My Class Notes: October 24th

Notes

  • molly made the claim that if we dress up we should get extra credit, the reason being we would put forth  more effort, their could be additional costs, or we could be embarrassed, some people might judge other people, some people aren’t planning on dressing up, some people might think their too old to dress up, some people may have classes before this class and can be considered a distraction,
  • arguments are everywhere, we are making claims constantly
  • counter claim, rebottle, giving evidence as to why not
  • making claims and providing evidence
  • Rebecca made the claim that judgment and embarrassment aren’t the same
  • The reasons being for dressing would be because its fun, because its Halloween, its not socially acceptable to dress up any other days of the year, personal desire, it could be funny, we could get extra credit for it, to show off our costumes, make connections with other people wearing costumes, its a tradition, or it could be not a tradition for some people and they want to change that, getting your cost worth out of your costume, or to join into the festivities
  • counter proposal because as a scholar bill needs to be able to give an academic reason for points that are given
  • those who show up in a costume on Friday to show that we understand the arguments for and against the argument we had today, and that we engaged
  • an academic argument is back and forth, get a half letter grade bumped up on the final self assessment
  • we have reasoned discussions with people all the time to get what we want
  • participated and learned from this conversation
  • we have to develop the skills of paraphrasing
  • understanding is followed by proof

Homework

  • put in a good chunk of time on blogging
  • todays notes
  • essay can be developed from these notes
  • writing is connected to talking, your writing will improve when you pay attention to the way we talk

 

Making Connections

We make claims everyday, I say I’m tired at least once every morning, and that right there is a claim. But we don’t always provide evidence or ask  why, or why not. The difference between this conversation and the world around us is that people don’t always care to ask why, or to ask people to give us evidence. The connection that they have is that we make claims everyday, everybody does it. We don’t always notice it, but its there. The thing that I have learned from this class is that to be a scholar is more than getting information, its having that information and digging deeper, going beyond a search engine or a textbook.

Thoughts on October 24th Class

a lot of the time we say things or write things that we mean, but other people don’t understand. People take our writing out of context everyday, I’m glad that we talked about this in class because I feel like this is probably a really big problem in college writing. Learning to pay more attention to the way we write things, and the effort we put into writing.

we also talked about self assessing ourselves, and how to make it better. I feel like the solutions that everybody had to improving our self assessments were great ideas, I definitely didn’t have motivation for the self assessment, and I needed to care more about it to take it more seriously. My intentions were to only get the paper in and not improving.

we also defined serious, and their are a lot of different meanings to the word. i like that we do try to define simple words because we notice the difficulty of it. Even words that are so common to us take time to define, and once we get used to defining these words, it’ll be a breeze to do later in life.

 

My Class Notes: October 24, 2014

  • Get back to the assignment on activity theory
  • blogging
  • looking forward to self assessment at the end of the term
  • looking for a robust engaged conversation around self assessment topic, students should be responsible for their own writing
  • some people have no motivation to do a rigorous self assessment
  • don’t think of yourself, distance yourself from thinking of yourself doing the self assessment and not doing it or not turning it in
  • collaborate
  • Andrew Owens said how can we fix things so that people are motivated to turn in the work
  • Josh Plutts said to work on fixing past habits
  • Tyler Scott said to learn how to more rigorously assess ourselves
  • genre; think of self assessment as a kind of genre it asks for a particular kind of writing
  • Jonathan said to work on taking self assessments more seriously
  • were not just killing time to the extent that you engage were learning about language, how to articulate position, and making knowledge
  • Ethan Beussel said we are learning to take responsibility for our own learning and want people to work together
  • joey said to get more involved with the conversation
  • Marcale Kaskalla said to work together and engage in learning
  • Raelynn Torres said that when we dont turn our papers in on time that its not very scholarly of us.
  • Janelle Mitchell said to take more responsibility
  • how would serious be embodied
  • one of the most helpful ways to get a general look of a word is to set the word in opposition to another
  • half hearted, rigor, to do something to the best of your ability, having a sense of care for something
  • examples of the way we have heard the word rigor
  • Andrew came up with the example of when we were kids and someone was bothering us and we would say “seriously, stop”
  • Joe Breummer said that if we want to pass then we know we have to take it seriously
  • Ben gave the example of when something is seriously hard or seriously messed up
  • When your parents tell you that your grounded and you ask are you serious, am i to take this as a credible action of your true intentions
  • when your taking a paper seriously your getting better
  • are your intentions to just get the paper done or to get better
  • Molly said that serious could be used as a statement or as interrogative
  • When talking about serious texas barbecue or serious date rape causes, one is seriously good, and one is just serious
  • the defense is usually i didnt think she was serious when she said no
  • two completely different meanings with different costs, or different intentions
  • Andrew made the connection between our conversation  and misunderstanding papers
  • site is a paper, a site for knowledge, but not always a site for fixed knowledge
  • we put words down on a paper and think that the meaning of those words are final
  • the papers are dynamic, but not fixed solid or certain
  • your words are not solid and people encounter our words sometimes very close to what we mean, or not close at all to what we mean
  • everyone interprets things differently molly said
  • interpretation is an act of reading and writing
  • writing makes form or interprets
  • the act of listening to someone who is being serious
  • we want to be able to talk about common or regular words or phrases and explain the phrases without using the phrase
  • listening and serious have an internal intention serious intentions are coupled with listening
  • context
  • some terms or expressions are acceptable for certain times and places.

October 9th, 2014: Book Excerpts

Victor Villanueva: Bootstraps

On page 116 Victor wrote “What I would do is read and enjoy. And, when It was time to write, what I would write about would be an explanation of what I had enjoyed” The part that I enjoyed the most about this excerpt is that the story is about a character who is a minority, and for the most part just wants the best out of his education. He wants to potentially become more than a bill collector. I relate because I’m a minority who doesn’t want to end up working at a fast food restaurant or some other low income job. Along the way the characters dreams get bigger and he realizes that he can accomplish a lot. This is a big motivation to me, maybe some day I’ll believe in myself enough to become a doctor.

Malcom X: Learning to Read

My whole life my teachers and my grandparents told me different stories about what the Europeans did to many different native tribes that were all over what is now America. In Malcom X’s story he talks about what they also did to every nation that did not have the same skin color as them, I was never told about the stories of what happen to other nations. So reading this was kind of a shock to me, I have heard people who are angry about what has happened in history talk about this situation but hearing it about a whole different culture gives it a whole new meaning for me.

Emily Strasser: Writing What Martters

On page 201 the writer talks about Gerald Graff and how in his book he makes the proposal that ” teachers should teach students to incorporate their street smarts and common skills of argumentation and persuasion into academic writing,” I agree completely because I think that students everywhere should be able to convey their messages in their writing in their own words, or in the way that they think not the way that their teacher or professor thinks. I liked this reading because it stresses the importance of writing being more than perfect grammatical sentences.