Thlog #6

Zack left plenty of comments on my WP’S that I was really quite unsure about. I needed some help answering the questions he was asking. I didn’t know where to start off. He was asking me tuff ass questions lol. Starting off, being in the computer lab was very helpful. I was able to pick a question I thought was the toughest. So yeah. Once I picked my question I copied it onto the table that he had on the blogspot. I was hoping for the best feedbacks I could get. Even though zack left feedback it is still good to get feedback from classmates. This was helpful because I was being helped on my tough question. And it even allowed me to help others on tough question they may have had. This is a good technique to use, whenever we may have certain questions. Sometimes maybe the teacher can’t answer questions a student may have. So yeah I i loved that I’ve gotten this experience.

I gained so much knowledge about my topics doing the little project builders and the workshops. I got the chance to get other opinions on work that I already wrote, and I got to give my opinion on other people's work. I got to say what ideas I thought was good and what I thought was bad. I swore I knew as much about my topic as I could, but clearly I didn’t. After these workshops I’ve added more words and explanations to my WP’s. I even took words and sentences out that wasn’t so helpful. I learned that I use “fluff” to much. I think I tend to “fluff” to much because when I hear 5-6 pages I freak out lol. I do seem to write about so much on one topic and start to get off topic. It’s like I want to say so much but I get confused and start to write anything lol. That was a good tip, because now I try to watch what I’m saying and how I say it.

I have learned a lot over this 10 week course, even though it seemed longer than ten weeks lol. Many things that I’ve been taught was helpful. I’ve learned way more in this course then I expected. Examples: different writing tips, highlighting strategies and more. The course terms even made an impact on my everyday vocabulary. I can honestly say I’ve learned a lot.

Thlog #5

The one on one conference gave me a big push! This conference helped me get a better view on my paper on what I could possibly write about. I was clueless going into this conference. I mean I did have my two different sources of writing but I did not know where to start. Zack gave me different suggestions I could talk about in my paper, and even pointed out certain things in my articles I didn’t even notice. I think having one on one conferences with students is major help and all teachers should do this honestly. And thanks to that my wp2 turned out to be great!!.

I’ve came to an understanding to myself that writing notes to yourself helps a lot. It helps BIG TIME! This gives me a list of what I need to do or get down in case I forget. This also helps big time with reading/writing because it’s like little notes to yourself it helps you proofread your own writing or go over what you wrote. It can be as simple as a one sentence recap. Writing notes always helps me as a writer, and even when reading. During this class I also learned about annotating, which in my own words is writing your thoughts or your ideas in the margin of paper. You can ask questions, highlight and underline important pieces that you found in the text. This helps me when I want to go back to a text and read it, all I have to do is skim my annotations. I doubt and disagree when I make annotations. Annotating also helps I put heady and complicated texts/sentences in my own words. This technique was very helpful because it helps me make connections between the text I’m reading and what I actually already know about the text I’m reading.

I like the idea of reflecting what I wrote, it gives me something to look back from what I previously wrote and it can help me reflect on bettering in the future and present. Reflecting helps me add insight of what I learned or gained from before. It gives me some type of clarity. I can add new thoughts when I reflect on old writings. This was a good tip I learned in this English 101-108 and I will definitely use it in future classes and writings.

Thlog #4

 The past couple of weeks have been crazy because of all these days off, and strikes and all the other crazy things going on. But I feel like I’m maintaining a good speed with turning all my work in on time and efficiently. I think the PB’s was a good idea because it helped give me a better understanding of what the WP papers were going to look like. The PBs were helpful, it broke the WPs down into 2 simple parts. Brainstorming before I write any of my papers have also been a major help. It gives me a look on possible ideas I can or should write about. I actually used this before every PB or WP I wrote, it’s a major key.  

After writing my WP2, I gained much more knowledge and understanding about my topic “Death Penalty” then I knew way before. I knew the basics of death penalty but not actually how harsh it could be or even get. I believe I did better on writing my WP2, then what I previously wrote in my WP1. I was much more confident writing my WP2 because I had a way better understanding on my topic, and what it was that I actually had to write about. My only struggles with my WP2 was adding in the course readings. I just couldn’t find where I think they would fit at. I added course vocabs and course terms in my writing, such as audience, purpose, moves and etc., but the readings I just couldn’t seem it fit it in. On my WP1 I had trouble using citations. I think I improved on using citations in my WP2.

Zack went over Wikipedia and if we thought it was a good resource or not. And of course I thought it wasn’t.  I learned way more about Wikipedia then I previously knew. Before Zack and the class explained the different ways and sources to use Wikipedia I honestly didn’t like it. I believed that not nearly everything that’s stated on Wikipedia is true. I agreed on this because anyone in the world can write their response and thoughts on something. I learned that you can actually use Wikipedia to find topics to write about for your own papers. I even learned that way at the bottom of the Wikipedia page there are numerous of resources that authors listed to build their credibility. This gave me a way different view from what I known before.

PB2B

For this PB2B, I choose a text written about bullying. In this PB2B, I’ll be identifying the different players that are involved in this writing piece. I’ll also be discussing the different people/organizations that are impacted by this underlying issue of bullying. When it comes to bullying many different people are involved. Something so little can be turned into something so big, and the many different people that are involved have play different roles. I’m going to connect this article I’m reading to Shelly Reid’s and, then combine the “Doubting and Disagreeing” strategy with the “Taking Positions” strategy.

This article is about, a “13-year-old girl hospitalized after vicious cyber bullying”. The 13-year-old girl had been bullied for several months without anyone knowing. She was being bullied on social media sites, through text messages, and it had got so bad that verbal words where being said. After being bullied the 13-year-old tried to harm herself and therefore was hospitalized. The teenager’s school had got involved. The girl had talked to a counselor, and even changed classes. A truancy officer had to stop by the young teen’s house, because she had been missing days and skipping school. Many friends and family members posted of the bullying online and it gained a lot of attention. There are plenty players that are involved in this underlying issue but I’m going to name the main ones. Which are, the mother, the victim, school counselor, doctors at the hospital, the actual bullies, family/friends, and the police district prevention officer. I’m going to take the roles/positions of these players from their unique perspectives.

The Mother- If I was the mother in this type of case, and I wasn’t aware of my child being bullied until she got hospitalized I would feel sorry. I would ask myself questions like what couldn’t my daughter come talk to me? Why was she afraid to let me know about the bullying? What could I have done to make my daughter feel comfortable enough to come and talk to me. From a mother’s perspective reading this type of text, you will feel concerned, worried, and your parents instincts will start to kick in. What is the school going to do about the bullying? Will these kids be expelled?

School Counselor- Reading this article, as a school counselor and coming from this professional background, a counselor is usually the most important person involved. From a counselors perspective in this situation the first question I might ask the victim is do you feel like you can be harmed? Are you scared? What can I do to help? Questions coming from a counselor are very critical. This type of topic is normal for a school counselor to hear. Being in a counselors shoes you can help the teen by making them feel comfortable, ask plenty of questions. Who is the bully? When did this start? Let the teen know you are there and that they are not alone? In this case the counselor could’ve asked this young teen why you haven’t told your mother. What’s going on between you and your mother?

Victim of bullying- As a victim of bullying, the perspective you have reading this article will be very different than anyone else’s view on this case. You may have similar questions that the victim in the article may have had. You may ask when the right time of telling someone about the bullying was. You may ask why you decided not to tell your mother first. Shouldn’t that be the very first person? Critically thinking, a victim in the same circumstances may ask why you decided to harm yourself instead of just copping with it. A victim might ask how to avoid the bullies? Who can protect me? Why did I have to be the one getting bullied? How did this even start? Can I feel safe to talk to a counselor instead of my mother?

A Doctor- Reading this article as a doctor, a question you might ask is why did this teen harm herself? What was said so cruel that you wanted to hurt yourself? From a doctors perspective you want all your patients healthy and happy. Critical questions a doctor may have reading this article, is will this victim experience depression, anxiety, headaches, or even suicide thoughts. A doctor might look for self-esteem in a victim of bullying. A doctor in this case might even pull the parent to the side and ask them certain questions? Why aren’t you aware of what’s going on? How long has the bullying been occurring unnoticed?

Family/friends-  As a person from a family/friend perspective reading this type of article you may ask yourself, what is an way I can spread the word about ending bullying? How can I be a good support system to the victim? What do I say to the victim? How can I make this topic aware across the city?

Police District Prevention Officer- Reading this article I noticed there was a police district police officer involved. Reading from this perspective I may ask myself how the prevention officer can bring these bullies to justice. What are different ways of preventions? Can I create a new system for helping victims of bullying? How can I encourage victims to feel same to come forward? Can I create youth aid files? How can you scare the bullies so they can stop bullying without actually harming them? 

Thlog #3

When I wrote my Wp1, I actually used plenty the techniques from “Shitty First Drafts”. I actually had to ask myself why is writing multiple shitty drafts going to help me with a better outcome on my last shitty draft. I wrote several of different drafts before submitting my final one and actually after reading the drafts over and over I started to change words/ phrases I was saying from my first draft. In the third paragraph (3) shitty first drafts LaMott stated “the only way I can get anything written at all is to write really, really shitty first drafts and that’s true. My first couple of drafts where really basically my brainstorm list. I had to jot thing the first things that came to my head before I forgot them actually. I was writing with no filter. Whatever came to my head I wrote it down?

While writing my PB2A, I was confused on where to start at. Basically we had to identify the moves of a writer. So I went back and read the article Mr. gave us about reading rhetorically. After reading the article and skimming through it a couple more times I got a better understanding of what Mr. was asking for in PB2A. For example using the five W’s helped me. Who, What, Where, When, Why. Reading the articles about moves I became aware that tracing a writers rhetorical “moves” helps you become a more conscious reader and writer.  Someone’s moves in my own words would mean how that person does a particular thing. It’s your own creative style of writing.

I learned to use italics on vocabulary words or to highlight certain words to make them stand out. Italics draws attention to a word. The Italics “move” when writing helps you notice what is important and what you need to know. You may usually see one on every page.

I like the “headings move” it lets you know it’s a new paragraph being introduced and what it’s about. A heading is usually in bold. I came to an understanding a heading can also be a question, which means the paragraph beneath it will basically explain the heading.

I actually learned about juxtaposition in this course. Which is placing two unlike/dissimilar strategies/images next to each other so that they can each outstand more. It’s usually used in poems to compare and contrast. It’s a literary technique. 

PB2A "Moves"

In this PB2A I’ll be spotting, examining and evaluating the moves authors make. The article that I choose to evaluate is an article from NYTIMES. The name of the article is “Teenage Drivers? Be Very Afraid”. This author showed a lot of moves that I’ve noticed. I’m going to list the moves that I found first and then the They Say, I Say Appendix.

Move 1- Parent-Teenager Conversation- I believe the author choose to make this move because conversations between a parents and teens are so common. Your child’s first car and first driving experience is always frightening and scary to believe as a parent. A teenage driver? Sounds scary as a parent. This is an affective move because parents are always scared when their teen first start driving and they have to lay down the rules. The conversation usually offers a long list of does and don’ts when becoming a beginner driver. Using this move explains why the author opened the text saying parents generally have conversations about driving with their teenagers. It’s important.

Move 2- Connecting claims to title- Since the title is “Teenage Drivers? Be Very afraid” why not introduce what occurs when teenagers are drivers. I certainly believe the author choose to make this move to explain what can happen when teenagers are driving. This move gave the author a chance to explain accidents and deaths. This is a very effective move because it points right at the title. The authors is giving you a reason on why the title was chosen. These claims broke the title right down.

Move 3- Phones off- I call this the phone off move because towards the middle and end of the passage the author made plenty of truthful claims about phones. And how phones are a big distraction. The author may have chosen to use this move to explain how teens are addicted to their cellphones. The authors states “Teens’ prevalence for engaging their devices is higher than other age groups,” This move also relates back to the title on a reason why you should be afraid of teenage drivers. This is a very affective move because as a teen having a cellphones is addictive, we check notifications, messages and even blast music. Doing this while driving is a big, NO, No. just as the author described.

Introducing Implied or Assumed Move 1- The most surprising thing I learned is how passionately researchers believe that parents are not doing nearly enough to supervise their children. “Our studies show that the more the parent is involved when a teen is learning, the lower their chances are for a crash,” This move explains that basically studies show if a parent is more involved in what tasks the teens are learning when driving, this lowers the chances of a car crash, but from the authors studies many researchers “Assume” parents are not involved enough. This is an affective move, it goes to show that what people assume may not always be as true as they think/believe.

Capturing Authorial Move 2- “Cars have gotten safer, roads have gotten safer, but teen drivers have not,” she said. By using this move the author get to explain what she “believes” is true or not. The is effective because it shows what she thinks/ knows before her studying which can change once the research is done. Using this move lets you emphasize.

Signaling who is saying what move 3- “In 2013, just under a million teenage drivers were involved in police-reported crashes, according to AAA. These accidents resulted in 373,645 injuries and 2,927 deaths, AAA said”.  This move let’s you know who is stating this claim. This is an affective move when reading because it tells you who said what, and who is supporting this claim. By saying Triple AAA said x,y,z it helps you as a reader know that the author did accurate research. 

Thlog #2

Well before writing my Wp1, I was working on the PB’s and I was actually confused on what genre actually was. I really didn’t understand how I was going to write “genre”. I always thought genre was only in music I never knew it was in reading / writing. During the past couple of classes we had I started to get a better understanding on what you were actually looking for when writing about a specific genre. I was a little confused on how to start writing my WP1 but I wrote it. The comments you left was a very big help I got to understand what I did wrong and right. For instance, I was doing my “work cited” page wrong and you gave me tips on what can help me improve on how I can better it next time. I looked up different work cite pages on google like you said and it helped me a lot, and actually showed me what it should look like. After several classes I finally got to understand what genre was. I got it RIGHT on my WP1; I actually improved on writing genre. Writing my WP1 I gained much more knowledge from what I knew about my topic before.

Like I said before the nesting dolls was a big help. Narrowing down one big genre too something more similar was a big help. Certain writing tips became a BIG help. Like writing a reverse outline. I learned that it could be actually be your second outline. It helped to know that you can turn your draft into an outline. In a reverse outline you should pick out all the main points in each paragraph. Based on the highlighting techniques I started to notice that I clammed too much information in one paragraph. It was like one big run on sentence. I’m still struggling on understanding what exactly the rhetorical triangle is. For instance in getting confused on what actually ethos, pathos and logos mean. I get very confused on their meanings. Being in groups and having partners is also a major help. It helps me get a better understanding on a certain topic were talking about in class. Sometimes I think it’s better to hear from a peer then a teacher. Peers may explain it better sometimes. Having partners gives me another look at a topic, it points on things I actually never noticed it’s a major help getting helps from others! So I like the get in a group partner idea.