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.
pg. 576 homework
What
do Sommers and Murray mean by “revision”? Similar? Dissimilar?
How
do students typically approach revision?
Rhetorically
analyze Sommers and Murray
How
do identifying those rhetorical constituents contribute to how we understand
how texts are created?
pg. 676 questions
1. How do you see yourself as a writer?
I see myself as a writer who needs a lot of improvement. I have been writing papers since I was in 3rd grade and I still don't write perfect papers. I will write a draft and then have someone who is much more skilled than I am in writing look over it, and help me where I am stuck. I think once I have revised my paper a few times, I can become a good writer, but right off the bat, I need some help. I believe sometimes, whenever I am writing my first draft or rough draft, I don't always do it to the best of my ability because I know someone is going to come behind me and fix all my errors and help me where I need help. I think in order for met to become a better writer I need to start writing my first draft like it it my last. I need to not be so lazy whenever I write. My writing can always improve, it will never be perfect.
2. Is that self perception helping you be the best writer you can be?
Yes and no. I think sometimes I am writing my best and being the best writer I can be, and other times I am not being the best writer I can be.
3. Consider what you write and don't write.
I write or like to write about things in my life. I don't like making up stories and writing about them. I feel like I don't have a big enough imagination for that. I don't like answering questions about what I have read. I hate reading comprehension tests. Although, answering questions about what I previously read may help me remember what I just read, I like to sit there and just read and not have to worry about the questions at the end of the book. I like to journal about my day or just journal in general. I like to read Bible stories and journal about those.
4. Consider how you prepare or don't prepare to write a paper.
Whenever I am preparing to write a paper, I probably don't prepare to the best of my abilities. I always start writing a week or week and a half before the final copy is due. But I don't work on the paper every day for that week or week and a half. I only work on the paper for 1 or 2 nights before the paper is due. The night before a paper is due, I usually am up all night revising and editing the paper to try to make it the best it can be. I have never had access to a writing lab before.
I see myself as a writer who needs a lot of improvement. I have been writing papers since I was in 3rd grade and I still don't write perfect papers. I will write a draft and then have someone who is much more skilled than I am in writing look over it, and help me where I am stuck. I think once I have revised my paper a few times, I can become a good writer, but right off the bat, I need some help. I believe sometimes, whenever I am writing my first draft or rough draft, I don't always do it to the best of my ability because I know someone is going to come behind me and fix all my errors and help me where I need help. I think in order for met to become a better writer I need to start writing my first draft like it it my last. I need to not be so lazy whenever I write. My writing can always improve, it will never be perfect.
2. Is that self perception helping you be the best writer you can be?
Yes and no. I think sometimes I am writing my best and being the best writer I can be, and other times I am not being the best writer I can be.
3. Consider what you write and don't write.
I write or like to write about things in my life. I don't like making up stories and writing about them. I feel like I don't have a big enough imagination for that. I don't like answering questions about what I have read. I hate reading comprehension tests. Although, answering questions about what I previously read may help me remember what I just read, I like to sit there and just read and not have to worry about the questions at the end of the book. I like to journal about my day or just journal in general. I like to read Bible stories and journal about those.
4. Consider how you prepare or don't prepare to write a paper.
Whenever I am preparing to write a paper, I probably don't prepare to the best of my abilities. I always start writing a week or week and a half before the final copy is due. But I don't work on the paper every day for that week or week and a half. I only work on the paper for 1 or 2 nights before the paper is due. The night before a paper is due, I usually am up all night revising and editing the paper to try to make it the best it can be. I have never had access to a writing lab before.
Monday, October 5, 2015
10-5 homework
1.
Question: How would you define exigence? Why
does exigence matter in rhetorical situations?
a.
I would define exigence by saying it is a
problem or need that can be addressed by communication. Exigence matters in
rhetorical situations because sometimes in the rhetorical situations people
don’t want to come straight out and tell you, you need to buy their product but
they try to persuade you. Or people don’t come right out and tell you something
but they hint around it so you do what they want you to do.
2.
Question: What are constraints? To help you
work this out, consider what Grant-Davie’s constraints might have been in
drafting this piece. Bitzer, you learned in this piece, argues that we should
think of constraints as aids rather than restrictions. How can that be?
a.
Constraints are the hardest of the rhetorical
situations components to define neatly because they can include so many
different things. Bitzer defines them as persons, events, objects, and relations
that are part of the situation because they have the power to constrain
decision and action needed to modify the exigence. Bitzer also says we should
think of constraints as aids instead of restrictions. I think this is true
because constraints play a big role in rhetorical situations.
3. Question: As a writer, how would it help you to be aware
of your rhetorical situation and the constraints it creates?
a.
As a writer, it is important to be aware of you
rhetorical situation because it is very important when you are reading or
writing. You should be aware of the constraints it creates because constraints
are the people, events, objects, and relations.
Thursday, October 1, 2015
meta moment pg. 531
Lamott gives you permission to write badly in order to write well. What else would you like pemission to do with/in your writing?
I'm not really sure what I would like permission doing in my writing. My teachers have not been real strict in the past with how the rough draft, or first draft, is supposed to look. They have just given us time in class to sit there and get our thoughts together and write.
I'm not really sure what I would like permission doing in my writing. My teachers have not been real strict in the past with how the rough draft, or first draft, is supposed to look. They have just given us time in class to sit there and get our thoughts together and write.
10-1 classwork
Q: Why is it so hard for any people(maybe you) to knowingly put bad writing on paper?
A: Many people including myself have a hard time putting bad words on paper because they feel like it is a waste of time. I know I do. The question I ask myself when writing a rough draft, if I even write one, is why waste my time doing something I know I am going to change in the future?
Q: What are your own "coping strategies" for getting started on a piece of writing? Do you have particular strategies for making yourself sit down and start writing?
A: Sitting down and starting to write is the hardest part for me. Once I start writing I can usually sit for about 20-30 minutes until I need a break. I have to put my phone away in order to get writing done. Whenever I start a paper, I just put all the thoughts I have in my head on my computer screen. I don't try to put the paper in any organizational form at all... I just write.
Q: Lamott talks, toward the end of the piece, about all the critical voices that play in her mind when she's trying to write. Most, maybe all, writers have something similar. What are yours?
A: I don't think I have quiet voices that talk to me whenever I am trying to write. She talks about sitting there and closing your eyes and letting the quiet little voice talk to you. She says once you have heard it, bottle it up. I don't think I have an imagination like that.
A: Many people including myself have a hard time putting bad words on paper because they feel like it is a waste of time. I know I do. The question I ask myself when writing a rough draft, if I even write one, is why waste my time doing something I know I am going to change in the future?
Q: What are your own "coping strategies" for getting started on a piece of writing? Do you have particular strategies for making yourself sit down and start writing?
A: Sitting down and starting to write is the hardest part for me. Once I start writing I can usually sit for about 20-30 minutes until I need a break. I have to put my phone away in order to get writing done. Whenever I start a paper, I just put all the thoughts I have in my head on my computer screen. I don't try to put the paper in any organizational form at all... I just write.
Q: Lamott talks, toward the end of the piece, about all the critical voices that play in her mind when she's trying to write. Most, maybe all, writers have something similar. What are yours?
A: I don't think I have quiet voices that talk to me whenever I am trying to write. She talks about sitting there and closing your eyes and letting the quiet little voice talk to you. She says once you have heard it, bottle it up. I don't think I have an imagination like that.
Tuesday, September 29, 2015
9-29 classwork
Q: How did you write your first paper?
A: The way I went about writing this paper was a lot different than the way I wrote my papers in high school. Whenever I got the assignment I did nothing with it for a couple of days. In class we would write about stuff that I knew I could incorporate into my paper. The first assignment we had due in class was to write 600 words. That was the first time I actually sat down and started writing. Whenever I started writing those 600 words it was something totally different than what I wrote my paper about. I wrote about 300 words of that one topic and then realized it would be very hard to write 1200 words on that topic. So I started writing a couple hours later on another topic. I had 600 words on that topic in about 30 minutes, so I knew I picked a topic I could write 1200 words about. I turned those 600 words in on a Tuesday morning. I did not do anything with those 600 words until Thursday night. On thursday night I wrote 600 more words. Whenever I had 1200 words on the paper, I had no organization. I only had 3 paragraphs: a introduction and 2 body paragraphs. I went to the writing center and they helped me organize my paper so I had an introduction, a couple of body paragraphs, and a conclusion. Whenever I wrote this paper, I mostly wrote it in my dorm room. I put headphones in so I could block out all the noise, and wrote my paper. I turned it on Sunday night and Tuesday when I got to class my teacher gave the chance to edit it. I edited it Tuesday and Thursday and turned in my final copy on Thursday afternoon.
Q: Describe the environment you like or don't like when writing.
A: The best environment for me to write would be a place where I can put headphones in and listen to music. The weekend the paper was due, my boyfriend and I were hanging out. I had to ask him to leave the room so I could get the paper finished. I can not write papers while people are trying to talk to me. I get distracted very easily. Whenever I get distracted and I write a couple of sentences then talk to someone then write a couple more sentences I feel like I don't put my best effort it. I also can't sit in my bed and write or do homework for that matter. If I sit in my bed, I end up watching Netflix and falling asleep. So my environment would be somewhere quiet where I can put headphones in and think.
Q: Are there any external factors you need when you write?
A: Whenever I write, I like to have my headphones in played music. I can't play music very loud whenever I write or I will end up singing to it. Normally the kind of music I listen to whenever I write is Christian music. This is kind of weird but I also have to eat before I write. I can not write on an empty stomach. Whenever I am hungry, nothing gets done, especially homework.
Q: What are the strengths of the paper you just turned in?
A: I believe the strengths of the paper I just turned in would be how it was all of the same topic. I fee like sometimes whenever I write I start talking about other things in my paper. I don't always stay on topic, but this paper I feel like I stayed on topic. When I first started writing I just put words down on the paper, and when I went to the writing lab, they really helped me delete sentences that weren't needed.
Q: What are the weaknesses of the paper you just turned in?
A: I believe the weaknesses in my paper are the transitions. I know we talked about transitions in class a lot, but I feel like I could have done better. A lot of time I don't know a sentence to help tie the 2 paragraphs together without the sentence being a good topic sentence. That is something I definitely need to work on during this class.
Q: How well have you lived up to the index card you wrote on in the beginning of the year?
A: I said I want to become better at writing which I think I am. I think every piece of writing I do, I become better. Whether its a blog or paper or homework assignment, I believe I become a better writer every chance I get. I said I would read 90-95 percent of the homework assignments, which I think I have done. I have read all the homework assignments I am pretty sure. Maybe I would not say read, but I have definitely skimmed over them.
A: The way I went about writing this paper was a lot different than the way I wrote my papers in high school. Whenever I got the assignment I did nothing with it for a couple of days. In class we would write about stuff that I knew I could incorporate into my paper. The first assignment we had due in class was to write 600 words. That was the first time I actually sat down and started writing. Whenever I started writing those 600 words it was something totally different than what I wrote my paper about. I wrote about 300 words of that one topic and then realized it would be very hard to write 1200 words on that topic. So I started writing a couple hours later on another topic. I had 600 words on that topic in about 30 minutes, so I knew I picked a topic I could write 1200 words about. I turned those 600 words in on a Tuesday morning. I did not do anything with those 600 words until Thursday night. On thursday night I wrote 600 more words. Whenever I had 1200 words on the paper, I had no organization. I only had 3 paragraphs: a introduction and 2 body paragraphs. I went to the writing center and they helped me organize my paper so I had an introduction, a couple of body paragraphs, and a conclusion. Whenever I wrote this paper, I mostly wrote it in my dorm room. I put headphones in so I could block out all the noise, and wrote my paper. I turned it on Sunday night and Tuesday when I got to class my teacher gave the chance to edit it. I edited it Tuesday and Thursday and turned in my final copy on Thursday afternoon.
Q: Describe the environment you like or don't like when writing.
A: The best environment for me to write would be a place where I can put headphones in and listen to music. The weekend the paper was due, my boyfriend and I were hanging out. I had to ask him to leave the room so I could get the paper finished. I can not write papers while people are trying to talk to me. I get distracted very easily. Whenever I get distracted and I write a couple of sentences then talk to someone then write a couple more sentences I feel like I don't put my best effort it. I also can't sit in my bed and write or do homework for that matter. If I sit in my bed, I end up watching Netflix and falling asleep. So my environment would be somewhere quiet where I can put headphones in and think.
Q: Are there any external factors you need when you write?
A: Whenever I write, I like to have my headphones in played music. I can't play music very loud whenever I write or I will end up singing to it. Normally the kind of music I listen to whenever I write is Christian music. This is kind of weird but I also have to eat before I write. I can not write on an empty stomach. Whenever I am hungry, nothing gets done, especially homework.
Q: What are the strengths of the paper you just turned in?
A: I believe the strengths of the paper I just turned in would be how it was all of the same topic. I fee like sometimes whenever I write I start talking about other things in my paper. I don't always stay on topic, but this paper I feel like I stayed on topic. When I first started writing I just put words down on the paper, and when I went to the writing lab, they really helped me delete sentences that weren't needed.
Q: What are the weaknesses of the paper you just turned in?
A: I believe the weaknesses in my paper are the transitions. I know we talked about transitions in class a lot, but I feel like I could have done better. A lot of time I don't know a sentence to help tie the 2 paragraphs together without the sentence being a good topic sentence. That is something I definitely need to work on during this class.
Q: How well have you lived up to the index card you wrote on in the beginning of the year?
A: I said I want to become better at writing which I think I am. I think every piece of writing I do, I become better. Whether its a blog or paper or homework assignment, I believe I become a better writer every chance I get. I said I would read 90-95 percent of the homework assignments, which I think I have done. I have read all the homework assignments I am pretty sure. Maybe I would not say read, but I have definitely skimmed over them.
Thursday, September 24, 2015
pg. 531 a&e question 1
Q: Lamott obviously knows well what the weakness in her SFDs are likely to be. Are you always aware yet of any patterns in your first-draft writing-places or ways in which you simply expect that the writing will need to work once you actually have words on paper?
A: No, I do not believe I am always aware of any patterns in my writing in the very first draft. Whenever I write my first draft I just put a bunch of sentences onto paper. I write and write and write with no structure at all.
A: No, I do not believe I am always aware of any patterns in my writing in the very first draft. Whenever I write my first draft I just put a bunch of sentences onto paper. I write and write and write with no structure at all.
Monday, August 31, 2015
pg. 63 #1
Both Raymond and Lopez went to some sort of college for a certain amount of time. Raymond went to elementary school because he talks about how his first grade classroom was hooked up to a mainframe computer at Stanford University. Lopez had to teach herself to read and write. She did not attend an elementary school, but did go to college. Comparing my schooling to theirs, I went to school from pre-k to 12th grade, and now I'm attending college where I plan to graduate in 4 years. Raymond had some sort of technology starting at the age of 12. I have had a computer in my house for as long as I can remember. I remember playing games on it when I was little. Now the technology I have available is amazing. I carry around the internet with my constantly. I would say my primary literacy sponsors would have to be my parents, and teachers. Also the school I attended for 14 years. I went to a small private school from pre-k to 12 grade, so I was there a super long time. My parents and teachers who have taught me to read and write have definitely had a huge impact of my life today. If I did not know how to read or write, I probably would't be very successful. I honestly probably would not be at college.
Thursday, August 27, 2015
things you read in everyday life
Q: What are some things you have to read?
A: I play volleyball and tennis. In tennis, to be able to win the point I have to read the other side of the net. I have to see where my opponent is and hit the ball where they aren't. I play volleyball and I'm a setter. I have to be able to read the other side of the court and tell my hitters where to hit the ball in order to score points. I am a volleyball coach. I have to be able to read the opponents side of the court and tell my team where the open spots are so they can score points. Thinking about it, I read a lot more than I thought. When I think of reading, I think of reading books. But I read people's facial expression everyday. I read Instagram and Facebook posts almost every hour. When I'm driving I read road signs. Almost everything you do requires reading of some sort.
A: I play volleyball and tennis. In tennis, to be able to win the point I have to read the other side of the net. I have to see where my opponent is and hit the ball where they aren't. I play volleyball and I'm a setter. I have to be able to read the other side of the court and tell my hitters where to hit the ball in order to score points. I am a volleyball coach. I have to be able to read the opponents side of the court and tell my team where the open spots are so they can score points. Thinking about it, I read a lot more than I thought. When I think of reading, I think of reading books. But I read people's facial expression everyday. I read Instagram and Facebook posts almost every hour. When I'm driving I read road signs. Almost everything you do requires reading of some sort.
8/27 blog
Q: What is something you wanted to read?
A: Something I have read that I wanted to read was the Hunger Games. All my friends were reading it and telling me how good it was. I knew once I saw the movie I would never event think about reading the book. I knew I had to get the book read before the movie came out. One night I started reading, and I couldn't put the book down. I read until 4:30 in the morning. I loved the book!
Q: What is something you worked hard to read?
A: In high school I had to work really hard to be able to read and figure out Shakespeare. I have never liked Shakespeare, and I read a lot of it in high school. To be able to understand the book to my best ability I had to use all sorts of Shakespeare translation websites.
Q: What is something you wanted to write?
A: I have always enjoyed taking notes in church. When I go on church retreats I like to take notes when the speaker is talking. I have tons of journals sitting at home of notes from Sunday mornings and church retreats that I have been to.
A: Something I have read that I wanted to read was the Hunger Games. All my friends were reading it and telling me how good it was. I knew once I saw the movie I would never event think about reading the book. I knew I had to get the book read before the movie came out. One night I started reading, and I couldn't put the book down. I read until 4:30 in the morning. I loved the book!
Q: What is something you worked hard to read?
A: In high school I had to work really hard to be able to read and figure out Shakespeare. I have never liked Shakespeare, and I read a lot of it in high school. To be able to understand the book to my best ability I had to use all sorts of Shakespeare translation websites.
Q: What is something you wanted to write?
A: I have always enjoyed taking notes in church. When I go on church retreats I like to take notes when the speaker is talking. I have tons of journals sitting at home of notes from Sunday mornings and church retreats that I have been to.
Tuesday, August 25, 2015
pg. 127 1&2
1- Q: Who seems to be Malcolm X's intended audience? How do you know?
A: I believe Malcolm X's intended audience was the prison population. He used his time very wisely in prison. Whenever I watch tv shows about people in prison, I never see them reading or writing down the dictionary. He used his time in prison to educate himself, and it still be a pretty good education. I believe his intended audience is the prison population because of how well he used his time in prison. He went from being not a very good person to a very successful person. He didn't attend a hard university or any college at all for that matter, and yet he was still a very successful person.
2- Q: How does Malcolm X define literacy? How does his definition compare to school-based literary?
A: Malcolm X defines literacy by reading all the time. He says he never goes anywhere without a book. If he has a couple of minutes to spare, he will be spending those minutes reading. When he was sitting in prison and was trying to communicate with Elijah Muhammad, he couldn't. He realized he didn't know many words. It was then that he ordered a dictionary from the prison library and began writing down every word and its definition, including punctuation. He soon had the whole dictionary written down. A school based definition of literary is being able to read and write. The definition doesn't say how much you can read or write, just that you can do it and then you are literate. Malcolm X was able to write the whole dictionary and read hard chapter books, from teaching himself.
A: I believe Malcolm X's intended audience was the prison population. He used his time very wisely in prison. Whenever I watch tv shows about people in prison, I never see them reading or writing down the dictionary. He used his time in prison to educate himself, and it still be a pretty good education. I believe his intended audience is the prison population because of how well he used his time in prison. He went from being not a very good person to a very successful person. He didn't attend a hard university or any college at all for that matter, and yet he was still a very successful person.
2- Q: How does Malcolm X define literacy? How does his definition compare to school-based literary?
A: Malcolm X defines literacy by reading all the time. He says he never goes anywhere without a book. If he has a couple of minutes to spare, he will be spending those minutes reading. When he was sitting in prison and was trying to communicate with Elijah Muhammad, he couldn't. He realized he didn't know many words. It was then that he ordered a dictionary from the prison library and began writing down every word and its definition, including punctuation. He soon had the whole dictionary written down. A school based definition of literary is being able to read and write. The definition doesn't say how much you can read or write, just that you can do it and then you are literate. Malcolm X was able to write the whole dictionary and read hard chapter books, from teaching himself.
pg. 131 question 1
I think expectations can impact children's lives both positively and negatively. If a child's parents are both college professors and have published many books then the child is supposed to be smart and follow in the footsteps of their parents. If a child's parents drink an unhealthy amount of alcohol on a daily basis then the kid is probably expected to do the same at some point in his life. Kids tend to do what they see done. Kids don't know differently. If their parents are drinking everyday, they think that is right, an that is what they are going to grow up thinking, so that is exactly what they are going to do. In my own life, I think I have had a lot of expectations, good and bad, which have shaped me into the person I am today. My mom played basketball in college and I remember her having me on a basketball court all the time when I was a little kid. She expect me to fall in love with the sport and be a great ball player just like her. I played basketball for 10 years and the quit. My mom is a volleyball, basketball, and tennis coach. I have gone to many high school sport events because my mom is the coach. Now I coach volleyball.
pg. 206 invention, research, and analysis
As I read this section, the thing I agree with most would be the part about how we fit everything we could think of into one paper. I feel like once I start writing, all the memories will start flooding back and I will have a 10 page paper. I feel like when those memories start coming back, it will be hard to not only get them all on paper, but also get them on paper in an organized way. Whenever I write I sometimes get off topic because I just start writing away. The question I liked the most is how did you learn to read/write. Once I take time to sit down and start writing a paper about that topic, I could probably just keep going. All the memories from when I was little and learning to read or write would start popping back up in my head.
Saturday, August 22, 2015
pg. 131 # 2
Q: Alexie lists a variety of ways that Indian children failed inside of school but excelled outside of school. Using this list, consider what it meant to be "literate" not he Indian reservation where Alexie grew up. What literacy skills did the Indian children have that were not valued or seen inside of school.
A: Alexie talks about how a smart Indian person is dangerous and feared by Indian's and non-indians alike. He says that Indian children were expected to be stupid. The Indian children struggled with basic reading in school and they were monosyllabic in front of their non-Indian teachers. The Indian children would duck their heads when confronted by a non-Indian adult. Outside of school they would remember how to sing a few dozen powwow songs. They would tell complicated stories and jokes at their dinner table at home. They would fight with Indian's who were 10 years older than them. Alexie said Indian children were supposed to fail in the non-Indian world, and those who failed were accepted by other Indians. Literate means to be able to read and write. I think on the Indian reservation, being literate, meant almost the complete opposite of its actual definition. The kids were expected to fail. They struggled to read simple words. Alexis read many books. He read books wherever he would go, and he was not accepted by many other children. He always fought with his classmates.
Thursday, August 20, 2015
How did you learn to write and/or read?
I learned to read at home. My mom always made me read books at night before I went to bed. When I was little, like kindergarten or first grade I would start out with easy books that only had 2 or 3 words on a page. When I was in the second or third grade I started reading easy chapter books. As for writing goes, I remember in preschool when the teachers gave me a piece of paper and I had to trace the letters. I used to think that was the coolest thing because I thought I could write, whenever I was just really tracing the letters.
What kinds of writings/readings have you done in the past?
In the past I have written essays for my school. I don't like to write a lot on my own, so I mostly just write when I am made to. The readings I have done in the past have been for my school as well. Sometimes I will find a book in the bookstore that interests me, so I read it. I'm not always reading a book on my own though. The books I like to read are usually true stories.
How much have you enjoyed the various kinds of writing/reading you've done?
If the topic I am assigned to write about interests me, then I really enjoy writing the paper. I love to write research papers, because I can research whatever interests me and write a whole paper about it. I like to read books on my own time, and ones that look interesting to me. If I am made to read the book, I usually don't like it. When I have to read books for school it has to be done in a certain amount of time, and I don't like that. When I read for pleasure, I like to take my time, and read it whenever I can.
I learned to read at home. My mom always made me read books at night before I went to bed. When I was little, like kindergarten or first grade I would start out with easy books that only had 2 or 3 words on a page. When I was in the second or third grade I started reading easy chapter books. As for writing goes, I remember in preschool when the teachers gave me a piece of paper and I had to trace the letters. I used to think that was the coolest thing because I thought I could write, whenever I was just really tracing the letters.
What kinds of writings/readings have you done in the past?
In the past I have written essays for my school. I don't like to write a lot on my own, so I mostly just write when I am made to. The readings I have done in the past have been for my school as well. Sometimes I will find a book in the bookstore that interests me, so I read it. I'm not always reading a book on my own though. The books I like to read are usually true stories.
How much have you enjoyed the various kinds of writing/reading you've done?
If the topic I am assigned to write about interests me, then I really enjoy writing the paper. I love to write research papers, because I can research whatever interests me and write a whole paper about it. I like to read books on my own time, and ones that look interesting to me. If I am made to read the book, I usually don't like it. When I have to read books for school it has to be done in a certain amount of time, and I don't like that. When I read for pleasure, I like to take my time, and read it whenever I can.
Tuesday, August 18, 2015
Bailey Towles
Early Memory of Writing:
One of the earliest memories I have form writing was in 3rd grade, I had to write a story. It had to include a problem, and the problem being solved. I remember writing about a girl who lost her dog and then her dog was found. At the time I thought it was the greatest story I would have ever written. I found it a couple of months ago, and it is funny to look back at how much my writing has changed.
Early memory of reading:
When I was in first grade my mom made me read Junie B. Jones books. I hated reading then, and still hate it now. I blame my mom for me hating to read. Every night she made me sit on the couch with her and read for 20-30 minutes. I always dreaded that time. I remember every night after dinner I would try and hide, or pretend I was asleep, so maybe my mom would forget about it. I hated reading because I thought I was a super slow reader and I would never get better. The books always seemed so long, and had big words that I could not pronounce so I got flustered.
Early frustration with reading or writing:
The earliest frustration I have from reading is when I was learning to read. When I was little, I hated not knowing the answer. I hated getting stuck on a word that I could not pronounce. Often times, I would end up crying because I didn't know how to pronounce a word. I always hated having to read aloud in class because I felt like I was such a bad reader.
Early Memory of Writing:
One of the earliest memories I have form writing was in 3rd grade, I had to write a story. It had to include a problem, and the problem being solved. I remember writing about a girl who lost her dog and then her dog was found. At the time I thought it was the greatest story I would have ever written. I found it a couple of months ago, and it is funny to look back at how much my writing has changed.
Early memory of reading:
When I was in first grade my mom made me read Junie B. Jones books. I hated reading then, and still hate it now. I blame my mom for me hating to read. Every night she made me sit on the couch with her and read for 20-30 minutes. I always dreaded that time. I remember every night after dinner I would try and hide, or pretend I was asleep, so maybe my mom would forget about it. I hated reading because I thought I was a super slow reader and I would never get better. The books always seemed so long, and had big words that I could not pronounce so I got flustered.
Early frustration with reading or writing:
The earliest frustration I have from reading is when I was learning to read. When I was little, I hated not knowing the answer. I hated getting stuck on a word that I could not pronounce. Often times, I would end up crying because I didn't know how to pronounce a word. I always hated having to read aloud in class because I felt like I was such a bad reader.
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