Upon finishing my Strategy, i noticed a few things. First i realized that although it took me me an hour an a half to do my strategy, it would of taken twice as long if i were to have read every single paragraph. Second, i felt that the paragraphs i did reed, gave me a pretty good out look on the whole of the reading. I feel i could incorporate this strategy when I’m on a time crunch. For example if i have a test in my Peace 101 class and i have not read the necessary material, i could incorporate this strategy to at least get the main understanding of it. I never noticed how annotating helps me actually retain information better. I found my self taking sentences and just rewording them on the side so that it made sense to me. I think that if we had more time on task to finish all three portions, then i would of developed a strategy to read more closely and not skip paragraphs. Because i missed paragraphs, i do feel i did miss out on a large part of the reading, but all in all because of the time crunch, this was a good strategy for me in this case scenario.
Before I start reading What Is Rhetoric, I am going to develop a strategy in order to help me tackle such a large reading. As I sit her in my well-lit dorm room, white shades, I ponder the endless decisions I could make. Because I know that this reading is quite long, and I know I read very slowly, I will have to take this into consideration when choosing a well thought out plan.
First I will begin by reading every first and last sentence of each paragraph in the reading. While reading these two sentences for each paragraph, I will high light anything that jumps off to me as important. Once I finish reading the first and last sentence for every paragraph, I will then go back to the sentences that I highlighted. Upon returning to these sentences, I will continue to read the entire paragraph, notably annotating the work. I will then interact with these paragraphs that I have deemed to be important. I will then jot things down that come to mind to me while reading, and any questions I may have too. With these questions, if I am interested in the topic enough, I will then be able to go back and research some of these questions for the answers in strive for. After finishing reading and annotating the paragraphs I have decided are important, I will return to the paper and reflect on how I thought my strategy worked for me in this situation.
On October 31st, Halloween, my COMP 150 went into the computer lab in order to learn more about our blogs, and blogging tactics. We started off by opening our blogs and making sure that we actually did our blogging from the night before. If we had completed that task, we were then asked to comment on our fellow scholars blogs in order to interact with them and their blogs. After roughly ten minutes of that we were then asked to change our header picture and were instructed to go to our settings, then to our header, finally edit our header. We then began something i had never even known existed. Hyperlinking. Hyperlinking is a way to immediately give credit or show where you got a bit of information. We would highlight the name, click on the hyperlink button, go to their page and copy their url in a separate window, finally plugging that into the page the hyperlink button brought up. This was something i have never been exposed to, so i found it was interesting learning a different way to cite someone. When our professor, William Mangrum, asks us to blog about our class that day, it is a great way to reflect on topics we discussed. I find my self learning almost as much reflecting on our discussions than the actual discussions alone. I come home and research certain things we have talked about in class that interest me, such as the word genre. After talking about the word genre i went home and looked at other definitions of that word and found it had multiple definitions. It means a category for works of literature, and a form of conventions.
Link to Bean
Today’s class was different than most days we endure in Bill’s COMP 150 class, in that we decided it was a nice enough day to have class outside. I found it very refreshing to get out of the stuffy classroom and out where all the mountains were visible. Although i loved being outdoors, soaking up the suns rays, i felt it was very difficult to write on the ground. I noticed i could not get comfortable. I continuously changed positions in search of a position even slightly better than the last. I remained very uncomfortable through out the class, so i repeatedly kept looking at my phone to see when we got out of class. I know Bill would not like to hear this, but I’m just trying to explain why i didn’t enjoy today’s class. It wasn’t that i didn’t like being outside, it was the specific place we decided to reside. I feel if we found a place where we could sit down and write easier, it would of been way more enjoyable of a class.
Durring class we talked about how we learn at a very young age how to argue. We are agreeing to ether get something we want and/or get a point across.The process of arguing usually is very similar time after time. At a very young age we learn how to argue, and when we argue there are certain moves or tactics that we use over and over. These become some what of a foundation for our arguments. There is often a claim made, such as, “Can i get this ball mom?” Then there is a counter claim in which mom says, “I bought you one last week. What did you do with that one?” Then the kid would come back with a rebuttal and say, “Yes, but that one got thrown into a cactus and popped.” Finally the mother would make her decision, ether give into the kids request, or remain stern and not allow the purchase of the ball.
On Friday for Halloween make sure you dress up in some sort of costume. He made the statement that a previous class argued him on this. They made the claim that if we dress up we deserve extra credit. Bills counterclaim was that it was Halloween and everybody should just be dressing up for the fun of it. They responded by giving him reasons that they deserve extra credit for doing it. An example was that it is embarrassing and we will have to wear it all day. In which Bill finally gave in an is going to give them extra credit for dressing up.
Yesterday in class our professor, Bill, instructed us to write for 15 minutes, and to not stop writing until those 15 minutes are over. He said we have no prompt, no specific topic, just to write. I began writing about something that was on my mind. Well, actually this topic is something that i can never really get all the way out of my mind. That would be the sport of lacrosse, a sport i have been playing for four years and continue to play here at Fort Lewis. I began by writing about how i started, how i got to the level i am today. I ended by saying after i am finished playing lacrosse, i hope i am able to expand the sport as a coach.By being asked to write, and not giving us a topic, i felt that Bill was simple asking us to let our minds wonder. So, in result i did what i was asked to do and wrote about what my never still mind held within.
The second part of class was a little different. We were still asked to write, but this time he gave us three things to incorporate in our writing. Bill said, “Write about your left foot, candy, and the end of the world.” Apparently what Bill was looking for was for us to make connections between these words, but that just went right over my head. I do remember him talking about how scholars need to make more of an attempt to make connections between this class and others. However i didn’t put two and two together and do it correctly. Instead i wrote a separate peace about each my left foot, candy, and the end of the world. Little did i know that all of my classmates did pick up on his hint of connecting them and often incorporated them into a story. Now i get what was expected of me and will proceed to write in this manner. Bill said, “This is why so many papers from freshman and sophomores are bad. They do not make connections.” He continued on by talking about how teachers will like the effort in connecting ideas even if it is a stretch. From here on out i will make a better effort on my connections between ideas and classes.
In education it is often thought that students don’t transfer ideas and learning from one class to another. It has been said they often don t transfer this information because they are not pushed to make these connections themselves. With that said, how can i personally make connections from here in my COMP 150 class and my Peace 101 class, Earth Shock class, and my Mass Communications Class?
In my COMP 150 class we often discuss our ideas about a particular topic rather than being taught by a minute by minute lecture from our professor. I can relate this to my Peace class because we learned about Paulo Freire who’s ideas consist of an educational environment where students discuss what is important to them and what they wish to learn. His ideas focus on an education where teachers don’t “talk at” their students, they talk with them in an open discussion. This is how i feel our COMP 150 is set up. I can say i have never experienced a class where we have these open discussions rather than an agenda set up by the teacher.
Another example of transfer from my COMP 150 class to another class that i have is when we talked about the word Genre. In our COMP class we defined it as conventions for particular repeating tasks, like a traffic ticket. In my Mass Communication class we talked about Genre in a totally different meaning. It was a classification for a any type of media, like horror and action. This is backing up what Bill meant when he said that words have multiple meanings and what the writer wants a word to mean could be totally different that what the reader interprets it as.
In the world we live in there is a common misconception that words have an indefinite meaning and cannot deviate from that meaning. I am here to tell you otherwise. Words have an abundant of different meanings that depend on a variety of different things. Ranging from the writer, to the reader, and even how it is used in context. Just because a writer wants a word to come across as a specific meaning, doesn’t mean that in the readers mind it will connect that word to the meaning you want it to.
In my COMP 150 class we discussed the word serious and what it means to us. These open discussions are used to push and understand language. We went around as a class each describing to the best of our ability, what the word serious means. Luke said, “A solum attitude, or a grave attitude.” Lidel said he thought it meant, “Being focused or determined.” Sydney said, “It reminds her of Serious Texas BBQ.” Cj described it as, “A tone, a tone in which laughing is not welcomed.” Bottom line I’m trying to get at is when we asked each individual scholar what the word serious meant, he/she had a different explanation. Some Scholars gave a synonym, others what it reminded them of, some thought of it as a tone, and even one thought of what it was not. How you intentionally drop a word on a piece of paper, doesn’t mean that your reader will pick it up the same way you let it down.
When I think of the word serious i think of what my fellow scholar, Lidel, said. He used two synonyms to describe serious. Focused and determined. When i think of this COMP 150 class i think how serious am i when it comes to working in her. How determined am i to get a good grade? How focused am i to write down the seemingly never ending notes? How determined am i to do everything expected of me and end up with a good grade? I came to the conclusion i am very serious, focused, and determined to do well in this class. This is why i am going for my goal (getting a good grade) in a very determined and motivated manner.
- COMP 150 / Section 12
- If something is in Italicized then no ” “
- Italicize a book title
- Put parenthesis around a quote
- Preliminary matter needs spaces in-between
- Scholars name then professors name then class then date
- Times New Roman size 11
- revisit notes
- Connections are at the heart of a liberal college
- How do you take stuff from math and apply it to your english class?
- We are concerned with connections
- Transfer= “I didn’t get anything out of that class” , “That class was useless to me.”
- Classes dont transfer because students aren’t pushed to make the connections.
- A paper is one site for a matter of knowledge and a Blog, Text, Conversation are others.
- Open discussions are used to push and understand language.
- We are pushing how to understand language.
- We are pushing against commonly held assumption.
- If you can expand the meaning of a word then u can do it to a sentence, paragraph, paper.
- Setting has to do with how we define a word.
- Patch writing, plagiarism, and paraphrasing.
Conversation Part of Class
- What does the word serious mean?
- Precious- Something that is not kidding around. She established what is was not.
- Luke- a solum attitude or grave.
- Sydney-thinks of Serious Texas BBQ
- Lidel-Focused, determined
- Cj-Thinks it is a tone, laughing isn’t welcome.
- Katie-Intent on our part to be understood.
- Bean-A communication with conversation.
- Carlie- Thinks of Batman. Deep thought.
- Sam- Going towards a goal with a motivation and determined mindset.
- Larine- Legitiment and persistent. Ernest or something important.
- Justin- A full body attempt. Putting your whole self in it.
- Justin R.- Emotion that shows the magnitude of the situation. Bill changed the word shows to matches then rises.
- Sam- Affirming the realness or importance of the situation.
- Kevin- Direct, get something done.
On Friday the 26th Bill asked us instead of going to class, to get together with our groups and read the first eleven pages of “Writing About Writing” aloud. During this exercise I found that reading out loud isn’t very comfortable for anyone let alone just me. I realized that no body really wanted to do this; however, we stuck it out and things went smoothly. I liked how my whole group was fallowing along and were there to help me in times of need. I know Bill told us to let each other pronounce words the way we wanted to and not correct each other, but I found it soothing that my group was there to help when I came across foreign words. I felt like when I read out loud, that I was just reading words on a page, and not fully understanding the text. Although, when i listened to my fellow scholars, I felt like i was able to really pay attention and retain the information quite a bit better. Taking notes on the side of the page as we went along was very helpful; I could remain fallowing along while jotting down notes here and there. All in all i felt this was a great experience and is going to help a lot when it comes to reading out loud in front of our entire class.