Chapter 5 emphasizes the importance that tutors should take into account the different learning styles of learners. A good tutor is aware of how the tutee learns; distinguishing a learner style in a student helps the tutor explain English language concepts in a more detailed manner. Tutors must be prepared to incorporate visual, auditory, and kinesthetic learning strategies during any session. Similar to a good teacher, tutors who are able to adapt to any situation and change their own style of instruction provide students with a more comprehensive learning experience. Also, tutors who have the benefit to have repeat students are able to plan ahead of the session which strategies to use. Having a good working relationship with students is an essential component of productive tutoring sessions and characteristic of good tutors.
The chapter also discusses the challenge of tutoring ESL students. Though these sessions can put tutors on edge, there is always a sense of great satisfaction after the student has left. Personally, ESL students challenge me more than native English speakers (which is common) because of the obvious language barrier; however, I feel these sessions are the most productive as these students genuinely want to learn. As a tutor it is nice to have students interested in the mechanics of the language, and who want to legitimately want to improve their writing. Though ESL sessions can be rough, at the end of the day I know the student has learned something. I feel that I accomplish more when working with ESL students because the transfer of information is recognizable and immediate.
Discussion of online tutoring appears in Chapter 6, which offers both the advantages and disadvantages of the service. Let me say this: online tutoring is not as effective as a face-to-face session. In the time it takes to complete an entire online tutoring appointment a face-to-face session could accomplish in a quarter of the time. There is no personal connection between the tutor and student, and technology issues often arise. Additionally, during online sessions the tutor is tempted to simply edit a person’s paper. It is very hard to explain a concept online without seeing a person’s facial expressions or body language. As previous chapters have mentioned, recognizing the ques that students give off is important to judging comprehension. The relationship between the tutor and student is broken during online tutoring, which creates a barrier between the two parties. It seems to me that online tutoring sessions aren’t worthwhile after considering the amount of effort each appointment requires, which is frustrating for the student and tutor.
Wednesday, February 20, 2008
Monday, February 18, 2008
2/18/08 Response
I remember when my fourth grade teacher was lecturing the class on apostrophes. She was so excited that my named end in “s” because she could use me as an example. Mrs. Lein made up some sentence about my pet that I can’t remember. The important part was that the class was taught to always add an apostrophe and an “s” to every name. As Casagrande mentions, it should be an easy rule.
Fast forward to college during ENG 104. I was writing a paper and came across a name that ended in “s.” Well this person was showing possession over so I added the extra apostrophe “s” like any obedient student should. Once the professor is through grading he returns all the papers. Guess what is marked wrong – you guessed it, the apostrophe “s.”
At that point, I’m completely confused. A foundational rule of English grammar has been tossed out the window. Sadly, I still don’t know when I should use an apostrophe and an extra “s.” I’m always afraid I’ll get marked off; however, according to Casagrande Mrs. Lein was right while the evil professor was wrong.
Since being in college I’ve simply dropped the extra “s.” Apparently this is okay as the text states, “For those uncomfortable with the rules, exceptions, and options outlined above may prefer the system, formerly more common, of simply omitting the possessive ‘s’ on all words ending in ‘s’ – hence ‘Dylan Thomas’ poetry,’ ‘Maria Callas’ singing,’ and ‘that business’ main concern.’”
Logically then, you have to ask yourself why a rule is in place.
Fast forward to college during ENG 104. I was writing a paper and came across a name that ended in “s.” Well this person was showing possession over so I added the extra apostrophe “s” like any obedient student should. Once the professor is through grading he returns all the papers. Guess what is marked wrong – you guessed it, the apostrophe “s.”
At that point, I’m completely confused. A foundational rule of English grammar has been tossed out the window. Sadly, I still don’t know when I should use an apostrophe and an extra “s.” I’m always afraid I’ll get marked off; however, according to Casagrande Mrs. Lein was right while the evil professor was wrong.
Since being in college I’ve simply dropped the extra “s.” Apparently this is okay as the text states, “For those uncomfortable with the rules, exceptions, and options outlined above may prefer the system, formerly more common, of simply omitting the possessive ‘s’ on all words ending in ‘s’ – hence ‘Dylan Thomas’ poetry,’ ‘Maria Callas’ singing,’ and ‘that business’ main concern.’”
Logically then, you have to ask yourself why a rule is in place.
Friday, February 15, 2008
2/13/08 Reading Response
Chapter 3 provides guidelines that every tutor should follow during each session. While reading the text, I found myself analyzing previous tutoring sessions that were memorable. I’ve realized that the first five minutes of the session will most likely characterize the entire time. For example, when I feel comfortable around a student (and the student feels comfortable around me) the session is much more productive. Creating a relaxed atmosphere is critical for the overall success of the tutoring session. The text states, “The exchange of pleasantries at the beginning of the session helps put the student at ease and gets the session off to a good start.” We should encourage more students to schedule sessions with the same tutor if at all possible, as it would benefit both parties.
Chapter 4 focuses on the importance of the writing process. Each person has his or her own process of writing, which should be replicated each time an essay is assigned. Tutors and teachers should instruct students on the writing process; the writing process is an essential component in creating an above average paper. I like how the text divides the process into three segments: the beginning, middle, and end. All too often I see students in the Writing Center and in the schools completely oblivious to this process. There is a misconception that all pre-writing requires and in-depth outline with Roman numerals and numbers. Prewriting should be a time where students successfully create and organize their thoughts in any manner. Teachers need to provide leniency in the initial stage of writing, which is arguably the most important. Like a house a house with a weak foundation, a paper without proper organization will not stand the test of time.
The two chapters are loaded with content that needs to be discussed. The demeanor of the student and tutor will play a crucial role in determining the success or failure of the tutoring session. Likewise, authors who create memorable papers have likely gone through the entire writing process. In the beginning portion of this class we discusses what good writing is. Each time I think about that question, I come to the conclusion that the writing process is the foundation of for the remaining three viewpoints. Without a going through the necessary steps how can a person be expressive, socially aware, or follow the current traditional emphasis of grammar, syntax, spelling, and such? The root of all writing is the process, which is different for every author and is something that must be personally defined.
Chapter 4 focuses on the importance of the writing process. Each person has his or her own process of writing, which should be replicated each time an essay is assigned. Tutors and teachers should instruct students on the writing process; the writing process is an essential component in creating an above average paper. I like how the text divides the process into three segments: the beginning, middle, and end. All too often I see students in the Writing Center and in the schools completely oblivious to this process. There is a misconception that all pre-writing requires and in-depth outline with Roman numerals and numbers. Prewriting should be a time where students successfully create and organize their thoughts in any manner. Teachers need to provide leniency in the initial stage of writing, which is arguably the most important. Like a house a house with a weak foundation, a paper without proper organization will not stand the test of time.
The two chapters are loaded with content that needs to be discussed. The demeanor of the student and tutor will play a crucial role in determining the success or failure of the tutoring session. Likewise, authors who create memorable papers have likely gone through the entire writing process. In the beginning portion of this class we discusses what good writing is. Each time I think about that question, I come to the conclusion that the writing process is the foundation of for the remaining three viewpoints. Without a going through the necessary steps how can a person be expressive, socially aware, or follow the current traditional emphasis of grammar, syntax, spelling, and such? The root of all writing is the process, which is different for every author and is something that must be personally defined.
2/11/08 Reading Response
I picked this chapter to respond to because I struggle with the “that/which” rule, admire her story, and absolutely love how she believes that stupid questions exist. I always knew deep down inside that teachers who said that were lying to the class. In fact, I bet they kept a notebook of stupid questions students had asked throughout the semester. The author simply proves my point. Casagrande says, “In other words, I spent four years proving that if you really think there’s no such thing as a stupid question, you’re just not trying hard enough.” This one sentence stands out in my mind when reflecting on the assigned reading.
I found chapter 20 inspiring and informative. Though not related to grammar instruction, it is important for teachers to help students realize that (not which!) past mistakes should not be a future deterrent. It’s amazing that Casagrande has been so successful in the field of journalism as a high school dropout. Obviously she sought to continue her education later in life, which ultimately opened many professional doors. The author serves as a testament that hard work and perseverance often times correlates into success. After reading the story it made me wonder how teachers and administrators can prevent young adults from dropping out.
Anyways, back to my new found love – grammar. Chapter 20 focuses on the proper usage of “that” and “which.” I always mix these two up and tend to side with “that” more often than not. Casagrande does a good job of explaining the rule, which states, “’Which’ sets off what are called ‘nonessential’ or ‘nonrestrictive’ clauses.” As a future teacher, I think it would be beneficial to use some of her stories while lecturing on grammar. She writes funny, memorable chapters that are easy to comprehend, which would help students learn grammar rules.
Quick question. Did I use “which” correctly in the above sentence? I sure hope so! If not, just add another wrench in my hodgepodge understanding of English grammar.
Overall, the author’s explanation of the “that/which” rule was helpful; however, I wish we would just get rid of “that” because using “which” makes me sound like 007.
I found chapter 20 inspiring and informative. Though not related to grammar instruction, it is important for teachers to help students realize that (not which!) past mistakes should not be a future deterrent. It’s amazing that Casagrande has been so successful in the field of journalism as a high school dropout. Obviously she sought to continue her education later in life, which ultimately opened many professional doors. The author serves as a testament that hard work and perseverance often times correlates into success. After reading the story it made me wonder how teachers and administrators can prevent young adults from dropping out.
Anyways, back to my new found love – grammar. Chapter 20 focuses on the proper usage of “that” and “which.” I always mix these two up and tend to side with “that” more often than not. Casagrande does a good job of explaining the rule, which states, “’Which’ sets off what are called ‘nonessential’ or ‘nonrestrictive’ clauses.” As a future teacher, I think it would be beneficial to use some of her stories while lecturing on grammar. She writes funny, memorable chapters that are easy to comprehend, which would help students learn grammar rules.
Quick question. Did I use “which” correctly in the above sentence? I sure hope so! If not, just add another wrench in my hodgepodge understanding of English grammar.
Overall, the author’s explanation of the “that/which” rule was helpful; however, I wish we would just get rid of “that” because using “which” makes me sound like 007.
Sunday, February 10, 2008
Study Guide Material
Chapters 11 & 12 Vocab Terms
Semicolon ;
1. “In general, use the semicolon to indicate a greater separation of thought and information than a comma can convey, but less than the separation that a period implies.” Pg. 48
2. It’s a judgment call – basically a crapshoot. The use of a semicolon is really determined by the author and his/her intentions.
3. “Parking is the main concern; Rutter favored an alternative with 375 spaces.” Pg. 47
4. The semicolon receives a mere 1 star.
Apostrophe ‘
1. “…The apostrophe is mainly for possessive and omissions – that the only other time you should use it is when to omit the apostrophe would create confusion or especially when it would spell another word – ‘a’ plus ‘s’ equals ‘as’; plus ‘s’ gives us a much better hint as to what’s going on here, but it doesn’t technically spell a word. Hence the Los Angeles Time’s using an apostrophe for ‘A’s’ but none for ‘Bs.’” Pg. 53
2. See the above explanation.
3. Multiple students in the class earned A’s.
4. The apostrophe receives a respectable 2 stars.
Semicolon ;
1. “In general, use the semicolon to indicate a greater separation of thought and information than a comma can convey, but less than the separation that a period implies.” Pg. 48
2. It’s a judgment call – basically a crapshoot. The use of a semicolon is really determined by the author and his/her intentions.
3. “Parking is the main concern; Rutter favored an alternative with 375 spaces.” Pg. 47
4. The semicolon receives a mere 1 star.
Apostrophe ‘
1. “…The apostrophe is mainly for possessive and omissions – that the only other time you should use it is when to omit the apostrophe would create confusion or especially when it would spell another word – ‘a’ plus ‘s’ equals ‘as’; plus ‘s’ gives us a much better hint as to what’s going on here, but it doesn’t technically spell a word. Hence the Los Angeles Time’s using an apostrophe for ‘A’s’ but none for ‘Bs.’” Pg. 53
2. See the above explanation.
3. Multiple students in the class earned A’s.
4. The apostrophe receives a respectable 2 stars.
Wednesday, February 6, 2008
Bedford Guide Reading (Ch. 1-2)
Chapter two of The Bedford Guide for Writing Tutors explains the writing process in great detail. In the Writing Center and Teachers College, a great emphasis is placed on the entirety of the process. In all reality, writing is never a finished product. Writing develops and matures as the writer does; ultimately writing is a reflection of the author.
In the next couple weeks I have the opportunity to teach students at Selma Middle School during my practicum. The teacher, who is absolutely terrific, is going to let me teach an entire week (which is more than what I expected). Usually the practicum consists of a lot of observing rather than doing – one of the great downfalls of Teachers College. Anyways, I’m going to focus my lessons on the writing process while exploring elements of persuasion. This chapter relates very well to the instruction students should receive in the classroom, and of course, the Writing Center.
Revising and editing is probably the most important phase of the writing process. Here students have the opportunity to discuss and clarify fuzzy points within the paper. From a teacher’s vantage point, peer review sessions are essential for students to produce well-developed papers. The more feedback a writer can receive on a paper the more likely the student will excel. Overall, successful writing involves key components (prewriting, writing, revising and editing) that all writers should take into account.
In the next couple weeks I have the opportunity to teach students at Selma Middle School during my practicum. The teacher, who is absolutely terrific, is going to let me teach an entire week (which is more than what I expected). Usually the practicum consists of a lot of observing rather than doing – one of the great downfalls of Teachers College. Anyways, I’m going to focus my lessons on the writing process while exploring elements of persuasion. This chapter relates very well to the instruction students should receive in the classroom, and of course, the Writing Center.
Revising and editing is probably the most important phase of the writing process. Here students have the opportunity to discuss and clarify fuzzy points within the paper. From a teacher’s vantage point, peer review sessions are essential for students to produce well-developed papers. The more feedback a writer can receive on a paper the more likely the student will excel. Overall, successful writing involves key components (prewriting, writing, revising and editing) that all writers should take into account.
Monday, February 4, 2008
Grammar Snobs and Such
I might be a grammar snob, seriously. Well, at least according to Sarah. Right before class I’m tutoring a history major who brought in a paper about the Tippecanoe Battlefield Museum. The student referred to Native Americans as Indians. Little did I know that we were still living in the 19th century. Maybe General Custer will fair better this time around at Little Big Horn. Anyways, I comment on the student’s use of “Indians” to Sarah and Cara who just start laughing. Then, out of left field, Sarah emphatically calls me a grammar snob.
I’m hurt Jackie.
Now that the therapeutic portion of my blog is complete, I should talk about the text. I absolutely loved the discussion about the different style books. Similar to the author, I think it’s ridiculous how many style books we have. Each one of them makes my life more difficult. Why can’t there just be one all-inclusive style manual. This would make complete logical sense, which is probably why it’ll never happen.
Also, the chapter about the different language we use to communicate through text messages, AIM, and email (or is it e-mail?) was humorous. I have to agree with the grammar snobs on this one though. Let me be very clear on this point. I CANNOT STAND TEXT MESSAGING AND THE CRACKPOT LANGUAGE PEOPLE USE! Okay, I feel better.
I wouldn’t be so fired up about it if people were able to distinguish when using this type of language is appropriate. However, many young students are beginning to use this type of language in academic papers, which is unacceptable.
But let’s be honest, it’s bad form. When I go home to Warsaw and look over my little sister’s homework I see acronyms instead of words. I feel embarrassed for her. This AIM talk is the death of future generations. Call me crazy, but just wait and see. Next thing we know, the spelling bee will be asking the meaning of AFAIK (As Far As I Know) or DQMOT (Don’t Quote Me On This). I cringe when I’m out at the bar and I hear some valley girl say “OMG” in an actual conversation. I just want to say, “Umm, seriously, you’re in college.” These AIM acronyms are destroying the fabric of America.
Okay, that might be a little extreme. But really, the whole situation leaves me wondering, WTF?
I’m hurt Jackie.
Now that the therapeutic portion of my blog is complete, I should talk about the text. I absolutely loved the discussion about the different style books. Similar to the author, I think it’s ridiculous how many style books we have. Each one of them makes my life more difficult. Why can’t there just be one all-inclusive style manual. This would make complete logical sense, which is probably why it’ll never happen.
Also, the chapter about the different language we use to communicate through text messages, AIM, and email (or is it e-mail?) was humorous. I have to agree with the grammar snobs on this one though. Let me be very clear on this point. I CANNOT STAND TEXT MESSAGING AND THE CRACKPOT LANGUAGE PEOPLE USE! Okay, I feel better.
I wouldn’t be so fired up about it if people were able to distinguish when using this type of language is appropriate. However, many young students are beginning to use this type of language in academic papers, which is unacceptable.
But let’s be honest, it’s bad form. When I go home to Warsaw and look over my little sister’s homework I see acronyms instead of words. I feel embarrassed for her. This AIM talk is the death of future generations. Call me crazy, but just wait and see. Next thing we know, the spelling bee will be asking the meaning of AFAIK (As Far As I Know) or DQMOT (Don’t Quote Me On This). I cringe when I’m out at the bar and I hear some valley girl say “OMG” in an actual conversation. I just want to say, “Umm, seriously, you’re in college.” These AIM acronyms are destroying the fabric of America.
Okay, that might be a little extreme. But really, the whole situation leaves me wondering, WTF?
Monday, January 28, 2008
Grammar Snobs Ch. 1-8
I think the author is really funny. Everybody has encountered a teacher or friend that is all about grammar. Personally, I was never any good at knowing the rules like the typical grammar snob. It’s fun to hear her incorporate pop culture and sarcasm into her discussion.
The portion of the reading I enjoyed the most was about when to use “lie” versus “lay.” I still have trouble with this rule as a college student. I always find myself second-guessing myself and usually have to look up the rule. Obviously the two words have completely different meanings, but everybody knows what you’re talking about. The people that pin you down for that are the true grammar snobs.
Grammar is important, yet people place unneeded emphasis on it. Really, I just don’t want to become a grammar snob later in life.
The portion of the reading I enjoyed the most was about when to use “lie” versus “lay.” I still have trouble with this rule as a college student. I always find myself second-guessing myself and usually have to look up the rule. Obviously the two words have completely different meanings, but everybody knows what you’re talking about. The people that pin you down for that are the true grammar snobs.
Grammar is important, yet people place unneeded emphasis on it. Really, I just don’t want to become a grammar snob later in life.
Wednesday, January 23, 2008
Wednesday 1/23/08
A couple of things stuck out when I was reading Chapter 8. First was the commentary about how to advance an argument. After being in the Communcations Department and having the opportunity to judge debates, I feel that she has left out some key aspects of constructing a good argument. Additionally, I really enjoyed her conversation regarding original thought and using everything around you.
Pipher’s view on advancing an argument has some very good aspects while also leaving out key components. I completely agree that our personal experience will affect how we view the world. Also, this personal experience will inevitably draw us closer to the audience. Throughout the recent presidential debates, Hillary Clinton has been criticized for being too mechanical and stand-offish – much like Al Gore.
However, Pipher fails to mention having credible sources and evidence to support your opinion. She briefly mentions the importance of being precise when discussing facts, yet facts should always be intertwined throughout the entire argument. In addition, a writer or speaker must construct a strong foundation by clarifying vocabulary. It is essential that everybody participating within the argument know exactly what is being discussed. Finally, whenever a person is arguing something a solution must be offered. It makes no sense to say this is the problem, life sucks, pity me. Overall, I do not disagree with Pipher’s viewpoint, but rather believe she needs to include other key components. Preparing for a debate entails much more than simply telling the audience why and how you’ve arrived at this conclusion.
Next, I completely agree with Pipher when she talks about using original thought, which ultimately comes from being observant of the environment. I know from my current experience with the Philosophy Department that creativity and innovative thoughts are highly valued. One of the basic criteria for undergraduate philosophers wanting to become published is original thought. In all reality, this was probably the most deciding factor when I was evaluating submissions. Original thought only comes from taking a conscious look at the environment and recording those feelings and events.
Pipher’s view on advancing an argument has some very good aspects while also leaving out key components. I completely agree that our personal experience will affect how we view the world. Also, this personal experience will inevitably draw us closer to the audience. Throughout the recent presidential debates, Hillary Clinton has been criticized for being too mechanical and stand-offish – much like Al Gore.
However, Pipher fails to mention having credible sources and evidence to support your opinion. She briefly mentions the importance of being precise when discussing facts, yet facts should always be intertwined throughout the entire argument. In addition, a writer or speaker must construct a strong foundation by clarifying vocabulary. It is essential that everybody participating within the argument know exactly what is being discussed. Finally, whenever a person is arguing something a solution must be offered. It makes no sense to say this is the problem, life sucks, pity me. Overall, I do not disagree with Pipher’s viewpoint, but rather believe she needs to include other key components. Preparing for a debate entails much more than simply telling the audience why and how you’ve arrived at this conclusion.
Next, I completely agree with Pipher when she talks about using original thought, which ultimately comes from being observant of the environment. I know from my current experience with the Philosophy Department that creativity and innovative thoughts are highly valued. One of the basic criteria for undergraduate philosophers wanting to become published is original thought. In all reality, this was probably the most deciding factor when I was evaluating submissions. Original thought only comes from taking a conscious look at the environment and recording those feelings and events.
Monday, January 21, 2008
Extra Credit
After watching the South Carolina democratic debates and reading Dr. Martin Luther King’s letter, it is obvious that there is a great connection between the candidates’ platform and King’s message. Throughout the entire debate, the underlying theme of the candidates’ was changing the status quo. Just as King was justifying his actions in Birmingham, the candidates tonight were lobbying the American people why they are best suited to continue his vision.
Recently there has been much analysis of the role of race, gender, and religion regarding the primary elections. As King points out, religion has been the “arch defender” of the status quo throughout history. In the past, Christianity has justified the oppression of African-Americans and women, and is now preventing the homosexual community from reaching equal rights as well. By no means is religion the sole contributor to such discriminations, yet it has provided a dangerous foundation.
Hillary Clinton ended the debate tonight by saying that we govern best when led by our moral beliefs. I agree that people will become actively engaged with a movement if they are passionate and led by an ideal. However, we must first judge whether our moral beliefs are just and worthy. The same logic that Dr. King expressed while comparing just and unjust laws should apply to our personal beliefs too.
There is still a need to read and acknowledge Dr. King’s viewpoint, as it is pertinent to the unequal circumstances still evident today. The only thing I didn’t like about the letter was his apology at the end. Dr. King was completely justified in his writing and should not have entertained the idea of apologizing to the illegitimate keepers of the status quo.
Recently there has been much analysis of the role of race, gender, and religion regarding the primary elections. As King points out, religion has been the “arch defender” of the status quo throughout history. In the past, Christianity has justified the oppression of African-Americans and women, and is now preventing the homosexual community from reaching equal rights as well. By no means is religion the sole contributor to such discriminations, yet it has provided a dangerous foundation.
Hillary Clinton ended the debate tonight by saying that we govern best when led by our moral beliefs. I agree that people will become actively engaged with a movement if they are passionate and led by an ideal. However, we must first judge whether our moral beliefs are just and worthy. The same logic that Dr. King expressed while comparing just and unjust laws should apply to our personal beliefs too.
There is still a need to read and acknowledge Dr. King’s viewpoint, as it is pertinent to the unequal circumstances still evident today. The only thing I didn’t like about the letter was his apology at the end. Dr. King was completely justified in his writing and should not have entertained the idea of apologizing to the illegitimate keepers of the status quo.
Wednesday, January 16, 2008
Pipher 5-7
There are so many topics and issues Pipher engages the reader in, which provide for an exciting read. The underlying theme expressed throughout her message seemed to be in relation to the expressivism philosophy of writing. Each chapter encourages writers to find their unique voice while communicating a personal message. Though I don’t agree with some of her political viewpoints, her passion for the issues is evident. Ultimately, authors should attempt to emulate Pipher’s enthusiasm in their own writing.
The portion of the text I enjoyed the most dealt with framing arguments. I completely agree with Pipher when she said, “If we write, in traditional ways, about raising the minimum wage, people will have their usual political, knee-jerk reactions.” Essentially, we cannot directly confront third rail issues without expecting some sort of negative reaction. Instead, writers need to think of other ways to discuss controversial issues. For example, Pipher suggests that writers should tell an emotional story to illustrate an unfamiliar point of view. Successful writers are able to place the reader in the shoes of another through stomach wrenching accounts, both fictional and nonfictional, showing the complete and unedited story.
Finally, writers need to inspire their audience to take action. Writers wanting to change the world must provide the foundation for change itself. In all reality, agents of change must persuade, motivate, and provide logical reasoning among people in order to achieve their goal. In the end, authentic people who can empathize with a specific cause are the only ones capable of inspiring change.
______________________________________________________________________________________________________________
You can lead a horse to water, but the can’t make him drink. However, the job of the writer is merely to act as the horse’s leader.
The portion of the text I enjoyed the most dealt with framing arguments. I completely agree with Pipher when she said, “If we write, in traditional ways, about raising the minimum wage, people will have their usual political, knee-jerk reactions.” Essentially, we cannot directly confront third rail issues without expecting some sort of negative reaction. Instead, writers need to think of other ways to discuss controversial issues. For example, Pipher suggests that writers should tell an emotional story to illustrate an unfamiliar point of view. Successful writers are able to place the reader in the shoes of another through stomach wrenching accounts, both fictional and nonfictional, showing the complete and unedited story.
Finally, writers need to inspire their audience to take action. Writers wanting to change the world must provide the foundation for change itself. In all reality, agents of change must persuade, motivate, and provide logical reasoning among people in order to achieve their goal. In the end, authentic people who can empathize with a specific cause are the only ones capable of inspiring change.
______________________________________________________________________________________________________________
You can lead a horse to water, but the can’t make him drink. However, the job of the writer is merely to act as the horse’s leader.
Monday, January 14, 2008
Whaling Essay Critique
During the previous class discussion, everybody seemed to agree that writing doesn’t fit neatly into one category. However, good writing seems to be characterized by an experienced writer who takes into account his/her audience with a clear purpose. Obviously different people will value varying aspects of the writing process, which affects how they evaluate particular pieces of writing. In all reality, each theory of composition has its strengths and weaknesses that help to explain the process of writing.
The current traditional view of composition is one that greatly emphasizes the mechanics of writing. Based on this theory, the whaling essay would not be judged as “good” writing as it fails to meet some standard requirements. For example, there is no clear thesis statement. If there is one, then it is hidden in the all-inclusive block of writing that is hard to follow. The most obvious suggestion for the writer is to have a clear intro, body, and conclusion. By simply breaking up the large block of text, the writer can organize the paper more clearly. These major problems must first be dealt with before moving onto areas that can improve the essay.
Overall, the writer has significant problems with his/her organization skills. Also, the writer does not cite sources consistently, using varying format. There are minor problems with the grammar, but those should be pushed aside before really looking at the big issues. A good piece of writing can communicate its message clearly to a broad audience, which is something this paper does not do.
The current traditional view of composition is one that greatly emphasizes the mechanics of writing. Based on this theory, the whaling essay would not be judged as “good” writing as it fails to meet some standard requirements. For example, there is no clear thesis statement. If there is one, then it is hidden in the all-inclusive block of writing that is hard to follow. The most obvious suggestion for the writer is to have a clear intro, body, and conclusion. By simply breaking up the large block of text, the writer can organize the paper more clearly. These major problems must first be dealt with before moving onto areas that can improve the essay.
Overall, the writer has significant problems with his/her organization skills. Also, the writer does not cite sources consistently, using varying format. There are minor problems with the grammar, but those should be pushed aside before really looking at the big issues. A good piece of writing can communicate its message clearly to a broad audience, which is something this paper does not do.
Tuesday, January 8, 2008
Writing Strengths, Weaknesses, and Ambitions
Strengths:
For the most part, I genuinely enjoy writing for multiple reasons. However, the most obvious and evident reason is that I feel confident putting my thoughts down on paper. For as long as I can remember writing has been come easy for me. I can recall writing simple state reports in grammar school or research papers during middle and high school without much effort. I feel that one strength of mine is organization and the ability to clearly convey my thoughts. Prewriting activities and rudimentary outlines help me arrange my thoughts in a logical and effective manner, which is an aspect of the writing process ignored my many struggling writers.
Weaknesses:
An area of weakness in my writing is its eloquence and flow. At times I have trouble transitioning smoothly from one point to another. I feel that part of this problem is that I make a “jump” within the paper assuming that the reader is thinking what I’m thinking. It’s as if I expect the reader to be on the exact same page as me constantly, which is a false notion that often times leads to confusion. Additionally, I have a tendency to talk down to the reader instead of talking with them. A disconnect between the author and reader creates distance that has the potential to create a very dry and uneventful paper even if the topic is significant.
Ambitions:
One ambition of mine is to write creatively in the future, particularly short stories for publication. Even though I have had the opportunity to write for the Ball State Daily News for the past two years and for Expo Magazine this past semester, branching out into other literary genres is very appealing. Writing for the two on-campus publications has given me experience that I will always look back on for guidance. In all reality, I sometimes regret not majoring in journalism during college. In the end, the principal ambition of mine is to continue to write and reach a large audience in the future.
For the most part, I genuinely enjoy writing for multiple reasons. However, the most obvious and evident reason is that I feel confident putting my thoughts down on paper. For as long as I can remember writing has been come easy for me. I can recall writing simple state reports in grammar school or research papers during middle and high school without much effort. I feel that one strength of mine is organization and the ability to clearly convey my thoughts. Prewriting activities and rudimentary outlines help me arrange my thoughts in a logical and effective manner, which is an aspect of the writing process ignored my many struggling writers.
Weaknesses:
An area of weakness in my writing is its eloquence and flow. At times I have trouble transitioning smoothly from one point to another. I feel that part of this problem is that I make a “jump” within the paper assuming that the reader is thinking what I’m thinking. It’s as if I expect the reader to be on the exact same page as me constantly, which is a false notion that often times leads to confusion. Additionally, I have a tendency to talk down to the reader instead of talking with them. A disconnect between the author and reader creates distance that has the potential to create a very dry and uneventful paper even if the topic is significant.
Ambitions:
One ambition of mine is to write creatively in the future, particularly short stories for publication. Even though I have had the opportunity to write for the Ball State Daily News for the past two years and for Expo Magazine this past semester, branching out into other literary genres is very appealing. Writing for the two on-campus publications has given me experience that I will always look back on for guidance. In all reality, I sometimes regret not majoring in journalism during college. In the end, the principal ambition of mine is to continue to write and reach a large audience in the future.
Subscribe to:
Posts (Atom)