POST 2: PICTURE&LAB REPORT

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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?

POST 1: DISCUSSION NOTES

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.

CLASS NOTES: 17 SEPTEMBER 2014

  • 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

CLASS NOTES: 15 SEPTEMBER 2014

  • 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:
  • blogs.fortlewis.edu
  • 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.

CLASS NOTES: 12 SEPTEMBER 2014

  • 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.

CLASS NOTES: 8 SEPTEMBER 2014

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: magnum_w@fortlewis.edu, 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.

CLASS NOTES: 3 SEPTEMBER 2014

New student: Katie Rivera, Mitchell Peterson

  • You have to visualize success, craft an image of yourself as a scholar.
  • Correct Bill when he refers to us as students.
  • Work at idea to do something while you are listening.
  • Train your body to study, use your mind.
  • Writing is a physical activity.
  • If you go into the mountains without your mind you’ll die, it happens every year!
  • If you come to college without your body you’ll flunk, you have to train your body for this experience. -In college you need your body to be as healthy as your mind to succeed. You have to train yourself to study certain way. Your health is very important to keep in top shape because if you are sick or hurt you are less able to learn and get everything you can from class and your professor. Your body needs to be able to go to every class, stay awake, and preform in top shape!
  • Students commonly think their minds can do something without their body. Scholars train their body’s so their minds can strive.
  • Time on task: Friday go somewhere on campus, alone, quiet, and without technology. Be in that place for an hour and research your surroundings. Told to do something, and given the time to do it. Over the weekend take the notes that you took and turn it into an essay. Audience: Bill, Goal: Inform about what I noticed about the environment and my mind.
  • Scholars who are held to early rigorous self assessment learn more.– You need to explore your mind to be successful in college, and you need to be able to assess yourself. It is very healthy to take a couple hours a week sit and be alone with your mind and write all your thoughts and distractions. It will make a better writer and you will in time be able to ignore the distractions and be the best researcher you can be.
  • This is a luxury to take time to be alone with your mind.– Not many people get to or choose to take time alone and explore their minds. Bill is giving us this luxury called time on task to be able to set aside the time we would normally spend in class to explore or minds and further our understanding. This is also helping us to become better writers by having to spend an hour to write everything we think about and the surrounds of our environment.
  • Goal: Pay attention to your mind, get to know your mind and know how to explain it.
  • Essay: Typed, notes stapled to rough draft, rough draft typed, presentation copy on top.
  • This all makes better writers, write down everything- even the distractions.
  • Be a friend to your mind, take an hour to think.
  • People become better writers when they write.
  • Thinking is talking internalized, writing is conversation visualized.

CLASS NOTES: 1 SEPTEMBER 2014

Learn EVERYONE”S name so that you can cite one another in papers:

Luke Landreneau, Zack Dowd, Justin Richards, Kevin Cornett, James Wadle, Luke jun, Carlie Romer, Norene Raines, Bill Mangrum (professor), Forest Simpson, Justin Lopez, Eli Rosenbaum, Sam deGraw, Precious Yazzie, Lydel Sleuth, Paige Albright, Tyler Knott, Sydney McMunn, Sam Halac, CJ Calvert, Mccauley Smith,  Donald Eric Bean.

Research: Don’t claim to know ahead of time what is important. -To know what is important you need to observe everything and write everything down. Because there is no way to know what is important information on the spot. We cannot hear something and know right then if it is going to be useful to us later, it is impossible.

Write everything down! We are not students, but we are scholars. “Research is the mind that you bring to the moment that you’re in.”  Train the mind to research the room, people, and everything. Research is not about going to the library or having a computer in front of you. “Research is observing everything around you.”- Justin Richards.

Basic Rule to Academic Citation: Mention first and last name in first citation, second citation only use last name. “Can you quote someone by a nickname?”-Richards “No not in an academic paper”- Bill Mangrum.

“This isn’t college, it is just a big business.”-Mangrum

-Show up on time

-Ask good questions

-Execute scholarly work

We know from studies that learning increases when people have a personal relationship with other scholars in their class. –If we develop relationship with our fellow scholars then if we miss class, need help, or don’t fully understand something in the assignment we have someone to go to other than the professor. We can learn off each other by learning each others writing, study, and scholarly habits. This in turn will help me in the long run become a better scholar myself.

Sit in a different seat everyday, next to someone new. Learn everyones name in the class. The more you know people the more you’re invested, therefore the more you learn. Don’t think of a higher education as a brain dumb, be responsible, and take control.

When writing an academic paper the best way to succeed is to know your audience, and know what you want them to do.

There will never be a limit on papers- papers are about quality not quantity. No limits forces a choice. Be responsible for your own production of knowledge. We grew up in a world that knowledge exists in the web, books, and magazines. Knowledge is on our tongue waiting to be set free. Start writing and don’t stop, trust your pen. If you write everything down you will be stunned at what you will learn. We cannot possibly remember everything so we must write it down.

First thought: Writing is reporting don’t write until you know what to write.

Second thought: Writing is exploring, I don’t know so I should write. -If we don’t know what to write we should just start writing anyway and not sit and wait until we think we know what we should write. If we just start writing it’ll become habit and it will make us better writers. To learn to be a good writer we must write, and write more!

Quoting can reveal that a paper is less than excellent. Don’t show off someone else’s knowledge. “It’s important to quote, but sometimes it’s unnecessary”- Sam deGraw. Quotes should act as evidence not steal your voice. Collect data to work with.

1st paper due Wednesday- Not for a grade, write about the notes you took in class, no length, long enough to get your point across.

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