On Friday, it wasn’t just another normal day of talking and note taking in COMP 150, but instead we took a field trip to the EBH building and went to the computer lab to further learn how to customize our own blogs, and make them fit us so we would want to actually write on them more. We learned how to edit and crop pictures for the header image, how to view the different blogs of other scholars in our class and beyond, how to make an About Me page and a Log to Log all of our work done, and lots of other things as well. I think that this is a very effective way to encourage scholars to blog more. Apart from this being a graded homework assignment, I think people shall want to use it more if it is more personalized and reflects them Blogging can also help in ways you don’t think about; such as reading, writing and thinking. There is one quote-I forgot who it’s by- but it says that you get better at reading by writing, you get better at writing by reading, you get better at writing by writing , and you get better at reading by reading. This quote has hung on the wall of my highschool English classroom, and I have also thought this was true. By blogging, you get a lot more used to writing and reading, but you also have to process and analyze your writing and what you are reading, otherwise it’s just empty words. Like this sentence, you can read or write it all you want, but it has no meaning unless you actually think about what you are doing while you are doing it. (Not as hard as it sounds, though this is multitasking. Like a 5k run for your brain, followed by an intensive workout that’d make Mike Tyson cry.) Anyway, this is the reason that I think will help turn out students into scholars into super-scholars.


  • If you come with a mindset of learning a foreign concept, you set yourself up for frustration
  • To say something accusatory-or of such a manner- is stating a claim
  • Prepare yourself for rebuttal
  • Be more convincing
  • Be subtle, sophisticated and detailed
  • try to persuade your audience
  • Paraphrase what you can
  • All images both conceal and reveal
  • Rhetoric is figuring out your audience
  • Try to get your point across

-Conversation examples of paraphrasing from today:

  1. CJ: “As we advance in our lives we translate certain we translate certain tatics we have learned”
  2. Gunther: “We build from our own experience through out our lives.”
  3. Sydney: “Going back to the basics is essential for moving forward.”
  4. Precious: “The purpose of writing is to persuade the audience to side with you.”
  5. Sombrero Luke: “Tactics fluctuate based on the level of skill and intensity.”
  6. Mitchell: “We use basic skills as we grow up.”
  7. Zach: “Everything in life involves argument.”

(Piece of irony for ya: Isn’t it funny that I paraphrased what was already paraphrased? Just saying…..)

-My Paraphrase- I will not paraphrase this though…

In a short summary, what was said was that in order to become better writers at a collegiate level, we must clear our mind of any foreign concepts in which we think will help-but will actually set us back-and stick to the basic skills in which we have acquired over the years of our learning, combining the majority of them to make ourselves less prone to arguments and rebutting, and more convincing towards our points, all while trying to persuade and “lure” our audience into being on our side of things!



Yesterday was an interesting day in the COMP 150/ Section 12 class. Instead of taking countless notes after countless notes, and listening to our class mates voice their opinion on different topics, we instead, wrote for the entire class period, and shared our writing as well. The first 15 minute task was to write whatever we wanted, never letting the pencil leave the paper, and then about half of us were called on to share what we had written. This included everything from stories to how we felt about doing this assignment. The next task was to write another 15 minutes, but this time with a designated prompt. Much to our surprise, Mr. Mangrum pulled a bag of candy out of his back pack and starting tossing handfuls of candy to all of us. Our assignment; write about candy, left foot, and the apocalypse. It was very interesting to hear what people had wrote, especially since most scholars connected all three topics into one big story and went from there. (The funniest ones to me were the ones written by Kaela and Sombrero Luke.) This was actually what the topic assigned was supposed to be, to see if you could come up with some interesting wacky way to combine all three prompts, instead of writing about three separate paragraphs-which we learned that professors actually DO NOT want to read. All in all, I actually liked this writing assignment, and I hope to do more like it soon.

MY NOTES (Part Three): 24 OCTOBER 2014

Apart from the second essay on “serious” that you may have read or just briefly skimmed, this time is a comparison between “serious” as it relates to having been dealt with from the high school days, and how much of a culture shock it was coming to college. I recently spoke to a girl that I have been friends with for a long time, but I haven’t seen in a while. She recently transferred back to Mancos School and is a senior in high school. Discussing with her the “perks” of senior year, I noted that things had gone different for her, yet the same for what all high school seniors are experiencing. In short, this was a SERIOUS year. She now had the task of applying for scholarships-both local and international, but let’s not discuss the international please. Ok, thanks- as well as selecting where she is to attend college next, and narrowing it down to a few considerably adequate choices. I myself remember doing all this last year, counting down the days until I was graduated and free- because like all naïve freshmen, I thought college was going to be a big fat piece of cake-until I actually stepped inside on the first day and really got a hard blow when I was loaded down with work and not enough time to do it in. Again this word pops up; college professors are freaking SERIOUS! and so do I have to be as a student. But as long as you take it SERIOUSLY and do your best-and manage your time wisely, you should be ok. So in conclusion, I would like to leave with one last note:

“When the situation is serious, don’t be funny; and when the situation is serious, don’t be funny.”

-Mehmet Murat Ildan

MY NOTES (Part Two): 24 OCTOBER 2014

The word “serious.” A simple word we tend to use in our everyday lives, we take it for granted, and use it to get our point across. We could tell  five year old “You can’t have the cookie, I’m serious.” Or something like “You can’t be serious?” if our friend tells us some shocking news. But what does “Serious” mean in the intricate world of COMP 150? Let’s delve in, shall we.

Serious is what happens to our lives and our work load as we step out of the childhood barrier, and into our adult lives. And COMP 150 is certainly no exception. As Sydney once quoted, “Students get so used to playing school and bypassing the system.” Well let me tell you, there is no “Playing school” and “getting by” in COMP 150. You must constantly be listening and taking good, copious notes because you WILL be pushed to use those notes outside of the class.

Serious in COMP 150 means that you are participating in class discussions and taking in everything that every body is saying. Being respectful to people’s different view points, and not treating the class as a big joke. (But we are allowed to laugh sometimes. It’s not a utilitarian dictatorship in there.) You must be prepared to take down a work load and whatever homework is thrown at you to be in COMP 150. (Makes me nervous on what 250 is like. YIKES!)

In short, you have to be SERIOUS to take COMP 150.

MY NOTES (Part One): 24 OCTOBER 2014


  • Problems with formatting:
  • Be sure to include ALL preliminary matter in MLA format style
  • Pagination
  • TNR font/ sized 11
  • Blog tonight for homework- 3 parts
  • Students always think they take meaningless classes
  • Excuses are used by students every day, such as “I didn’t get anything from this class,” “This is a waste of time,” That’s no use to me,” “I’ll never use any of this stuff.” etc are commonly used for students
  • Students normally are not pushed to make connections in class
  • 4 sites to the making of knowledge
  • each site is similar to an affordance
  • pushing to understand language, tease out subtly and differences, and pushing against commonly held assumptions
  • Words have tone, drive and motivation
  • “Patchwriting” goes along with plagiarism
  • COMP 150 CONVO:
  1. Q: What does “serious” mean?
  2. A: Responses listed below;
  • Precious: “Not kidding around”
  • Mitchell:  “Gotta go deeper and say more”
  • CJ: Priorities first”
  • Sydney: “I think of weird things with “serious” in them, (ex: Serious Texas BBQ) and then think how those thoughts are ironic almost to the word “Serious.”
  • Leighton: “Serious means focus and determined”
  • CJ: “From a writer’s POV, serious is a tone as if no laughing is welcome.”
  • Mangrum: “Setting and atmosphere have a part in defining words”
  • Ami: “Discipline”
  • Bean: “Communicating something important with conviction.”
  • Carly: “Showing deep thought.”
  • Blonde Sam: “Going to a goal with a motivated and driven mindset.”
  • Noreen: “Legitimate and persistent.”
  • Justin L: “Full bodied attempt to accomplish something.”
  • Philosopher Justin: “Emotion that shows magnitude of the situation.” (Nuff said from our philosopher over there.)
  • Mangrum: “Emotion that matches and/or rises to the magnitude.”
  • Kevin: “Expected to get something out of the convo, not just a pleasant chat.”




I think that the experience of reading aloud on Friday was really helpful. I, myself, am comfortable reading aloud and I have no problem with it, as I saw, nor did my group have a problem reading aloud. (Or from what I could tell anyway) I liked reading aloud and memorizing the information in the book, with the only problem being the time. Our group went by each person reading a page, and even though we were all fast readers, we did not have time to do the second reading, as about half the class was taken up by reading and discussing alone. So what we did instead-when we realized there wasn’t going to be enough time-was went ahead and discussed what paragraph we wanted to do as we read the text. I’d like to go ahead and share that paragraph now.

Page 6-second paragraph. “Engineers and English professors might look at the same piece of writing and, because they value different qualities in writing, have conflicting opinions about whether it’s good writing or not.”

(I’m not sure if this is cited correctly but it works for a blog. I hope.)

Now, with that paragraph in mind, this is how we dissected and rewrote the paragraph:

“Because engineers and English professors value different conventions, they may have opposing opinions regarding different pieces of writing.”

With that being said (and done), I think that-besides the time limit-Friday was a very successful day for myself and my group.



Based on my notes at the beginning week of class to where I am now, I would be caught in the middle by saying my notes have both changed, and yet, have not changed. I can say that I am definitely taking way more notes than when I first began, but also my style of taking notes and how I word and write them has remained the same. I do however, believe that I am doing better in the class overall, and I now understand the idea of blogging our notes, so we actually use them, and I can just type up bulleted posts as well; I do not have to make them into a paragraph. (Unless otherwise told to do so. Hopefully this won’t happen, TeHe!) I also think that typing up our notes is a good idea as well, because if we were to lose our notes (say the oldest con in the book does come true and our dog really does eat our homework… YIKES) then we have our notes saved somewhere so we can’t have any reason to fail that big test. But back on topic. In conclusion, I think that I have both improved and stayed the same throughout the course of Comp 150, with more still to come.


  • Q:What is the point of “time on task?”
  • A: to give us time to rearrange paragraphs and make our paper/assignment “bulletproof”
  • Steps of Writing
  1. Invention
  2. Arrangement
  3. Style
  4. Memorization
  5. Delivery
  • People tend to draw more mind to the conclusion they want, rather than to what the audience needs/wants
  • On Friday: get together with group and with the Writing about Writing book, read aloud pages 1-11 twice. Second time, go through and mark notes, once finished with the second time, decide as a group which paragraph to go back and “dissect”
  • Scholars are asked to break sentences down and put them back together
  • If you can go back through a text and find words your eyes glaze over, those words are often the “point of resistance”
  • Many people are trained top read fast and quiet and then take a test
  • There can always be a fear of reading aloud traced back to almost everyone
  • You should always read the papers aloud
  • One of the biggest resistances is shyness of the voice or standing out in a crowd
  • Go on the web and search for a document produced in the 70’s by the NCFFTOE.
  • Language opens and closes doors
  • Every person has their own language
  • Encourage people to experiment with language, not school them on how to be right
  • Fowler’s handbook of the English Usage includes pages of famous writings that end in prepositions
  • We are all told NEVER to end sentences with prepositions
  • Gain knowledge to better understand people
  • Rhetoric traces back to Ethos, Pathos, and Logos
  • Rhetoric is the discipline that helps you think through any given situation that you are the speaker, there is an audience, and you have a message to deliver
  • We adjust our levels of communication based on the age of people


When asked to write up a report on how this makes a connection to my major, I automatically DID NOT have to think twice about how I was going to write. I plan on majoring in psychology, and to be able to sit and listen to one’s intake regarding a certain topic was the epitome of a psychologist’s job. Though I am going a little deeper and more specific in my major-namely to help with children and adolescents-I still believe that this was all the same in what I will be doing in my chosen career. As a psychologist, I will be constantly listening to people and their different views on things, as well as offering my own commentary about what I see and/or think is going on. I truly believe that this little discussion we had in class-though it was only 15 minutes long, will help to prepare me as I advance toward my chosen field, so I can be successful in it as well:)

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