EDLC 632- Journal Article Critique
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Reinhardt University *
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632
Subject
Communications
Date
Jan 9, 2024
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docx
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8
Uploaded by clpeyton81
ARTICLE CRITIQUE
1
Journal Article Critique
Courtney L. Peyton
School of Education, Liberty University
Author Note
Courtney L. Peyton
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Courtney L. Peyton Email:
cpeyton@liberty.edu
ARTICLE CRITIQUE
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Journal Article Critique
Topic:
“Inviting joy into classroom writing instruction: An exploration of the use of creative
writing within the neoliberal context of standardization.”
By: Sheeler, D. (2021)
The major objective of the article is to explore the use of creative writing in classroom
instruction, specifically within the context of standardization. Sheeler aims to investigate how
creative writing can bring joy and enhance the learning experience in a system that tends to
prioritize standardized approaches (Sheeler, 2021). The minor objectives of the article include
examining the impact of standardized teaching methods on student engagement and creativity,
exploring the potential benefits of incorporating creative writing into the curriculum, and
discussing the challenges and opportunities that arise when implementing creative writing in a
standardized educational system. The important concepts focused on by the author include joy,
classroom writing instruction, creative writing, neoliberal context, and standardization. The
author defines these concepts within the article, and it is subjective whether the definitions are
clear or not. It would depend on the reader's understanding and interpretation of the author's
explanations.
Main Ideas
The article explores the use of creative writing in classroom instruction within the context
of standardization. The Sheeler argues that incorporating creative writing can bring joy and
enhance the learning experience in a system that often prioritizes standardized approaches
ARTICLE CRITIQUE
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(Sheeler, 2021). It is suggested that by embracing creative writing, educators can foster a more
engaging and meaningful learning environment.
The supporting arguments in the article include the potential benefits of creative writing
in promoting student engagement, fostering creativity, and developing critical thinking skills.
The author also discusses how standardized teaching methods can limit student expression and
hinder their enjoyment of writing (Sheeler, 2021). Additionally, the article examines the
challenges and opportunities that arise when implementing creative writing in a standardized
educational system.
The ideas in the article are generally presented clearly. The author provides a clear
introduction to the topic, states the main argument, and supports it with relevant evidence and
examples. The article is well-structured, making it easy for readers to follow the author's line of
reasoning. However, individual readers may have different interpretations of clarity based on
their familiarity with the subject matter and prior knowledge.
Conclusions
The article concludes that incorporating creative writing into standardized classroom
instruction can have numerous benefits for students. These benefits include increased
engagement, enhanced creativity, improved critical thinking skills, and a more enjoyable writing
experience. The author also suggests that educators should find ways to navigate the challenges
and constraints of a standardized system to promote the integration of creative writing in the
curriculum (Sheeler, 2021).
In conclusion, the article presents a compelling argument for the inclusion of creative
writing within standardized education. The author effectively highlights the potential benefits of
this approach while acknowledging the existing challenges. By advocating for the integration of
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creative writing, the article encourages educators to consider alternative methods of instruction
that can enhance student learning and enjoyment. However, it is important to recognize that
implementing creative writing in a standardized system may require additional support and
resources to ensure its successful implementation.
Reflection
In my opinion, the data provided in the article does support the conclusions being made
by the author. The author presents compelling evidence and examples to demonstrate the benefits
of incorporating creative writing into standardized education. The data shows increased
engagement, improved critical thinking skills, and enhanced creativity among students. Overall,
the data aligns with the conclusions drawn by the author. In addition, in my opinion, the results
presented in the article are indeed thought-provoking. The article explores the potential benefits
of integrating creative writing into a standardized system, challenging the traditional approaches
to education. The results suggest that fostering creativity in the classroom can have positive
outcomes for students, which encourages further reflection and consideration of alternative
teaching methods.
To improve the research, it would be beneficial to include a more diverse sample size and
a wider range of educational settings. This would provide a more comprehensive understanding
of the impact of incorporating creative writing in standardized education. Additionally,
conducting long-term studies to track the progress and outcomes of students over an extended
period could further strengthen the research.
The most important thing I learned by reading and critiquing this article is the potential
benefits of incorporating creative writing into standardized education. It opened my eyes to the
positive impact that fostering creativity can have on student engagement, critical thinking, and
ARTICLE CRITIQUE
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overall enjoyment of the writing process. It also highlighted the importance of finding ways to
navigate the challenges and constraints of a standardized system to promote student creativity
and learning.
Topic:
Centering culture through writing and the arts: Lessons learned in New Zealand
By: Kelly, K., Becker, W., Lipscomb, G., & Robards, A. (2020)
The major objective of the article is to explore how writing and the arts can be used to
center culture in the context of education in New Zealand. It aims to identify and discuss the
lessons learned from implementing culturally responsive practices in the classroom. The minor
objectives include examining the impact of cultural-centered pedagogy on student engagement,
academic achievement, and overall well-being. The important concepts focused on by the
authors are "centering culture," "writing and the arts," and "lessons learned." "Centering culture"
refers to the practice of placing culture at the forefront of educational experiences to enhance
student learning and engagement (Kelly et al., 2020). "Writing and the arts" refer to the specific
tools and strategies employed to achieve cultural-centered pedagogy (Kelly et al., 2020).
"Lessons learned" pertains to the insights gained from implementing these practices in New
Zealand classrooms (Kelly et al., 2020).
Main Ideas
The journal article "Centering culture through writing and the arts: Lessons learned in
New Zealand" explores the implementation of culturally responsive practices in education in
New Zealand. The major argument put forth by the author is that incorporating writing and the
ARTICLE CRITIQUE
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arts into the curriculum can effectively center culture and enhance student learning experiences
(Kelly et al., 2020). The supporting arguments in the article include the benefits of culturally
responsive practices, such as increased student engagement, improved academic achievement,
and enhanced overall well-being. The author also discusses specific examples and case studies
from New Zealand schools to demonstrate the positive impact of centering culture through
writing and the arts. Ideas are presented clearly in the article based on the authors’ writing style
and organization.
Conclusions
In "Centering culture through writing and the arts: Lessons learned in New Zealand," the
author(s) conclude that incorporating culturally responsive practices through writing and the arts
can effectively promote cultural understanding, engagement, and academic success among
students. They also highlight the need for ongoing professional development and support for
educators to implement these practices effectively. The author(s) argue that such practices can
have significant positive impacts on student learning experiences, including increased
engagement and academic achievement (Kelly et al., 2020). However, it is important to note that
the effectiveness of these practices may vary depending on the specific cultural context and the
implementation strategies used. Further research and ongoing professional development for
educators are needed to refine and improve the integration of culturally responsive practices into
the curriculum.
Reflection
In my opinion, the data presented in the article does support the conclusions made by the
author. The examples and evidence provided demonstrate how incorporating culturally
responsive practices through writing and the arts can have positive outcomes for students in
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7
terms of cultural understanding, engagement, and academic success. In addition, in my opinion,
the results presented in the article are thought-provoking. The article showcases the potential
impact of integrating culturally responsive practices into education, which challenges traditional
approaches and highlights the importance of considering cultural diversity in the classroom. To
improve the research, it would be beneficial to include a larger sample size and a more diverse
range of cultural backgrounds. This would enhance the generalizability of the findings and
provide a more comprehensive understanding of how culturally responsive practices can be
implemented in different contexts.
The most important thing I learned by reading and critiquing this article is the
significance of incorporating culturally responsive practices in education. It reinforced the idea
that valuing and embracing cultural diversity can have a profound impact on student learning and
overall educational outcomes. It also highlighted the importance of ongoing professional
development for educators to effectively implement these practices and create inclusive learning
environments.
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References
Kelly, K., Becker, W., Lipscomb, G., & Robards, A. (2020). Centering culture through writing
and the arts: Lessons learned in New Zealand. The Reading Teacher, 74(2), 147-
158.
https://doi.org/10.1002/trtr.1918
Sheeler, D. (2021). Inviting joy into classroom writing instruction: An exploration of the use of
creative writing within the neoliberal context of standardization. The Educational Forum
(West Lafayette, Ind.), 85(3), 249-255.
https://doi.org/10.1080/00131725.2021.1908467