1. Rose believes he connected most with the veterans, and he began to design their curriculum. For the sake of the students and his confidence regarding his new responsibility, Rose leafed through numerous texts to create his lesson plan. Unlike the criteria by which he measured his former fourth and fifth graders by (grammar, conventions), Rose addressed the critical thinking of the veterans. The writing remained personal and reflective, but the content Rose was interested in was different.
4. Generalization: Most of the students in Rose’s course were “troubled” in some way or another, like Vietnam veterans or the substance abusers, etc. Whatever their “trouble” they have all recognized the necessity of school for their betterment. In this context, the students are not troubled because their personal life has affected their education, but instead that their lack of education has been the cause of trouble with their personal life.
Writerly moves: Rose empathizes with the personal lives of his students and applies it to the course work. For instance, while the topic of Vietnam could be interesting for many students to discuss, he is aware of how difficult it could be, as well.
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