Summary:
In the articles "Tlilli Tlapalli: The Path of the Red and Black Ink" and "Toward a Mestiza Rhetoric," Gloria Anzaldua and Andrea Lunsford delve into identity and its importance in the writing community.
Synthesis:
This article reminded me strongly of the others about identity we have read, but it also reminded me of the Villanueva article. I was reminded of the latter because of the cultural aspects of the writers. In terms of subject matter, I drew comparisons to Wardle and Flynn, and could even trace some aspects of identity back to Gee. However, I believe that this article is vastly different than those of Cixous and Smitherman, because it does not really touch on either gender or race.
AEI
1. The significance of this distinction is that tribal art, with its communal characteristics, loses a bit of identity because it is being contributed to by more than one person, and identity can be lost in translation when this happens. However, Western culture is very individual and has only become more so, and as an effect, there is much more identity in Western works. I believe that due to my selfish generation, literacy and art culture are both becoming much more individual, as most believe now that the needs of community are no longer very important.
2. I don't believe that this would have been nearly as effective if it were written in traditional format. Part of Andalzua's identity is her identity as an artist, and therefore the style she writes in is ultimately reflective of her identity as an artist, which only shapes the piece more, as that is what she is trying to entice her readers to do when they write.
Personal Thoughts
I really enjoyed this article. It was probably my favorite out of all the identity-focused articles, although I believe that ultimately they were all very helpful, as I have always been encouraged to put more of my own identity into my writing. In general, this section really interested me, mostly because I'm finally reading something that I can freely think about.
Friday, November 30, 2012
Monday, November 26, 2012
Reading Response #23 (Cixous)
Summary:
In the article "Viewpoint the Laugh of Medusa," Cixous promotes the idea of women writing in their own voices. Cixous believes that women's voices are often overpowered by those of men, and believes that this should change.
Synthesis:
This article is much like the Alexander article in that both discuss gender, and it also can relate back to Flynn because it discusses the differences between men and women in writing.
QDJ
1. This article didn't make me uncomfortable at all. I've read much worse, and I'm sure the main goal of Cixous was to make people uncomfortable, and I don't want to give her that satisfaction. Also, I've read many articles of the same topic and it's just getting kind of old.
2. I believe that Cixous is telling women that they need to write whatever comes to mind, regardless of what they think they should be writing. She wants them to write without the influence of men, and figure out what their own voice is.
Personal Response:
I really just did not enjoy this article. Frankly, it makes me feel bad for the guys in our class, because, for those of us that are also in ENG 2010, they are just taking heat this semester. I believe that Cixous is entirely too harsh and accusatory in this article, and honestly, it's quite the turn-off. I would not have read this on my own.
In the article "Viewpoint the Laugh of Medusa," Cixous promotes the idea of women writing in their own voices. Cixous believes that women's voices are often overpowered by those of men, and believes that this should change.
Synthesis:
This article is much like the Alexander article in that both discuss gender, and it also can relate back to Flynn because it discusses the differences between men and women in writing.
QDJ
1. This article didn't make me uncomfortable at all. I've read much worse, and I'm sure the main goal of Cixous was to make people uncomfortable, and I don't want to give her that satisfaction. Also, I've read many articles of the same topic and it's just getting kind of old.
2. I believe that Cixous is telling women that they need to write whatever comes to mind, regardless of what they think they should be writing. She wants them to write without the influence of men, and figure out what their own voice is.
Personal Response:
I really just did not enjoy this article. Frankly, it makes me feel bad for the guys in our class, because, for those of us that are also in ENG 2010, they are just taking heat this semester. I believe that Cixous is entirely too harsh and accusatory in this article, and honestly, it's quite the turn-off. I would not have read this on my own.
Reading Response #22 (Alexander)
Summary:
In his article "Transgender Rhetorics:...," Jonathon Alexander promotes transgender and feminist studies, saying that they are necessary to understand gender as a whole.
Synthesis:
Once again, we are reading about identity in the writing community. However, this article also relates back to the Smitherman article in that it discusses a group that is regarded as a minority, and could be considered oppressed.
AEI
3. I believe this article has an impact on students because, as I stated before, most trans people are a minority, and reading this article gives people a new perspective, much as reading about blacks or other minorities. It also gives students another viewpoint on gender as a whole.
4. Alexander believes that gender is a construct because, much like a construct, gender puts certain restrictions on people, even though it is a very personal thing. Gender needs to be discussed in classrooms to promote tolerance.
Personal Response:
I enjoyed reading this article. Being in an LGBT-friendly group at school, I've had a lot of exposure to the term "gender-fluid." The whole "fluid gender" idea has always been a bit confusing to me, but this article helped explain it a little more.
Reading Response 21 (Smitherman)
Summary:
In her article, "God Don't Never Change," Geneva Smitherman states that black English should be accepted and utilized in schools. She explains how previously, black students have been graded poorly because of their use of black English, and maintains that this should not happen, as black English is its own style.
Synthesis:
This article deals mainly with identity, as the past readings we've been doing have, like Flynn and Wardle. All have discussed identity and its place in the writing community.
QDJ
2. Smitherman uses black idiom rhetorically by using black English in the article, therefore trying to show the reader that it is okay and acceptable to use.
3. Language is and has probably always been defined by certain classes, with the upper class deciding what is and is not okay. Some writers, like Smitherman, believe that this is unfair and oppresses blacks.
Personal Thoughts:
This article frustrated me, mainly because I am a grammar stickler and everything in it was just so hard to read. I am all about identity through writing, but there comes a point when there needs to be certain rules to follow just for the sake of understanding one another.
In her article, "God Don't Never Change," Geneva Smitherman states that black English should be accepted and utilized in schools. She explains how previously, black students have been graded poorly because of their use of black English, and maintains that this should not happen, as black English is its own style.
Synthesis:
This article deals mainly with identity, as the past readings we've been doing have, like Flynn and Wardle. All have discussed identity and its place in the writing community.
QDJ
2. Smitherman uses black idiom rhetorically by using black English in the article, therefore trying to show the reader that it is okay and acceptable to use.
3. Language is and has probably always been defined by certain classes, with the upper class deciding what is and is not okay. Some writers, like Smitherman, believe that this is unfair and oppresses blacks.
Personal Thoughts:
This article frustrated me, mainly because I am a grammar stickler and everything in it was just so hard to read. I am all about identity through writing, but there comes a point when there needs to be certain rules to follow just for the sake of understanding one another.
Thursday, November 15, 2012
Reading Response #20 (Flynn)
Getting Ready to Read:
I have had various experiences with gender in the classroom. For example, my freshman year I started taking a woodshop class but eventually dropped it because the teacher was very adamant that shop was a "guy thing." I also had male teachers who favored males, male teachers who favored females, and female teachers who favored males.
Summary:
In her article "Composing as a Woman," Elizabeth Flynn discusses the differences in writing between men and women. She points out that writing is mostly directed toward males, and written for males, and argues that it should be equal and favor females as well.
Synthesis:
This article does not really deal with discourse communities, more like identity, which I think could be applied to the Villanueva article as well.
QDJ
What this quote is saying is that women's perspectives have been pushed to the side, much like the perspectives of minorities, in an effort to "make everyone the same," and push aside the fact that women and minorities have had radically different experiences.
Thoughts:
I really enjoyed this article. The differences between men and women have always been fascinating to me and I thought this article showed the differences in writing styles in a very interesting way.
I have had various experiences with gender in the classroom. For example, my freshman year I started taking a woodshop class but eventually dropped it because the teacher was very adamant that shop was a "guy thing." I also had male teachers who favored males, male teachers who favored females, and female teachers who favored males.
Summary:
In her article "Composing as a Woman," Elizabeth Flynn discusses the differences in writing between men and women. She points out that writing is mostly directed toward males, and written for males, and argues that it should be equal and favor females as well.
Synthesis:
This article does not really deal with discourse communities, more like identity, which I think could be applied to the Villanueva article as well.
QDJ
What this quote is saying is that women's perspectives have been pushed to the side, much like the perspectives of minorities, in an effort to "make everyone the same," and push aside the fact that women and minorities have had radically different experiences.
Thoughts:
I really enjoyed this article. The differences between men and women have always been fascinating to me and I thought this article showed the differences in writing styles in a very interesting way.
Reading Response #19 (Villanueva)
Summary:
In his article, "Memoria Is a Friend of Ours: On the Discourses of Color," Victor Villanueva reflects on his experiences and laments the fact that he does not know more Spanish. He talks about his family and the fact that he wants his children to know more about their heritage than he did.
Synthesis:
While I think this article touched on discourse communities, it was very hard for me to compare it to other articles we have read.
QDJ:
I believe that Villanueva's primary discourse would be his professional life, and his secondary would be his home and personal life, especially his heritage.
Thoughts:
I really enjoyed this article. I liked how it was broken up into smaller sections, it made it much easier to read and understand.
Sunday, November 4, 2012
Reading Response #18 (Heilker & Yergeau)
Summary:
In their article "Autism and Rhetoric," Paul Heilker and Melanie Yergeau explaining how autism could be considered a discourse community. To do this, they use various elements of research and their own personal narratives to define autism as a rhetoric.
Synthesis:
This article is similar to articles we have been reading about discourse communities, since it discusses those with autism and how they could potentially be their own community.
Personal Response:
I enjoyed this article, but more because of the aspect of autism rather than discourse communities. I did, however, find it very interesting that the writers could take something so broad and connect it to the concept of a discourse community.
In their article "Autism and Rhetoric," Paul Heilker and Melanie Yergeau explaining how autism could be considered a discourse community. To do this, they use various elements of research and their own personal narratives to define autism as a rhetoric.
Synthesis:
This article is similar to articles we have been reading about discourse communities, since it discusses those with autism and how they could potentially be their own community.
Personal Response:
I enjoyed this article, but more because of the aspect of autism rather than discourse communities. I did, however, find it very interesting that the writers could take something so broad and connect it to the concept of a discourse community.
Thursday, November 1, 2012
Project 3 Intro & Conversation
If you are not actively interested in English, there is a
very good chance that you have never heard of a discourse community. However,
whether you know what it is or not, there is also a very good chance that you
are a part of one. While a discourse community can be defined in many different
ways, most can agree that it is a group of people who have common goals and
ideas, who work together to further said goals and ideas. A discourse community
does not necessarily have to be in a central location; you can be a part of a
discourse community and have another member of it thousands of miles away. Although
a discourse community could probably be described as simply a social group, it
is so much more than that. People that are in the same discourse community
share so many goals; they have many of the same skills. In cases where their
skills are different, they always complement each other and some individuals
make up for what others may lack. Discourse communities will have members that
may see eye to eye, but it will also have members that may disagree on several
topics. Take, for example, the discourse community that I will be discussing: a
choir made up of twenty girls. Any time you put twenty girls in a room
together, you are going to have some disagreements, but, as a discourse
community, we still shared the same goals and broad ideas as each other.
Many
authors have discussed and expanded upon the idea of discourse communities,
including (but not limited to) John Swales, James Paul Gee, Elizabeth Wardle,
Amy Devitt, Anis Bawarshi, and Mary Jo Reiff. While many of these writers’
ideas differ a bit, they still interconnect in many ways, and give a little
more insight into how discourse communities actually work. Swales probably
gives the most descriptive analysis, finding six criteria that make up a
discourse community. These criteria deal mainly with how the group
communicates. James Paul Gee believes that you do not bring yourself into a
discourse community, but are automatically a part of it. Gee maintains that
there is no way to be “halfway” in a discourse community, you are either part
of it or you’re not, and this is mainly an involuntary thing. Devitt, Bawarshi,
and Reiff look at discourse communities and how they relate to
ethnomethodology, using comparisons to juries, patient medical history forms,
and teachers and students. Wardle basically ties all three definitions
together, using research that she did with a subject named “Alan” and how he
dealt with joining a new discourse community. Wardle explains discourse
communities using identity and how it relates to ones writing, which makes up
the discourse community.
All of
these authors have their own definitions for what a discourse community is, and
in this paper I hope to look at those definitions and hopefully expand upon
some of them. I wish to add a little of my own conversation to what these
writers have already contributed.
Wednesday, October 31, 2012
Reading Response #17 (Wardle)
Summary:
In the article, "Identity, Authority, and Learning to Write in New Workplaces," Elizabeth Wardle educates readers on how it affects one's writing when they are put into a new community. To do this, she uses an example, a man named Alan. Alan is put into a discourse community that he is not fully a part of, and therefore feels left out, showing that being part of a discourse community is more than just knowing about it.
Synthesis:
Like others writers we've read, not only does Wardle discuss discourse communities but puts a different spin on it. She stresses the importance of identity in a discourse community, which is something that neither Swales, Gee, or Devitt et al have done. However, she agrees with Swales six points, and she briefly touches on genre like Devitt et al.
In the article, "Identity, Authority, and Learning to Write in New Workplaces," Elizabeth Wardle educates readers on how it affects one's writing when they are put into a new community. To do this, she uses an example, a man named Alan. Alan is put into a discourse community that he is not fully a part of, and therefore feels left out, showing that being part of a discourse community is more than just knowing about it.
Synthesis:
Like others writers we've read, not only does Wardle discuss discourse communities but puts a different spin on it. She stresses the importance of identity in a discourse community, which is something that neither Swales, Gee, or Devitt et al have done. However, she agrees with Swales six points, and she briefly touches on genre like Devitt et al.
Tuesday, October 30, 2012
Reading Response #16 / Project 3
Summary:
In the article "Materiality and Genre in the Study of Discourse Communities," Amy Devitt, Anis Bawarshi, and Mary Jo Reiff discuss why genre and ethnomethodology are important when regarding discourse communities. Each writer does this in their own way. Devitt uses it in context with a jury during a court case. Bawarshi uses patient medical history forms, and Reiff explains why it is important to teachers and students.
Synthesis:
This article obviously goes along with the Gee article, but also with the Swales article. All discuss discourse communities, which is what ties them together, but each puts different emphasis on certain ideas of said communities. Gee believes that you are only truly part of one Discourse, while Swale thinks that you can be in multiple communities. Then Devitt, Bawarshi, and Reiff throw a new wrench into it with their discussion of genre.
Personal Response:
This article was very, very difficult for me to read. It seems that the farther we get into the semester, the more dense the articles become. However, I did enjoy the way Devitt compared genre with the jury scenario. It offered a more interesting way to look at the argument.
Project 3 Proposal
The community that I would like to research for my project is a choir that I was involved in during high school, an advanced women's choir called the Baronettes. I chose this community because I believe that the way that people interested in music communicate with each other is very interesting and I think it would definitely be something that requires a closer look. I invested a lot of time (over 3 years) and effort in the group, but never really thought about how we communicated. Once we started discussing discourse communities in class, I realized that the way we talked to each other in Baronettes was truly unique, and that, strangely, we could be considered a discourse community.
With this project, I hope to find out more about the way we communicated in the past three years, and hopefully relate it to other communities in the hopes of establishing one giant discourse community. I am curious to see if we use the language that we used with each other in other situations, or if it was only in that class that we used the language we did. I am curious to learn what others would think if thrust into our small bubble, if they would catch on quickly or be forever lost in our constant string of lingo and slang.
In terms of how Baronettes qualifies as a discourse community, I believe it meets all six of Swales’ criteria.
1.) A discourse community has a broadly agreed set of common public goals.
Well, obviously we have this. Our goals were to make music, to let people hear us and hopefully develop an emotional connection with not only us, but what we were singing about. Also, it was always nice to make some money, or just be able to sing for an audience.
2.) A discourse community has mechanisms of intercommunication among its members.
As for methods of communication, we had everything. A Facebook page, a Twitter page, a newsletter, each other’s’ phone numbers. We used these methods to keep in touch with each other, let each other know what was going on, and, of course, let the public know what we were up to.
3.) A discourse community uses its participatory mechanisms primarily to provide information and feedback.
As previously stated, we used our methods to keep in touch with each other and let each other know important information. We also used them to alert each other to certain events or problems we were having with any specific piece of music we may have been working on, or simply to just let each other know that we were thinking of each other. We also posted videos or comments for all to see. This resulted in feedback from each other, which resulted in the greater success of the group.
4.) A discourse community utilizes and hence possesses one or more genres in the communicative furtherance of its aims.
Each girl involved in the choir brings, with her, her own genre. We all also brought different skills to the table. Some of us were stronger in areas like keeping a handle on our part, no matter what. Others, myself included, brought our strong sight-reading skills that helped the group when it came to competitions.
5.) In addition to owning genres, a discourse community has acquired some specific lexis.
As you may guess, when a group of twenty or so girls get together, there are bound to be crazy stories, cute nicknames, and lots of inside jokes that become stipulations of conversation. These, combined with the musical lingo that all of us already used, gave us our own individual language.
6.) A discourse community has a threshold level of members with a suitable degree of relative content and discoursal expertise.
We all knew what we were doing; we were advanced enough in our musical knowledge that we were almost always on the same page. However, it was always made blatantly obvious if you did not know what you were doing, and the members that showed this were usually relegated to smaller parts, less solos, etc.
As for who I plan on interviewing, I would like to interview my choir director, of course, since she put us all together. I also plan on interviewing several girls who were part of the choir. I plan to pull excerpts from our Facebook page conversations, and maybe some text message conversations.
In the article "Materiality and Genre in the Study of Discourse Communities," Amy Devitt, Anis Bawarshi, and Mary Jo Reiff discuss why genre and ethnomethodology are important when regarding discourse communities. Each writer does this in their own way. Devitt uses it in context with a jury during a court case. Bawarshi uses patient medical history forms, and Reiff explains why it is important to teachers and students.
Synthesis:
This article obviously goes along with the Gee article, but also with the Swales article. All discuss discourse communities, which is what ties them together, but each puts different emphasis on certain ideas of said communities. Gee believes that you are only truly part of one Discourse, while Swale thinks that you can be in multiple communities. Then Devitt, Bawarshi, and Reiff throw a new wrench into it with their discussion of genre.
Personal Response:
This article was very, very difficult for me to read. It seems that the farther we get into the semester, the more dense the articles become. However, I did enjoy the way Devitt compared genre with the jury scenario. It offered a more interesting way to look at the argument.
Project 3 Proposal
The community that I would like to research for my project is a choir that I was involved in during high school, an advanced women's choir called the Baronettes. I chose this community because I believe that the way that people interested in music communicate with each other is very interesting and I think it would definitely be something that requires a closer look. I invested a lot of time (over 3 years) and effort in the group, but never really thought about how we communicated. Once we started discussing discourse communities in class, I realized that the way we talked to each other in Baronettes was truly unique, and that, strangely, we could be considered a discourse community.
With this project, I hope to find out more about the way we communicated in the past three years, and hopefully relate it to other communities in the hopes of establishing one giant discourse community. I am curious to see if we use the language that we used with each other in other situations, or if it was only in that class that we used the language we did. I am curious to learn what others would think if thrust into our small bubble, if they would catch on quickly or be forever lost in our constant string of lingo and slang.
In terms of how Baronettes qualifies as a discourse community, I believe it meets all six of Swales’ criteria.
1.) A discourse community has a broadly agreed set of common public goals.
Well, obviously we have this. Our goals were to make music, to let people hear us and hopefully develop an emotional connection with not only us, but what we were singing about. Also, it was always nice to make some money, or just be able to sing for an audience.
2.) A discourse community has mechanisms of intercommunication among its members.
As for methods of communication, we had everything. A Facebook page, a Twitter page, a newsletter, each other’s’ phone numbers. We used these methods to keep in touch with each other, let each other know what was going on, and, of course, let the public know what we were up to.
3.) A discourse community uses its participatory mechanisms primarily to provide information and feedback.
As previously stated, we used our methods to keep in touch with each other and let each other know important information. We also used them to alert each other to certain events or problems we were having with any specific piece of music we may have been working on, or simply to just let each other know that we were thinking of each other. We also posted videos or comments for all to see. This resulted in feedback from each other, which resulted in the greater success of the group.
4.) A discourse community utilizes and hence possesses one or more genres in the communicative furtherance of its aims.
Each girl involved in the choir brings, with her, her own genre. We all also brought different skills to the table. Some of us were stronger in areas like keeping a handle on our part, no matter what. Others, myself included, brought our strong sight-reading skills that helped the group when it came to competitions.
5.) In addition to owning genres, a discourse community has acquired some specific lexis.
As you may guess, when a group of twenty or so girls get together, there are bound to be crazy stories, cute nicknames, and lots of inside jokes that become stipulations of conversation. These, combined with the musical lingo that all of us already used, gave us our own individual language.
6.) A discourse community has a threshold level of members with a suitable degree of relative content and discoursal expertise.
We all knew what we were doing; we were advanced enough in our musical knowledge that we were almost always on the same page. However, it was always made blatantly obvious if you did not know what you were doing, and the members that showed this were usually relegated to smaller parts, less solos, etc.
As for who I plan on interviewing, I would like to interview my choir director, of course, since she put us all together. I also plan on interviewing several girls who were part of the choir. I plan to pull excerpts from our Facebook page conversations, and maybe some text message conversations.
Wednesday, October 24, 2012
Reading Response #15 (Gee)
Getting Ready to Read
Two activities that I participate in are my classes and singing. For the most part, they remain very separate from each other. School requires a lot of thought, of course, but when I'm singing, it almost requires more, mostly because it's something that I rarely do anymore. I have to think more about what I'm doing, and sometimes it's frustrating.
Summary
In his article "Literacy, Discourse, and Linguistics," Gee explains the differences between Discourses, grammar, and linguistics. He specifically puts an emphasis on how Discourse can shape a person.
Synthesis
This article is very similar to the Swales article that we read, mostly because of the fact that it deals with discourse. However, the two have differing opinions, because while Swales believes that it is we who make the discourse community, Gee believes that Discourse makes us.
QDJ
Gee is saying what I essentially say in my Project 1 paper: grammar only matters in a specific context. Naturally, we were not taught this in school; we were always taught that grammar is very important and should be attended to.
Synthesis
I thought this article proved very interesting, especially since we read it right after reading the Swales piece. I also really find it interesting that Gee believes that Discourse is a natural part of us, and it will definitely make me think before picking a discourse community for Project 3.
Two activities that I participate in are my classes and singing. For the most part, they remain very separate from each other. School requires a lot of thought, of course, but when I'm singing, it almost requires more, mostly because it's something that I rarely do anymore. I have to think more about what I'm doing, and sometimes it's frustrating.
Summary
In his article "Literacy, Discourse, and Linguistics," Gee explains the differences between Discourses, grammar, and linguistics. He specifically puts an emphasis on how Discourse can shape a person.
Synthesis
This article is very similar to the Swales article that we read, mostly because of the fact that it deals with discourse. However, the two have differing opinions, because while Swales believes that it is we who make the discourse community, Gee believes that Discourse makes us.
QDJ
Gee is saying what I essentially say in my Project 1 paper: grammar only matters in a specific context. Naturally, we were not taught this in school; we were always taught that grammar is very important and should be attended to.
Synthesis
I thought this article proved very interesting, especially since we read it right after reading the Swales piece. I also really find it interesting that Gee believes that Discourse is a natural part of us, and it will definitely make me think before picking a discourse community for Project 3.
Friday, October 5, 2012
Reading Response #12 (Baron)
Pre-Reading
The technology I use to write is mainly a pen. Occasionally I may use a computer, and in high school I would sometimes use an old typewriter I had, but most of the time, I just use a pen and paper.
Summary
In his article "From Pencils to Pixels: The Stages of Literacy Technologies," Dennis Baron talks about the various types of technology that are used in the writing world, whether it is a pencil, pen, typewriter, or computer. He discusses the fact that every type of new technology is debated for a while, even the pencil, but is eventually accepted by the writing community.
QDJ
2. I don't know if I believe that Baron "shrugs" at technology in his article. I believe that he simply accepts the fact that technology will keep on changing, regardless of whatever else happens. I do believe, however, that despite all the changes with technology, writing will fundamentally remain the same. No matter what you are using to do the writing, you're still writing.
Synthesis
This actually reminded me of a piece I read for my junior composition class, though I can't remember the title or author. It discussed technology in general and talked about how eventually, all types of "new" technology would become obsolete. Baron's article drew strong comparisons with the other piece, in that they both used examples like the typewriter and just a plain old pencil.
Thoughts
I really enjoyed this article. I have always been fascinated by how quickly society goes through things, especially technology, so I like to read about it. I had never thought to look at how this works in writing though, and I liked getting to see how technology affects every aspect of society, even writing.
The technology I use to write is mainly a pen. Occasionally I may use a computer, and in high school I would sometimes use an old typewriter I had, but most of the time, I just use a pen and paper.
Summary
In his article "From Pencils to Pixels: The Stages of Literacy Technologies," Dennis Baron talks about the various types of technology that are used in the writing world, whether it is a pencil, pen, typewriter, or computer. He discusses the fact that every type of new technology is debated for a while, even the pencil, but is eventually accepted by the writing community.
QDJ
2. I don't know if I believe that Baron "shrugs" at technology in his article. I believe that he simply accepts the fact that technology will keep on changing, regardless of whatever else happens. I do believe, however, that despite all the changes with technology, writing will fundamentally remain the same. No matter what you are using to do the writing, you're still writing.
Synthesis
This actually reminded me of a piece I read for my junior composition class, though I can't remember the title or author. It discussed technology in general and talked about how eventually, all types of "new" technology would become obsolete. Baron's article drew strong comparisons with the other piece, in that they both used examples like the typewriter and just a plain old pencil.
Thoughts
I really enjoyed this article. I have always been fascinated by how quickly society goes through things, especially technology, so I like to read about it. I had never thought to look at how this works in writing though, and I liked getting to see how technology affects every aspect of society, even writing.
Monday, October 1, 2012
Reading Response #11 (Brandt)
Pre-reading:
-TV commercials
-Radio commercials
-Local library reading programs
I haven't really seen many programs that sponsor writing, but growing up I saw/heard a lot of commercials that emphasized the importance of reading, usually with some celebrity telling me why I should read more, and my local library always had reading programs to encourage kids to read more.
Summary:
In her article "Sponsors of Literacy," Deborah Brandt explains the concept of literacy sponsors, who are the people that inspire (or sponsor) others to read and write more. She puts this into three different categories, Sponsorship and Access, Sponsorship and Appropriation in Literacy Learning, and Sponsorship in the Rise of Literacy Standards.
Compare/Contrast:
It was hard for me to compare this to other articles we've read, but it did remind me of the various articles I've read in magazines and newspapers about the decline of literacy in the country.
AED
1. My literacy sponsors were probably my parents and various teachers that I had, especially in elementary school. They didn't specifically try to steer me in any direction, but their guidance was very helpful and has helped me immensely.
Thoughts:
I liked this article a lot, if only because I have always been fairly interested in literacy. It is very hard for me to imagine not being able to read, because reading is such a big part of my life. I like the idea of literacy sponsors, but it makes me sad to know that certain people didn't have them.
-TV commercials
-Radio commercials
-Local library reading programs
I haven't really seen many programs that sponsor writing, but growing up I saw/heard a lot of commercials that emphasized the importance of reading, usually with some celebrity telling me why I should read more, and my local library always had reading programs to encourage kids to read more.
Summary:
In her article "Sponsors of Literacy," Deborah Brandt explains the concept of literacy sponsors, who are the people that inspire (or sponsor) others to read and write more. She puts this into three different categories, Sponsorship and Access, Sponsorship and Appropriation in Literacy Learning, and Sponsorship in the Rise of Literacy Standards.
Compare/Contrast:
It was hard for me to compare this to other articles we've read, but it did remind me of the various articles I've read in magazines and newspapers about the decline of literacy in the country.
AED
1. My literacy sponsors were probably my parents and various teachers that I had, especially in elementary school. They didn't specifically try to steer me in any direction, but their guidance was very helpful and has helped me immensely.
Thoughts:
I liked this article a lot, if only because I have always been fairly interested in literacy. It is very hard for me to imagine not being able to read, because reading is such a big part of my life. I like the idea of literacy sponsors, but it makes me sad to know that certain people didn't have them.
Thursday, September 20, 2012
Project 1 Intro & Conversation
There will come a time in every writer's life that (s)he will be criticized for improper use of grammar. In the writing community, most consider grammar to be extremely important. Even outside of the writing community, teachers and other people in positions of authority use grammar to judge pieces of writing. In the society we live in today, however, grammar seems to have taken a backseat, especially since there are so many ways to communicate these days. The question remains: Is grammar as important now as it was fifteen years ago? Should someone's grammar determine their quality as a writer?
In his article, "Good English and Bad," Bill Bryson takes a look at grammar and its effect on the English language. He describes the average "grammarian," who is so obsessed with the correct use of grammar that it is all they focus on when reading and/or writing. Bryson also points out, however, that there are many grammarians who have committed numerous faux pas in their own writing. If these so-called experts at grammar are capable of making mistakes in their own field of knowledge, then how are the rest of us supposed to be able to recall the proper verb tenses at the drop of a hat, much less use them correctly?
While grammar is still important, it is worth remembering that in some cases, there are people that simply do not have access to knowledge that provides them with a sense of grammatical expertise. Certain schools don't even think that teaching grammar is that important anymore. Naturally, there will always be the regulatory two-week emphasis on subjects, prepositions, and verb tenses, but other than that, a student can go through their entire school experience without being properly educated where grammar is concerned. I was in "advanced" English classes all through middle school and high school, yet I didn't receive a proper lesson on prepositions until my senior year. It is important to remember that these days, even the most accomplished student can get to college without the knowledge that others receive in the first few years of elementary school.
Wednesday, September 19, 2012
Reading Response #9 (Bernhardt)
Before You Read:
In a text-heavy advertisement, I am usually drawn first to the visual aspect of the text, that is, how it is set up. I have always thought that images help emphasize text, and have never seen an example where the opposite has been true.
QDJ
4. I believe that we are supposed to write essays that follow specific formats so that they are easier for teachers to read and it gives teachers a standard as to what you are writing. If every student used a different format, it would give other students an advantage, depending on how they set up their paper.
AEI
4. The website that I looked at was Twitter. Twitter doesn't really guide you; it basically lets you do what you want. However, this is what I like about it. I don't think that it could be improved to help the reader at all.
After You Read
Scott McCloud would have used a completely visual way to present his point. He wouldn't have disregarded text as a whole, but he would have minimized the use of it. I actually believe that McCloud would have presented this point in a much more interesting way.
In a text-heavy advertisement, I am usually drawn first to the visual aspect of the text, that is, how it is set up. I have always thought that images help emphasize text, and have never seen an example where the opposite has been true.
QDJ
4. I believe that we are supposed to write essays that follow specific formats so that they are easier for teachers to read and it gives teachers a standard as to what you are writing. If every student used a different format, it would give other students an advantage, depending on how they set up their paper.
AEI
4. The website that I looked at was Twitter. Twitter doesn't really guide you; it basically lets you do what you want. However, this is what I like about it. I don't think that it could be improved to help the reader at all.
After You Read
Scott McCloud would have used a completely visual way to present his point. He wouldn't have disregarded text as a whole, but he would have minimized the use of it. I actually believe that McCloud would have presented this point in a much more interesting way.
Monday, September 17, 2012
Reading Response #8 (Porter)
Getting Ready to Read
I get help for writing from teachers, peers, the internet, books, and magazines. I also get feedback about my writing from peers and teachers.
Summary:
In his article "Intertextuality and the Discourse Community," Porter stresses the importance of the idea that writing is always individual, even when writers use the words of other authors to illustrate their points. He maintains that writers who use other author's words are merely "borrowing" to more effectively get their point across.
This article is similar to others we read in that, once again, we are hearing a writing construct be debated and looked at from a different way.
QDJ
4. I have always been under the impression that writing is evaluated by how well a point is made, or how well you are able to communicate your ideas. In the past, this has certainly been how my writing has been judged.
5. I believe his work very well reflects his point. Porter is still being original, he is just using other's ideas to do it.
AEI
2. If I were able to rewrite the plagiarism policy, I would still require students to cite sources and give credit where necessary, but I would allow for the use of other ideas to get to an original idea.
MM
This article did not make me feel any differently about writers or writing. I have always believed that that originality in writing is very rare. I try to be as original as possible when writing, but Porter's article may affect that.
I really liked this article because it took an idea which so many others are against, and turned it on its head so we were able to look at it from a new perspective. I liked how Porter gave plagiarism a new twist, showing how it wasn't always this terrible thing, and how it could actually be a good thing in regards to audience.
Wednesday, September 12, 2012
Reading Response #6 (Berkenkotter & Murray)
Before You Read
I don't really have a pre-writing ritual. I just need somewhere to sit with background noise--I hate quiet.
Summary
In her article "Decisions and Revisions...," Carol Berkenkotter attempts to show the reader the process of a writer, and how easily it can be affected. Berkenkotter studied the writing habits of writer David Murray for a while, having him record his thoughts and writing down all of his ideas. She also inspected the area where Murray usually wrote. She then placed Murray in a strange room and asked him to write a piece for a magazine he had never read, for an audience that was suspect. Murray was immediately knocked for a loop.
QDJ
1. I understand Murray's process. I know a lot of people that have to have a certain environment to write in, although I personally don't require much.
3. This study showed Berkenkotter that it is very important to go back and forth in the editing and revising process. It also showed that many writers value this process and have problems when it is messed with.
AEI
1. When writing, I usually drift back and forth between ideas relatively quickly. I would characterize my writing experience as being pretty limited, which is why I tend to not focus as much when I'm writing. I don't like to revise, I don't like to edit. I like to write something and be done with it.
MM
I learned that having a constant writing environment could help me in the future.
I don't really have a pre-writing ritual. I just need somewhere to sit with background noise--I hate quiet.
Summary
In her article "Decisions and Revisions...," Carol Berkenkotter attempts to show the reader the process of a writer, and how easily it can be affected. Berkenkotter studied the writing habits of writer David Murray for a while, having him record his thoughts and writing down all of his ideas. She also inspected the area where Murray usually wrote. She then placed Murray in a strange room and asked him to write a piece for a magazine he had never read, for an audience that was suspect. Murray was immediately knocked for a loop.
QDJ
1. I understand Murray's process. I know a lot of people that have to have a certain environment to write in, although I personally don't require much.
3. This study showed Berkenkotter that it is very important to go back and forth in the editing and revising process. It also showed that many writers value this process and have problems when it is messed with.
AEI
1. When writing, I usually drift back and forth between ideas relatively quickly. I would characterize my writing experience as being pretty limited, which is why I tend to not focus as much when I'm writing. I don't like to revise, I don't like to edit. I like to write something and be done with it.
MM
I learned that having a constant writing environment could help me in the future.
Monday, September 10, 2012
Reading Response #5 (Berger)
Before You Read :
1. If I were to draw a woman, she would be facing front, probably the only focus of the picture. I wouldn't put her in a scene; I would want her to be the main point of the picture. I doubt she would be nude, though. I like my paintings clothed.
3. <a href="http://photobucket.com/images/mila%20kunis" target="_blank"><img src="http://i744.photobucket.com/albums/xx85/96bearcat/mila_kunis.jpg" border="0" alt="Mila Kunis Pictures, Images and Photos"/></a>
<a href="http://photobucket.com/images/james%20phelps" target="_blank"><img src="http://i49.photobucket.com/albums/f259/malinwen/James%20Phelps/f26.png" border="0" alt="james phelps Pictures, Images and Photos"/></a>
I chose Mila Kunis and James Phelps. In these photos, both are depicted as very happy. However, I believe that Mila Kunis looks almost sarcastic in her picture, while James Phelps just looks generally content.
Summary:
In his article "Ways of Seeing," Berger attempts to explain the differences between the ways that women and men are depicted in art. He argues that women are always made to look beautiful, and almost objectified in art to make men think that they are the main object of the painting, and theirs to look at.
QDJ
2. Images of posed women are everywhere in advertising. Just from where I'm sitting I can see a clothing ad in a magazine on my bed with posed women. Although these women are not nude, most are posed in such a way that either men would want them, or other women would want to be them. I think that there has been a little bit of change in how we see women, but there are definitely people who still see us as objects and things to be desired rather than other people.
3. I believe that although these assumptions may have changed a bit, they are still relatively the same. A man's presence is most definitely defined by his power. When a wealthy, powerful man walks into a room, you can immediately tell. However, times have changed to the point that this can sometimes be the case with a woman, as well.
AEI
3. There is definitely a determining factor in how women are positioned today, especially when it comes to advertising. If an ad is geared toward women, a woman is not going to be posed in a provocative way. She'll be doing something that any other woman would want to be doing. However, if an ad is more for men, it can almost be guaranteed that the woman will be doing something that men will admire, or something that makes men want her.
4. I don't think humor compensates for other things. Humor is simply part of a person. I also don't believe that it falls on gender lines, although others may say differently. Men and women are both humorous, although definitely in different ways.
Meta Moment:
This was important to read because it explains how certain pictures are geared toward audiences. The fact that the article explains what appeals to people is meant to show us how we need to consider our audience and write in such a way that we captivate our audience, much as paintings are painted with a certain audience in mind.
1. If I were to draw a woman, she would be facing front, probably the only focus of the picture. I wouldn't put her in a scene; I would want her to be the main point of the picture. I doubt she would be nude, though. I like my paintings clothed.
3. <a href="http://photobucket.com/images/mila%20kunis" target="_blank"><img src="http://i744.photobucket.com/albums/xx85/96bearcat/mila_kunis.jpg" border="0" alt="Mila Kunis Pictures, Images and Photos"/></a>
<a href="http://photobucket.com/images/james%20phelps" target="_blank"><img src="http://i49.photobucket.com/albums/f259/malinwen/James%20Phelps/f26.png" border="0" alt="james phelps Pictures, Images and Photos"/></a>
I chose Mila Kunis and James Phelps. In these photos, both are depicted as very happy. However, I believe that Mila Kunis looks almost sarcastic in her picture, while James Phelps just looks generally content.
Summary:
In his article "Ways of Seeing," Berger attempts to explain the differences between the ways that women and men are depicted in art. He argues that women are always made to look beautiful, and almost objectified in art to make men think that they are the main object of the painting, and theirs to look at.
QDJ
2. Images of posed women are everywhere in advertising. Just from where I'm sitting I can see a clothing ad in a magazine on my bed with posed women. Although these women are not nude, most are posed in such a way that either men would want them, or other women would want to be them. I think that there has been a little bit of change in how we see women, but there are definitely people who still see us as objects and things to be desired rather than other people.
3. I believe that although these assumptions may have changed a bit, they are still relatively the same. A man's presence is most definitely defined by his power. When a wealthy, powerful man walks into a room, you can immediately tell. However, times have changed to the point that this can sometimes be the case with a woman, as well.
AEI
3. There is definitely a determining factor in how women are positioned today, especially when it comes to advertising. If an ad is geared toward women, a woman is not going to be posed in a provocative way. She'll be doing something that any other woman would want to be doing. However, if an ad is more for men, it can almost be guaranteed that the woman will be doing something that men will admire, or something that makes men want her.
4. I don't think humor compensates for other things. Humor is simply part of a person. I also don't believe that it falls on gender lines, although others may say differently. Men and women are both humorous, although definitely in different ways.
Meta Moment:
This was important to read because it explains how certain pictures are geared toward audiences. The fact that the article explains what appeals to people is meant to show us how we need to consider our audience and write in such a way that we captivate our audience, much as paintings are painted with a certain audience in mind.
Sunday, September 9, 2012
Reading Response #4 (McCloud)
Before You Read:
My favorite cartoon character when I was younger (and probably now, as well) was Belle from Beauty and the Beast. I think that I liked her so much because I definitely could relate to her. I loved to read, just like she did, and I remember that when I was younger I thought that we were basically the same person because we both had brown hair and brown eyes (I apparently didn't realize at the time that this is very common).
In my room alone, I see many objects that seem to have faces. The wood on my closet door is stained in just a way so that it looks like a face is smiling back at me. I have a chair that looks like it has one eye and is frowning at me. Before I did this activity, I could look at these things without seeing faces, but I feel like now I'll see the faces all the time.
Summary:
In his comic, "Vocabulary of Comics," Scott McCloud tries to illustrate to the reader how every time we see an image, we somehow relate it to ourselves. McCloud also shows that we have the tendency to see faces and emotions in random shapes and objects, and that they are a projection of how we see ourselves and how we feel at the time.
QDJ
1. I think adults enjoy the simplicity of cartoons because it reminds them of a time earlier in their lives, when they were a child, and could see themselves simply without getting into detail. I don't think there is ever a time when one should stop reading comics or watching cartoons, although McCloud might disagree. I believe he thinks that you should grow as a person and start seeing yourself in full detail instead of simply.
2. McCloud chose to write this way because he knew people would relate to it more easily rather than if he had just written it. If he had just written this, I would have immediately dismissed him as another boring intellectual trying to tell me how I should read things.
AEI
1. Maybe it's because I'm right-brained and a very visual person, but I think many students would benefit from more visual imagery. It teaches how to look rather than just listen, to pay more attention to detail where it is necessary.
3. Adults "grow out" of watching cartoons because they believe that part of growing up is leaving things you did as a child behind. You don't grow out of comics and cartoons. And, as McCloud shows, you will always see yourself in images throughout the rest of your life, be it in a comic or in a totally random stain on the sidewalk.
Thoughts:
I really liked this piece. I read another comic like this by Scott McCloud my junior year of high school, and enjoyed it as well. This piece appeals to me because it gives me something to look at along with what I'm reading, and that helps me understand the idea more clearly. This piece relates to others we've read in that McCloud gives us yet another way to look at the world around us, although instead of doing it in reading, he applies it to walking down the street and paying attention to what you see.
My favorite cartoon character when I was younger (and probably now, as well) was Belle from Beauty and the Beast. I think that I liked her so much because I definitely could relate to her. I loved to read, just like she did, and I remember that when I was younger I thought that we were basically the same person because we both had brown hair and brown eyes (I apparently didn't realize at the time that this is very common).
In my room alone, I see many objects that seem to have faces. The wood on my closet door is stained in just a way so that it looks like a face is smiling back at me. I have a chair that looks like it has one eye and is frowning at me. Before I did this activity, I could look at these things without seeing faces, but I feel like now I'll see the faces all the time.
Summary:
In his comic, "Vocabulary of Comics," Scott McCloud tries to illustrate to the reader how every time we see an image, we somehow relate it to ourselves. McCloud also shows that we have the tendency to see faces and emotions in random shapes and objects, and that they are a projection of how we see ourselves and how we feel at the time.
QDJ
1. I think adults enjoy the simplicity of cartoons because it reminds them of a time earlier in their lives, when they were a child, and could see themselves simply without getting into detail. I don't think there is ever a time when one should stop reading comics or watching cartoons, although McCloud might disagree. I believe he thinks that you should grow as a person and start seeing yourself in full detail instead of simply.
2. McCloud chose to write this way because he knew people would relate to it more easily rather than if he had just written it. If he had just written this, I would have immediately dismissed him as another boring intellectual trying to tell me how I should read things.
AEI
1. Maybe it's because I'm right-brained and a very visual person, but I think many students would benefit from more visual imagery. It teaches how to look rather than just listen, to pay more attention to detail where it is necessary.
3. Adults "grow out" of watching cartoons because they believe that part of growing up is leaving things you did as a child behind. You don't grow out of comics and cartoons. And, as McCloud shows, you will always see yourself in images throughout the rest of your life, be it in a comic or in a totally random stain on the sidewalk.
Thoughts:
I really liked this piece. I read another comic like this by Scott McCloud my junior year of high school, and enjoyed it as well. This piece appeals to me because it gives me something to look at along with what I'm reading, and that helps me understand the idea more clearly. This piece relates to others we've read in that McCloud gives us yet another way to look at the world around us, although instead of doing it in reading, he applies it to walking down the street and paying attention to what you see.
Friday, September 7, 2012
Project Proposal #1
The construct that I am trying to disprove is that for an article or any other piece of writing to be valid, it must have good grammar, punctuation, etc. This construct is most visible in high school or college environments, where teachers believe that perfect grammar and punctuation are the only keys to having a "perfect" piece of writing. There are also people out there (myself included sometimes) that immediately discredit a piece of writing if there are one or two spelling, grammar, or punctuation mistakes. This influences our way of thinking because it makes people believe that unless you have impeccable writing mechanics, you can not write anything that will truly be considered good. This directs people to focus more on grammar and mechanics rather than ideas in their writing.
Grammar misconceptions
Does grammar make a paper good?
Is grammar important?
Grammar in socioeconomic groups
Literacy
Right to dialect
Grammar in socioeconomic groups
Literacy
Right to dialect
Tuesday, September 4, 2012
Reading Response #3
Getting Ready to Read:
Fact - something that can be proven as true.
Claim - an idea that can be proven true or false.
Opinion - thoughts on a certain idea or topic
Argument - differing of thoughts on a certain idea or topic
In her article, Margaret Kantz tries to give readers a new idea about researching topics. Kantz believes that research should be a matter of treating each "fact" as a claim instead; as an idea that can be debated. Kantz believes that if a topic is treated this way, it is easier to write about. By not trusting everything you read, you are free to question ideas and broaden your writing to expand more.
Kantz's piece strongly reminded me of Stuart Greene's article in that both authors are trying to get the reader to look at ideas in a more abstract way. Much like Greene compared arguing to a conversation, Kantz gives the reader a new way to look at research, to treat it as something that might not necessarily be factual, which gives the reader more room to interpret the text as they please.
QDJ
1. Kantz maintains that facts, opinions, and arguments are fairly different. While facts and opinions can both be described as claims, arguments must be backed up.
2. Kantz thinks that students read articles as stories. She also believes that students tend to treat everything they read as facts. I believe these assumptions are very true, and did not realize how much I agreed with Kantz until I read this article and realized that I am guilty of these very things.
AEI
2. While I believe that creativity and research can go hand in hand, I don't necessarily agree with Kantz in stating that students should treat facts and opinions as claims. While her ideas on how students view articles and research do interest me, I don't believe that the way to fix this is to treat everything you read as being a claim. I believe that you should trust most of what you read, and only doubt it when you are given a logical reason to.
MM
Kantz is trying to refute the idea that all research should be trusted. She believes that most should view research as a claim rather than a fact. It is useful to understand what she says because it gives you a new way to look at how you read an article and how you treat research, so that maybe you are able to change how you think.
Thoughts:
While some of Kantz's ideas did interest me, this was very hard to read. It may help me with research in the future, but I doubt that I will take Kantz's advice on treating research as a claim, because I simply don't believe it is the best idea.
Fact - something that can be proven as true.
Claim - an idea that can be proven true or false.
Opinion - thoughts on a certain idea or topic
Argument - differing of thoughts on a certain idea or topic
In her article, Margaret Kantz tries to give readers a new idea about researching topics. Kantz believes that research should be a matter of treating each "fact" as a claim instead; as an idea that can be debated. Kantz believes that if a topic is treated this way, it is easier to write about. By not trusting everything you read, you are free to question ideas and broaden your writing to expand more.
Kantz's piece strongly reminded me of Stuart Greene's article in that both authors are trying to get the reader to look at ideas in a more abstract way. Much like Greene compared arguing to a conversation, Kantz gives the reader a new way to look at research, to treat it as something that might not necessarily be factual, which gives the reader more room to interpret the text as they please.
QDJ
1. Kantz maintains that facts, opinions, and arguments are fairly different. While facts and opinions can both be described as claims, arguments must be backed up.
2. Kantz thinks that students read articles as stories. She also believes that students tend to treat everything they read as facts. I believe these assumptions are very true, and did not realize how much I agreed with Kantz until I read this article and realized that I am guilty of these very things.
AEI
2. While I believe that creativity and research can go hand in hand, I don't necessarily agree with Kantz in stating that students should treat facts and opinions as claims. While her ideas on how students view articles and research do interest me, I don't believe that the way to fix this is to treat everything you read as being a claim. I believe that you should trust most of what you read, and only doubt it when you are given a logical reason to.
MM
Kantz is trying to refute the idea that all research should be trusted. She believes that most should view research as a claim rather than a fact. It is useful to understand what she says because it gives you a new way to look at how you read an article and how you treat research, so that maybe you are able to change how you think.
Thoughts:
While some of Kantz's ideas did interest me, this was very hard to read. It may help me with research in the future, but I doubt that I will take Kantz's advice on treating research as a claim, because I simply don't believe it is the best idea.
Thursday, August 30, 2012
Reading Response 2
Summary:
In his article "What Is It We Do When We Write Articles Like This...," Michael Kleine tries to inform the reader of what most college students do when writing a research paper. As much as most of us would deny it, when writing a research paper, a good amount of "research time" is spent copying quotes, statistics, and facts right out of a textbook. Sure, most of us switch words around and try to spruce them up a bit, but for the most part, "researching" involves a lot of copying and pasting. Kleine sets out to write an article to show students how researching should work, but in his experiences, realizes that he and his colleagues do much of the same things that his students do. Kleine decides that he and his colleagues need to relay this information with their students and find new ways to do research, instead of the practiced "copy and paste" method. Kleine's article compares with Stuart Greene's article in that they both use examples of student activity. Greene used papers written by students, while Kleine observes students while they research.
Getting Ready to Read:
My roommate/best friend and I have done "research" together many times in the past, and for the most part, it involves writing down random facts and ideas while discussing our personal lives. We would find sources on the Internet, through encyclopedias, and many magazines, and would mainly pull a quote from them, cite the author, and be done.
Questions for Discussion and Journaling:
1. In his article, Kleine most definitely describes my past research experience. In high school, you can mainly get away with citing one or two sources where you have just pulled information and changed up the words a bit to make them sound as if you had written them yourself.
3. Sources play a pretty major role in Kleine's article, because many of the professionals Kleine interviews have had to do mass amounts of research in getting where they are today. Sources have never been a major issue for me, just more of a hurdle to get over when writing papers. I'm sure it's different because with professionals, using sources is completely different in that they're using them for more important reasons whereas in high school I was just using them to get a good grade.
4. If I were to change how I did research, I would try to actually understand and analyze more of the research I found, because in the past, I've just kind of read, copied, pasted, and accepted the research for what it was. Hopefully soon I can start to analyze a little more and do more than just copy information.
In his article "What Is It We Do When We Write Articles Like This...," Michael Kleine tries to inform the reader of what most college students do when writing a research paper. As much as most of us would deny it, when writing a research paper, a good amount of "research time" is spent copying quotes, statistics, and facts right out of a textbook. Sure, most of us switch words around and try to spruce them up a bit, but for the most part, "researching" involves a lot of copying and pasting. Kleine sets out to write an article to show students how researching should work, but in his experiences, realizes that he and his colleagues do much of the same things that his students do. Kleine decides that he and his colleagues need to relay this information with their students and find new ways to do research, instead of the practiced "copy and paste" method. Kleine's article compares with Stuart Greene's article in that they both use examples of student activity. Greene used papers written by students, while Kleine observes students while they research.
Getting Ready to Read:
My roommate/best friend and I have done "research" together many times in the past, and for the most part, it involves writing down random facts and ideas while discussing our personal lives. We would find sources on the Internet, through encyclopedias, and many magazines, and would mainly pull a quote from them, cite the author, and be done.
Questions for Discussion and Journaling:
1. In his article, Kleine most definitely describes my past research experience. In high school, you can mainly get away with citing one or two sources where you have just pulled information and changed up the words a bit to make them sound as if you had written them yourself.
3. Sources play a pretty major role in Kleine's article, because many of the professionals Kleine interviews have had to do mass amounts of research in getting where they are today. Sources have never been a major issue for me, just more of a hurdle to get over when writing papers. I'm sure it's different because with professionals, using sources is completely different in that they're using them for more important reasons whereas in high school I was just using them to get a good grade.
4. If I were to change how I did research, I would try to actually understand and analyze more of the research I found, because in the past, I've just kind of read, copied, pasted, and accepted the research for what it was. Hopefully soon I can start to analyze a little more and do more than just copy information.
Tuesday, August 28, 2012
Reading Response 1
Summary:
In his article, Greene is trying to establish to the reader the importance of framing an argument. To do this, he uses his own technique of framing, using the frames of other writers to frame his own argument. He also utilizes the work of Kenneth Burke to show the reader a different way to look at how an argument works. Greene's opinion is that framing an argument makes it easier for the reader to focus on the main point of the argument.
I thought that this article was very helpful, mostly because it showed me a new way of looking at how an argument can be developed. I thought it was very interesting to use framing as a way to add another element to any argument, and I enjoyed the fact that Greene used the framing of other writers to frame his argument.
Questions for Discussion and Journaling
2. Greene quotes Burke's passage repeatedly because it offers the reader a unique and different way to look at how to frame an argument. The extended metaphor is that you are having a heated discussion about an issue and you need ways to frame your argument such as relating other topics, or bringing up a different part of the original issue.It presents writing in a different way, and related it to art. It challenges other ideas about writing because it gives it more layers than just the original idea.
3. Framing is using tools to give the reader something to focus on. The metaphor relates framing to the frame of a painting or photograph. While the frame should be there for the viewer to look at, it's main job is to focus the reader's attention on what lies inside of it. Like this, the main idea of framing an argument is to make the reader focus on the centralized issue. The concept is important for Greene because it adds a different element to writing to make it more interesting. Framing allows a writer to add more to their argument and set it up in a way to coerce their reader more.
Applying and Exploring Ideas
2. Greene's article represents a conversation with the reader. He frames his argument with discussions by other people that have framed their arguments. I believe that Greene does practice what he preaches about framing because he uses others' arguments to illustrate his own point about why one should frame their argument.
In his article, Greene is trying to establish to the reader the importance of framing an argument. To do this, he uses his own technique of framing, using the frames of other writers to frame his own argument. He also utilizes the work of Kenneth Burke to show the reader a different way to look at how an argument works. Greene's opinion is that framing an argument makes it easier for the reader to focus on the main point of the argument.
I thought that this article was very helpful, mostly because it showed me a new way of looking at how an argument can be developed. I thought it was very interesting to use framing as a way to add another element to any argument, and I enjoyed the fact that Greene used the framing of other writers to frame his argument.
Questions for Discussion and Journaling
2. Greene quotes Burke's passage repeatedly because it offers the reader a unique and different way to look at how to frame an argument. The extended metaphor is that you are having a heated discussion about an issue and you need ways to frame your argument such as relating other topics, or bringing up a different part of the original issue.It presents writing in a different way, and related it to art. It challenges other ideas about writing because it gives it more layers than just the original idea.
3. Framing is using tools to give the reader something to focus on. The metaphor relates framing to the frame of a painting or photograph. While the frame should be there for the viewer to look at, it's main job is to focus the reader's attention on what lies inside of it. Like this, the main idea of framing an argument is to make the reader focus on the centralized issue. The concept is important for Greene because it adds a different element to writing to make it more interesting. Framing allows a writer to add more to their argument and set it up in a way to coerce their reader more.
Applying and Exploring Ideas
2. Greene's article represents a conversation with the reader. He frames his argument with discussions by other people that have framed their arguments. I believe that Greene does practice what he preaches about framing because he uses others' arguments to illustrate his own point about why one should frame their argument.
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