Strategy 04 November 2014

Paige Albright

William Mangrum

COMP 150/ Sec 12

04 November 2014

My Strategy

My strategy for reading the article What is Rhetoric is quite short. It consists of four steps that I believe will help me understand the reading and to annotate the material a little easier.

I started to do this in the computer lab of cooper hall which is a public place for cooper residents to do homework or use computers. With that, it was a bit hard to concentrate with people in the room. There was a boy who was watching a movie and I caught myself trying to guess what movie is was. Besides that, I had my cell phone by my side and it kept ringing which was so distracting! I honestly started off rough.

As I started my brainstorming, I found myself coming up with a plan, writing it down, then putting it all into steps. I found it hard though to try and basically guess on how you’re going to read something without actually reading it first. The steps I came up with I find is very broad and as I start to read I might realize that I did something that should’ve been in my steps.

The first step is to my strategy is to skim through the reading to get a general sense of what the article is going to be about. I imagine that certain phrases would pop out at me and make me think what could that meant which gets me thinking.

My second step is to go back to the beginning and read through the whole thing before I start annotating. By then I should have a general idea of what the article is about so it won’t be so hard to understand and pay attention to the material.

My third step to this is when I’m done reading the entire article, go back and read it again but this time start to annotate. I think this step doesn’t really require close reading because I should know what it about. I would imagine that by this step I can kind of find things that stood out to me while reading so that I can skim through and kind of quickly annotate some things.

My last and final step requires me to read the article again. This time very closely. If I feel the need to, I will annotate some more but do it as I’m reading. By then I should know what the entire article is about right off the back without having to go look for where certain things are. After I feel that I am done I would like to skim over everything once more, including the annotations and see if it broadened my understanding of the article.

 

Covino, William, and David Jolliffe. “What Is Rhetoric?” Rhetoric: Concepts, Definitions, Boundaries. Ed. William Covino and David Jolliffe. Boston: Allyn & Bacon, 1995. 3-26. Print.

 

(Words: 488)

CLASS NOTES: 24 September 2014

  • The way you think of things may come across as something else to someone else.
  • When you write, you have to make sure the reader will understand
  • We struggle with reading because we assume that we already know how to read
  • Not many of us have been taught how to read slow and analytically
  • People fear reading aloud
  • Language opens doors and it also closes doors
  • Constraints affect our messages constantly

CLASS NOTES: 19 September 2014

  • Allowed us to help each other if we needed it
  • gave us a chance to meet up outside of class
  • good opportunity to learn about each other
  • we as a group didn’t really work too much together. I guess that kind of shows that maybe we prefer to work alone at our own pace
  • if I had a question or needed help, I felt very comfortable asking
  • No one was rude to each other
  • We came in ready to work and we did. Rather then messing around

CLASS NOTES: 17 September 2014

  • Use bullets
  • If you wait till the last moment, you don’t give yourself time to learn or have time to organize
  • Train your mind– Pay attention to detail because you’re not expected to write everything down
  • never say “just”– “just” makes people feel like they are less of themselves
  • if you care about the words you say, you’ll create a better world
  • lies of language– Sticks and stones don’t break may break your bones but words don’t hurt me

 

CLASS NOTES: 12 September 2014

  • center the title of the essay
  • double-spaced
  • heading goes in upper left hand corner of the first page only
  • one inch margins
  • never add spaces between paragraphs
  • APA– American Psychological Association
  • CBE
  • CSE
  • MLA– Modern Language Association
  • Chicago manual
  • TImes New Roman
  • Insert page numbers
  • presentation copy should be clean
  • If in doubt, make a choice and be consistent
  • consistency is your friend

CLASS NOTES: 8 Septemeber 2014

  • Cell phone rings = candy for he whole class
  • We write down everything down so we can have as much information just in case we need to look back at it
  • Treat this course as a research
  • Do something with your brain– preform a basic operation with your brain. Pry it apart and put it back together in a way so you can extend it.
  • “What are you thinking?” is what the professor is  going to ask a lot
  • How will I know what’s important till I look back at my notes?
  • We learn to write by writing and by playing with language
  • 760-445-6441
  • mangrum_w@fortlewis.edu
  • Noble 234 office hours: Tuesday 11:00-5:00
  • No audio recording without getting everyone’s permission first
  • Ask if we can be recorded
  • writing is a belief and the power of language
  • water is a sound before it’s a word

 

CLASS NOTES: 3 September 2014

  • Wasn’t prepared for the assignment– You should have enough rest before you start and make sure you’ve eaten. 
  • Who knew writing could take up so much of your energy
  • Being outside with no one around, no music, no phone was a bit  overwhelming
  • I’m use to being distracted
  • I realized how illiterate I was
  •  Writing in a quiet and peaceful place really opens up your mind
  • Simply writing about anything can allow you to recall past events easier– it can also make you think even further about something
  • I learned a lot from my mind

CLASS NOTES: 01 September 2014

  • Required to write everyone’s name down
  • Write everything down
  • Learn how to cite each other
  • We’re all scholars
  • In this class we’re going to talk, argue, and debate
  • Take lots and lots of notes
  • When you write a paper, the first time you mention someone, you state both their first and last name but any time after that you only use their last name
  • I am responsible for my own education
  • Banking theory: Minds are vaults. We give teachers the combination and they put a paper in there, lock it up and that is us learning.
  • Expected to sit in a different seat and by someone else everyday
  • The more you know the more you’re invested
  • Don’t think of this as a brain dump.
  • When you write, you’re a rhetor.
  • Be responsible for your own production of knowledge
  • If you don’t write it down, you probably won’t remember it later.
  • We’re smart but not that smart– We don’t have the ability to remember everything, therefore we write it down so later we can look back on it

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