This week, during our Monday comp class, we tried a new writing exercise. We were to write for a straight twenty minutes about anything we could think of, but once we started, we could not stop until our time was up. After the first twenty minutes, we took a short break to read a few of our entries out loud, then this time, we were given three things to write about, this time with a shorter time limit.
I felt this experience was very enjoyable. Although when we first started, i panicked a bit, not understanding fully what was going on. So when all i herd was, write for twenty minutes straight, i wrote the first thing that came to my mind. For this first part, i wrote the lyrics to two Elvis Presely songs. While doing this, it reminded me to listen carefully to things i here, this way i can accurately write them down. After i wrote as much of the lyrics that i could remember, i descided to write about a few characters i had created a few years before, but i only got to write a small paragraph before the time ended.
Then for the next writing time, we were to write about out left foot, candy and the end of the world. For this one, i feel that i could have done better. I didn’t incorporate candy into my story as much as li would have liked. For this one, i also wrote about a character i’d previously created years before.
I really did enjoy this exercise. It gave me a chance to write exactly what was in my mind at that exact moment. This was very relaxing, im not sure why. The second half was also enjoyable. It was fun to find a way to connect everything together. Then when everyone was asked to read their stories out loud, they were all very humorous. This made the room feel very light and energetic, making focusing on the conversions easier. I really did enjoy this experience, and i look forward to it if we get to do this experience again.
When you are on the topic of your education, it must be taken seriously. If you do not, then you most likely will not take any of your classes, your assignments, your professors, or your intake of knowledge seriously. Because of this, there will be a lack of motivation, and you grades will suffer. Before long, you will probably get removed from school, making the whole experience a waste of time and money. It is important that you take every aspect of your education seriously, this way you will learn as much as possible during the course of your education, making it possible to move forward in life with the necessary amount of knowledge. While in high school, if you had taken nothing seriously, then you obviously would not have graduated.
Because of this comp class, i have learned to take my note writing more seriously. I try to write down as much as i can during class. Now i apply this to my other classes as well. I no longer just listen to lectures passively, waiting for the clock to dismiss us. I apply myself to taking as many notes during class time as i can, this way i learn more and i no longer miss important information.
Now, due to my self assignment, i realize there are several aspects that i was not really giving any of my attention to. I have learned that because of this, i am not focusing as much a i should a certain subject and so my grades are not as high as i’d hope they’d be. I know now that i must apply myself more in these areas, especially in the area of reading, this way i will be able to gain as much knowledge as possible within the designated time span of all my courses.
Serous could mean a lot of things, many examples were given on Friday’s class on what serious could mean. It could a particular way you approach a goal, or how to execute a particular task. Most likely, if what you are doing is important to you, you will perform the task in a serious matter.
Seriousness in this class can be integrated into many aspects of this class. When writing papers for this class, it is important to approach the subject in a serious manner. If you do not take your subject serious, you will not write about it in a serious way, making it seem that you are not that interested in the subject, and thus taking away from the paper’s tone as an academic source. But sometimes it’s good to add a little humor to a paper that is not supposed to be as important as the others. Humor also makes the paper an easier read, although it draws away from a serious tone. But a paper can be very informative and helpful as a source, even if its tone is not as serious as other papers, written about similar or the same ideas. I like to write papers for this class, because i can practice writing both serious and non-serious papers, and learn how to balance them both properly.
But when taking notes, you must have a serious point of view. If you do not, then you will not pay as much attention as you should and you will lose important information. So it is important to have the correct attitude before the beginning of class as well. This also applies to your idea of knowledge. If you do not have an important view on what knowledge should be, you will not commit yourself to learning, and information and knowledge will be lost.
Assignments must also be taken seriously, if this is not done, there will be no motivation to complete class work or homework. Most likely, you will fail the class.
- After COMP 150 put / and Sect
- don’t put in “Quotation marks” if already in italics
- (turn signals are a convention, they signal to a person that your making a particular move)
- quotation marks signal that you are quoting.
- don’t italicize if referring to person. (exp. Huckle Berry Finn.person. Huckly Berry Finn .title)
- font point 11
- Blog, use conversation- 3 parts
- 1) post notes
- 2) only after 4hr break, write essay on what was talked about.
- 3) after another 4hrs, take info from class and make connections to other things in edu.
- *connections are the heart of a liberal arts edu.
- “i didnt get anything out of that class”
- “that class was a waste of time”
- “Im never going to use this”
- “im never going to do anything with that”
- students arent pushed to make connections w/ what they learn
- diff site were knowledge is made. (Sites: paper, blogs, text messages)
A wide range discussion where we are pushing to learn language
- pushing against commonly held assumptions on what writing means.
- pushing to-
- tease out-
- learning how hard it is to write
*What does serious mean?*
- a solemn attitude on something- luke
- serious Texas BBQ, super cereal; not serious at all
if you can expand on a word, you can expand the meaning of a sentence, paragraph, paper.
- focused, determined
- as a tone, where it is not comfortable. Laughter is not welcome.
setting has to do w/ def.
- an attempt to be understood
- a way of communicating something important w/ conviction.
- deep thought
- going towards a goal w/ a motivated and driven mind set
- legitimate and persistent
- full bodied attempt to accomplish something
- emotion that matched the magnitude of the situation
- emotion that shows-
- emotion that matches-
- emotion that rises to-
- afferming realness or importance
- not only in speach, also in expectation that something will be done
- earnestness of importance
- a signal that something must be done on other end.
patch writing- issue of paraphrasing and plagerism
- type notes, 4hr break
- write abput how serious relates to class, on writing, notes, assessments, ideas of knowledge, (just this class) 4hr break
- sec. essay relate serious to your whole edu. experience.
- (no more than 4hrs for whole assignment)
- common words have a meaning in your head when you write them down
- people bring their own meaning when they read.
On Friday, we were asked to meet in our groups to read a few pages from our text book. We were asked to read from pages 1 to page 11, underline things that interested us, rewrite difficult sentences and interact with the text. Then after we read the text, we were suppose to go back, reread it again, and then select a paragraph and study it as a group.
When we met, we decided to read the pages by section, switching readers every time a section ended. This worked pretty well but some read a lot more than other. When we first started reading, it was a lot easier to understand the text and to pay attention to the sound rather than the actual words, so i needed to constantly remind myself to follow along and not just listen. But then after awhile my mind would wonder so i just started listening so i wouldn’t faze out.
When it was my turn to read, I feel i did ok the first time but then after my second turn, i would occasionally lose my place and get nervous, so i’d sometimes start to stutter and mispronounces words.
The reading didn’t seem so bad at first, but then it seemed to drag on and i stopped paying attention. But i finally managed to find my place again, even though my attention would faze in and out, but i did try to pay attention.
But because it took us longer than we thought to read the text, our hour and a half was already over. So we discussed what we read for a bit before going home. But altogether, the reading wasn’t bad, and if we hadn’t done it in group, i’m pretty sure i would’ve only done half the reading before giving up. So im glad we did the reading in groups so that way i wouldn’t fall behind.
Yesterdays class was a bit harder to focus on. I had’nt been sleeping well, so staying awake was kind of hard, but i managed to get down some pretty good notes.
Well in class, Bill talked a lot about we could better understand the context of a book or whatever it is we’re reading. By rewriting sentences that are difficult to understand, by seeing it and writing, it’ll be easier for our minds to figure out what is being said. I feel this will be a very helpful tool to use in the future. Another thing he said that could help us, was to pick out a paragraph from a book, page, or something that we enjoy. Pick the paragraph, and rearrange it several alternate ways. This is a good exercise when playing with language. This sounded very interesting to me. If you play around with a paragraph, it creates new ways to get your point across, sometimes in new more colorful ways, or just straight to the point. I think one day i will try this.
Although i got some good note, i didnt get as many as i’d like. Not because i wasn’t paying attention, but every time i wanted to write something he said down, i’d be to busy writing down the first half but he speaks so fast, that by the time i try to write down the rest of what he said, i’d already forgotten what was said. This frustrates me very much. Many of my notes have eraser marks that would have been note, and sometimes just bits and pieces of a conversation. I would have twice as many notes, but i can’t seem to remember the rest of what’s been said in the conversation, but i will try harder.
Scholars dont rearrange paragraphs enough.
- 1. invention
- 2. arrangment
- 3. style
- 4. memorization
- 5. delivary
- copy paragraphs from a book you like, and rearrange it. To play with language.
- *Fri, groups read aloud p.gs 1-11, take turns. Read different sections after.
- underline stuff
- interact with text
- go back and study a paragraph
- rewrite sentences that are difficult.
- Blog experience about experience and the content
- we struggle with reading cause we assume we are suppose to know how to read.
- reading slow and analytically, helps to be able to break a sentence apart and put it back together.
- read something so close, you can anticipate whats coming next.
- if you can go back through a text and find words you just glaze over, and lean the words and understand them, you’ll be able to understand the text.
- if you work to understand the words, you’ll understand the text
- Microsoft word:
- file> options> proof> click on box that says “readability statistics”> Save
- options> review> spell check
- NCTE: national ……………….. , largest professional something………..
- language opens doors, and language closes doors
- every person has their own language
*Fowler’s Handbook of English Language.
- Rhetoric is about immediate ………………..
- as a scholar, you dont want to gain knowledge to hold yourself above others
- Rhetoric is the discipline that helps you think through any given situation
- Rhetoric: Logos
- / \
- / \
- we adapt ourselves to our audience.
- we speak to different audiences in different ways
Constraint- effect out message.
As a biology major, i found this exercise helpful. While in bio class, it is very important to take note, if not, its very easy to fall behind if you miss something important. While in Bio class, if you write things down in conversations and debates, the information is easier to record, because it’s been tossed around and repeated several time. It also helps when people are talking about the same subject, that the data is worded in several different ways. This makes learning things easier too because, if you hear something one way and it confuses you, it helps if you hear the same information worded in a whole new way, this can make it easier to understand. Also, if you hear something worded in a different way, it can make the data easier to remember. And while in a group discussion, i find it easier to keep up with whats been said. Most of the time, everyone is one the same page, so if you fall behind, its easier to ask another person what you missed. So when i apply this to my classes, it makes it easier to learn more information, and it helps clarify when things become confusing. I also feel ill have a better chance recording more things because so many people are coming up with really good points instead of from one person, with only one view.
Essay written in class:
People were discussing the def. of inquiry. only about 6 (maybe) people spoke often. A little more people, around 6 (maybe) spoke a little less. Some at the beginning of the discussion, some only at the end. And more then half of the people remained silent. They all took notes and argued a bit on the correct definition of academic inquiry and query. And for a brief moment, there was a debate over the correct spelling. After the discussion, a satisfactory definition was reached. Although several definitions were written down.
This is what was discussed in today’s class, on the proper definitions of query and academic inquiry.
- Construct a working definition of inquiry
*ITS SPELLED INQUIRY*
- scholars construct their own definitions based on what they know.
Questions: What does it mean to query? What does Academic inquiry mean?
*ITS SPELLED QUERY*
- to ask questions, and investigate to get a satisfactory answer.
- asking questions
- Academic inquiry:
- to question things on education
- instructed or guided research
- an inquiry in the academic genre
- finding answers
Inquiry is a verb.