Final application assignment

Op-ed: ‘Why I’m learning more with distance learning than I do in school’

Cindy Valdelamar González

English Language Teaching Master, Universidad de Córdoba

Language as Discourse

Mag. Cristina Boccia

October 14th, 2020

[ Why I’m Learning More With Distance Learning Than I Do in School ]

[Headline] -I’m 13 years old. I don’t miss the other kids who talk out of turn, disrespect
teachers and hit one another.

[ Byline] By Veronique Mintz

[Lead]---Talking out of turn. Destroying classroom materials. Disrespecting teachers. Blurting out
answers during tests. Students pushing, kicking, hitting one another and even rolling on the ground.
This is what happens in my school every single day. You may think I’m joking, but I swear I’m not.
Based on my peers’ behavior, you might guess that I’m in second or fourth grade. But I’m actually
about to enter high school in New York City, and, during my three years of middle school, these sorts
of disruptions occurred repeatedly in any given 42-minute class period. [Stating a stance] That’s why
I’m in favor of the distance learning the New York City school system instituted when the
coronavirus pandemic hit. If our schools use this experience to understand how to better support
teachers in the classroom, then students will have a shot at learning more effectively when we return.
[Establishing significance of issue] Let me explain why. I have been doing distance learning since
March 23 and find that I am learning more, and with greater ease, than when I attended regular
classes. [factual and experiential context] I can work at my own pace without being interrupted by
disruptive students and teachers who seem unable to manage them. Students unable or unwilling to
control themselves steal valuable class time, often preventing their classmates from being prepared for
tests and assessments. I have taken tests that included entire topics we never mastered, either because
we were not able to get through the lesson or we couldn’t sufficiently focus. I do not envy a middle-
school teacher’s job. It’s far from easy to oversee 26 teenagers. And in my three years of middle
school, I’ve encountered only a few teachers who had strong command of their classrooms —
enforcing consistent rules, treating students fairly and earning their respect. I go to a school that puts a
big emphasis on collaborative learning; approximately 80 percent of our work is done in teacher-
assigned groups of three to five students. This forces students who want to complete their assignments
into the position of having to discipline peers who won’t behave and coax reluctant group members
into contributing. [Building the case ]Distance learning gives me more control of my studies. I can
focus more time on subjects that require greater effort and study. I don’t have to sit through a teacher
fielding questions that have already been answered. I can still collaborate with other students, but
much more effectively. I am really enjoying FaceTiming friends who bring different perspectives
and strengths to the work; we challenge one another and it’s a richer learning experience. I’ve also
found that I prefer some of the recorded lessons that my teachers post to Google Classroom over the
lessons they taught in person. This year I have struggled with math. The teacher rarely had the
patience for questions as he spent at least a third of class time trying to maintain order. Often, when I
scheduled time to meet with him before school, there would be a pileup at his door of students who
also had questions. He couldn’t help us all in 20 minutes before the first period. Other times he just
wouldn’t show up. With distance learning, all of that wasted time is eliminated. I stop, start and even
rewind the teacher’s recording when I need to and am able to understand the lesson on the day it’s
taught. If I am confused, I attend my teacher’s weekly online office hours (which are 60-90 minutes
long); there are never more than two or three other students present. The fact that I am learning so
much better away from the classroom shows that something is wrong with our system. Two weeks
ago, my school began experimenting with live video teaching on Google Meet. Unfortunately, the
same teachers who struggle to manage students in the classroom also struggle online. [ Wrapping up]
What lessons from remote learning can be taken back to the classroom? I have a few suggestions.
First, teachers should send recorded video lessons to all students after class (through email or online
platforms like Google Classroom). Second, teachers should offer students consistent, weekly office
hours of ample time for 1- to-1 or small group meetings. Third, teachers who are highly skilled in
classroom management should be paid more to lead required training for teachers, plus reinforcement
sessions as needed.These first two suggestions began during distance learning and have already been a
great success. [Appeal] I hope they continue when we return to school, and that schools use this
opportunity to improve the learning experiences of all their students.
Veronique Mintz is an eighth-grade student.
 Text Analysis

*The questions labelled with the red mark are those I voluntarily decided to answer.
*The questions labelled with the black mark are those that were required to be answered.
*The questions labelled with the blue mark are the last two for extra credit.

Question Answer

On their research paper, Boccia; Salmaso; Farías; Romero and Ángella (2019) state that in
opinion editorials (op-eds) “The writer takes a stance, argues for it, tries to construe
solidarity with its readers, persuades them and very often, tries to move them to action”

In this sense, op-eds fill their social function in the culture of providing a clear stance on
an specific issue or topic, integrating personal experiences, factual information and a
descriptive way of evoking attitude towards the issue being addressed. This type of genre,
*How would you describe whether you are an expert or not, provides an opportunity to appeal and argue for action.
the function of this genre, Also, to encourage others to reflect and consider taking a step forward based on the
the opinion editorial? arguments you provide to persuade them. It is a type of genre that promotes free
expression of ideas towards a real life phenomenon. By critically evaluating actions,
people or phenomenon, the authors try to persuade readers as they try to build a sense of
relation and persuasion that moves along the text.

1. Establishing significance of issue: The function of the stage is to provide

*Identify 3 of these stages
in the op-ed in this
assignment and explain
their function. Do not
choose the headline.
arguments that support her claim about the shift to distance learning and the
situations lived before it was adopted. She includes her personal experience as a
source to support her claim. The emphasis is on how effective the learning
process is now and how deficient it was before. By including her personal story,
she describes clear factual information related to the point being made.The fact
that she is a student provides clear accounts on her experiences inside the
classroom. In this case, her voice on the experiences she went through before and
after distance learning. The author itself is the source of information and no
external voice.

2. Stating a stance: It clearly states the author’s opinion on the topic. In the op-ed
analyzed, she is ‘in favor of distance learning’ Consequently, she provides
arguments to defend the stance she has stated before. It is clearly explicit.

3. Appeal: It finishes the text by calling the entities involved for action. In this case,
the New York City School System, principals and teachers involved. She claims
that the experience provided lessons that can be learnt from.

* What areas of experience The following taxonomies can be identified in the op-ed.
are construed in the
discourse in terms of A. Students’ disruptive behavior: talking out of turn; destroying classroom
taxonomies of material; disrespecting teachers; blurting out answers during tests; pushing;
classification or kicking; hitting among them; rolling on the ground; unable to control themselves.
composition? For example, A. Teacher’s activities: answering questions; uploading videos on Google
the activities that form Classroom; enforce consistent rules; video teach on Meet, manage student’s
part of the ‘school behavior.
experience’, ‘teachers’ B. School experience: Taking tests; collaborating with peers.
job’, ‘students’ behavior’. C. Distance Learning: watching video classes, completing online assignments;
meeting teachers in their virtual office, facetiming peers.

In this particular op-ed, the writer starts the text by expressing a list of activities that occur

*What activity sequences
are built in the text with
respect to expected
experience and which of
these sequences is
disrupted?
*What would you say is the
macro-New of this text?
Explain.
*What type of attitude is
invoked in the following
segment of the text?
With distance learning, all
of that wasted time is
eliminated. I stop, start and
even rewind the teacher’s
recording when I need to
and am able to understand
the lesson on the day it’s
taught. If I am confused, I
attend my teacher’s weekly
online office hours (which
are 60-90 minutes long);
there are never more than
two or three other students
present.
*Find two examples in
which identification
resources (pronouns,
demonstratives, abstract
nouns) anaphorically pick The identification resource used is the word ‘this’ This determiner refers to what the
up preceding ideas author expressed before as ‘distance learning in the middle of the pandemic´ The
in her school context. Then, she builds the case and her stance by providing strong
arguments integrating personal experience. The fact that she uses the sentence ‘Let me
explain why’ creates a sense of expectancy in the reader that some reasons will follow to
prove her point. Indeed, they do along the text as she starts to relate these experiences
throughout. This is an activity sequence that constructs the expected experience awaited.
She also provides rich descriptions that integrate they use of conjunctive and cohesive
devices such as ‘First, second’
On the other hand, sequences are interrupted abruptly when in the extract: ‘These first two
suggestions began during distance learning and have already been a great success…’ the
writer does not provide more arguments that express the strong success of the strategies in
detail. As a reader, I would expect more examples to follow. Before, she provided the
suggestions motivating entities involved to take action, moving then to the extract
mentioned without further explanation or details.
The Macro-new of the text is the expression: ‘ I hope they continue when we return to
school, and that schools use this opportunity to improve the learning experiences of
all their students…’ In this sense, it summarizes the idea of the opinion editorial by
calling for action based on the arguments provided before. It states the author's intentions
that were prosodically expressed in the whole text. The author provided clear reasons
based on contextual and factual experience in order to invoke her attitude towards the
issue. By writing this expression at the end of the text, it summarizes the author’s clear
intention and closes the text so the intention of the writing gets to the reader.
In the extract, the author is invoking positive appreciation of the process of distance
learning. She provides reasons why the process is more pleasant and beneficial. It is
important to note that the process of distance learning is being evaluated and valued as
positive. The author emphasizes on the less wasted time for lessons. She emphasizes on
the value of having classes already recorded and being able to go back when needed when
she feels confused.
1. That’s why I’m in favor of the distance learning the New York City school system
instituted when the coronavirus pandemic hit. If our schools use this experience
to understand how to better support teachers in the classroom, then students will
have a shot at learning more effectively when we return.
effectively and contribute reference was introduced cataphorically after the phenomenon tracked was first
to hold the discourse introduced. The resource used helps to hold the discourse together as the reader knows
together. that the word ‘this’ refers to the phenomenon of distance learning introduced before. This
reinforces the idea of the experience and provides more evidence on its benefits for the
writer of the op-ed.

2. The teacher rarely had the patience for questions as he spent at least a third of
class time trying to maintain order. Often, when I scheduled time to meet with
him..”

The identification resource used is him. This pronoun serves the purpose of tracking the
teacher previously introduced, stating clear information related to the actions of the
subject [teacher]. By no means, the reader would get lost in terms of knowing who the
writer is referring to. The author uses the pronoun repetitively to emphasize on the actions
the teacher engages in.

1. People’s behavior as target: In the op-ed, the following extract: ‘Students

*Find an example of an
attitude that has: people’s
behavior as a target;
emotions as a target;
objects, entities, processes
as a target. Choose an
example that expresses the
attitude explicitly and one
that construes the attitude
via invocation, as the text
unfolds.
unable or unwilling to control themselves steal valuable class time..´
In this section, the author is evaluating her classmate’s behavior and actions as non-
beneficial to the learning process in which the non-disruptive students try to be involved
in. The attitude is expressed explicitly.
2. Objects: ‘I prefer some of the recorded lessons that my teachers post to Google
Classroom…’
The word prefer is showing appreciation of things. In this sense, the author finds recorded
classes on Google Classroom as more meaningful than regular classes. The expression
also helps build her stance on the way she favors distance learning over in-person classes.

3. Emotions: ‘I’m really enjoying facetiming friends’

The word ‘enjoying’ fulfills the function of expressing emotion towards facetiming. In
this sense, it is explicit as she directly refers to it in the sentence. The world enjoy
expresses a positive type of attitude.

4. Entities: ‘I go to a school that puts a big emphasis on collaborative learning’

The expression recognizes the role that the school has in promoting collaborative work.
The author mentions that this allows her to engage in testing herself and partners to take
responsibility for their own learning.

Below, I share extracts in the op-ed which denote attitude via invocation and explicitly
throughout the text.

A. Attitude via invocation

The extract: “I’ve encountered only a few teachers who had strong command of their
classrooms — enforcing consistent rules, treating students fairly and earning their
respect…” entails the author invoking her attitude towards some teachers who do not have
good classroom management skills. I can identify the sense of politeness to express
among lines that only a limited number of teachers are capable of coping with disruptive
student’s behavior.
 B. Explicit attitude

‘I don’t miss the other kids who talk out of turn, disrespect teachers and hit one
another….’ The author is clearly expressing her attitude towards the situations lived
before distance learning. These words ‘I don’t miss’ entail her disapproval towards her
classmate’s attitude as she feels better not having them close to interrupt her class and
learning process.

*Find and explain one Invoked attitude, conjunction and identification.

example in which more
than two resources are
working together
simultaneously. You can
choose a single clause and
illustrate how resources
from different discourse-
semantic systems are
working together (co-
patterning).
Extract: ‘The teacher rarely had the patience for questions as he spent at least a third of
class time trying to maintain order. [external conjunction that helps organize the
experience ] Often [external] when I scheduled time to meet with him before school,
there would be a pileup at his door of students who also had questions. He couldn’t help
us all in 20 minutes before the first period. Other times [external conjunction that
holds extracts of the experience ] he just wouldn’t show up. With distance learning, all
of that wasted time is eliminated.’
● Identification-Tracking people [The teacher] It uses pronouns: he, him, he.
● Invoking attitude [Negative behavior of the teacher. It is described towards the
impossibility of teacher to provide significant help to students] couldn’t help us-
wouldn’t show up- all of that wasted time
● Conjunction: Often, rarely, other times. [ External ] It helps organize the
experience in the text. She is not organizing ideas in the text but listing events that
happened when she was in-person learning.

In this particular case, Appraisal co-patterns with identification and conjunction. The
pronouns help track the person the extract is referring to. It is first introduced as ‘The
teacher’ and followed cataphorically in the following sentences using pronouns. This
overlaps with the attitude invoked towards the teacher. In the same paragraph we can
identify both the person identified and the type of attitude displayed towards the actions
the person performs. In the same line of thought, the words often, rarely and other times
help organize the experience as they hold the discourse together. These events of
experience connect these activities to the attitude.

*How would you describe Although the role relationships do not involve immediate feedback, the writer tries to
the tenor construed in this influence the reader by guiding them to relate to the situation being exposed. The type of
text? genre entails a sense of persuasion in order to call the reader for action. Language is all
there is since it constructs the text and the meanings derived from the experiences
expressed. The op-ed uses common sense terms and addresses a public. There is not a
high frequency of contact, unless someone would write the writer back. In terms of power,
the writer is expressing her ideas as she signals the path for the reader to follow. She
stands her point of view strongly leaving space for the reader to influence what has been
written there.

Something that amazes me is the capacity of people to use language to invite others to
take actions, consider experiences and empathetically relate to the world's phenomenon.
Discourse has the power to motivate, discourage or fill people with strength to do beyond
what they thought they could. I always go back to the example of people who changed
history by the way they engaged in a type of discourse that transcended. For example,
*Discuss an aspect of the Martin Luther King with its famous expression ‘I have a dream’ In this simple and
‘language as discourse’ in meaningful clause, discourse instigated the notion of revolution as racism was great in
this text that you find America and the certainty that things could be changed. In Particular, op-eds have the
interesting and that you capacity to guide a writer critically reflect about an issue, construct discourse by
have not written about integrating personal experience, factual information and address phenomena without
already. necessarily being an expert. Ideas are expressed with the fedroom of putting up an
argument and standing for one’s ideals. This type of discourse paints the landscape of
writing as one that can be created by anyone. You don’t need to be a famous or
experienced writer to create discourse that will transcend the reality you are in. Our words
matter and they can influence the situations we live for good. The girl in the op-ed not
only told her experience but integrated discourse to call the reader's attention to important
issues such as the New York Education System.

*Mention 2 aspects of this
text that you would choose
to teach explicitly to your
students to raise their
awareness of how this text
does what it does.
I would definitely motivate my students to consider two stages that in my opinion,
construct meaningfully the text. These are: appeal and establishing significance of issue.
The first, since it provides a significant closure of the ideas expressed before. Endings are
something that readers expect from the moment they start reading. A good conclusion
thesis statement would summarize the persuasive and critical notion of the op-ed by
leaving the reader with a sense of purpose to act towards what was described. It not only
sets the final expression of the text, but helps build the tone of the text by strongly setting
a final say on the topic. The latter, since it integrates a personal stand on the issue being
described. Good arguments always have meaningful subjective constructions that otorgue
authority to set the opinions we integrate into discourse. Subjective has often been seen as
negative to persuade, in this case, I'm not saying it is the ultimate way to build a stand on
something, but a crucial part of the text in order to help engage the reader in the reality
being described. Humans relate to humans based on the experiences lived. The girl in the
op-ed provides an account of experiences gracefully, which moves the public in general
to relate, comprehend and be empathetic towards an issue of huge relevance in their
country.