CLASS REFLECTION OCTOBER 29

Today we are told to write. Just write, about what went on in class for Wednesday or to write notes or to do both, just write. When I got to class at about 10:55 on the dot class was just a little weird but nothing out of the ordinary. We had class outside with all of the chairs drug to the patio, it was quite nice. For some reason it is still warm outside even though it is approaching NOVEMBER. Side not: Why does Durango seem to ever be cold like the rest of the state? But back to the class, Bill started out the class giving us crap about how he has never had a class more hatful on some “fake chocolate candy” because the previous class he had given us tootsie rolls and there was some back lash to why would we ever eat this! So Bill then proceeds to pull out that good stuff, Reese’s Peanut Buttercups – what we deserve. Bill then asks the question is anyone going to dress up for Halloween and if we would be wearing it to class on Friday. Bill is claiming that he is, but not much are willing to because what is the point? He then makes the claim what if I give you scholars extra credit? Opening some of the kids eyes and attention.

“All the time we are making claims. Lets go to this movie. I cant I got work but tomorrow lets go.”

Now Bill is calling on students and asking there opinions on the subject to dress up or not dress up. Asking students to make their claims. I still do not know why Bill is always making us make claims and statements but I know there is a method to the madness somewhere down the road.  Maybe to get us to think about the way we use language or how we interact with one another on a day to day basis? I do not know. Back to the class setting.

Katelyn makes the claim – If we dress up in a costume we will get extra credit.

Tyler – Effort and the cost of a costume is reason enough to not dress up

Josh – can we please just do it but Jon – quickly rebuttaling that some will not want to dress up

Claire – its fun

Ethan – You get to make connections with other people in costumes

Bill – he makes counter proposal saying it has to have an academic reason, so it is. Those who dress up on Friday as a sign that they understand the process of argument for dressing up and not dressing up. It will be a sign of participation that they took notes and engaged.

We all agree as we take a vote and not one student is against it.

After writing this and now reading through my notes a couple more times I see that Bill is using all of these claims and exercises to demenstraight how people argue. How to really what is argument. How the use of it is all around us and everyday. In my opinion like Drew said “we fight all the time to get what we want” which is a brief but pretty accurate definition of what argument is and used for. We are learning to argue here, in class, to better our skills outside of school and in the world.

OCTOBER 28 FREEWRITE EXPERIENCE

Writing as much as we did for was pretty fun to see the things that your mind would come up with after going blank. I really enjoyed the assignment but I am sure that some hated it as well. We were supposed to write for 10 minute periods without stopping even for a second. After a while you run out of things to say and you can hear Bill yammering away trying to distract you. He’s good at that. But you start to come up with pretty funny things and so did the class once you left your mind free and imagination just go which ever way it pleases.

Bill would give us pretty random topics to write about and let us go. the first topic I wrote about was my quite crazy weekend in Denver with my best friends. I loved writing that one because I love to tell stories of real events of the past weekend to a room of people and that’s what my audience was. I kept it light and a little more than G-rated because of that. But I still didn’t see the reason behind it that Bill was hoping for.

The next topic was about “left foot, candy and the end of the world” and I broke them into three separate chunks, which Bill said he had never seen before in previous classes, and wrote away. The first one was boring and unfunny, it bored me when I read over it just now talki9ng about my soccer days because I was left footed. the second and third were just more entertaining and funny in my opinion. It was a make believe story but just the honest truth about how I wouldn’t be equip to save the world at all and how much a I hated candy and sweets with a passion. In the end I found out I did the assignment way out of left field, in a bad way. There were other students that did a much better job, one that was most note worry was Josh. He absolutely killed it. He tied all of the three topics into one big story about how candy was killing us all making it the end of the world and his left foot was to save the whole world as we know it from dying right in front of us. Quite funny.

From the experience after it was over I then realized Bill’s motive for the whole assignment. it’s all about connections and transfer that you make to tie all assignments together, what fellow scholars like Josh did. I’m starting to see the point that Bill is pushing for us to understand in his class this semester. TRANSFER. Getting students to transfer know ledge from one class to the other and in school work. To write better you much make connections within the paper about all things just for that one story. “that is how Hollywood does it” said bill. That’s how you really become great. So from this assignment even though I did not do it right I saw the point of it by the end, to work on interweaving all thoughts and points into one to get the best out of what you are doing. To build on one after another and you will get something much better. The experience was a little tasking and little fun but also tiring! And I also liked hearing from the scholars in the class room. That was funny and also helped with my learning process.

NOTES OCTOBER 9th

  • All three authors, Victor Villanueva , Malcom X and Emily Strasser discussed the power of reading, knowledge and writing
  • Also all authors discussed the  feelings of displeasure they felt about the disconnect many higher education professors demonstrated
  • Malcolm X (p. 126)   noted ” my alma mater was books, a good library.”  He believed no college could have delivered all the information he learned  from his curiosity from reading . Reading everything he was the least interested in.
  • Malcom X understood that reading in prison changed the course of his life (p. 126) this is also true for Villanuueva’s  labored learning of writing (p. 109)
  • Villanueva wrote whatever was on his mind (p.109) as did Strasser (p.200)
  • Strasser demonstrated how writing is a “superficial skill if you are only writing with the devices of grammar” (p. 200)
  • Strasser notes bell hooks “disparages the separation of mind, body , and spirit  that she sees that is  prevalent in the academy” (p.201)
  • Strasser, Villanueva, and Malcom X all demonstrated that reading and writing can bring feelings of separation or elitism
  • Villanueva wrote “making decisions about what language practices to use it not just a matter of learning something new, but of deciding who to be.”(p.107)
  • Strasser spoke of deciding who to be through  writing by using the “whole being, one that is intensely personal” (p.199)
  • Strasser could not separate the academic from the personal side of the writer, which is not unlike the other authors.
  • Malcom X learned countless histories and could not separate the histories of all whites from those of blacks throughout history .He also learned of all the sufferings,   struggles and  exploitation  of the worlds black , brown, red and yellow peoples at the hands of the white man (p.124)
  • Malcolm X say “everyday the truth is coming to light” (p.123)
  • Malcom X described himself as an “articulate hustler commanding attention with the words he read ” (p.210)
  • Villanueava felt he  should write whatever came to his mind and his poetry had meaning and his life was meaningful with  language. (p. 110)
  • Vallanueava felt a “great deal of insecurity well up from being the minority literally in academics and in color’ (p.112)
  •  This same insecurity is mentioned throughout the writings  by demonstrating the often exaggerated feelings of superiority  those outside of higher ed. feel when interacting with those in higher ed.  (p.210)
  • Vallanueava believed to write with intent (p.116) as did Strasser who thought we should write about experiences, interests and ideas to convey purposeful writings. (p.200)
  • Strasser also wrote of having a balanced life as a student one filled with school, sleep, and social lives,  (p. 201) This allows writing to be more in touch with readers and hopes for teachers that can teach their students to be “self-actualized” ( p. 201)
  • Strasser and Vallanueava believed in writing that were applicable to the world (p. 203) and demonstrated the love of writing can be achieved with proper encouragement
  • Strasser demonstrated Stanley Fish rigid thoughts that writing must be first taught with only grammar in mind, but she believes that will not empower the writer. (p.204)
  • All three writings common thread included the empowerment of the written word, reading, knowledge gained from reading, and the “expressive voices that tell stories”. (p.204)

Misconceptions & Conceptions about writing

1. Misconceptions – Nothing matters if who reads it. Just write for one person in mind and it will work for anyone who reads it. Everyone will enjoy it the same. Everyone is universal. Sounds like the most boring and in-the-box way to think of writing. You would never have poetry or anyone branching out of their ideas.

1. Conceptions – Which is not even comprehendible to me how that would work. But I have written like that in the past for certain teachers and it has made my writing so boring. If I had written for my audience to be classmates as well i’m sure it would have been more lively and the professor would have enjoyed it much more. What do you want that particular reader to hear and the audience guides you to how you tell it.

2. Misconception – To tell a fact and not tell your own ideas with it. It has to be told in a cut-and-dry manner and its bad to set it up with “spin” even though thats how you tell something to someone everyday in normal conversation.

2. Conception – There are no rules in the way that you tell or present facts and information. You see it everywhere you look on the news, in newspapers and the way friends communicate to each other. When you hear a story you take what you like for the most part and leave out what you don’t like.

3. Misconception – Text is something all on the own so I think of it as the author does not care how you proceive it because he wrote it a certain way and that way only does it make sense.

3. Conception – But in the conception it is all about the reader and less on the author because he could write it for a way to have you think and you never even see the point. Something totally different. So write how you feel it should sound and it will come out with more fluidity to hopefully make sense to the reader.

4. Misconception – You can write without putting yourself in the text. In my mind they are saying that you would have text all the time without personality. Write like a robot and you have the best writing. Always write without uniqueness. It sounds so black and white.

4. Conception – To write without yourself in the text is impossible. To put yourself beside your work and not in it at least a little bit wouldn’t show you talent and what you have gone through to get to this point. Your writing would be stagnant. Bring some color with a world of writing filled with black and white.

5. Misconception – Saying that all things written have to be from your own brain or it is no good and that no authors ever borrow thoughts os combine ideas to make their own.

5. Conception That everything that is ever said has been from something that effected you in the past to make you think that way. You take a little something away form everything you read or hear to help gather you own ideas.

6. Misconception – All writing is just about grammer. Want to be a good writer? Then get your grammer straight and you will be the next Stephen King.

6. Conception – Writing is about the meaning you make with those “amazing” words you choose. How you convey them in your writing. The ideas you are trying to get across. The rules that the last misconception is about the grammer choice and how you use it. But those “rules” can be broken based on the situation.

WHAT WE LEARNED TODAY 26 SEPTEMBER

Today we came in class, bill had us sit in a circle and started off class with what I though to be some random excursuses. But of course bill had a reasoning for the madness just didn’t realize it while we were doing them. We first had to define everyones name in the class. and then paired all the letter J names together and the K names as well. Then with all that going on Bill throws out the term whats about “not even trying” I mean come on. Your about to make knowledge because thats why we are here in college. “All these classes here you are paying 24.73 dollars per time.” So why not “try”

After that we all added together how many years the class has have been receiving eduction and came up with the number 297 years. Then bill brought the phrase back whats “not even trying.” The word try, what does that even mean? You have had 297 years of education, we should be able to give a definition of a very simple word “try.” Seemed easy enough until we started going around in a circle while Bill sat with his mouth shut and didn’t say a peep. After four minutes of trying the say something different that the other person definition of the word it went silent because none of us could come up with a better or different way to define it.

Finally Bill interrupted the redundant talk and said there was a cluster of meaning that people said and some snuck in the conversation with words like goal, achieve, succeed and are you sure successful is a good word. If you effort is not successful then it didn’t count? And he said there is different meaning to words by the way you us them. Pursue, I pursued her and asked her on a date. Sound a little different that I tried to ask her on a date doesn’t it?

I am supposed to talk about my experience today and what I was feeling and I am really not too sure. I know we sat around in a circle to define a simple word “try” but now feel it being a little more complex. This day has taught me to do research on the certain subject and don’t just bow down the knees of google and have them tell me the definition. Don’t be so lazy and not do your own research and investigation. Try more than the average.

 

NOTES 26 SEPTEMBER

-We started out class going around proving that we knew everyones names and some brave students stood up and got everyones name correct.

– Then Bill said the phrase whats about “not even trying”

-about to make knowledge

-come to college to memorize stuff

– every class is 24.73 dollars

– groups are for helping on assignments

– don’t not engage, already paid for it. It’s up to you

*how to make a phrase and draw it out*   –    Jessica just gave an important term  –  “Prior knowledge” can we connect to what we know. “Do I have prior knowledge?”

-Ethan said “deconstruct”

*Bill said read the book Everything I Needed To Know I Learned In Kindergarten by Rob Forlden*

– Definition of “try” 24 scholars x 13 years of education = 297 years of education

-Molly paraphrased it as if you are not trying you are not get anywehere

– Elgin said the best one with compare it with its opposite

– Bill said “it takes time to be smart”

TRY: give effort, apply, attempt, certain goal, desire toward a accomplishment, outcome, success, just do it, to have life (must take the leap), Jessica – to apply fully to achieve something. Raylin – best ability to get to your goal.  Katie – striving to your set goal

– theres a cluster of means.

– some snuck in with words like goal, achieve, succeed, making sure that your effort is successful that if fail its not trying which isnt true.

– words to trying: pursue – pursuing something sounds different to trying something

*this conversation is how to do research*

– a bunch of people sat around in a room to define try

– Bill says get with people you know and get the definition of “try”

– Don’t fall down and bow down to the knees of google because you have been socially trained to be unthoughtful.

– Bill is an ass

– Rebecca Rox – Because she said is was in past tense when asked “what have we learned” in todays class but learning never stops.

– you have been trained to receive the knowledge in a package – UNRAP the package

– Prier knowledge, look at the contrast intuitively as a group that tri in rugby is an afterthought. Contextualize words

EX: Love, some kind of intimacy and used cynically – I just love that class. Thats how language works and thats how you need to write.

– Hallmark has made billions on that word love without ever defining it.

The conversation never stops it just pauses.

NOTES TRANSFER 22 SEPTEMBER

I was thinking that this post would be difficult until I say the last sentence of my notes “transfer.”  I then thought how my major would transfer with my notes, which is Business Marketing.  After reading through them I noticed it was pretty easy to connect the two.

Everyone is making claims left and right throughout the day without backing any of it up. It’s my job as a “scholar” to go get the proper info and evidence to see for myself if it is true. My major is a lot like that and I have to gather evidence all the time about groups and/or certain people.  It’s about putting in the work for your research of all types to understand your subject you are selling to. And not just listening to the norm about what people like and how they will proceive something. You must be a little relentless. To make a product go you have to market it a way that entices people and grabs them. Only possible if you are detective like in your research. Study people and groups and don’t take their word for it. Don’t give anyone the benefit of the doubt. You have to look past all comments and find out for yourself.

Now when I look at that I also look at myself and realize I must do that in class as well. All classes and types of work. To bring out the best in me I can’t exsept the bennifit of the doubt and go with it. Now most of the time that will work but for those few times it could mean the difference in an A or a B or the job and not getting the job. It seems that the real world is so cut and dry the closer I am getting to stepping to it that I have to be a little more hungry and “scholary.”

NOTES 22 SEPTEMBER 2014

*writing is college is about making claims and backing it up*

-ask very simple questions but the principle helps

-asks name and get out drivers license and birth certificate

-I DONT KNOW claimed all the time, making a claim, turn that around in your brain and realize that all the time we re making claims

-if hungry – my tummy hurts

-maybe light head

-skin and bones

-cold sweat

-grumpy

-lacking energy

-reference to time – I last ate yesterday without food at noon

-“I tried or if sick” – Claire Giannaule,

-Jessica -“it’s 12 o’clock so lunch is being served lets eat”

-Molly “went rock climbing and she has blisters”

-Date and time – she has pictures, Mablge ask if someone went with her

*The events are largely unconscious – all day all claims you just trust it and believe them.*

-Something else she could show me – chalky shoes, text messages, check op if checked out something, ask family

*her actual account, not providing a first hand narrative. She made claims but never a first hand narrative.

-Joey says “he is focused/awake, backed up with his notes

*erasing history from your browser deletes it from the casual looker but a scholar doesn’t satisfy with that. – If you have been told “let me be honest” means you should leave the conversation.

Marina Crow – “I’m homesick” look at the browser and text messages.   -She says she was looking at a date that didn’t put the date and doesn’t know – LIER

*As a scholar you have to suspend empathy.*

*Claims and evidence are absolutely everywhere.*

*Scholars are trying to notice and attend to the evidence and gathering evidence and seeing if the evidence proves the claim.*

-Bill claims that happens a 1,00 times a day.

-Now that plane girl found dates and proves that actually homesick was more real. She wants to go to Bethel in alaska and makes 6 stops in order to make cheaper Nov. 14 – Nov. 23.

*Making claim offering evidence evaluating that evidence is as normal as breathing.  Stop breathing, stop living. Stop making claim, getting evidence, you wouldn’t make it through the day.  Laziness is the biggest problem of our generation.

*Scholars listen to evidence and raise questions. Job as scholars is to problematic them.*

– Were all animals, we just use language – linguistic capacity to think and ask specifically what is being claimed and challenge the narrative and then reach a conclusion that what we do and thats what we do in college.

“So, therefore, what” set up words different than setting up convo “well I feel that”

“ALWAYS CALL EVERYONE IN CLASS SCHOLARS.”

– Lots of convo fail or advance on word choice based on words you are using, some with your papers

– You can be a scholar in class, have to and can be a kid outside of class because you want a “college education”

– Taking out the “kind of” is revising.

REFLECTION 19 SEPTEMBER 2014

Today was the first meeting with our cohorts(groups) and it was very productive.  I really like that we are having group work for a comp class.  It’s a nice twist.  Our group has really good chemistry and gets along well.  We all are not scared to ask any questions which helps us be productive.  It’s nice having someone if you are lost to have help guide you though your problems.  I’m excited for the next few weeks with these guys (Elgin, Joe and Drew)

Sammy.

17 SEPMEMBER 2014

What do you call a mountain full of cats – a purrramid

Bill call allow those jokes but if raunchy and take about body parts could be fired. But if analyzed the jokes it isn’t bad.

I invented a new word – plagiarism

Two words of timing    –       Chronos:  Chronological, ironical, (measuring time)

–       Chairos – Technocal term in the field of logic.  Ex: Tody 17th yesterday 16th time measured exactly.