1. Who is your audience for this paper?
I believe my audience is my professor. He will be the one reading and grading the paper, no one else. I will have a classmate or 2 read it just to edit it and give me feedback, but the person who actually matters is my teacher.
2. What is your definition of writing?
My definition of writing is something that someone says or does, but it doesn't have to be the actual acting of writing anything down.
3. What genre do you want to use to tell your audience what you have to tell them?
Well previously I wrote about who I was going to tell (my audience), what I was going to tell them (my definition of writing), and now I have to decide how I am going to tell them. Since I chose my audience to be my teacher, I will write a formal essay telling him everything I need to tell him. I don't think anything else would be appropriate in this situation.
4. Why is it worth defining writing? Why is this essay important?
I believe it is important to define writing because everyone has a different opinion on what writing is. I believe the definition of writing is something completely different than my roommate does. I also believe it is important because to make my definition of writing true, we writing something everyday. Everyone either physically writes, types and email or paper of some sort, draws a picture, types a text message, or something along those lines.
5. Why now? Why is it important to define writing now in your life?
I believe it is important to define writing now in my life, because I just started a whole new chapter in my life. Not only in general, but in the academic world. I have never taken time to think about the definition of writing, because honestly, I have never cared. I have never taken time out of my day to consider what is writing, and what is not writing.
Tuesday, November 10, 2015
Thursday, November 5, 2015
11-5 classwork
Arne Duncan is the CEO of Chicago public schools. Writing would be important for him because he probably has to write a lot of formal emails and letters. He probably also has to give speeches. If he did not have good grammar or did not know how to write well, his emails, letters, and speeches would not sound educated at all.
David Coleman is the ninth president of the College Board. He designs the SAT which has a lot to do with writing. The questions on the SAT have to sound educated. He designs the tests to decide which college students will get into. David has to know how to write because I'm sure he gives a lot of speeches and writes a lot of things for being president of College Board. The SAT is probably one of the biggest tests in the United States and if the president of the company who made the test did not know how to write, who knows what would happen.
Les Perelman was a writing professor at MIT, which mean he was probably an extremely good writer. Perelman was had a lot to do with why college board took the essay off the SAT. I'm pretty sure whenever I took the SAT, the essay part was optional. He serves on the board at MIT now with their writing department so I would say he is a pretty good writer.
Kathleen Blake Yancey works at the Florida State University with their writing department. She studies students writing. I would say she has to be a good writer to study other students writing or she would not have the job she has
David Coleman is the ninth president of the College Board. He designs the SAT which has a lot to do with writing. The questions on the SAT have to sound educated. He designs the tests to decide which college students will get into. David has to know how to write because I'm sure he gives a lot of speeches and writes a lot of things for being president of College Board. The SAT is probably one of the biggest tests in the United States and if the president of the company who made the test did not know how to write, who knows what would happen.
Les Perelman was a writing professor at MIT, which mean he was probably an extremely good writer. Perelman was had a lot to do with why college board took the essay off the SAT. I'm pretty sure whenever I took the SAT, the essay part was optional. He serves on the board at MIT now with their writing department so I would say he is a pretty good writer.
Kathleen Blake Yancey works at the Florida State University with their writing department. She studies students writing. I would say she has to be a good writer to study other students writing or she would not have the job she has
Tuesday, November 3, 2015
11-3 in class
1. What have you done well with your papers based on the teachers feedback? In general what are you doing well.
A: On the first paper I stayed with one topic and talked about that throughout my paper. I did not start rambling about a random topic. On the second paper, I did not do that so well. I got off topic a lot, and did not stay with the main point. In the second paper, my teacher thought I did not completely understand the topic. I thought I did, but I guess I didn't. In both of my papers, I did different things well. I am incorporating the stories we read in class well with my papers.
2. What is one thing based on the teachers comments you can improve on?
A: I can improve on staying on topic. I start writing and when I run out of things to say, I just start rambling and get way off topic. I need to find a topic or idea I can talk a lot about and just talk about that main topic. I thought I did a good job of this, but apparently I did not, so that is something I need to work on.
A: On the first paper I stayed with one topic and talked about that throughout my paper. I did not start rambling about a random topic. On the second paper, I did not do that so well. I got off topic a lot, and did not stay with the main point. In the second paper, my teacher thought I did not completely understand the topic. I thought I did, but I guess I didn't. In both of my papers, I did different things well. I am incorporating the stories we read in class well with my papers.
2. What is one thing based on the teachers comments you can improve on?
A: I can improve on staying on topic. I start writing and when I run out of things to say, I just start rambling and get way off topic. I need to find a topic or idea I can talk a lot about and just talk about that main topic. I thought I did a good job of this, but apparently I did not, so that is something I need to work on.
Wednesday, October 28, 2015
homework 10-28
Page 718
Meta Moment: What were some conceptions of writing you had prior to reading this research paper? Have your conceptions changed?
Before I read the paper I did not think texting and anything on social media was writing. I still don't believe texting and anything that involves social media is writing. I have never used texting lingo or emoticons in a paper and never plan to. I also believe that writing is very helpful for our future. I might not be writing papers the rest of my life, but I will be writing something. I want to be a teacher, so I will be writing emails and reports and different things like that.
page 739
Applying and Exploring Ideas
2. The authors state that they are "working from the assumption that students lead complex writing lives," Then they go on to all of the ways that students' writing lives are complex. Makes a list of the various ways that your writing life is and has been complex, using their discussion as a model.
- The first thing they list is what students write in and outside of school. Although, I do not consider texting a form or writing, I do text a lot every day. They also say lecture notes are a popular form of writing. I take some form of notes everyday. They also say email is another popular form of writing. I send at least 1 email a day.
Meta Moment: What were some conceptions of writing you had prior to reading this research paper? Have your conceptions changed?
Before I read the paper I did not think texting and anything on social media was writing. I still don't believe texting and anything that involves social media is writing. I have never used texting lingo or emoticons in a paper and never plan to. I also believe that writing is very helpful for our future. I might not be writing papers the rest of my life, but I will be writing something. I want to be a teacher, so I will be writing emails and reports and different things like that.
page 739
Applying and Exploring Ideas
2. The authors state that they are "working from the assumption that students lead complex writing lives," Then they go on to all of the ways that students' writing lives are complex. Makes a list of the various ways that your writing life is and has been complex, using their discussion as a model.
- The first thing they list is what students write in and outside of school. Although, I do not consider texting a form or writing, I do text a lot every day. They also say lecture notes are a popular form of writing. I take some form of notes everyday. They also say email is another popular form of writing. I send at least 1 email a day.
Tuesday, October 27, 2015
story time 10-27
Clifford has a family of robots. He has a mom, dad, 2 brothers, and a sister. One day while Clifford was out playing with his friends, he got a text from his mom saying come home. Clifford did not have his phone on him at the time, so he did not receive this text. When Clifford got home a couple hours later, he parents were very mad at him. They told him, his cell phone privleges were being taken away for a couple of weeks. Clifford got mad at this idea, so he flew away with his robot powers. While Clifford was out on his adventure, he had his dog with him, named Non. Non and Clifford did everything together, if fact, they were best friends. Every night Non would sleep with Clifford in his bed, and every morning when Clifford got up to exercise, Non got up with him and ran on the treadmill. When Clifford would go to school, Non would hide in his backpack all day. When I say they went everywhere together, and did everything together, they really did. Clifford and Non had not spent a day apart since Non came home to his new family. Clifford found Non on the side of the road one day, and that is how they became best friends.
Tuesday, October 13, 2015
10-13 blog
Question: Write about what you have written this semester and what you plan on writing this semester.
Answer: I have not written a lot this semester. I have written a paper for English and I blog a lot in that class. In history I have written a 1 page paper and I have another one due this week. In biology I have written 2 papers. They were both over videos we watched, and then wrote a response to the videos. That is all the writing I have done this semester. I plan on writing 2 more papers for English, and continue to blog a lot more. For biology I plan on writing a couple more papers. Both of the papers with be responses to papers that we read or videos that we watch. We never have a prompt to go by like I would like regular essays. In history I plan to write a couple more papers. History papers are easy to write. The teacher just wants them to be 1-2 pages.
Question: What do you think you will be expected to write for your major?
Answer: I plan on majoring in Early Childhood Education/Special Education. I am actually not sure what I will have to write for that major. I am assuming I will have to write a couple of papers here and there, but I don't think I will have to write an abundant amount of papers throughout my years of taking classes for my major.
Question: How is the writing you have done for other classes different than the writings you have done in this class?
Answer: The writings I have done for other classes is different than the writings I have done in English because the writings I have done for other classes are based off of a video or I have to research things to be able to write the paper. In English, I have a prompt that I go off and the writings are more about my life, which I like. I don't like having to research things or what an hour long video and then write a reflection on it. The writing I like, is something I can relate too and sit down and reflect on my own life and write.
Question: Why do college professors assign writing?
Answer: I believe college professors assign writing for a couple of different reasons. I believe they assign writing because they want other grades in the grade book so we don't just have tests. For me, I love writing assignments in other classes because usually they are fairly easy classes, so I am able to make a good grade. I am not a good test taker so any other good grades I can get, I take advantage of. I also believe college professors assign writing assignments because they want to improve our writing skills. College is a time where we are going to write something for almost every class we have.
Question: What are the writings we have done in class and a short summary over them.
Answer: The first writing we read was "Shitty First Drafts." That was about how people don't like to write rough drafts, but she says that every author has really bad first drafts. They even have really bad 2nd, 3rd, and 4th drafts. The second piece of writing we read was by Keith Grant-Davis. His piece was called rhetorical situation and their constituents. This piece was about rhetorical situations. The third writing we read was revision strategies of student writers and experienced adult writers.
Question: Who are some people you would like to direct this paper toward?
Answer: I honestly have no idea who I would like to direct this paper toward. I have not even thought about it. But my guess would be I would direct it to my teacher or classmates.
Question: What genre are you writing?
Answer: I don't know what I am going to write yet. I did not even know we had options until this morning. I like the idea of writing a letter, I just have no idea who I am going to be writing a letter to. I will probably just end up doing a regular paper.
Questions: Think about the word recursive. What does it mean and how does that apply to your writing.
Answer: Recursive is having a prewriting plan. You plan your paper out and do research where research needs to be done. Then you start writing your paper but you write a first draft and then have a peer review. After the first draft and peer review you write a second draft, and maybe a teacher review that paper. Then you move onto post writing which includes revision, editing, and proofreading. I think my typical writing process is recursive because I do have people look over my paper before I turn it in.
Answer: I have not written a lot this semester. I have written a paper for English and I blog a lot in that class. In history I have written a 1 page paper and I have another one due this week. In biology I have written 2 papers. They were both over videos we watched, and then wrote a response to the videos. That is all the writing I have done this semester. I plan on writing 2 more papers for English, and continue to blog a lot more. For biology I plan on writing a couple more papers. Both of the papers with be responses to papers that we read or videos that we watch. We never have a prompt to go by like I would like regular essays. In history I plan to write a couple more papers. History papers are easy to write. The teacher just wants them to be 1-2 pages.
Question: What do you think you will be expected to write for your major?
Answer: I plan on majoring in Early Childhood Education/Special Education. I am actually not sure what I will have to write for that major. I am assuming I will have to write a couple of papers here and there, but I don't think I will have to write an abundant amount of papers throughout my years of taking classes for my major.
Question: How is the writing you have done for other classes different than the writings you have done in this class?
Answer: The writings I have done for other classes is different than the writings I have done in English because the writings I have done for other classes are based off of a video or I have to research things to be able to write the paper. In English, I have a prompt that I go off and the writings are more about my life, which I like. I don't like having to research things or what an hour long video and then write a reflection on it. The writing I like, is something I can relate too and sit down and reflect on my own life and write.
Question: Why do college professors assign writing?
Answer: I believe college professors assign writing for a couple of different reasons. I believe they assign writing because they want other grades in the grade book so we don't just have tests. For me, I love writing assignments in other classes because usually they are fairly easy classes, so I am able to make a good grade. I am not a good test taker so any other good grades I can get, I take advantage of. I also believe college professors assign writing assignments because they want to improve our writing skills. College is a time where we are going to write something for almost every class we have.
Question: What are the writings we have done in class and a short summary over them.
Answer: The first writing we read was "Shitty First Drafts." That was about how people don't like to write rough drafts, but she says that every author has really bad first drafts. They even have really bad 2nd, 3rd, and 4th drafts. The second piece of writing we read was by Keith Grant-Davis. His piece was called rhetorical situation and their constituents. This piece was about rhetorical situations. The third writing we read was revision strategies of student writers and experienced adult writers.
Question: Who are some people you would like to direct this paper toward?
Answer: I honestly have no idea who I would like to direct this paper toward. I have not even thought about it. But my guess would be I would direct it to my teacher or classmates.
Question: What genre are you writing?
Answer: I don't know what I am going to write yet. I did not even know we had options until this morning. I like the idea of writing a letter, I just have no idea who I am going to be writing a letter to. I will probably just end up doing a regular paper.
Questions: Think about the word recursive. What does it mean and how does that apply to your writing.
Answer: Recursive is having a prewriting plan. You plan your paper out and do research where research needs to be done. Then you start writing your paper but you write a first draft and then have a peer review. After the first draft and peer review you write a second draft, and maybe a teacher review that paper. Then you move onto post writing which includes revision, editing, and proofreading. I think my typical writing process is recursive because I do have people look over my paper before I turn it in.
Tuesday, October 6, 2015
10-6 classwork
Why is it helpful to think about this topic now?
I think it is helpful to think about this topic now instead of my senior year because this will help me improve my writing. I am going to have to write a lot of papers between now and my senior year. If I don't learn how I prepare or don't prepare now then I might not ever prepare right. I want to become to the best writer I can while I am still a freshman. When I get to my senior year, I still want to become a better writer, but becoming a better writer won't help me as much then.
What are the goals of your paper?
The goals I have for this paper are to see how I need to prepare better to write a paper. I know I need a lot of help when it comes to writing papers, and I hope this paper helps with realizing what I need to write. In this paper I want to think about all the places I have written before. I want to think about where I have written best. If I have written best in my room or Starbucks or sitting in a classroom. I want to take in all the things going on around me whenever I write and see what environment I write best.
Who do you want your audience to be? And how do you want them to react?
I would like my audience to be my English teacher. I don't know how I want him to react yet because I don't even know what I'm writing about. I know what the paper should be about, but I have no idea what I am actually going to put on the paper. I guess another audience would be the people revising my paper for me. So that would include, my peers and the writing lab. I don't' know how I want them to react either. I guess the only thing I can think of for how I want them to react is, helping. I want them to be able to read my paper and then feel like helping me, so I can become the best writer to my abilities. And also turn the paper in to the best of my abilities.
What kind of linguistic constraints does your audience have?
Since my audience is an adult (my teacher) and teenagers or young adults (my peers), I think it will be okay to use big words. I wont' have to write like I am talking to a little third grader. I can write about big kids things. I won't have to go into much detail with certain things because my audience will be older.
I think it is helpful to think about this topic now instead of my senior year because this will help me improve my writing. I am going to have to write a lot of papers between now and my senior year. If I don't learn how I prepare or don't prepare now then I might not ever prepare right. I want to become to the best writer I can while I am still a freshman. When I get to my senior year, I still want to become a better writer, but becoming a better writer won't help me as much then.
What are the goals of your paper?
The goals I have for this paper are to see how I need to prepare better to write a paper. I know I need a lot of help when it comes to writing papers, and I hope this paper helps with realizing what I need to write. In this paper I want to think about all the places I have written before. I want to think about where I have written best. If I have written best in my room or Starbucks or sitting in a classroom. I want to take in all the things going on around me whenever I write and see what environment I write best.
Who do you want your audience to be? And how do you want them to react?
I would like my audience to be my English teacher. I don't know how I want him to react yet because I don't even know what I'm writing about. I know what the paper should be about, but I have no idea what I am actually going to put on the paper. I guess another audience would be the people revising my paper for me. So that would include, my peers and the writing lab. I don't' know how I want them to react either. I guess the only thing I can think of for how I want them to react is, helping. I want them to be able to read my paper and then feel like helping me, so I can become the best writer to my abilities. And also turn the paper in to the best of my abilities.
What kind of linguistic constraints does your audience have?
Since my audience is an adult (my teacher) and teenagers or young adults (my peers), I think it will be okay to use big words. I wont' have to write like I am talking to a little third grader. I can write about big kids things. I won't have to go into much detail with certain things because my audience will be older.
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