Audio Transcript Auto-generated
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Hi, guys.
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So this is my final project on what is composition
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studies and the value of it today.
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Um, first, I want to begin with what is composition
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studies? It's gonna be located in the 1st 4 bullet
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points. So I'll try to break that down for you
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on the 1st 1 which is diversity.
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I took this three times because I felt like diversity
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is such a big buzz word in the educational spear.
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Today we have been taught as educators that we have
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to diversify through the text.
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We choose to even how we deliver content to our
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our students.
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Differentiation is key, Um, and why that's a proper Why,
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that's ah, aspect of composition studies is because for so
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many generations, the only credible sources were those of blanket
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identities. Um, and I can so see this because if
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you look at any curriculum for the most part, the
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stories and testimonies air written by Caucasian men and there's
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nothing wrong with those, except for the fact that not
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all students relate to that anymore.
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Obviously, these traditional pieces or some of the ones that
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we all know and love is English teachers like the
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Crucible and Till Mockingbird.
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This scout, however, if you look at the main characters
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from both of those, were told through the point of
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view of a Caucasian person, granted and still Mockingbird.
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You do get the female perspective through stout, however, in
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The Crucible, you solely get it through John Proctor.
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The problem with that is that we're only seeing one
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side of the story the way that these traditional author's
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view things in The Crucible.
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It's gonna be through a car.
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Um, you know, McCarthyism, Arthur Miller, This point of view.
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The problem with that is that not everybody can relate
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to and learn from this material because they don't experience
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it. Recently, people have realized that students were following the
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same trend.
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They're not relating to the characters, and therefore they can't
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really write about what they're learning because they're not interested.
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So, um, by Adam that next degree of identification finding
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those books that relate to all different kinds of identities,
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a person's narrowing down that field to a certain circuits
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reference for an example of an African American person, for
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example, may not fall into the LGBT Q identification.
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Therefore, that person would not qualify and may not identify
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with that.
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LG B Take you reference.
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If the labels were more precise, experts in the field
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would be more likely to find them, and they can
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base their on testimonies based off of what the reading.
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So I was recently we've had to learn to accept
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alternate testimonies, a representation in the form of minorities such
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as women, LGBT representatives and others.
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So we're utilizing testimonies from different kinds of people in
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a means of reaching our students.
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But how do we do this essentially without basic sense
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of base of minority representatives?
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There's no motivation for minorities to base the writing so
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they tune out.
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So teachers should integrate, were research resource is and narratives
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from different identities to motivate.
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Students tell their stories rather than the ones that they
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have been taught by society to follow up.
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And I supported this through the quote, so you exceed
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considerably more intensive, individualized and explicit teaching of transcription skills
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and composing strategies that incorporates effective adaptations to task demands.
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Essentially, you've got to make an individualized each student is
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different. Therefore, you've gotta look for different things that motivate
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them. The second aspect of composition studies Israel World exploration
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70 times as a teacher, I've been asked the question,
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Why do I need to know this?
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And this aspect of composition studies really does address that.
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So, um, the argument with real world exploration is that
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for years, teachers have relied on a text space riding
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approach to teach students writing strategies.
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Um, if you can see this chart that I have
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included the orange on the right diagram B oranges lecture
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based. And if you see that, that is the percentage
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of students who fail the class, which is much higher
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than an active classroom, which isn't blue.
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I'm not saying you can't read books and write in
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response to it.
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Instead, get them thinking.
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Answer the question.
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How does this apply to my life, not just the
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English classroom.
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The problem with that is that students can't relate to
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text they don't understand, and therefore they can't make a
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lifelong connection to writing strategies.
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A quote that I found from Gallagher that was really
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surprising is that through text based riding strategies or more
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traditional attempts, most students forget 45% of of the writing
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conventions they learned after they graduate high school that's almost
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half what they learn.
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That's super insane.
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And as a teacher, I want my what I say
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to stick with my students, associate with me.
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So how do we use it to teach composition?
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So essentially, you're gonna teach workplace in community riding rather
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than the traditional five star s a approach in English
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that means more untraditional and Africa ble crops that students
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can use to make graduate.
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So maybe a letter to a congressman or a resume
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to whatever job want research into the college they want
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tender the military or any depending on your audience of
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students. Also here I looked at the teaching for transfer
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approach, which, for for work prepares students for life after
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high school.
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Essentially, it resent reassembles prior knowledge and builds on that
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knowledge. So it's a constructivist mind set.
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You're building what they already know, too.
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Make those lifelong connections.
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The support here that I use is that the literate
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person communicates with others by articulating lives and experience experiences
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while also self reflect reflexively exploring problems which may become
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open ended Enquiries, injury break based learning means that your
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students actively engaged in what you're teaching and then writing
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that's superb.
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It you get the best riding from your students and
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things that they are engaged in if it is inquiry
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based, then is already based off of their interests.
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So they are engaged in the long run.
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The third aspect there's interdisciplinary studies.
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The argument is that the writing has become too dependent
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on text based inquiry rather than implementing other disciplines, like
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science or social studies in English.
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That means that we English teachers are focusing too much
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on the literature rather than trying to implement it into
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other people's interests.
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So if they're interested in science, find a sci tech
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text that they can read that furthers their understanding of
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what they're interested in.
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Um, why does this matter?
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By incorporating other disciplines and the writing, students will be
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able to write about subjects that interest them.
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Therefore, they can develop the riding in a way that
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would not have been possible in a solely text based
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atmosphere. And other disciplines can do this, too.
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In our school, a science classroom may not.
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The teacher may not be the best at judging writing,
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however, they're still getting the students writing, whether it's a
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short response questioned, or even a lab report.
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They're still riding in some way so English.
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You can mix things just like they dio.
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The support I have found for this is that English
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teachers were only asking their colleagues to assume a burden
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which rightfully belongs with the English support.
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That's a common argument.
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At least I know we get it in our school,
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Um, for too many pay people, the eradication of error
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is clearly more important than the encouragement of expression.
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If it's student can explain what they're talking about and
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they get it.
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Therefore it should be used in different disciplines, probably multicultural
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Pedigo jizz.
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The problem with multicultural Pedigo Jeez and education is that
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we teach a variety.
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It's different students who are different in every way.
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Teachers for too long have directed writing techniques that the
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predominant culture their school consist of.
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So why this matters if you're teaching your spray group
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of students and you know you're teaching at this school
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is that teachers have forgotten how to teach other cultures
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in the process.
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I'm not saying this is intentionally.
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However, many teachers don't feel that they have the skills
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or knowledge to teach to a variety of cultures, or
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how do you do it?
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Very different ways you can fix this mentality.
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One is by gaining socio cultural consciousness, being aware of
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those other cultures, getting information about how they work, what
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they believe and in turn, that could help you teach
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writing. Um, secondly, is developing an affirming attitude towards those
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students with cultural diversity and, among other things, if you're
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just socially aware, you can teach two people toe other
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cultures in a way that they can understand the latest
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composition matter.
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Resisted out of the calm, comfortable place, they confined new
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ideas and continue to thrive.
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Comfortable place they have.
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They've gotten comfortable in the repetitive learning techniques, but it
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doesn't necessarily mean that they last, um, by getting them
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out of that comfort zone disk and caused discomfort and
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even the most experienced learners and teachers.
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It would be hard for people to believe that they
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could do something more than what they have been doing.
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If they've only been encouraged to do the bare minimum
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composition studies allows them to get outside that bubble and
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try something.
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That's a weird little challenging.
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At times, um, they're effective incorporation of the different aspects,
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like multicultural Pedigo, divers, ity, interdisciplinary studies and real world
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application teachers can learn how best to reach about wider
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variety of students.
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That's why composition studies to me is so important in
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today's generation things, guys, for listening to my video.