MY CLASS NOTES: 31 OCTOBER 2014

  • 1. We are in college pay attention to emails
  • 2. send read receipt (very important!)
  • 3. find fell scholars on blogs
  • 4. hyperlink
  • 200 word essay
  • -talk about hometown
  • -talk about major
  • -classes
  • -where you refer to for your program
  • -hyperlink to page
  • HW another hour of blogging
  • play with blog
  • back in computer lab on monday

MY CLASS NOTES: 24 OCTOBER 2014

We need to get back to the assignment on activity theory

  • look forward to self assessment at the end of the term
  • Bill is looking for a robust engaged conversation
  • takes very seriously the academic rigor policy
  • self assessment at midterm and end of term
  • not motivated to get self assessment in or do not follow the ACP
  • take responsibility for your own learning
  • do not think of yourself, think of whether you did the self-assessment
  • have a meaningful conversation
  • do not turn in anyone else’s work!
  • genre-5 paragraph essay, parking ticket, book review, self-assessment
  • how can we take it more seriously?
  • we are not killing time with the in class conversations
  • -we learn how language works
  • -how to articulate a position
  • -action of making knowledge
  • if we engage in these conversations, we are using our brains
  • “How do we get everyone to take responsibility and to help one another?” -Ethan
  • “be more involved”-Joey
  • “work together and engage”-Marcale
  • “Since we are not turning in work on time, it isn’t very scholarly, as scholars, it is up to us to be responsible.”- Raylynn
  • what does serious mean, how would it be embodied?
  • “the opposite, playful, half-hearted, high level of academic rigor, best of your ability, care about it.”-Johnathan
  • another helpful way it to give examples of how it is used, little kid poking you and you say “seriously, stop it.”
  • embracing an assignment whole heartedly, if you want to  pass, take studying seriously
  • “Serious Texas BBQ”-Ethan
  • notice how language works in both cases
  • exactly the same word but with very different intentions
  • a paper is a site for knowledge, site for making of knowledge
  • meaning of the word is not fixed
  • anticipate the meaning of words
  • words are not solid
  • encounter words sometime close or not close at all to what we really know

 

MY CLASS NOTES: 20 OCTOBER 2014

This is the week of the common reading, there is a talk tomorrow evening @ 7pm or go to the reader’s  theatre @ 4pm on Wednesday and at 7pm in Jones Hall, go to both events and take notes

  • Write a 1000 word essay, window 800-1000 words
  • we need to work on formatting
  • the paper due for Friday  will be formatted correctly
  • there is no excuse, do  your work as scholars
  • this grade has nothing to do with our final grade
  • from this point on, the presentation part of papers needs to be correct
  • sloppy, there is no reason for sloppiness, it can be fixed
  • 6 hours
  • essay due Friday, no class on Wednesday
  • rest of semester will be time on task
  • no depth, still writing high school papers
  • doesn’t rise to the level of scholarship
  • for example ______ (use to deepen your work)
  • quote from notes
  • references from books or notes
  • -presentation
  • -depth in terms of quotes and notes
  • -setting yourself

MY CLASS NOTES: 13 OCTOBER 2014

  • show up on time to meeting
  • bring books
  • -show you are making use of it
  • bring notebooks
  • bring papers that were handed back
  • show Bill our blog
  • during meeting, we will…
  • -discuss what knowledge we have learned
  • -how to improve
  • -see if we are on task
  • -self assess
  • -prepare a list of questions
  • come prepared
  • ask questions that you are not sure about
  • working on foundational skills
  • -annotating
  • -note taking
  • -ability to participate
  • -learn to pay attention
  • learn to write things down and then later, make something of it, go over and read
  • every time you write, you are working at hand, eye, and ear coordination
  • if you are not swinging, you are not hitting
  • writing is ear to ear, eye, hand, and mind coordination, keep them all working together
  • don’t just highlight, annotate
  • if something is complicate, our eyes glaze over, find something to do, wait for someone or instructor to tell you what it means
  • it its complicated, I do less, and somebody else does more
  • if its complicated, expect more of yourself and expect less from others
  • use glossary
  • have conversations about it
  • use Wikipedia
  • use index
  • avoid distractions and invest time
  • there is no secret to becoming   smart, its just a lot of work
  • language causes things to happen
  • spoons-introduces to spoons long ago
  • -someone showing you over a period of time how to use it, therefore it became operationalized
  • tools become routine
  • you have operationalized language, it has now become a routine
  • become conscious
  • tools are not just physical things, they are concepts
  • the subjects are the people who are directly participating in the activity you want to study
  • the more complicated it is, the earlier you start
  • fear is  not your friend
  • Americans believe success can happen in the moment of action
  • if its complicated you…
  • -invest more time
  • -start early
  • -ask people
  • self assessment due Saturday 5pm
  • written MLA format
  • *end it with the grade you think you earned
  • a listing of all different assignments, note taking, articles, blogging, cohort groups, sitting around in a circle, experience with circle, papers you’ve done, time on task, transfer
  • do not whine about college
  • create a standard of affordances you’ve done, and what you’ve done with those affordances
  • talk, laugh, smile, humor- affordance (opportunity)
  • figure out how to use a table
  • -start quantifying data
  • *what good did you do with everything?
  • it should be long enough to get your point across
  • DO NARRATIVE & TABLE
  • students should be struggling to be responsible for their own learning in a liberal arts context
  • No class on Wednesday and Friday
  • Noble Hall 234
  • take them seriously

 

MY CLASS NOTES: 10 OCTOBER 2014

  • why do we argue?
  • if you are comfortable in a college classroom you are comfortable elsewhere
  • conversations keep people thinking in different ways
  • important to listen because it teaches “new information”/ data, teaches us how to listen, creates new knowledge, learn more about language
  • vertical list, not always horizontal
  • when you hear a comment and attach a name to it, you can learn better
  • bad scholarship is when you can’t state who said what
  • linkage-good notes that you can refer to
  • we assume that we know how language works
  • many people in comp 150 believe a writing class is simply getting more inforomation
  • Drew- “writing class is not just a standard class where everything gets dumped on you.”
  • referring to carnival tattoos, have it for a short amount of time, hold onto information until test time and then when done, wash it off or forget it
  • rephrase
  • revised
  • to learn, Drew revised it “to hold”
  • you are expected to do the same thing when writing
  • train yourself to have a conversation with yourself
  • revising is the art of holding conversation
  • how can we toughen up?
  • -Rob “make mistakes on purpose and then go back and correct it.”
  • -Bill feels it is lazy
  • revision on a paper should be twice as long as the work put into the initial draft
  • Bill’s letter is due Oct. 30, and he started it on Sept. 15 since the 1st of Oct. it has gone through 15 revisions so far
  • claim is many of us will be required to write in the workforce that we choose
  • incident report
  • job evaluation
  • memos
  • work orders
  • resume
  • job application
  • cover letter
  • business plan
  • bank application
  • job descriptions
  • manaul
  • if you only think of what we’re doing such as papers, you are wasting your money
  • required of you all the time to pay attention  to language
  • work carefully to write exactly what you want to say
  • be motivated and willing to participate- Josh
  • participation changes us
  • in order to be a successful scholar, be aware of your surroundings-Tyler
  • this is a class you need for life, not only for college
  • language is absolutely everywhere
  • work for it or you will be left behind
  • a valid claim because language is absolutely everywhere
  • Bill thinks people claim to know what we’re thinking and when they are right, we like it
  • BUT, when people claim to know what we’re thinking and when they are wrong, we get mad
  • becoming aware of your own voice is important
  • if you want to make the world a better place, start with language
  • become comfortable with words, become comfortable with language
  • claim your voice, state what you like and don’t like
  • you have to be able to use your words to change the world
  • we’ve heard again, reading is connecting to talking
  • reading, writing, talking, thinking
  • gain credibility by the willingness to fulfill promises
  • have a model by students/people we can relate to

 

MY CLASS NOTES: 8 OCTOBER 2014

  • Bill apologized for no class on Monday, there was a mix-up
  • check email regularly
  • your job is going to school
  • students need to take responsibility for their own learning
  • pay attention  and write things down
  • take responsibility for your notes
  • one area, refer to fellow students by name
  • learning is not the opposite of having fun
  • writing-listening-talk
  • writing is about language, language is about caring for people and the sounds that they make
  • talking together is a significant aspect
  • notes will help in other classes
  • the physical act of writing gets you in touch with your body
  • awareness to writing and attention to detail
  • I learned that taking notes helps in large part when you need to go back and read what you’ve written. It helps me to understand and reminisce on what I previously learned in the years before coming to college.
  • Eljin was motivated more by his coach than his teacher, teacher only gave information
  • Jessica had trouble with writing papers, she got them wrong, read more after
  • Sammie- college experiencing, history, philosophy, traced what inspired him to write, learned to read at 12, traumatic experiences, high school cheated his way through
  • the taking of notes, wins the war
  • everyday, you get a little bit more comfortable with writing
  • nobody can make you better at writing, only you, you have to want it, you have to work at it
  • Kaitlyn-pretty good with writing until she was in advanced writing as a sophomore, not too good with grammar, got discouraged, learned that rules of writing are based on the situation
  • Literacy is a battle
  • Marcale-1st language was Zuni/Navajo, headstart at age 4, didn’t understand until she started headstart
  • Ben- “we try to get people to understand language”
  • Friday- 3 hours of homework
  • WAW- read articles
  • p. 107 Victor Villanueva
  • p. 119 Malcom X
  • p. 199 Emily Strassur- first year college student (kind of papers instructors want)
  • Blog- write up comments DO NOT give generalities!
  • give details, reason
  • I like this because…
  • Emily Strassur stated ______ on page ___
  • connect with articles

MY CLASS NOTES: 3 OCTOBER 2014

  • If you learn to pay attention to a set of details here, you can pay attention to a set of details elsewhere
  • preliminary matter
  • Microsoft word-click home-paragraph
  • Microsoft default adds an extra space between paragraphs that are formatted identically
  • do not add space between paragraphs
  • do not make references in an MLA paper without a works cited page at the end
  • you are required to use a work cited page regardless
  • breach of academic protocol
  • if you refer to something, have the courtesy to add it to the work cited page
  • if you don’t want to share something don’t talk about it
  • if you refer to a book then you want to share what you are referring to
  • learn to cite materials so that you can share with others
  • what are you referring to?
  • insert-do not click on head
  • do not click on footer-page number
  • get to know Microsoft word
  • cicero-famous Roman
  • add note
  • first step: invent what you are going to say
  • we will expand, correct, re-arrange, and add work cited pages
  • second step: arrangement, look through pages and arrange
  • it is easy to organize your work in chronological order because you can tell one event after the other
  • you have to learn to push back take the measure, read the person
  • learn the situation, learn what is appropriate
  • “You can still step up your game and write a great story in chronological order” – Johnathan
  • top 20 errors
  • CSE-council science editors
  • APA-American Psychology Association
  • MLA- Modern Language Association pg.208
  • when documentary sources there are 2
  • -reference to a text in your page  (in-text  citations) pg. 201-218
  • -fullest documentation, work cited page
  • if you don’t spend time with it (book) you won’t know it
  • cheat sheet pg. 213
  • figure out the type of source you have first
  • learn to look at a source and see if you need it first
  • 219-220 all different possibilities
  • Monday: edit paper
  • expand/build
  • if quoting use quotations
  • make work cited page
  • read article pg. 107

MY CLASS NOTES: 1 OCTOBER 2014

  • students do not understand text in book
  • look for question marks/notations
  • if you have a question, write it out in the margin
  • they give you the book when you buy with dollars, but you own the book with ink
  • teachers have said “that’s wrong” or “this is the right way”
  • exigence
  • an important word will be bolded and put in the glossary
  • in writing and in conversation, words arise because of a need
  • an active composition
  • an exigence is not simply a need, it is a need
  • Bitzer said there are all kinds of things that happen unless..
  • it is not a rhetorical action unless if speaking you can change
  • give support for your explanation
  • its not rocket science, we are talking about things we do constantly
  • to act on the need rhetorically, you have to have knowledge , approach someone who can relate
  • follow how language works
  • occasion
  • raising your hand in class becomes the occasion
  • its the urgency that gives rise to speaking
  • words are supposed to accomplish things
  • summary of the whole, not a paraphrase of the parts
  • unless you are using a direct  quote, you are adding your own ideas to it
  • however you find a quote, you have to select it
  • you use other’s words to convey your writing
  • when you select something for your work, you also choose not to select something
  • there is no objectivity
  • every time you write, meaning is communicated between what you are saying and what others hear
  • thus writers and readers construct meaning together
  • Friday: 1000 word essay
  • on life experiences with language, writing, reading
  • experiences with…
  • 1st book
  • language
  • signs
  • your life experiences with words

MY CLASS NOTES: 29 SEPTEMBER 2014/ Conceptions & Misconceptions

  • simple device used to call in your audience for participation
  • when Bill asks for small groups it is not our day off- not good!
  • 6 people absent/ not in groups
  • Ben read from pg. 2 paragraph #1
  • -interesting
  • -good mechanics does not always pull reader in
  • Molly read pg. 2
  • build confidence
  • push attention to language
  • push engagement
  • extend the meaning of the text
  • studies on writing show
  • analyzed students’ writing paper
  • compared citations
  • found that 90% of quotes being used come from the first 2 pages
  • not reading the source
  • find a source
  • read deeply
  • write from a command of sources
  • cut down the source, choose sources wisely, read and go to deep, let the situation narrow the sources
  • select wisely one source
  • being lazy, cheating, no effort, procrastination, lazyboat, unprepared, trying to get by, resisting, filling the page, unmotivated, not truly trying
  • not scholarly
  • come to believe we can’t benefit, therefore we don’t do it
  • Andrew p. 10 first bullet, leave plenty of time for reading
  • basically means….
  • how does “basically” word, what does it do?
  • gives you time to think, as a cushion to protect us, time out/pause
  • tells audience we have simplified it, translated into simple language
  • basically don’t use the word “basically”
  • read thoroughly- read with understanding
  • envision in your mind what the author envisioned
  • switch around words
  • papers on this level fail because scholars don’t switch words and read thoroughly
  • good musicians experiment
  • when writing, why not think and experiment
  • play with wordchoice
  • writing is not about grammar, its about the situation
  • pay attention to the last paragraph and the sentence before the bullet points
  • writing can convey facts without “spin”
  • if you pay attention to the headings, they will help
  • each bullet has a conception
  • Wednesday: each pair has a conception and a misconception
  • 1 1/2 hours comparing/understanding the six paragraphs
  • 15 minutes per paragraph to translate

Misconception: the rules of writing are universal and do not change based on the situations. Conception: the rules of writing are not universal and they depend on the situation, purpose, audience, exigence, and the context.

Misconception: in writing , conveying facts without spin means not having the entire truth of something or just not going into detail and stating facts. Conception: there is not way to accurately or directly transmit information, when something is being written, we add out ideas, experiences, and biases. When all that is done, that is when you a construct the meaning.

Misconception: texts mean something all on their own, it doesn’t matter who reads them, they all mean the same thing. Conception: readers are the ones who make meaning when they read something even if more than person reads the same text, they might understand it differently than others do.

Misconception: you can write without putting yourself in the text, meaning you can write objectively or impersonally. Conception: it is hard for writers to take themselves out of their writing, their experiences and ideas is what makes up their writing.

Misconception: it is easy to point out what writers borrowed from resources and what they may have written on their  own. Conception: all writers borrow ideas for everything that they write, you cannot avoid borrowing language.

Misconception: what makes writing good is having correct grammar. Follow the basic rules of English and you will have good writing. Conception: writing is about sharing ideas and experiences and making meaning The “rules” actually differ by situation.

MY CLASS NOTES: 24 SEPTEMBER 2014

  • “What’s about not even trying?”
  • Make knowledge
  • Came to college to memorize what people say
  • $24.73 for each class you walk into
  • Bill gave Raelynn $25
  • Ask groups for help
  • Bill spent his money and cannot get it back
  • It’s up to you to get your money’s worth
  • Intertextuality-Matthew
  • Drew-dialogue in your head
  • Borrow phrases, images, text
  • Traces of meaning from other places, meet new words and construct new meaning
  • How to take a phrase and expand it
  • Matthew- try to get at the meaning of the phrase
  • Jessica- apply what you already know (prior knowledge0
  • Can we connect a phrase to what we already know?
  • What importance is prior knowledge?
  • Sammie- brainstorm
  • Ethan- deconstruct it, apply it to yourself
  • Molly- “If you’re not trying, you’re not getting anywhere.”
  • Eljin- expand, compare with its opposite
  • “Takes time to be smart”- Bill
  • What does the word try mean?
  • Robert Folgem- Everything I need to know, I learned in kindergarden. 24 scholars- 13 years of education
  • 279 years of education between us all
  • Try- to put in effort, what are we putting effort towards, pursue to put in effort, try to attempt, applying effort, desire towards an accomplishment, to explore something new, new challenges
  • the act of applying effort towards a certain goal or outcome, just do it to the best of your ability, the act of attempting
  • motivation
  • there is a cluster of meaning for the word “try”
  • goal, achieve, succeed
  • if you add achieve or succeed, the word try is used towards
  • obtaining something
  • Bill’s claim- pursuing something that sounds different than trying something
  • try to stay engaged
  • 279 years of education and we cannot come to an agreement for the word try
  • make it work for you- try, attempt, pursue, challenge
  • upwrap the package, take off those bows, peel of the tape, rip off the wrapping
  • look at the root of the word
  • hear a word and give it meaning
  • love- some kind of intimacy, for a person close to you
  • push words around on paper so professor can read exactly what you want them to hear
  • we never stop, we just pause

 

Just another Blog @ Fort Lewis College site


Hit Counter provided by laptop reviews