English was always my favorite subject in high school. I took many creative writing classes, because my favorite thing to do when writing is to use my imagination and include myself into my stories. However, writing research papers was always a struggle for me. I didn't always understand how to switch up audiences when writing, and to use my sources as a way to tie different ideas together. I never thought I would be able to learn how so when I heard college English courses were filled with writing research papers I was panicked. All I could think about was that I was going to get a bad grade and not write to the best of my ability. But, when I walked into the door of our English 151 class, that all changed.
Seeing the words "Grading Contract", and hearing the explanation, literally lifted a thousand loads off of my back. I found myself tackling the different readings and writing assignments with ease. I focused more on what I got out of the assignment and not what was exactly correct. This helped me figure out different things on my own, and actually learn the material. I feel as if with every new reading, I learned something new. Gradually throughout the course I believe my writing improved. I learned how to adjust to different audiences and focus on different types of writing. I learned how to gather a bunch of sources and combine them in a way that I could base my ideas off of. Learning about inter-text really helped me a lot when it came to writing. I was able to "read between the lines" of certain authors and use the information to use my knowledge and create new meanings of that information. Using sources is key in writing, and I have so much confidence in that ability now that I went through this course.
When I came home for break, I had my dad look over my fourth paper. Just five minutes into it, he looked at me and said "Lanie, I can't help but feel that these aren't your own words, you are not the type of person that knows what a discourse community or a literacy sponsor is". That made me feel great, because with confidence I told him exactly what those things and how they tied into writing and every day life, and he was astonished. I have re-read my fourth paper and I honestly think that I sound like a completely different writer from when I first started. I know that I struggle with getting my point across sometimes and that I don't always stay on task, but I feel that it mostly sounded like a scholarly article. I was able to quote sources when I needed to, and paraphrase and site them when needed to also. I learned how to include counter-arguments with my writing, and although I struggled with backing up my arguments, I think that now I have a good idea how to. It's amazing how someone's writing can change over a few weeks.
Another great thing about this course was peer editing. I have always been a fan of peer editing. I believe that it is a great way for young writers to hear from their peers and understand how to make their writing better. I really strived to help my peers out when I edited, and I learned that sometimes it's hard to be honest, but that in the end, criticism is so helpful when writing.
I feel as if I deserve an A because I really did learn from this course. I believe that throughout the course my writing improved and that I got a better sense of what kind of writer I really am. Even if I didn't understand a reading, I tried to work around the difficult parts and learn from it. Everybody makes mistakes, and for writers those mistakes show on paper. Learning from our mistakes and seeing how we can better ourselves is what makes a grade A student. And I think I did that. I paid attention in class and participated when I felt I had a suitable addition to the conversation and I really strived to write to my best abilities. Thank you for a great ten weeks, I appreciate everything that you did Professor Whicker!
Paper 4: http://www.scribd.com/doc/85221897/Paper-4-Final
Major Re-Write: http://www.scribd.com/doc/86000816/Major-Re-write
Peer Revision: http://www.scribd.com/doc/86001593/Reed-s-Peer-Reponse
Other Additions: http://www.scribd.com/doc/86001637/Other-portfolio-additions
Monday, March 19, 2012
Tuesday, March 13, 2012
Paper #4 Final
With this paper, I was trying to shine a light on the flaws of standardized testing in English and writing. I focused on discourse communities and literacy sponsors to back up my explanation why there are flaws in these types of tests and I also included my own silent opinions. I used some scholarly writers as my sources and also focused on the thoughts of teachers. I argued that students learn how to write in different ways and learn to use past knowledge to create new interpretations and concepts off of new information to dig deeper when writing, but that standardized tests focus on the formulaic aspects of writing and not the actual depth of writing. Standardized tests only follow their criteria and if it isn't followed than the writing is considered wrong. With the peer review I was able to see which sentences worked and which sentences didn't. I was rushed when writing my first draft, so going back through my paper and editing it really helped me make my paper the best it could be. I believe that my thoughts and information flow very well in my paper and I think it is easy to understand. However, I feel as if some things I wrote may not be understood in the way I would like, because I struggled with simplifying some of my sentences and ideas. If I had more time I believe I would have tried to interview a few teachers and students and get some direct feedback on my topic.
http://www.scribd.com/doc/85221897/Paper-4-Final
http://www.scribd.com/doc/85221897/Paper-4-Final
Wednesday, March 7, 2012
Reed's Peer Revision for Paper #4
http://www.scribd.com/doc/84319518/Reed-s-Peer-Revision-Paper-4
Dear Reed,
I believe that one of your main points of your paper was that many students go through school not knowing exactly what plagiarism and how to prevent themselves from committing acts of plagiarism. That students plagiarize and receive the harshest punishments, but that they are never helped or taught in the beginning, so it makes it unfair for them. You also included patch-writing, ghost-writing, and intertextuality in your paper which I thought was a great way for you to explain what plagiarism actually is. You explained that some of these things are considered plagiarism but that some of them aren't which makes the definition of plagiarism not as clear. You talked about originality and that some forms of plagiarism are based on what other people have said, but that students are able to still include their own originality in their writing.
Throughout your paper, you supported your argument with different authors and sources you found and also interviews you performed and your own opinion. I think that your introduction was strong by starting up a conversation with your readers and that your conversational tone flowed throughout your paper. However, I think that you should read over some of your sentences and try and make them a little more clearer. I think you could work on including some present thoughts with some background information for more of a synthesis in your paper. I hope that I was a big help with this, I really tried to help with the grammar and little mistakes and also help with the correction of sentences and putting some of your thoughts together. You did a great job!
Lanie :)
Dear Reed,
I believe that one of your main points of your paper was that many students go through school not knowing exactly what plagiarism and how to prevent themselves from committing acts of plagiarism. That students plagiarize and receive the harshest punishments, but that they are never helped or taught in the beginning, so it makes it unfair for them. You also included patch-writing, ghost-writing, and intertextuality in your paper which I thought was a great way for you to explain what plagiarism actually is. You explained that some of these things are considered plagiarism but that some of them aren't which makes the definition of plagiarism not as clear. You talked about originality and that some forms of plagiarism are based on what other people have said, but that students are able to still include their own originality in their writing.
Throughout your paper, you supported your argument with different authors and sources you found and also interviews you performed and your own opinion. I think that your introduction was strong by starting up a conversation with your readers and that your conversational tone flowed throughout your paper. However, I think that you should read over some of your sentences and try and make them a little more clearer. I think you could work on including some present thoughts with some background information for more of a synthesis in your paper. I hope that I was a big help with this, I really tried to help with the grammar and little mistakes and also help with the correction of sentences and putting some of your thoughts together. You did a great job!
Lanie :)
Monday, March 5, 2012
Paper #4 for peer revision
http://www.scribd.com/doc/84026931
With this paper, I was trying to present the problem that standardized testing of english does not test the actual depth and importance of writing. I tied in the fact that everyone learns how to read and write in a different way based on certain literacy sponsors, which also is one of the main influences on how students write. Also, I used discourse communities and the fact that there is no set definition for "good writing" to talk about how there should be no judgement with certain types of writing. I used many sources that went against standardized testing and talked about the damaging "formulaic writing" styles of these tests. Many of my sources argued that these standardized tests went against many things that teachers teach their students, like using their previous knowledge to form new concepts based on old events, and to also think more deeply into a topic and not just the over-layering of facts. I struggled with placing my information and thoughts in the correct order. I feel as if I need some guidance on the flow of the paper because I jumbled around quite a bit. I also think my sentences may be a little choppy and confusing so I would love all of the feedback! If I had more time I would have tied my ideas together more fluidly and wouldn't have seemed so rushed. Thank you for your patience! :)
With this paper, I was trying to present the problem that standardized testing of english does not test the actual depth and importance of writing. I tied in the fact that everyone learns how to read and write in a different way based on certain literacy sponsors, which also is one of the main influences on how students write. Also, I used discourse communities and the fact that there is no set definition for "good writing" to talk about how there should be no judgement with certain types of writing. I used many sources that went against standardized testing and talked about the damaging "formulaic writing" styles of these tests. Many of my sources argued that these standardized tests went against many things that teachers teach their students, like using their previous knowledge to form new concepts based on old events, and to also think more deeply into a topic and not just the over-layering of facts. I struggled with placing my information and thoughts in the correct order. I feel as if I need some guidance on the flow of the paper because I jumbled around quite a bit. I also think my sentences may be a little choppy and confusing so I would love all of the feedback! If I had more time I would have tied my ideas together more fluidly and wouldn't have seemed so rushed. Thank you for your patience! :)
Friday, March 2, 2012
Introduction
What does knowledge mean to you? Is their a definite answer to this or have most of us been struggling with the true meaning for years? In a worldly perspective, knowledge cannot be determined by one person. It is one of those things that "lie in the eyes of the beholder", one person may see it in one way, but then another person may see it a whole different way.
To Be Continued....
Monday, February 27, 2012
With or Without Authority
In their article, "Reading and Writing without Authority", Penrose and Geisler attempts to compare and contact the different knowledge and authority levels between a first year student (Janet) and a doctoral student (Roger). They each used the same sources and same information to perform an academic task, and by the results of that task, the effects of authority and the claims of knowledge were made. They argue that differences in authority lie in the academic sphere, but depending on the amount of knowledge and ability to include yourself determines the amount of authority that effects your writing and reading.
QD
3. I think Janet's model means that she has been trained to read and learn the information and simply re-werite it in her point of view or the ay she sees it, and Roger's model also reads and learns the information but for him he is always interpreting things in different and new ways, creating more depth.
4. I think Janet always included the authors even when it went agains her claims and views because she felt as if she was on the outside. She didn't know how to interpret the information in new ways and create a whole new meaning to the sources.
5. I think I am a little bit of both like Roger and Janet. This is because I do focus a lot of the information and transferring it into my paper, but I also like to tie my personal thoughts, stories, and opinions, making it easy for me to interpret the information in a different way. I have a long thought out process as well most of the time.
MM
One thing this article will help me is that now I will always focus on not being outside looking in when when writing, that I am my own authority figure and I must use my knowledge and take risks with arguments.
Reflection
I enjoyed this article because I think it is important for writers to understand the meaning of authority and that when one does not understand it, they feel as if they aren't knowledgable in the subject, and focus on their sources. I was confused at times, but I think I pulled my thoughts together.
QD
3. I think Janet's model means that she has been trained to read and learn the information and simply re-werite it in her point of view or the ay she sees it, and Roger's model also reads and learns the information but for him he is always interpreting things in different and new ways, creating more depth.
4. I think Janet always included the authors even when it went agains her claims and views because she felt as if she was on the outside. She didn't know how to interpret the information in new ways and create a whole new meaning to the sources.
5. I think I am a little bit of both like Roger and Janet. This is because I do focus a lot of the information and transferring it into my paper, but I also like to tie my personal thoughts, stories, and opinions, making it easy for me to interpret the information in a different way. I have a long thought out process as well most of the time.
MM
One thing this article will help me is that now I will always focus on not being outside looking in when when writing, that I am my own authority figure and I must use my knowledge and take risks with arguments.
Reflection
I enjoyed this article because I think it is important for writers to understand the meaning of authority and that when one does not understand it, they feel as if they aren't knowledgable in the subject, and focus on their sources. I was confused at times, but I think I pulled my thoughts together.
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