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.

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