CLASS: 29 October 2014

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.

Writing Experience: 27 October 2014

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.

Blog Post #3-Essay

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.

Blog Post #2- Essay

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.

CLASSROOM NOTES 24 OCTOBER 2014

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

Classroom Discussion:

  • 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, ┬ásomething 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”