Archive for July, 2014

My Paper

Friday, July 11th, 2014

Well, the final paper has definitely been quite a roller coater of ups and downs. There were many parts along the way that got to be very difficult to form and organize my thoughts to say what I wanted to say. Like Bill said, “Just keep pressing on!” My paper is now in its final stage of concluding everything together and really looking back on the experiences from this course. I’m going to go have some lunch to take a little break from such a draining piece of writing, then hopefully come back and finish this thing out strong.

Introductory Paragraph

Wednesday, July 9th, 2014

Fellow Scholars (and Bill):

Here is my introductory paragraph. Let me know what you all think and please give me some feedback as well.

For the summer course of COMP 126, I deserve a B letter grade. Throughout the five weeks of class (which is three weeks of material every week), there was a bunch of information being thrown at my fellow scholars and I awfully fast. It was a lot to take in at such a quick pace, and it made it difficult to really grasp all of the material. I know that by working my butt off and having Bill as our wonderful professor, I did hold on to most of that knowledge and in this paper I will prove it.

That’s it! Again, let me know what you think.

My Plan

Wednesday, July 9th, 2014

Alright, I have sat down and already typed up my introduction paragraph to my final paper. Now all I need is to figure out what to do next…..

1st: Talk about all the work I have done, and the fact that I disciplined myself to do my best at getting all the assignments done. I will give many different examples and throw in some pictures as well. This is mainly just talking about the stuff I completed and the things I didn’t do.

2nd: Go into all the material I actually grasped and all the information I have learned. This will tie in nicely after talking about everything I completed. Really go into detail on everything and pull in information from all the readings and different writings I did. Can also pull in outside connections and information that made the learning easier for myself.

3rd: Now start to really self assess myself in my performance. Start asking all the questions we went over in class and think about my fellow scholars as well. This is where I will talk about the four processes of self motivation, direction, regulation, and assessment.

Lastly: From all the critical thinking and reflecting, I think this will begin to conclude my paper naturally and I can rap everything up and finish.

Okey dokey, this is quite the road ahead of me! Time to really concentrate and work hard on this paper.



Tuesday, July 8th, 2014

Don’t you just love when you think you have found a nice, quite and peaceful place, to sit down and do any work that you need to get done. But then all of a sudden the room you choose turns into a chaotic room for socializing. Oh wait, then maintenance personnel joins in and begins working on something directly under your computer with loud and obnoxious tools shaking and rattling your computer as you try really hard to focus and continue working on what you need to do. The socializing continues, beginning to really distract you to the point that you’re now focused in on their conversation they’re rather than the blog your trying to write. Man, do I just love when things like this happen to me, because it seems like everywhere I go, no matter where I go, it always seem to happen. Never have I had such luck when trying to have peace in completing any work. It’s just wonderful!!!

My dad and I always say, “If we didn’t have bad luck, we wouldn’t have luck at all.” I have so many unfinished drafts for my blog that it’s ridiculous, and I won’t post anything until I am satisfied with each one. If only I could have the ability to just block everything out…. 🙁

Where I’m At

Monday, July 7th, 2014


Hope I can push through it.

Conversations of Today

Wednesday, July 2nd, 2014

After discussing the introduction we must compose for our next assignment due Friday at noon, we switched the conversation around to talk about conclusions in papers, and how to be scholarly in writing one. Bill explains that all good papers end with an awareness of future research to be done. That conclusions are just as significant as the middle of a paper because it requires more rhetorical thinking. We discussed how students out of high school like to write a paper by stating a problem, and decide to end it with how it should be fixed and that there’s nothing more to it; as if they know the solution and there’s no more research or thinking to be done. This is being unscholarly. In good scholarly papers, they will always end the paper with what they still don’t know yet. You the writer are indeed putting forth your knowledge, but are only a small aspect of the problem as a whole. As a writer, it’s important to know that there are many interdisciplinary areas of all human problems. In other words, you yourself can’t fix a problem all on your own because you just can’t be disciplined or an expert in every different area of a problem; you need lots of help from lots of different entities. Acknowledging that there are still many questions that still need to be asked is important. You want to be humble with your conclusions for knowing there’s more work to be done. This conversation in class was very interesting to me because I believe I was one of those students that didn’t do this, and point out that, as Bill said, there’s “interagency cooperation” in every worlds issues and every agency has their own discipline.

The second conversation that my fellow scholars and I discussed in class today was that learning information is better learned when you do something with the information after you learned it. Like let say in this class, when we discussed something in the class, then were asked to write about it in the class, and then again to reflect upon it, and then lastly to write about it again publicly on a blog; the learning went much deeper and now I know (at least for myself), that the information I learned will last longer. It is just a fact that for significant learning to happen, we have to do something with what we’ve learned in class, right after class, to better learn and understand the material. This is because consuming information is much different form learning to think of the information. In other words, consuming material comes much faster than to actually learn what you are consuming (slower). All of my fellow scholars came up with several different ways in which this could be done.

Most of which everyone agreed on was doing some reflection or summary of what your had learned in class afterwards in writing. Whether it be for 5-10 minutes on a blog, just a little in your notebook after the class, or sometime at the end of the day or the week. April was interesting to hear say that it helps her rewrite her notes all over again to deeper understand the information. Bill, however, ended the class with a very unique way to recall what you had learned in your classes. Everyone has a phone, and on that phone (usually), is a tape recorder. So in-between each class you could simply talk about what you had learned and put into your own words what the information was about, then later go back and listen to your recordings. He illustrates that not only can writing be useful, but listening to your own voice can be very helpful as well.

Both long conversations in class were very interesting to me today, and now that I am at this moment recalling on everything I have learned today in this blog, I know I will better my understanding and learning of the information, and have it be incorporated into my brain for longer.

Memorizing and Recalling

Tuesday, July 1st, 2014

Whenever we are asked to write about anything, we are being asked to recall something. This takes memorizing something of which we have heard, read, or learned. It is always a process, there are always steps that you take in your thinking, in your writing, and in your learning. You can’t just jump right into summarizing something of which you know nothing of. It takes time to think about what you have learned and acknowledged, and to then paraphrase and create a process of thinking where you can put that into your own words; this also can expand upon what you may be summarizing.

Today in class, my fellow scholars and I were asked to do just this. To write for a twenty minute period of the connection between writing and learning, and then after, to summarize what we had just written down. The process of trying to figure out how to summarize everything I had just written down in the twenty minutes, was a difficult one. This was the first point we decided as a class about summarization; it is demanding and most often difficult to include everything you want to say, but without rewriting everything all over again. I feel like most times when we are asked to summarize somebody else’s writing, it feels more natural and easier to say just what the main points were. Therefore, when trying to summarize something you have just thought about and written down, you begin to start all over and write everything you already did because you feel as though everything you were thinking was important and everything must be included. This skips forward to the fifth point we decided as a class: Don’t assume that what you know is important. This is saying, we believe that anything we think and write is important because it was us who thought it. However, if we learn to keep our minds open to everything, we will learn much more. We will be able to take more into account, and possibly talk or think about a point of which we have already missed. Now this ties back into the second point discussed in the class, that summary can also give you another break through. If you do keep yourself open, and don’t think that what you know is what’s important, you will learn more and you’ll then understand something which you may not have caught the first time around. These three points all interconnect with each other in the process of writing a good summary, and putting thought into everything your going to say and recall.

The third point illustrated about summary is that when you have an idea, a compact one, you can’t just rely on that specific thought through out the whole summary. The example in class was the idea of critically thinking, and what that actually meant. The idea of ‘critically thinking’ must be broken down, and opened up to more of what it means to critically think. It’s the process of unraveling your thoughts, and taking the step forward of looking at things from a different view; this is what critically thinking is. It’s being rhetorical about what your thinking is and what your thoughts are, and saying something in what are your own words. This point ties into the fourth p0int (there were only five points), that rewriting is learning to paraphrase, and that memorization as its role. That again, you need to take different ideas, and pull them apart to show what they actually mean. It’s to show your own, personal thought process of what something may mean to you. This is also why I say, memorization has its role, because learning to memorize something takes this process of putting ideas into your own thinking, and own words, and so this way you can better recall on something you have learned.

Summary is something that has always just seemed like something where you just repeat what you have heard, read, or learned. On the other hand, summary is a long process of breaking down your thoughts and ideas to recall in your own thinking, and your own words, what something meant to you. It takes steps in connecting the first, second, and fifth point discussed in class, as well as connecting the second and third, to summarize something and to put your thinking into writing. This is something I have done just now in this blog, in breaking down what I have learned and recalling in my own thinking what the process of summary actually is.