Group Meeting Experience: 26 September 2014

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
  1. Invention- What do I say?
  2. Arrangement- Thinking through how to say what I want and so that the audience will understand me.
  3. Style
  4. Delivery
  • 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.

Friday’s Assignment 

  • 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.

Microsoft Readability

  • 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.

Tonights Assignment

  • 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.




While reflecting on our discussion experience I have noticed that  in our fifteen minute discussion that the people who spoke and interacted the most were the same people who actively engage the most frequently in class on an everyday basis. Why aren’t the shy and quieter scholars speaking up? Why are they not as comfortable in the class as other scholars?

We started the discussion with a very generic definition of query, that it was defined as asking questions. As the time went on people were digging into the statement and pulling it apart, asking questions to deepen the definition. Some people seemed satisfied with the short generalized definition from the beginning of the conversation and others we asking questions and playing devils advocate to get thoughts running.

I believe that some people didn’t speak up because they either didn’t feel confident in their understanding of the word query and academic inquiry, or they were trying to take down all the notes that they could because they knew an assignment would follow. Who is going to have a better learning experience from this the people who solely took notes, or those who engaged in conversation the entire time?


As scholars we were asked to form a definition of the word query and answer the question what is academic inquiry, here are the notes that I took on our class discussion.

  • Construct a working definition of the word query.
  • We can’t always rely on dictionaries, they are tools and have many definitions to a word.
  • Scholars construct a definition based on what they already know.
  • What does it mean to query something? What is academic inquiry?
  • “Query means to question, the act of investigating, or researching a question.”-James
  • “Academic inquiry is showing your curiosity in something.”-CJ
  • “Query is what we are doing right now. Ask the right questions.”- Luke L
  • Is there any real difference between query and academic inquiry?- “More structured on a specific topic”- Luke L
  • “Academic inquiry is about furthering knowledge”- CJ
  • Related to a genre
  • Query- asking, researching, and curiosity.
  • Academic inquiry- guided query
  • Query is more thinking the question, inquiry is researching the questions, a verb.

Critical Reflection: 17 September 2014

My group met in hesperus peace park, we met at 1:55, and we started our time together by getting to know a little about each other. We then continued to move onto reading about our assignments, we all talked about what we have done on the check list for the end of the three weeks of class. Almost everyone had what they were supposed to, we read each others blogs. Then we commented on them and discussed more into our assignment.

We started our next topic of conversation on how everyone was doing in the class and how school was going for them so far. How everyone liked their classes, what they were studying, what year everyone was, what we thought about COMP 150 and how it was so different from any class we have this semester or previous semesters for the older students. We ended by writing our experience. I believe that I got to know some class mates a little bit better besides knowing only their last names.


  • Organize your notes by typing them and use bullet points.
  • If you wait until the last minute to do your work you don’t grow, adapt, or learn.
  • Quote using people’s last name
  • Write notes word for word as you wrote them down, don’t summarize.
  • Steps- bullet notes, expand on notes, summarize notes.
  • Practice blogging to become a better blogger, be able to follow specific instructions.
  • Move out of high school into a specific organization.
  • Train your mind to hear exactly what is said and then do exactly that.
  • In high school we were trained for non-engagement.
  • Be sensitive to how language marginalizes people into feeling less or small.
  • The word ‘just’ puts on limits.
  • If you care about language you can make a difference.
  • Language is a socially agreed upon units of sound that function together.
  • Words construct the world together.
  • Words can build someone up and tear someone down.
  • We can make the world a better place by hearing and talking.
  • We have the capacity to speak and choose words that will either break or heal people.
  • We want scholars to make the world a better place and care about language.
  • We are all full of contradictions
  • How you say things are also important, because of the tone.
  • Papers and words carry a tone
  • Increase contact between students and teachers

-Students and students


  • Conventions are guidelines and standards. They have to do with genres and settings. There is not one convention for everything, but there are conventions for everything.– Conventions are what we use to follow a genre. They help us to fill out forms and documents in the correct way. Genres are all about knowing how to fill them out correctly and conventions teach us that way.
  • Genres are patterned responses to reoccurring situations form that becomes established by a discourse community that is used again and again for situations.
  • Gestural genres- Verbal and behavioral habits.
  • Genres: Deed, resume, job application, voting ballots, banking slips, health care forms, music writing, divorce papers, class registration, adoption papers, receipt, recipes, death and birth certificates.
  • We learn conventions for each genre.
  • Common mistakes in papers are: left out words, off target papers.– We edit our papers so that these common mistakes can be caught and then we should have our fellow scholars edit them too so that we can can thus become better writers.
  • All papers are expected to be written in the first person.
  • Blog:
  • Last name, first name, middle initial /  COMP 150- Sec. 12- Fall2014.
  • Click FAQ, then click how do I get my own blog.
  • Dashboard- settings- general- Gabryszewski, Ami E. / COMP- 150 / Sec. 12 – Fall 2014
  • Check for correct email address, and timezone in Denver.
  • Settings- reading- uncheck default box.
  • Post- add new- I’M HERE post where you are and the experience you had creating a blog.
  • Next post your in class notes from September 1, 3, 8, 12, 15. Get what you can done in a 2 and half hour time period.


  • When Bill walks into the room that means that class is in session.
  • If you format your paper to have a period in 13 point font it makes your paper 30% longer.
  • Read book ” My Name is Asher Lev” by Chaim Potoki.
  • If Bill assigns a length to a paper, it will be by word count, not page length. Include word count on the bottom of your essay.
  • MLA Style:
  • Preliminary Matter: In the upper left hand corner include- name, enter, professors name, enter, name of class, enter, date-conntential version.
  • Have one inch margins, font face is times new roman, and font size is 12 point font.
  • Always have a title and have it in the center of the paper, one enter space below preliminary matter. Save this as MLA templet
  • Have a folder for every class that you are enrolled in
  • Have page number in upper right hand corner with last name before the number. DO NOT MAKE THIS A HEADER
  • The WHOLE paper is to be double spaced. Change the default to no extra spaces between paragraphs.
  • Your presentation copy should be a clean copy, it should not have marks or pen corrections. Let your presentation copy be just that a presentation copy.
  • Editing and Proofing:
  • Drafts- Read aloud, circle things, make notes, start at the end, put pencil at every punctuation mark to catch errors.
  • Reading: When editing for content read aloud front to back. When proofing read back to front.– When need to read our work in different ways to be able to see and hear our mistakes, because otherwise our brain will only show us what we want to see and what we believe to be there.
  • Use a different color pen to cross out where you made corrections. After you make your second draft walk away and come back around an hour. Turn in CLEAN presentation copy
  • If you make a mistake because you are unsure of something, be consistent! Even if it’s wrong.– This way you can have a valid argument with your instructor that you didn’t know that it was wrong. By staying consistent with an error it show that you truly believed it to be correct and therefore it makes it more acceptable to the reader.


If your cell phone goes off in class, you bring candy for ALL!

  • “Doing research you need to collect all data not just what you think is important.”- deGraw
  • Write everything down in research. Treat this course as a lab.
  • Qualitative analysis- participating observer.
  • Take a basic thought, pull it apart and put it back together in a new way- Extend the conversation, deepen thought in papers. -Professors say this is what most students have the biggest problem with in their writing process. They will say something in a paper and not explain it or expand upon the thought. Professors are looking for us to deepen our words and further our paper. This is hard because it is harder for most people, I know myself to expand on what I say when writing it is easier when talking to deepen a thought.
  • Play with the language.
  • “Deepening seems more comfortable in conversation than on paper.”- Zack Dowd
  • To write is to record sound – When we write we are only writing sounds and sounds are people speaking with a determined meaning behind them. Each language has different sounds, words, and meaning to those words. When we write we are recording and thus researching.
  • Students don’t practice writing when opportunity is present, they procrastinate.
  • “We are really good at ‘playing’ school”- Sydney
  • The act of revising is the opportunity to practice your writing.
  • “In high school work is about quantity- vomit information out, college it’s about quality”-deGraw
  • Writing is a process, we must take exhaustive notes.
  • Get as much as you possible can, get relationships to gather information.
  • We learn to write by writing and playing with language.
  • What is the process of writing?– We never will have a final draft it is more so called a presentation copy. To have a good paper we must revise, revise, revise, and revise more. We should take breaks and walk away from the draft for a couple of hours will help to find the most errors in a paper.
  • Research projects go through IRB, for people’s rights IRB crafts a contract.
  • Everyone has different views, good papers have room for different views. Weigh the views.
  • “The more we understand what we believe makes it easier to disagree with others views”-Luke
  • Bring books Monday.
  • Bill’s office: Noble Hall room 234 Tuesday 11-5. Email:, only email from fort lewis account.
  • Grade and return papers within a week.
  • Wednesday: Quiet place different from last week, take notes on basic assessment.
  • Self-Assessment: Do I have the books? Do I attend class? Do I participate? Am I prepared? Am I motivated? By what? What is expected of me? Level of comfort? What do I do well? 3-4 areas of growth.
  • Writing Process: Is a belief in the power of language, sound before words. Writing is a way of recording sound. Good writing is attention to sound and language.