The Conceiving and the Mistaken Notions of Writing

October 1st, 2014
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There are conceptions and misconceptions that have accumulated over the past years. “A conception is a belief, an idea about something.” (Writing About Writing). The opposite meaning of a conception is a misconception. A misconception is an idea or story about writing that will not stand to trial and research. In the book Writing About Writing, the intentions of this book is to correct the previous misconceptions that took the place of conceptions. The book explains six misconceptions. The misconceptions are the rules of writing, writing can convey facts without “spin”, text inherently “mean” something all on their own, you can write without putting yourself in the text, distinguish the ideas of a writer’s “own” and “borrowed” from others, and writing with correct grammar. Each paragraph will have my own depictions of what each of these misconceptions are and how they may be understood by others.

The first misconception is the the rules of writing are universal. In writing there are certain rules that must be followed in order to capture the audience. The rules of writing are not universal because they depend on three different concepts. These concepts are the audience, exigence, and context. These concepts are the reason why the the rules of writing are not universal because of this conception. I learned that the rules of writing may be transferable but they must contain the three concepts to make the writing accurate.

The next misconception is writing can have facts without processing the information and altering it. Many writer believe it is okay to use a direct quote from an article and use it as evidence in their writing. This is a misconception because they never related their knowledge to the new information. The real conception is to construct the meaning of new information, ideas, experiences, and readings as a group. I learned that the construction of a new meaning from new information can lead to new knowledge.

The third misconception is texts have meaning to them and they can stand by themselves, regardless of who is reading them. This is a misconception because different people understand texts differently than each other. A more accurate conception is for writers and readers to make their own meaning for texts and to compare it to another perspective. This allows more knowledge to be made about texts and it expands the text. I learned in order for texts to have more meaning, writers and readers must compare and contrast their own meanings with each other in order to create knowledge.

Another misconception is you are not allowed to write an argument and include yourself in the text. This conception is false because most of the time, writers use their own experience to influence an argument positively or negativity. There are certain distinctions in their writing that were affected by what they have experienced and how they felt after the experience. I learned it is okay to have distinctions in my writings because they are my past experiences.

The next misconception is if a writer borrows an idea from another writer without mentioning them, it is plagiarism. This is a misconception is wrong because great writers borrow ideas and claims from other writers all the time. The writer can borrow others claims, but the writer has to acknowledge the claim by citing the author or source. The conception I learned is it is okay to borrow others claims, but it is my responsibility to acknowledge them by citing my sources.

The final misconception is grammar is one of the foundations that make writing simple and perfect. This is false. Every paper is unique in it’s own way. Grammar is still important when writing, but writing is about making new meanings and ideas. A common way to view grammar is a convention. A convention is an agreement that a group of readers and writers have made different rules about writing. They have also agreed that there is different consequences for each grammar error. I learned that the real conception is to never use grammar as your only foundation as the spine of you paper. I should use my own writing as a way to make new meanings and ideas.

These six misconceptions are very common in young writers because they are some of the misconceptions that they were influenced to learn and follow. In order for a writer to become empowered, they must use these conceptions and construct different meanings and ideas to become a better writer.

Works Cited:

1. Downs, Doug and Wardle, Elizabeth. Writing about Writing. Boston: Bedford, 2014. Print.

My Experience in COMP 150 on 9/24/14

September 26th, 2014
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The definition of knowledge is the information or the skills that were obtained through an experience or education. In COMP 150 we learned new information and skills through our own experience. We learned how a word is defined and how people make dictionaries. We also increased our communication skills as well. Through this experience, we made knowledge by defining different terms as a group.

At the beginning of class, we arranged the chairs into a circle. This allows all of the students to become engaged in the conversation. The main conversation that was discussed was, how is a term defined? A term is defined by a group of people who define the term and conclude a definition from their ideas. I did not know that this is one of the strategies that is used to create definitions. The class used this strategy to define the word “try”. Each of us gave our own opinion for what the word “try” means. My opinion of what the word “try” means is to attempt an objective and to accept the outcome regardless of failure or success. Even though we did not come up with a true definition, we learned new knowledge and increased our communication skills. 

The skill that is mainly used during the process of making knowledge is communication. During the exercise, each of us had to talk to each other in order to work together to make a definition for the word “try”. By doing this dialogue, each of us increased our communication skills by not making adolescent statements and making educated statements. This allows each of us to learn new words and definitions through this experience. Each of our communication skills were improved though this exercise and this experience.

The amount of knowledge that was made in COMP 150 on September 24, 2014 was magnificent. Each of my peers were part of an exercise that defines new terms and develops their communication skills. I learned in order for knowledge to become defined, we must define the word and to think about the different experiences we have encountered.

My Notes 9/24/14

September 25th, 2014
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Beginning:

– Callie Belcher and Joe Bruemmer are next to me.

– Everyone is trying to figure out everyone’s name.

– Everyone says each others name in the circle. Molly and Andrew attempt to say everyone’s name and succeed.

– What’s about not even trying. (Bill). What if you try and don’t succeed.

Middle: 

– Making knowledge. We came to college to memorize what other people already did.

– Every class session is $24.73 per hour. Andrew has motivated himself to learn what he can in one hour. He would not give $25 for doing nothing.

– Bill gets text messages at 11:00 asking what to do before class.

– It is up to I to get my money’s worth.

– Matthew used “intertextuality” in his paper. Dialogue in head, the piece of writing you borrow from something from somewhere else? Reference to something else. Books, poems, places, experiences, and positive and negative opinions.

– Constantly bringing traces of memory too or from other places. They make new meaning.

– “What is about not even trying?” (Katie).

– How to take a phrase and expand from it. (Bill). Try to understand what it is. (Matt). Apply it to what we already know, prior knowledge.

– What’s about not trying. As a researcher I have prior knowledge that will help me understand. Deconstruct it. (Andrew). Apply it to myself. (Me). “Not trying your not getting anywhere.” (Molly). Paraphrased the meaning. Compare it with its opposite. (Me).

– Takes time to be smart. What does “try” mean? 13 years for public education multiply that by 24 equals 279 years of education. Do you think 279 years of education can make a definition of “try”?

– Group work. Try means: attempt, pursue, effort toward an attempt, put in an effort, apply, attempt, having a desire toward finding an accomplishment or succeeding, explore something new for the experience, new challenges, to have life, just do it, Tri? Rugby, to apply fully toward something, to do the best to your abilities to reach goals, to attempt an objective and to accept the outcome reguardless of failure or success.

Ending:

– Cluster of meanings but differences. Bill highlighted differences. People sneaked in words. Goals, achieve or succeed, successful, then “try” becomes connected to own desired outcome. Pursue, try new challenges, Notice how common words is actually not easily detailed. (Bill).

– That pursing something is different than trying something. In the past, I tried to ask a girl out on a date. And pursued someone that was interested in me. (Bill). He was rejected.

– How we do research. We have not come to a clear definition that everyone agrees to.

– How is a dictionary made? People sit around a table and make definitions. Why try when we can look it up or copy someone else. We work with people we know and make it work. Try. Pursue.
– Don’t fall down and bow to google, dictionary, books, technology, etc.

– Someone paid for this so don’t be lazy and try.

– Ben slapped his hand for implying we are learning the same thing. Implied we are learning, and that we are done learning.

– Rebecca Rocks! “Learned” that is past tense. (Bill).

– Bill sings lines from the Sound of Music. Packaged knowledge. Unwrap the package. (Bill). Start thinking.

– How does prior knowledge help us? Let’s look at the opposite. Root words. rugby statement, as a group, we reached a conclusion that the word was from a complete different subject. Important tool when understanding language. Important tool when understanding language.We always hear new noises and give it new meaning. Love, Said or during intimacy, as being positive. But we can use it for expression. I may hate bananas, but I still love them.

– Set it up so professor can hear it in their head. Hallmark card industry. They use the word love and people fall for it because they use it for expression.

– Conversation never stops but pauses. (Bill).

My Connection between My Notes from 9/22/14 to Athletic Training

September 24th, 2014
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Evidence is the physical proof that makes claims accredited. In Comp 150 we learned in order to make a claim accredited, there must be evidence that supports the claim. For example, if someone claims they are an athletic trainer, can they prove it? The athletic trainer may show their records from their Board of Certification exam or their National Athletic Training Association membership. They can also express their experiences as an athletic trainer. There is a connection between claims and athletic training by three different comparisons.

The first comparison is how the athletic trainer proves they are a certified athletic trainer. Every athletic trainer has to take an exam from the Board of Certification before they become certified. An athletic trainer can prove they are certified by showing their scores from the BOC exam. They can also provide records of certification from the Board of Certification. The evidence provided would prove the athletic trainers claim that they are a certified athletic trainer to be true, but what if it is not enough?

The second comparison that shows a connection between claims and athletic training is if they are part of an accredited company called the National Athletic Training Association. The National Athletic Training Association (NATA) is one of the many accredited companies that athletic trainers are encouraged to be affiliated with because it helps the athletic trainers to learn more about their profession. An athletic trainer can prove they are an athletic trainer by showing proof of membership to this company. The NATA accepts membership from certified athletic trainers and athletic training majors. Even though NATA accepts non-certified athletic training members, they are still an accredited company that supports the claim of someone who is a certified athletic trainer or an athletic training student. The evidence provided would convince some scholars, but they would not be completely convinced.

The final comparison that would prove the athletic trainer’s claim about being an athletic trainer is their stories about their own experiences. An athletic trainer would provide evidence of what college they attended and their experience while they were in their program. They would also explain their emotions while they were on the path to becoming an athletic trainer and after they became certified. A scholar would then become convinced that the claim would be correct because the athletic trainer would have provided evidence that supported his claim.

The connection between claims and athletic training are supported by my three comparisons about how an athletic trainer becomes certified, becomes a member of NATA, and their own experience. Each of these comparisons can be proved by supporting evidence that the athletic trainer can provide. In order for a claim to be solid, it must be supported by evidence so that even a scholar can become convinced.

My Notes 9/22/14

September 23rd, 2014
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Warm Up:

– Did jumping jacks to wake up our minds. We learned the class has horrible coordination.

Middle:

– College is about making a claim and backing it up.

– Obvious things we do. Giving a name? Is he making a claim? How to prove it? Facebook, driver licences. and birth certificate.

– I ask what is your name is. Ethan tells us his name and gives us evidence.

– Saying I don’t know is a claim. We use this all the time.

– Most of what were doing all day long is making claims without backing it up.

– Example: Hungry- Evidence: Tummy rumbling, light headed, mood swings, reference to time.

– Clair Giannaula said she is tired. Evidence: No sleep, had this many hours of sleep.

– Jessica said she its is time to eat. Evidence: Lunch time is at 12:00 pm.

– Rock climbing. Evidence: Blisters, gear, picture (Visual), witnesses, bring back a rock, text messages, and the date and time.

– Most important: Her experience. Her first hand opinion of what happened. Make her prove her story by her emotions and evidence.

– Events are claims. Example: Air pilots must prove who they are.

– I am a scholar, I must think like an investigator.

– Will gets upset and tells us to sit in circle from now on.

– Marina is home sick so she wants to go home. Evidence: Plane tickets, receipts, messages, airlines. Will asked her about her traveling arrangements. Marina claims she does not know. She tells us more details that she will be gone for nine days. She is going to a town Bethel.

– Erasing browser history, erases history from a visual source.

– Car dealer guy. He says “Take my word for it”, he then becomes questionable. I am a scholar so I would doubt him.

– Scholars verify claims. While verifying, suspend empathy. Still have manners but suspend it to get the facts.

– Will checks yellow sign in sheet. Joe and Jessica claim they didn’t sign it. Evidence: There name is not on the paper.

– Evidence and claiming are everywhere. It is our responsibility to learn this in college and to act upon evidence. 1st notice the claim, 2nd attend to the evidence, 3rd see if evidence prove claims.

– If they read the book. Evidence: Study guide filled out, summarize, and reference book. Do the evidence support claim.

– Ben’s claim of solving rubrics cubes. Evidence: Shows us and supports claim. He proves it.

– Sammy claims that Will called him to make a claim. Evidence: Witnesses.

– Making claims are everywhere! Making claims and offering and evaluating evidence. Conclusion is just like breathing.

– Sammy showered this morning. Evidence: Hair still wet, Will smells it, Witnesses, Time, Where.

– Schlars listen to claims and evidence. Then present alternative questions that make the story more complex. It is good to make problems.

– “We are all just animals” (Will). The language and understanding separates us from other animals. Ask questions to reach conclusions.

– Andrew claimed people don’t understand? Evidence: People don’t know. Words such as “so”,”before”, and “But” are terms that set up a conversation in order and why. Different then setting up a conversation with “I just feel that”, “Let me this straight”. These set up a different tone to the conversation.

– Object to kids but not to scholars. Andrew agrees with him but he used wrong word choice. Always use clear words and understand how they are being used. Some people may not respond to kids because they are use to it.

– Will makes claim to pass this class, we must be mature and we must follow through with the claim system. We must agree with claims or disagree with claims.

– Drew claims he wants to be a kid for as long as he can.

– Ray claimed she is kind of cold. She revises sentence to she is cold. Evidence: Rained, feet are cold.

Ending:

– Not asking us what we know what to do but to do something that they don’t want to do and perfect it.

My Reflection of the First Cohort Group Meeting 9/19/14

September 19th, 2014
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AGENDA:

A. Beginning

– Meet group members in the library. Relocated to Studio 2. We opened up the email from Will. Discussed the instructions as a group.

B. Middle

– Each of us clarified the instructions from Will. We checked each other’s blog and analysed the comments. After this we responded to each other’s blogs. After this we conversed about the rest of the instructions. We moved on to helping each other with our blogs. For example, Drew helped me change my theme and this made my website more descriptive. After this we helped each other with the final reflection.

C. Conclusion

– All of us started our reflection upon this meeting. Each of us had different ideas and we decided to finish these reflections as soon as we can. Broke group.

D. My Refection

The first step is always the hardest when I begin a new journey. I viewed the first group meeting as a new journey. I learned about my current group members. I also learned how to personalize a blog. This experience with my new group is a learning experience for each of us as we become scholars.

The first group meeting went well. We conversed very well. At first we were nervous because we were unsure on what to do as a group, but after reading Will’s email it was a breeze. If it was not for Will’s email, our meeting would have turned out differently then it did. This first meeting is only the first of many. I look forward to meeting with my group again.

My group members are interesting people. During our meeting I was listening to my group member’s responses to simple questions. For example, Drew is broad and he likes to capture the main picture. Each one of my group members are different and they will tell me more about themselves either if it is verbal or non-verbal. This experience was interesting because I learned about my group members and their personalities.

The first group meeting was an experience because it was a learning experience for all of us. I believe this is not a waste of time because this is a crucial aspect in becoming successful scholars.

-Eljin Gorman

My Notes 9/3/14

September 19th, 2014
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Beginning:

– (NOWM) Nice Old White Man

– Participate in class. This allows us to see the knowledge. Don’t be arrogant in order to make the world a better place. Get up and learn. How you learn is an important body of knowledge.

– Matt renames the class. He gets fifteen out of sixteen right. He took notes of everyone’s name. His notes were descriptive and detailed. Matt learns by visual characteristics.

Middle:

– How often do you act when your suppose too? Probably unlikely – I need to improve this. Do not think of writing as an essay. I will lose 90% of writing.

-FLC needs scholars who have genre.

Conclusion:

My Notes 9/1/14

September 17th, 2014
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Write everything down! Names of students. Ben (Rubrics Cube). Jared. Molley (Time keeper for Ben). Katie (1st person to get called on). Drew Luramie (College Expensive Comment).

Scholar’s perspectives. Note taking abilities/ skills/ etc.

Paper due Friday (not graded). Doesn’t mean half effort. Work hard to get better. “Only you have the choice to resist or to embrace” Will. The act of writing is a way to purpose yourself to the world, to be embraced, understood, class, humanity, power to compose yourself. “If you resist, your wasting a bunch of money” (Drew). Research involves the library and Google. Ethnographic research. “Mind you bring to the moment your in” Will. Bring mind alert. Interesting to talk instead of reading. People around you are brilliant (Will). Brilliants is your brain, your mind, and the people next to you. Learn more from your peers than your professors. How to take notes while someone is talking.

Fellow scholars. First and Last name. Callie Belcher. From Houston and adjusting to weather. Geology major. Clair Giannaula. She wrote on board. Tyler Scott. “People are having ideas of what people are writing down” Scott. Make sure all information is similar. Each person is feeling different emotions. Stressed, New home, New semester. His claim is valid with reasons and examples. Molley Appel. From Denver and likes outdoors. Ethan Bussell. Asked one thing he learned, Don’t be the one to say you know everything.

Bottom. Quality, paraphrasing, summarizing, referencing. Quoting a chain of quotes is not acceptable. Scholars make new knowledge. Not in college to report to professors. “They want something new” Will. They do not want repeated information. Back to students. Joe Bruemmer. Paraphrased the new knowledge. Jessica Sowle. Desagreed with Joe and decided to make new information. Act of humanity. Listing is different than just listening.