdf

This article is about how education is not helping develop young people’s ability for creative work and creative thinking. The author is set that creativity is based on many ideas and abilities that are important for this generation.  He doesn’t believe that creativity has to come from just artistic terms, but it can also be an original idea that has a lot of value. According to the author, Ken Robison states “He sees creativity as a necessary set of skills, competence, and attitudes, which are all essential to the future success of our children, companies, and communities in the 21^st century. (7). Children are growing up in a world of communication through technology, which is access to find new information in a variety of ways.

The authors main argument in this article would be the students with restless minds and bodies, are far from being cultivated with energy and curiosity, instead they are being ignored, with consequences that later on falls right behind. A major problem would be that education is not individual teachers, or schools, or principals, it is a systemic worldwide view of problems.  People are locked into the 19^th century model of intelligence, when schools need to be looking forward for the future of intelligence and creativity.

I would use this source in my work to show proven facts to why schools should be taking the fault for killing creativity. I will show acknowledgments, in which doctors and researchers who believe in some people. This article raise important ideas and very strong arguments that can support my main topic, Is schools killing creativity.  Also, I will show the organizations in which humanities, math, science are still very important in curriculum, but at the same time not enforcing talents, or creative minds. As I was reading the author covered a lot, which left me with no questions, instead just gave me brighter ideas towards my work. The importance of new technologies and new economic reality is really irresponsible and backward looking.

·         “I increasingly ask politicians to defend why they are handling education in the 1950’s model when it blatantly isn’t working. (9)

·         “Children who start school this year will retire in about 2070. I don’t know anybody and I know many well-regarded futurists. Who have the faintest idea what the world will look like in 2025, let alone next year.” (9).

·         “The problem in education is not individual teachers, or schools or principals, although it sometimes is: it is a systemic- wide problem.” (8)