While executing my strategy in annotating I do believe that it could’ve been better. Under the time restraints I felt rushed to finish the annotation therefore I don’t feel like I annotated the article to it’s full potential.
I do wish that there was more time provided for this assignment because as much as I felt rushed to finish the reading, I feel just as rushed to finish the essay. But I also understand that this assignment would’ve taken a vast amount of my time if there wasn’t a three hour cap on the assignment.
I followed the plan to the exact T, but if I were to do this again I would give more time for annotating, take time from the development of the strategy and essay. This article was very relatable to our class sessions because a lot of the points that were made are things that we are taught to do every day and values that Mangrum instill into the class every session.
Even though this was a lengthy article I do feel that I gathered a lot from the essay and this experience. I learned that it is very hard to manage time and make a plan that will be efficient and effective in learning the material. I hope to do this assignment again so that I can try different plans and techniques in annotating.
Article Annotation Strategy
For the article What Is Rhetoric? by William Covino that we are supposed to read and annotate I will approach it with the strategy of reading the article first without any annotations. This way I can get a feel for the article and its substance before I annotate it with my thoughts. I then will go back and read it focusing more on the important paragraphs of the article. This way I won’t waste any time re-reading the ‘fluff stuff’. I will also use different colors of highlighters and pens to keep my mind fresh and alert.
When I do read my article I want to be in a quiet environment, with a cup of tea, and with some kind of natural lighting to keep me awake and alert. I won’t have any music playing because I want to fully immerse myself in the text. I want to welcome the text into my mind and understand it as best that I can. I would imagine that I want to spend about an hour and a half reading and annotating. This leaves me with a half hour to write this strategy and an hour to write my evaluation essay.
I believe this will be an effective strategy and it will in turn be efficient. This plan will give me enough time to complete all the tasks assigned and if executed correctly it will be done well. I plan to manage my time well and according to the schedule. Lets see how it goes!
Today’s class was held outside. While we were outside we discussed arguments. We discussed that in an argument we all stake a claim, present evidence, and prepare a rebuttal. We have being doing this since childhood and it is a basic skills for us as individuals. The difference now is between student and scholar.
I believe that a student won’t develop and define this skill, a student looks for the easy way out, and the way to put in the least amount of effort. A scholar on the other hand will take this basic skill and develop it to be a sophisticated, convincing, and subtle skill. A scholar will use others information and transform it into something all of their own, while a student will just copy paste and cite information. A scholar is defined because they demand more than the bare minimum.
My stance is that we have already learned all the basic skills that are required of us when entering college. Now to make the transformation from student to scholar we need to define these skills, build upon them, transfer and make connections in our academic lives. We go through life building on that basic skills that we were taught at a young age. We build on them upon experiences in life and knowledge gained throughout the academic world.
We learned certain moves in life and now as we go through life and school we are using those same moves but just building on them and strengthening them. As scholars we are always building, growing, and defining our basic skills. I look at it as through out our educational career we have been polishing these skills.
In class on Monday October 27, 2014 Bill Mangrum had us perform a series of writing exercises. We have never done any of these exercises before but I really enjoyed them.
We started class off with a fifteen minute write. This consisted of writing about whatever we wanted to for fifteen minutes straight. The only restrictions that we had was that we could not lift our pen from our paper, we were required to continuously write. Sentence structure, grammar, and spelling did not count against us in this write. Mangrum just wanted us to write, trust our pen, and focus. After the fifteen minutes was up a few fellow scholars were called on to read aloud what they had written in those fifteen minutes. They varied from story’s to journal entries of their personal thoughts. I was not called upon to read in this round but I had written about everything that was on my mind. This was good because then in the next round of writing, I had already gotten all the distractions inside my head down on paper. I could give all my focus and creativity to my writing at this point.
The second round was the most unusual exercise we have done all semester. Mangrum first told us that we were to write about our left foot, for twenty minutes. Then he cracked open a bag of candy and said “Write about your left foot, candy, and the end of the world.” I thought how weird of a topic of things to write about. But then I decided to make all three topics fit together into one story. To sum up my writing it consisted of the world ending due to a poison gas in the air, and a cloud that would make its way to kill me and the other survivors. We are at a compound and an infection has left me with only my left foot to walk with. The only reason that we are alive is because we discovered that the candy tootsie rolls creates an immunity by coating our immune system so we cannot die but we ran out of candy and then all die within that week. I did read my story aloud after the twenty minutes of writing was over. It created a lot of laughs throughout the classroom. A few other people read and some of them only wrote about these topics in a way of three separate stories, they made no connections.
Mangrum at the end of these exercises asked us as a class why we thought he would ask us to write about our left foot, candy, and the end of the world. At first I wasn’t sure at all, my first thought was that we were starting a creative writing unit. But then a fellow scholar said so that we would make connections in our writing and he was absolutely correct. I finally understood this exercise and was proud of myself for making the connections of three completely different topics. It was so beneficial to me because Mangrum then made this relevant to our writing as scholars because he taught us that if we could just make connections in ALL of our writings that we would be way better writers and scholars. That all our professors want is to read something that transfer knowledge and connects the topics that are in the paper.
I enjoyed these classroom exercises so much! It was a class that I am glad that I didn’t miss, I feel confident to say that this class time on Monday has been the most influential class room time I’ve had for learning how to be a better writer. I took so much away from this experience because this making connections in papers is a skill that I can use throughout all my class in college. This lesson has been influential and universal in my learning experience. I had a great time with these exercises and I cannot wait to see where it leads my in my writing career.
In the course of my short time in college at Fort Lewis College I have learned that all of my classes are meant to be used together. To make connections and transfer knowledge is what scholars do in college. This is why we take a wide variety of college courses so that we can transfer knowledge. That is what we did in class discussion we transferred the definition of one word, serious, to many meanings.
It is important to be able to make connections and transfer what you learn across disciplines. My major discipline here at Fort Lewis is elementary education. So it comes naturally and easy to me to be able to make connections with all the class that I am taking in my first semester. I have some experience with the education field already, last year I worked in an elementary school doing before and after school daycare. I would help tutor the students in this daycare and so therefore I was able to see all the material that was being taught in the school.
Know with this knowledge I can see how all my math, writing, science, psychology, and especially my education courses. But what I have found is that my education courses are what really help me to connect all my classes together. Studying teacher education has rounded me into appreciating every bit of knowledge that I receive.
Knowing everything that I can and continuing to further my knowledge will help me to educate children better. I will be better suited to understand disabilities, different dialects, and most importantly adjust myself to bring knowledge to those children, because I know that every child has grown up differently and they all learn and interpret language uniquely.
Therefore my college experience has brought me so much knowledge, even if it has only just begun. I have learned how to make connections in disciplines and to adjust for others to better expand their knowledge. This classroom discussion has brought light to how us scholars are in need to be pushed to make these connections in our college career and then to the outside world through careers and family and friends.
The word serious means a variety of things, because many people will interpret words in their own way. If you asked ten people what the word serious meant you would receive ten different answers. That is what occurred in COMP-150 on Friday, we were all asked to define the word serious.
This applies to this course because this course is studying and researching language. So understanding that each person will define a word in their own way is crucial to the writing process. This is because then you would have to be sure to set the tone correctly to insure that the reader interprets the word in the same way you do when writing it. When we say or use a word it could have a whole different meaning or definition the receiver.
The class discussion that took place on Friday has shown us that ordinary words that we all use every day are incredibly hard for us to define. We all just assume that everyone has the same understanding of a word that we do. Which in reality isn’t true because everyone grew up differently, in different settings, and with different influences that define their understanding of words in a specific language.
In COMP-150 we must be aware of different understandings to be a better writer. We need to be able to transfer out understanding to the reader, so they can see and understand whats been written exactly as we have written it. That is why it is so crucial to grasp the concept of the different definitions of a word when writing.
Mistakes made in papers:
- Books are put in italics not quotes.
- Turn signals are a convention.
- Italics signal a book citation.
- Be consistent in errors.
- Preliminary matter is double spaced.
Home Work for the weekend:
- Blog first post- type notes from today
- Take 4 hour break
- Second post- Essay on notes and relation to this class
- Take 4 hour break
- Third post- Essay on notes relating to our education as a whole
- Transfer= connections; the use of one discipline in other disciplines.
- Common comments- “I didn’t get anything out of that class” “It was a waste of time” “It is of no use to me” “I’ll never use that class”
- We constantly talk about transfer.
- Classes do not transfer because students aren’t pushed to make connections.
- Plagiarism- Inability to paraphrase
- Bring MLA format to blog whenever possible
- Different site- paper, blog, text message, conversation.
- Wide range open discussion, we are pushing to understand language, tease out subtleties in words, and push against commonly held assumptions.
- In process we develop skills as critical thinkers.
- Discovering how difficult writing is.
- What does the word serious mean?
- Precious- ” I don’t know, something that’s not kidding around” She established what the word is not.
- Luke- ” A solemn attempt or attitude”
- It is hard to expand on simple ordinary words.
- Sydney- “Serious Texas BBQ, not serious thoughts”
- Leighton- “Focused and determined”
- CJ- “See it as a tone, in which you feel uncomfortable”
- Setting and atmosphere play into how we define a word.
- Katie- “Attempt on one’s part to make ourselves understood,”
- Bean- “Communicating something important with conviction”
- Carli- “First thought is from Batman ‘Why so serious'”
- Sam- Going towards a goal with a motivated and driven mind set”
- Norene- “Legitament and persistant”
- Justin L- “Full bodied attempt, not holding anything back”
- Justin R- “Emotion that shows the magnitude of the situation”
- Mangrum- Emotion the matches or rises
- Sam D- “Affirming realness and importance of a situation”
- Kevin- “Not in simply speaking but in expecting something will be done; demanding”
- James- “It’s an adjective”
- Justin R- “It’s a que or signal”
In our meeting on Friday as a group we met in the same spot as the first time, in the peace park. We started off by talking about how we were going to break apart the reading. We read page by page and changed readers by passing it off to whomever was sitting next to us. We all followed along if we were not the ones reading.
The second time we read the text we would high light and annotate what we thought was important when we weren’t the ones reading. Throughout the reading I noticed that the first time we read through the text everyone read really quickly and seemed nervous, this including myself.
The next time we read it everyone seemed to have relaxed and slowed down. We were able to understand the text but it wasn’t to challenging to read so it wasn’t too hard. We chose a paragraph on page 9 and dissected it so that we could understand the text better. It helped us become better readers I believe to read in front of other peers.
Time on Task
- Wants us to take the complete time to do what is assigned to us.
- Re-arrange paragraphs
- Invention- What do I say?
- Arrangement- Thinking through how to say what I want and so that the audience will understand me.
- Not product driven, but time on task/ quality driven.
- Looking for the process
- Re-arrange things- Play with language.
- Think about fonts, bullet points, and organization in note taking.
- Font is times new roman for MLA format.
- Bring “Writing About Writing” to meet with assigned group from last Friday- Group 1.
- Read aloud pages 1-11, take turns, read straight through, if someone is struggling, be patient.
- After we’ve read it straight through the first time, read it again in a different order, slow and deliberate, making notes in the margins, highlight, and interact with the text.
- Then go back and decide which paragraph the group will study, become an expert, and fully understand the paragraph.
- Maybe rewrite the sentences a couple times to understand better.
- We struggle with reading because we assume that it is something that we should already know how to do.
- Break a sentence down, see it’s elements, and put it back together in a new way.
- Learn how to take a paragraph apart and comprehend it.
- When we don’t understand a word and just go over it in our reading it can make our minds completely tone out from what we’re reading and not comprehend any of what we’ve read.
- That is the point of resistance in our learning.
- Work to understand the words.
- Eliminates passive sentences
- Open document- file- options- proof- check readability- statistics- save.
- Fear factor in reading aloud
- The biggest areas of resistance to learning is shyness and standing out.
National Council for the Teachers of English
- Search students rights to their own language- paragraph statement with 70 pages of supporting evidence.
- There are no standards for english
- Everyone has different dialects.
- Language can open and close doors.
- Everyone has their own language and interpretation of language.
- We want to be able to gain knowledge to be able to communicate and understand others.
- Rhetoric- Logos, Ethos, and Pathos.
- Discipline helps you to think through in every situation there is an audience.
- We must adapt to different audiences.
- Constraint: affects our message and how we deliver it.
- Spend an hour and a half
- Type up todays notes
- Reflect on those notes in a short essay.
Reflection on todays notes:
Today we discussed in detail what exactly time on task is and why Bill assigns us a time limit on homework instead of just giving out the assignment. We are given this assigned amount of time so that we will not rush and we will re arrange our work and really think about sentence structure and word choice. We talked about how language is not the same for everyone and it can be something that puts distance in your communication with another person. We have to adjust ourselves to accommodate others, that is what we should do when gaining knowledge.
In class I really appreciate the way that Bill goes into depth when giving out assignments and our time on task when we don’t meet the traditional way with the rest of the class. It eliminates any confusions or left out information. This way we know exactly what is expected out of us and therefore we can strive as scholars in this class.
On Friday we have been assigned time on task instead of the traditional class setting. We are going to read out of our writing about writing textbook, and we’ll be reading 11 pages together in our groups from last week. This assignment could be intimidating because a lot of people struggle with reading and are intimidated by what others will think, so they rarely read aloud and don’t always comprehend it. We never really learned how to read and comprehend because we’ve always been given a lot to read and to read it really quickly.
So as Bill said we as scholars need to work with one another to develop confidence and better comprehension skills when we are reading. We need to slow down when reading and pick out the words we don’t understand. Therefore understanding and taking the time out to define and understand words in the authors context is essential to fully understanding and comprehending what we are reading.
I am an elementary education major, and this experience was very beneficial to me because it shows me a different way to have a class discussion. It gives a student based way to run the classroom, which is beneficial to the student and the teacher because the teacher gets to observe what the students know and the students will feel in charge and get away from the traditional classroom setting.
As I study education and train to become a teacher, having different teaching styles and seeing different ways to set up lessons and the classroom is going to make me a better teacher when the time comes. This is especially true in Bill Mangrum’s class because the classroom and teaching style is not like any other professor or class that I have. It opens my eyes and I learn more doing different things everyday other than getting lectured at.
I know that as I grow and want to be a teacher I am going to have to have to reflect and look back at different styles. This is really true for the discussion we had, I liked the fact that Bill didn’t have really any input on our breaking down of the definition of query and academic inquiry. He let us develop our own definition based on our understanding of the the word and what we already know about the topic. This is a very healthy way to learn and it makes you apply knowledge rather than being told another definition through a lecture powerpoint.