Conceptions and Misconceptions about Writing

  • The misconception here is that writing has the same rules everywhere, and everybody who writes anything should follow these rules. That writing is all about grammar and punctuation, but the most important parts about writing are who, what and why. Paying attention to who your writing to is a big part about writing, knowing your audience determines what context to write in. The reason or purpose of what your writing is the what part, of course you have to have some knowledge about what your writing. Why are you writing about this topic? This is the question you should consider when writing at all times. Considering why you are writing about this certain topic is a good way to start researching the different aspects of your topic.
  • When writing about different information you cannot do it without putting your own information and opinion into it. This misconception is wrong because it is impossible to write about something and not put your own way of thinking or your mind into it.
  • When reading different texts everybody will have their own opinion about the writing, different people will view the text in completely different ways. People often think that when reading the same thing, everybody gets the same thing out of it, but when different people have different experiences or beliefs they relate to the text differently than others.
  • In different types of writing authors can write and not involve themselves at all. This statement is false whenever writing authors will always put themselves in the text, maybe they’ll use their experiences, their opinions, or their beliefs but an author can never completely exclude themselves from their writing
  • When an author “borrows” ideas from another text it is not plagiarism, people seem to think that whenever to texts tell the same information it is copied. All authors and writers use ideas from other texts, because when researching or just getting information about a topic, there is no way to tell you the information without borrowing the idea, or writing about what you got out of your research
  • The misconception people overthink is grammar, word choice is a big aspect of writing but writing is not always all about grammar and getting it right, writing is sharing experiences, opinions, beliefs, or really anything that comes out of your mind. Writing has a greater meaning than just “getting it right”.

My Class Notes: September 24, 2014

  • “whats about not even trying.”
  • making knowledge
  • every class is about 25$
  • groups are for when your confused
  • classes are basically non-refundable so its up to me to get my moneys worth
  • intertexuality- a piece of writing where you borrow phrases, images or ideas from something else
  • we are constantly bringing into our writing traces from other places
  • understanding things by applying to what we already know
  • using prior knowledge
  • deconstruct the meaning of things, apply it to yourself
  • paraphrasing
  • if your not trying your not getting anywhere
  • comparing with the opposite
  • construct the definition of try- to give effort, to attempt, to apply yourself, to pursue a desire
  • the act of applying effort to a desired goal or outcome
  • doing something to the best of your abilities
  • exploring new things, overcoming obstacles, to apply yourself fully to doing something, doing your best no matter the situation, using all your abilities to accomplish something
  • goals, achieve or succeed, outcome, desire, pursue
  • new challenges
  • try, attempt, think
  • unwrap the package, start thinking
  • look at the contrast, using prior knowledge
  • intuitively as a group we came to the conclusion that what Jonathan said was out of context and irrelevant
  • learn how to move words around In a paper so that your professor has in their head exactly what you want them to hear
  • the conversation is never stopped, just paused

The time that we spent in class trying to define the word “try” was a good experience for myself, I personally have never been asked to define a word on my own. Usually I would have to use a dictionary, but even defining a simple word like “try” wasn’t the easiest thing to do. I personally think that everybody looks at different things in completely different ways, the word try to me means to put effort into doing something. When Bill started talking about how the dictionary didn’t fall out of the sky, and google was created by people to it got me thinking. If some ordinary people made the dictionary, then why not try.

My Class Notes: September 22, 2014

  • When our bodies aren’t engaged neither are our minds.
  • to tell somebody your name is to make a claim, but you need evidence.
  • “I don’t know” is a clam that we use too often
  • we make claims all day, and give evidence as well
  • being hungry is a claim, the evidence is your stomach growling, being light headed, being grumpy, lacking energy, saying its time to eat and saying how long ago it was since you last ate.
  • being tired is a claim that Claire Giannaula made, her evidence was saying how much sleep she had, or being sick
  • sitting in a circle gets you more engaged
  • molly went rock climbing and her evidence was that she had blisters and gear.
  • more evidence would be pictures, a witness, or a date and time
  • I’m a scholar and I have to be a investigator
  • one thing that  molly didn’t use as evidence is telling us her first hand experience
  • another claim that a scholar made was that he was awake and focused, his evidence was that he had enough sleep, he ate breakfast, and he got hydrated
  • erasing browser history erases it from a casual observer, but does not satisfy a scholar
  • “take my word for it” or “let me be honest with you” are the types of phrases that make you doubt what someone has already told you
  • another claim that marina crow made was that she is homesick, her evidence is that she was looking online for plane tickets and she been talking to her family a lot. She is planning on leaving the evening of November 14th and coming back the morning of the 26th, in order to get the fare down she has to be willing to make more stops.
  • the process of making claims and getting evidence is something we do everyday, it is something we do as scholars.
  • we notice these claims, gather evidence, and prove the claim
  • the first claim that was made in this class was that ben competitively solved rubix cubes, he proved the claim by getting on the desk and solving a rubix cube
  • Sam made the claim that he took a shower this morning, his evidence is that his hair is still wet, but a student pointed out that it rained earlier, more evidence would be his roommate witnessing him take a shower
  • we are all animals, the thing that separates us is that we can transcend our situation and think about it
  • “so “therefore” are certain keyword terms that set up a conversation to go a certain way, its different
  • Andrew recalls when Bill said to take the process and understand it, being a scholar is about understanding.
  • word choice can make a conversation or paper fail or advance
  • your a scholar not a kid, we can be kids outside of the class, but we must be scholars in class.
  • being a kid can get in the way of us getting a college education
  • in the classroom we need a scholarly mindset
  • argue, challenge, give evidence, conceive
  • another claim that was made was that a student was cold, she corrected herself when she said “kinda” it is an act of revision
  • her evidence is that it rained therefore her feet are cold
  • the professors are not asking us to do something we don’t already know how to do, they are just asking us to perfect it in a college setting

My Class Notes: September 12, 2014

3 rules for COMP 150

  • come to class
  • write everything down
  • talk to your fellow scholars

Event at clock tower, volunteers start at 6:15, event starts at 7:00. Glow run is for sexual assault awareness, It is a 5k run and a 3k walk. www,fortlewis.edu/tellsomeone is an anonymous website for reporting sexual assault. extra credit: interview volunteers and runners, write it up for a paper, take notes from SASO speaker.

Self-Assessment- to criticize, to evaluate, reflection, observation, assess. These words can be written as verbs and nouns, Matthew thinks to criticize is to be negative, but observing is to  notice the good and the bad. whenever I get to COMP 250 I have to make definitional argument; different than evaluative argument. Ethan disagrees with Matthew because he says criticism can be used as a tool. molly thinks to evaluate is to go over what you’ve collected and reflection is going over past experiences or to look back. In Jonathans mind evaluate can be looking over what you’ve done, positive and negative. Callie thinks to evaluate is something someone else does to you or vice versa.

Writing and thinking, pro’s and con’s, formal and informal, the inside and outside. Inside yourself, evaluation is objective, and reflection is more of interior thoughts you keep to yourself

your papers will be better when you know the words your writing. Control your language, so you know what your saying means. Never agree with anybody, students have been trained to make a noise they think their professors want to hear. Joe thinks that people are nervous when they are called upon. We have to care about the language we use, and not care about being corrected. Its not necessary to be afraid. we’ve come to a point where we think nobody is going to listen, if we acknowledge we might be otherwise engaged, because it makes the situation better. Empowerment, force yourself to be heard. Don’t wait to be heard, or to empower yourself. It is my responsibility to care for my language, don’t fly under the radar.

One of the most empowering things to say when being called upon in class? “I appreciate you calling upon me, but I do not understand the question.”

  • the question showed gratefulness about being called upon
  • showed knowledge of not understanding
  • ask another student instead of the professor

don’t say kinda, sorta, pretty much or anything like that. Have distinctive vocabulary. speak with confidence.

I have to be able to show my professors I’m willing to learn, professors can see when your learning and they can see if your paying attention. To use language correctly is not the same as using language effectively.

you can face fear and you can win.

 

My Class Notes: September 1, 2014

Students in class:

Ben Miller, Tyler Scott, Jennelle Mitchell, Molly Appel, Ethan Buessel, Marina Crow, Jared Adkins, Samuel Smith, Corey Francis, Katie Watson, Jessika Sowle, Matthew Jandebeur, Drew Laramie, Rob Snodgrass, Eljin Gorman, Callie Belcher, Andrew Owens, Rebecca Ward, Claire Biamaula, Josh Plutts, Raelynn Torres

  • Wednesday these notes are due, not graded (take lots of notes)
  • I’m responsible for my learning, I’m paying for this opportunity
  • resist or embrace? Embrace! I have the power to control my own learning experiences
  • Drew Laramie said “If you resist, you’re wasting a bunch of money.”
  • research is about the mind you bring to the moment you are in.
  • as long as I bring an open and alert mind I can research anything
  • I was raised in a time where people think brilliance is something written online
  • writing is a physical activity
  • I can learn more from my peers than from my professors
  • bill shared with us his experience with a previous geology major, she told him that the stuff she learned in his COMP class helped her in the field, she had to write down everything and record a lot of data. It wasn’t until later when she realized the significance of all her data
  • when asked what Tyler thought the class was thinking about he said he thinks everybody is worried about what other people are thinking, he is also from Steamboat, Tyler surmises or makes a claim that he and everyone is stressed about their new surroundings.
  • Molly is from Denver she came to FLC because she likes the mountains and scenery
  • tip #1 on good writing: learn to expand, explain further, and look for ways to connect different audiences with your concepts
  • tip #2 a thesaurus is not my friend, but a dictionary
  • tip#3 tell people no to hassle me, because I have to read my dictionary
  • tip #4 don’t use words I don’t know, use dictionary often
  • 4 steps – referring, summarizing, paraphrasing, quoting
  • I’m in college to make knowledge, I’m not in college to report to my professors what’s already in the library
  • listen and take everything in
  • if I’m not listening and being attentive in not researching
  • bring my mind, questions and everything I need to class
  • Rob took in from the class not to use words he doesn’t know
  • I’m the only person who can make knowledge from my perspective
  • never turn in a paper I started the morning of classs

My Class Notes: Setember 3, 2014

  • Participation
  • write everything on board
  • make knowledge together
  • Hospitality/ put room back together
  • be a great scholar; use kindness for others
  • be aware of how you learn.
  • how often do I act on what I know I’m supposed to do
  • note taking and descriptive writing are styles of writing
  • start learning genres of writing
  • John made a claim that bill said he came to class a day late and the professor would still be nice, Bill challenged what John said but John provided evidence to his claim by saying “we can go check the emails”
  • one reason papers fail in college is because there is no evidence
  • 1st person has to be backed with evidence
  • in text citations in work cited pages
  • recent calls on a phone are equivalent to a work cited page-who have you been talking to or reading from
  • work cited pages are for going back and accessing what in the paper
  • start papers with a hook, hook in your audience- 1st conflict; she is feeling regret
  • 2nd point of conflict; she doesn’t know what to do
  • time on task- the more time you give scholars to do anything the more it becomes a part of them
  • raise tension to grab attention
  • its not about good, its not about bad, its about learning
  • use paragraph breaks; paragraph breaks give the readers eye a break
  • always think about the reader
  • you want to be seen and noticed
  • don’t make assumptions; write down everything
  • right now at this stage I should distinguish myself as a scholar
  • you have to be hungry, if you don’t want it why are you spending money on it
  • children don’t yet know how to hide in their body
  • professors are nervous too, they’re just better at hiding it
  • higher education is a big business that a lot of money goes into.
  • how to get students to take one thing from a class and take it to another, transfer
  • how many people have ever questioned if they’ll ever use the work from the class in real life; its a research question
  • transferring can be used for everything

 

 

My Class Notes: September 15, 2014

  • Always get papers back within a week
  • always put comments on paper
  • not going to correct papers

not trying to make perfect writers, just rying to get us engaged

money is not how you buy a book, it is about how much ink you put into it, the only way you own a book is if you write in it

wrong word choice- to fix this problem don’t rely on the computer, your computer is not responsible for your errors.