CLASS EXPERIENCE: OCTOBER 27

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.

ESSAY ON SERIOUS 2

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.

ESSAY ON SERIOUS 1

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.

CLASS NOTES: OCTOBER 24, 2014

  • 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.

  • disaplined
  • 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
  1. emotion that shows-
  2. emotion that matches-
  3. 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.

 

 

 

 

GROUP MEETING REFLECTION ESSAY

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.

REFLECTION ESSAY

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.

NOTES FROM CLASS: SEP 24, 2014

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
  •                                           /            \
  •                                       /                    \
  •                             Ethos__________Pathos
  • we adapt ourselves to our audience.
  • we speak to different audiences in different ways

Constraint- effect out message.

REFLECTION ESSAY

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.

CHART AND ESSAY (22 SEP, 2014)

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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.

NOTES FROM MONDAY’S CLASS (SEP 22, 2014)

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*

  • 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.


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