Class Writing Reflection 2 November 2014


In class on 2 November 2014, we practiced writing short stories. With the listening of our stories, we came up with several factors that will help us, scholars improve on further short stories.

First, in a story it is always enticing for the audience, if you introduce a problem and then solve it. To introduce a mystery for the reader will interest them on wanting to read more of your story to solve the problem. Versus, when you immediately tell the reader where the dog is and people are looking for it. In a short story it is best to keep the reader interested in flipping the pages with a problem that needs to be solved.

Secondly, your story has to have imagery. Without imagery, your audience will not be engaged. You want to use figurative language that describes everything you are talking about. If the reader can’t picture what you are talking about, they won’t follow along with the story in their heads. To create interesting images with your story it will keep your story line going and keep your audience interested.

The Five Cannons of Rhetoric-Memory
The Five Cannons of Rhetoric-Memory

Finally, the five cannons are very important to short stories, invention, arrangement, style, memory, delivery. The invention of what you are going to write is important, because people want to read something with new ideas. The arrangement of words is important for how others will best read it. Often it is best to write and go back and see what words can be moved around. Style of your writing is important, as it reflects you, and who will be interested in your writing. Memory is when you memorize what you will say, so you don’t have to look at the words while you are give a presentation. Also, delivery is important, your tone of voice and speech of how you read it aloud. The delivery can engage people to want to listen to what you are saying. The five cannons are important for writing and speaking about your story.

With the help of reading short stories from fellow scholars we made a list of what engaged us in their writing. It was engaging to want to read more when a problem was introduced, when the story had imagery it engaged our minds, and the five cannons are very important for making the story good for reading and presentation.

Connections to 24 October 2014 Notes


On October 24,2014 in COMP 150, section 11, Professor Mangrum convinced me to wear a Halloween costume to class. This will be my first time dressing up sense middle school. By wearing my costume I will be demonstrating what I learned in the argument, we had in class.

The class begun with Professor Mangrum asking us, scholars to dress up for Halloween. Then, Molly stated that “if we dress up we should get extra credit.” But, if we were to get extra credit would that penalize anyone? So we came up with reasons for not dressing up. For example, the cost of a costume, embarrassment, and not being able to dress up in other classes. We discussed who would not be able to participate in dressing up for Halloween.

The argument moved to reasons to dress up for Halloween. For example, it’s Halloween, it’s fun, personal desire, show off your costume, tradition, and cost-per-wear. I decided to dress up for class due to the fact we get extra credit. I think putting on a silly costume and going to class for extra credit is worth it.

With the argument on wearing costumes to class, it showed that claims and rebuttals are everywhere. With my costume I will demonstrate how the argument influenced me, so much that I will be wearing a costume for the first time sense middle school.

Reflection on Notes from 10/26/2014


Coming out of Research and Rhetoric on October 24,2014 I need to be more considerate of my language and learning. The class made me reflect on words in my own vocabulary. I also, considered my own learning process and how to make the next semester an increased learning environment.

In class we discussed taking learning serious. I have excepted that in class discussions are a great way to share knowledge with each other. I feel that I could become more open and be a more critical thinker to share better knowledge with my scholars. Also, I need to consider every writing assignment including blog posts, are a way for me to share information. For, example Mangrum said” a paper is a site for knowledge, site for taking up knowledge, but it is not fixed because of the audience.” A way for me to connect my reader to my ideas, but a chance for me to consider my audience. I have to embrace learning, and not to follow through on discussions and assignments because I have to, but to learn from them.

The discussion Jon brought up that we need to be more serious in our learning. Then, the question was posed what is serious? I think what Jon was trying to say is that we need be more focused on learning, be better participants in class discussions, and care about completing work in the class. That is how you take Research and Rhetoric serious. For me I have to believe in each assignment, and know that with each writing experience it is a chance for me to get better. Coming out of the discussion I will take my learning seriously and put my best effort into succeeding.

Going forward I will take a bigger part in my learning. I will consider my writing a source for knowledge but also a place where I need to consider my audience. Also, understand that being serious has to do with the context. In my context I know that I need to care about my learning and to try on every assignment.



In class experience 27 October 2014


On the 27 of October 2014, in Research and Rhetoric during class we had to write for a continues ten minutes on a subject that Professor Mangrum gave us. First he told us to write about whatever we wanted, for ten minutes without picking up your pencil. Imediatley, I knew what to write about, the terrible weekend I had. I found it easy to write about this because I had a lot to say. I trusted my mind to connect with my hand to write for the full ten minutes. Then, on the next writing assignment we were asked to write about our left foot, candy, and the end of the world. At first I didn’t know how to connect all three, so I wrote about them individually. Once I got to the end of the world I started to connect how having a working foot and candy will help for the end of the world. I think it took me longer to make a story out of them because I didn’t have any time to process them. The writing assignment was very interesting to just write off of the top of your brain. The next time I will try and connect ideas better to make more of a story.

World around Me on Notes from 10/24/2014


I think the discussion we had in class relates all back to the power of caring. I think some people just don’t care how their work affects others and themselves.

People don’t care in their language. They use words but don’t think about the meaning of the word. How many people think before they speak, and say what does it really mean when I use seriously. Am I using it in correct context, or does my audience understand me? That ties into the audience. Are you speaking in a way that your audience hears and can respond to what you’re saying? I think that people get lazy with their language, and they don’t try to think before they speak.

People don’t make a strong effort to care in their work. People put off work for their own sake and don’t realize how that might affect someone else. I think of it as a tear system at the top that person put off their work leaving the person below them without work having to put it off also, then the person below that doesn’t have a clue where to work went because they never received it, making them have to finish it later also. People should be completing the work on time, and not getting behind, because it causes other to get behind because of you. Another point people don’t care in is embracing  the work. When you have work people to often just do it to get it done. But really more people should be thinking and learning from the work, you don’t learn anything when you rush through to get it finished. More people should put more consideration into completing tasks.

People around me don’t care in their learning. They don’t take advantage from everyday experiences. Where you can learn from your neighbor trying to tell you about the news, even though you just read about it in the Newspaper. Learn from what others have to say. Also, trying to mold yourself from new experiences. When a teacher says to do an assignment by reading the article, but you know that the answers are at the end of each paragraph. People don’t care enough to learn, so they complete the assignment to finish. I think people in this world need to embrace on learning.

The power to care in this world will take you far. But, if you don’t care in language, work, or learning you will never grow as a person.

Post on Excerpt for Bootstraps by Victor Villanueva


Victor Villanueva’s excerpt from Bootstraps was an interesting piece to read about because I could relate to his experience with language. It’s comforting to read from a great writer that they even had a struggle with writing. Villanueva was a confident writer when he was attending Community college. He was such a great writer that he would just begin to write after he thought about the writing assignment in his head. For example,  “Then he’d use the completed essay to type out an outline, feeling a little guilty about having cheated in not having produced the outline first.”(p. 109) Villanueva could simply think and write and could skip the steps of processing what he was going to write on paper. But when he transferred to the University of Washington writing didn’t come so naturally.  Villanueva got smart and found a very helpful resource for writing papers,  “Professorial Discourse Analysis became a standard practice: go to the library; see what the course’s professor had published; try to discern a pattern to her writing; try to mimic the pattern.”(p. 112) Villanueva found that looking at the professors style of writing helped him to produce the kind of papers his professors were looking for. Villanueva had a strong desire to succeed in school and so he did, this is great motivation for me to conquer every thing that holds me back in college. If Villanueva’s bootstraps were strong enough to hold him up in college, mine will too.


Villanueva, Victor. Excerpt from Bootstraps: From an Academic of Color.Writing about Writing. 2nd ed. Boston: Bedford/St. Martin’s, 2014. 107-18. Print.

Post on Learning to Read by Malcolm X


Malcolm X had a desire to become more knowledgeable. Malcolm’s desire was to become better at writing letters, make more efficient arguments, and to overall be able to understand more words in books.  Malcolm started to learn “I didn’t know which words I needed to learn. Finally, just to start some kind of action, I began copying.”(p. 107) Malcolm X used his resource of having a dictionary and just started copying and re-reading the words he wrote down. I believe that I take my own education for granted, I never had to work this hard at learning something. I can see the desire that came from Malcolm X to read and be able to be a voice of power.





X, Malcolm. Learning to Read. 2011. Writing about Writing. 2nd ed. Boston: Bedford/St. Martin’s, 2011. 219-127. Print.

Post On Emily Strasser Writing What Matter


I can relate to Writing What Matters by Emily Strasser. I think teachers have a strong influence on who you become as a writer, and they influence who you become as a person. For example, Strasser says “teachers who valued their voices and encouraged their personal expression, teachers who understood that the academic is lifeless without the personal.”(p. 202) I believe Strasser was trying to say that you don’t engage yourself in classes unless the teacher is interested in who the student is as a person. Also, the teacher has to be personal to the students, let the students become familiar with your story as the teacher. For me this has been true I only have found classes where the teacher is personal to be good classes. Everyone likes when someone can call them by name or ask how something is in your life. The teacher becomes engaging when you know something about their life and you know they care about your learning.


Strasser, Emily. Writing What Matters: A Student’s Struggle to Bridge          the Academic/ Personal Divide. 2014. Writing about Writing. 2nd ed.    Boston: Bedford/St. Martin’s, 2011. 199-205. Print.


Misconceptions and Conceptions about Writing


Conceptions and Misconceptions about Writing from Writing About Writing by Elizabeth Wardle and Doug Downs

  • Misconception: There is one set of rules for writing at all times.
  • Conception: The rules for writing depend on the situation and audience.
  • Misconception: You can tell facts in writing without putting your own bias on it.
  • Conception: There is no accurate way to transmit information because we bring our own ideas into the writing to make connections.
  • Misconception: Text inherently means understood in one way.
  • Conception: One set of text is perceived in many different ways to everyone who reads it.
  • Misconception: You can write without personal opinions-objectively.
  • Conception: Your personal self affects what you write and how you say it.
  • Misconception: It is easy to tell when someone borrowed text, meaning plagiarism.
  • Conception: Every writer borrows text from what we read and hear, it would be completely impossible to cite everything.
  • Misconception: Good writing is good grammar, basic rules of English Syntax.
  • Conception: Rules are agreements between people, they differ with situations.

In Class Experience


My in class experience of 24 September 2014  of COMP 150. Simply the first step to research is to think. We can’t always just search for answers, we have to reflect and think about what the answer is to us individually.

Answers are found through discussions through people with knowledge. Each individual brings their own insight and values and with everyone you will build the very best answer. First, reflect on prior knowledge. What do you already know about what you are trying to figure out. Secondly, look at the opposing meaning to the word or what you are trying to find out. List everything contrasting it and you will see more clearly what it’s not.

Before I thought research was found through online. You have a topic, then put it into google and see what articles or definition you could find, next cite them and your research would be complete. But, Professor Bill taught a valuable lesson today that there is just another group of people sitting around and discussing to come up with their best answer. We are scholars, we are plenty capable of putting our intellectual minds together and coming up with a valuable answer.

In research begin with discussion because that is the only way to new knowledge. Also, don’t take the ease of search engines you are just repeating what others have already said. Be new, and say your own creative thoughts.

Hit Counter provided by laptop reviews