3 November Class Reflection Essay

Class started out with us writing short stories and a few scholars shared their stories to the class. We discussed what can help improve our writing. The way the tone and expressions are presented in the our writing and reading is important. It is important to draw in your reader and  from them to make a connection to your writing.

Along with the importance of tone and expression we also discussed the word choice, imagination, and imagery. Without these things your audience won’t be engaged in the writing. Especially imagery, which helps create images throughout your writing and which your reader can become more interested and hooked on to the story. And presenting a problem in your story. Creating mystery in the beginning of the story helps keeps the reader draw into the story cause they want to know how the problem is solved.

We learned the five cannons. These five cannons are important because they revolve around invention, style, memory, and delivery, the key important things that can help improve your stories . Invention is brainstorming what to write about, what would interest people to read your story. Arrangement of words is very important because it needs to present a way that is easy for the audience to read it. With arrangement you can go back an edit and move words around to make the story more interesting. How you write reflects your style. The style of your writing is important because it does reflect you and who is interested in your writing. Memory is just memorizing what you have said within the writing that there’s no need for you to look back. Delivery, is the tone and expression, like I said is important because it draws in the reader.


My Class Notes:27 October 2014

Objective of the exercise is to write without stopping

Monday in class we had three writing assignments to do that were timed for 10 minutes we were not allowed to stop our writing utensils even if we didn’t know what to write about. Our first writing assignment was about anything you wanted to write about, second writing assignment was to write about your left foot, candy, and the world ending. When we had to read our stories out loud some of stories were pretty good, the way that they just all connected together. Some fellow scholars didn’t know what to write about so they just wrote what they were thinking about. My favorite stories came from Sammy, Josh and Marina. Sammy connected the tv show The Walking Dead to the writing assignment about the world ending and how crappy of a tv show it is but he still watched it Sunday night. In Josh’s short story I like how he connected his left foot to saving the world from ending. What I liked about Marina’s story about her left foot, candy, and the world ending is that she didn’t know what to write about and she wrote that down and that she drew a whale, and that she likes whales. From this writing exercise I’ve learned that I can’t keep writing things down without stopping. I didn’t have that great connection or flow in my stories, I have to stop writing and really think about making connections.

Post #3

I’m suppose to talk about the connections we made in class Friday and how this connection can be connected in the world. We discussed what does it mean to be serious. In college we scholars need to be serious about our schooling staying on tasks and doing our assignments. If we aren’t serious in college we can’t further our own education and would possibly fail college. It is our own responsibility to handle our own things not for someone else to, this is a part of growing up and being serious. In the world serious can be reflected to work and many other things. If people aren’t serious with their job how can  bosses trust their employees with further tasks and tasks with high importants. That leaves questions with the boss, is this employer taking their job seriously or are they just free loading.  Being serious is an act of taking responsibility for the things around you that need to be done

Post #2

On class Friday, October 24  Bill went over how we will be moving forward in class. Among this conversation Bill told us we would be blogging more, go back to our assignment on activity theory, and also to look forward to our self assessment at the end of the term. Bill mentioned to the class how he takes the Fort Lewis Academic Rigor Policy very seriously. He connected how important the Rigor Policy was to our midterm grades. Bill was disappointed in us because some of us didn’t turn in our midterms or some weren’t completed . He said a few grades we changed. How are we scholars if we can’t turn in our work? I know this has become a problem with Bill, he doesn’t want this to become a continues thing and that we need to find some way to fix it for there won’t be future problems. We all were to think together and discuss what we think of this problem. Bill asked a few people what were their thoughts on this problem. Andrew questioned how can we fix it to where we are more motivated in to turning in our work, John said working on fixing past habits. We then talked about the different genres in writing and to think of our self assessment as a genre. We further discussed the issues of not turning in our work or even doing it, then Johnathan said how can we take it more serious. This changed the conversation to what does it mean to be serious? We gave examples of how the word serious can be used. Johnathan compared the word serious to its opposite as being playful. We then discussed what does it mean to take our papers serious. Being serious would be to doing something that you care about and trying you best at it. With more examples were being said, Molly then said serious can be used  both as a question and a statement. We as scholars are to learn the different contexts of the word.

Excerpt from Bootstraps: From an Academic of Color By Victor Villanueva

I’d have to say this was an interesting piece to read. Victor Villanueva wanted to go to college but, college scared him and he was also told that college wasn’t for him.  He admired the college image at the University of District of Seattle but, said to himself, “Maybe in another life time.” Once in community college he had is own way of writing essays. He didn’t create the outline of the essays he wrote which, he felt guilty for. How he created his writing was by  make notes, scratch things down, rearrange paragraphs. That one of his instructors said there was something wrong with his writing. Mrs. Ray assumed he plagiarized his writing but later apologized saying “his writing was too serious” and too abstract. He later transferred to a university where if found out that his writing skills weren’t that good as they were in community college. He began to read more and began changing his writing skills.



Villanueva, Victor. Excerpt of Bootstraps: From an Academic of Color. Writing. 2nd ed. Boston: Bedford/ St. Martin’s, 2014. 107-18. Print.



Learn to Read By: Malcom X

It’s interesting to know that Malcom X was a strong advocate for the rights of African Americans but, he didn’t know how to write simple English or read. Since being in prison he took it upon himself to learn to read and write. He wanted a dictionary to learn words which he wrote every word down. He began to enjoy and become captivated in his readings, “You couldn’t have gotten me out of books with a wedge. Between Muhammad’s teachings, my correspondence, my visitors- usually Ella and Reginald- and my books, months passed without my even thinking about being imprisoned. In fact, up to then, I never had been so truly free in my life.” (pg. 121) He loved to read so much he would visit the library, stay up late to read in his cell.  He then began reading books about African American history which lead him to what his known for, being an advocate of the rights of African Americans.


X, Malcom. Learning to Read. 2011. Writing About Writing. 2nd ed. Boston: Bedford/ St. Martin’s, 2011. 219-127. Print.


Writing About What Matters: A Student’s Struggle to Bridge the Academic/ Personal Divide By Emily Strasser

Emily talks about how in eight grade she had a language arts teacher, Janna, who encouraged Emily’s writing. Emily’s teacher made her students feel like their voices mattered, cared for her students, and encouraged their writing help Emily. When Emily was in college she learned how to balanced out her academic life with social life, her choice was the more healthier academic lifestyle of studying and how she took on the love of writing.


Strasser, Emily. Writing What Matters: A Student’s Struggle to Bridge the Academic/ Personal Divide. 2014. Writing About Writing. 2nd  ed. Boston: Bedford/ St. Martin’s, 2011.199-205. Print.

Conceptions and Misconceptions About Writing

Finding Conceptions and Misconceptions in the book, Writing About Writing

  • Misconception-There is one single set of correct rules for all writing at all times.
  • Conception- The rules focus on and depend on the situation and audience.
  • Misconception- Writing can contain facts without a “spin” (your own opinion).
  • Conception-There is no way to directly transmit information, when we write we bring out our own ideas, experiences ect. to make a connection.
  • Misconception-Text inherently “means” to understand in one way, no matter who reads it.
  • Conception- A text can be viewed in different ways to everyone who reads it.
  • Misconception- You can write without putting in your own personal opinions or experiences.
  • Conception- Writer’s ideas affect what they write and how they write.
  • Misconception- It is easy to read someone’s writing and tell which is their own ideas and what they borrowed (plagiarism).
  • Conception- All writers borrow ideas. Citing everything we borrow would not be possible.
  • Misconception- Good writing has good grammar and the basic rules of English syntax.
  • Conception- Rules are agreements between groups of readers and writers that differ by situation.

Experience in Class 09/24

What’s About Not Even Trying?

In class Wednesday we did come to a conclusion that no matter what college is money. We as scholars spend $25 the moment we walk into a class. It is up to us whether we waste our own money or to get our moneys worth by engaging in creating our own knowledge, by trying. But what is the word try? According to Webster Dictionary the word try means: to make an effort to do something: to attempt to accomplish or complete something. With a room full of 24 scholars and 13 years of education we took a moment to phrase what is “try” and “what’s about not even trying”. When everyone had a chance to give their own paraphrase, we seemed to repeat each other just saying the same thing but just rewording it.

Claims relating to Major

Well I find this a bit hard for I am undecided and don’t have a major. But no matter what major there is to study for, there will ALWAYS be claims dealing with that major. In a math major you must show how you found the answer to the problem so, you back the claim up with evidence “you’re work”. Making claims in a history major is more simpler than a claim in math. Claims related to history is what happened and during that time period. What was the greatest historical event.. who was the greatest warrior, king, activist, president, philosopher, mobster ect.  How these things made history and how they had an impact on we know today. The evidence that is proven to make up the historical events true is the documents that where recorded.

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