Portfolio Cover Letter:
https://docs.google.com/open?id=0BydrCvQbOIepczkzaVRlV3NSZmEwaGl4X0dPSEhXdw
Paper 1:
https://docs.google.com/open?id=0BydrCvQbOIepZzJUS1Y4VnpRYjZ5MWpLSjIwVlZKUQ
Paper 2/rewrite:
https://docs.google.com/open?id=0BydrCvQbOIepY2tadnM0RVhSTlM1eE10UFJxdlY1Zw
Paper from another class:
https://docs.google.com/open?id=0BydrCvQbOIepTDVVU2IyX2hUeDJfUGtTcUlILW1WQQ
Paper 4:
https://docs.google.com/open?id=0BydrCvQbOIepNjQ4ZWJiRjhUenkwQ1BsQUpvZWJLUQ
Argument For An A:
https://docs.google.com/open?id=0BydrCvQbOIepbDdOYmExXzdSRHlEeTViZ2UxeWVLdw
Friday, March 16, 2012
Monday, March 5, 2012
Paper 4
https://docs.google.com/open?id=0BydrCvQbOIepZU45aTFvQmtRTXVUVlJqQ09BXzI5dw
Cover Letter
I am still really iffy on this paper.. i think the word limit freaked me out a little bit. I feel as if i repeated a few of my thoughts too often. The basic gist of the paper however is: that for eternity, writing professionals have talked about how awful procrastination is, and that it is always always always harmful to your writing and your over all assignment. i do not agree with this claim, and that is what the paper is about. i want writing professionals to stop telling students to stop procrastinating, and start telling us how we can find out if we are in the group of people where procrastination would benefit us, and our writing. Like the past 3 papers, i really cannot tell if it is a ''good paper''. I know in my mind that all of my opinions and points in this paper are genuine and sincere, because essentially, the paper is about me and my road to finding my productive procrastinating-ness. And that is what is important to me, using my own experiences to benefit others writing and so my part to move the writing world along. I would like comments on the flow of the paper and if at any point i get off track/off subject at all. Thanks!
Happy week 10
-Katie
Cover Letter
I am still really iffy on this paper.. i think the word limit freaked me out a little bit. I feel as if i repeated a few of my thoughts too often. The basic gist of the paper however is: that for eternity, writing professionals have talked about how awful procrastination is, and that it is always always always harmful to your writing and your over all assignment. i do not agree with this claim, and that is what the paper is about. i want writing professionals to stop telling students to stop procrastinating, and start telling us how we can find out if we are in the group of people where procrastination would benefit us, and our writing. Like the past 3 papers, i really cannot tell if it is a ''good paper''. I know in my mind that all of my opinions and points in this paper are genuine and sincere, because essentially, the paper is about me and my road to finding my productive procrastinating-ness. And that is what is important to me, using my own experiences to benefit others writing and so my part to move the writing world along. I would like comments on the flow of the paper and if at any point i get off track/off subject at all. Thanks!
Happy week 10
-Katie
Friday, March 2, 2012
Paper #4 Introduction 2.0
I hope I never again witness such injustice as I did that fateful day in Mrs. Foley's 8th grade english class. We had a review due on Monday morning regarding the new school levy on the ballot. Mrs. Foley snaked through the aisles collecting the papers. For weeks she had been pestering us about starting our papers early and not waiting until the weekend, let alone Monday morning at 6 am to complete them. She claimed that there was no way anyone could possibly produce an adequate paper without properly preparing for and drafting it first. She claimed she would be able to simply read through the first paragraph and her 6th sense teacher senses would start tingling. I decided that I had a good enough grade in the class to test that theory.
Sunday, February 26, 2012
Penrose/Geisler Reading
***MR. WHICKER: MY POST FOR PAPER 4 IS BELOW THIS ONE!***
Summary
In this article, "Reading and Writing without Authority" Penrose and Geisler perform a study where they look at the writing styles of two people. A freshman English student (Janet) and a philosophy doctorate student, (Roger). They ask both students to write papers on paternity. They looked at the context, and overall quality of the papers and made inferences about the authority the papers held. The purpose of their study was to investigate how such differences in authority are played out in the academic sphere. They were particularly interested in how the lack of authority shapes the reading and writing practices students adopt. They concluded that confidence in one's own authority is assumed to increase generally with age,but gender also may influence this development. They then looked into conflicting authorities, for instance, when two papers both seem authoritative, yet have conflicting information/opinions. Overall, I gathered that this article was about how to know if someone is an "insider". In other words, reading two passages, and being able to tell which one to trust/which one was written by the college freshman, and which was written by the philosophy doctorate student.
Questions For Discussion
3. Janet, like us, has just finished high school were we were taught that when you have to write a paper, you find a ton of information about the topic, (usually online) and you either mentally or physically copy and paste it into your paper. It is literally like second nature to me in regards to doing a research paper. We are stuck in the mold of "you need 6 sources, 2 books, 2 websites, 2 articles. I don't care how you do it, just put it in the paper." And that is what we do. In order to receive credit, we find any random book,website and article and stick it in the paper. However, in the situation, Roger is writing his paper a little differently. Actually, a lot differently. Because of his major, he doesn't necessarily need to look up a lot of information. He may already know a lot about paternity/remember cases/studies he has seen about the topic and be able to use that as information to put into his paper. Also, the information that he does include, unlike Janet, he can make in depth inferences about and reflect upon the matter in a philosophical and intellectual way that Janet cannot simply reach yet.
4. Janet is choosing to trust the authors of her text more than herself simply because they are published writers, and she is not. She is afraid to wonder from their main points and opinions because she is not sure if they are valid/she knows for a fact that the authors claims are legitimate and true. Or so she believes. She, like many people, are automatically trusting of other people that they perceive to be smarter than themselves. Which isn't a bad thing, but in my opinion, it can keep people from going out on a limb and making their own inferences, in saying "So-and-so believes X, Y and Z, while I understand their claims, I believe A, B, and C can also be true."
5. I believe my writing is more like Janet's. I am guilty of the information-transfer model. While I would love to be able to write like Roger, I believe that writing not only takes a level of bravery and confidence, it takes a lot of experience. I do not believe that Roger's writing is something that happens over night, or that can be rushed. I believe that if I go on to a master's degree, I will eventually, and unknowingly, begin to write more like Roger because of the knowledge and experience I have picked up along the way.
Meta Moment
Next time I go to write a research paper, this article will have helped me in 1. my writing style and 2. my confidence. In the beginning of the article, (in paragraph 1 on pg 604) the authors talk about how Janet feels the need to define paternity and what it means/functions as. In Roger's paper, he assumes that the reader knows this information already, and is able to get down to more in depth inferences. I don't know if feeling obligated to define your topic is novice, but I do think that skipping the basic information about paternity would have made her intro a little more mature. Also, I learned that saying "in this paper" is a big bad idea. It makes it seem like there was no author, and the paper holds the information, not the author.
My Own Thoughts
I thought that most of the information in this article was kind of assumed. I could have guessed that a doctorate student would write a more authoritative paper than a college freshman. However, I did learn from this article how to make my papers a little more mature by making slight changes/improvements to my style and how I structure some sentences. I didn't mind reading it because all in all, I did get some helpful hints out of it, however I thought that the study that they did was somewhat predictable. However, they did make inferences about the differences in their writing that I wouldn't have necessarily noticed. I am also happy that our readings due today were cut in half. So, I have absolutely nothing to complain about.
Summary
In this article, "Reading and Writing without Authority" Penrose and Geisler perform a study where they look at the writing styles of two people. A freshman English student (Janet) and a philosophy doctorate student, (Roger). They ask both students to write papers on paternity. They looked at the context, and overall quality of the papers and made inferences about the authority the papers held. The purpose of their study was to investigate how such differences in authority are played out in the academic sphere. They were particularly interested in how the lack of authority shapes the reading and writing practices students adopt. They concluded that confidence in one's own authority is assumed to increase generally with age,but gender also may influence this development. They then looked into conflicting authorities, for instance, when two papers both seem authoritative, yet have conflicting information/opinions. Overall, I gathered that this article was about how to know if someone is an "insider". In other words, reading two passages, and being able to tell which one to trust/which one was written by the college freshman, and which was written by the philosophy doctorate student.
Questions For Discussion
3. Janet, like us, has just finished high school were we were taught that when you have to write a paper, you find a ton of information about the topic, (usually online) and you either mentally or physically copy and paste it into your paper. It is literally like second nature to me in regards to doing a research paper. We are stuck in the mold of "you need 6 sources, 2 books, 2 websites, 2 articles. I don't care how you do it, just put it in the paper." And that is what we do. In order to receive credit, we find any random book,website and article and stick it in the paper. However, in the situation, Roger is writing his paper a little differently. Actually, a lot differently. Because of his major, he doesn't necessarily need to look up a lot of information. He may already know a lot about paternity/remember cases/studies he has seen about the topic and be able to use that as information to put into his paper. Also, the information that he does include, unlike Janet, he can make in depth inferences about and reflect upon the matter in a philosophical and intellectual way that Janet cannot simply reach yet.
4. Janet is choosing to trust the authors of her text more than herself simply because they are published writers, and she is not. She is afraid to wonder from their main points and opinions because she is not sure if they are valid/she knows for a fact that the authors claims are legitimate and true. Or so she believes. She, like many people, are automatically trusting of other people that they perceive to be smarter than themselves. Which isn't a bad thing, but in my opinion, it can keep people from going out on a limb and making their own inferences, in saying "So-and-so believes X, Y and Z, while I understand their claims, I believe A, B, and C can also be true."
5. I believe my writing is more like Janet's. I am guilty of the information-transfer model. While I would love to be able to write like Roger, I believe that writing not only takes a level of bravery and confidence, it takes a lot of experience. I do not believe that Roger's writing is something that happens over night, or that can be rushed. I believe that if I go on to a master's degree, I will eventually, and unknowingly, begin to write more like Roger because of the knowledge and experience I have picked up along the way.
Meta Moment
Next time I go to write a research paper, this article will have helped me in 1. my writing style and 2. my confidence. In the beginning of the article, (in paragraph 1 on pg 604) the authors talk about how Janet feels the need to define paternity and what it means/functions as. In Roger's paper, he assumes that the reader knows this information already, and is able to get down to more in depth inferences. I don't know if feeling obligated to define your topic is novice, but I do think that skipping the basic information about paternity would have made her intro a little more mature. Also, I learned that saying "in this paper" is a big bad idea. It makes it seem like there was no author, and the paper holds the information, not the author.
My Own Thoughts
I thought that most of the information in this article was kind of assumed. I could have guessed that a doctorate student would write a more authoritative paper than a college freshman. However, I did learn from this article how to make my papers a little more mature by making slight changes/improvements to my style and how I structure some sentences. I didn't mind reading it because all in all, I did get some helpful hints out of it, however I thought that the study that they did was somewhat predictable. However, they did make inferences about the differences in their writing that I wouldn't have necessarily noticed. I am also happy that our readings due today were cut in half. So, I have absolutely nothing to complain about.
Paper #4 Idea
Procrastination
>why does it have such a negative connotation?
>when does it work to your advantage?
>>when doesn't it work to your advantage?
>are there always correlations with procrastinators and poor writing?
>why does it have such a negative connotation?
>when does it work to your advantage?
>>when doesn't it work to your advantage?
>are there always correlations with procrastinators and poor writing?
Friday, February 24, 2012
Wardle Reading
Summary
Elizabeth Wardle writes this article because she is interested in how adults (moving from one discourse community, to another) learn how to read and write. She argues that learning to write ub fba dir bew situations and workplaces is complex in ways that go far beyond texts and cognitive abilities. She does so in two ways. First, she starts by outlining theories of identity and authority. In this illustration, she focuses on two different types of people. Compositionists: who focus on cultural-historical acitivy theory, and sociologists: who study apprenticeship. Second, she illustrates some of the difficulties inherent in writing and identity formation by telling the story of one new worker who struggles with written conventions and codes largesly because of issues of identity and authority. In this paggage, Wardle uses a very relaxed writing tone, she said that using an academic voice could impair her message and derive from the focus of the points.
Questions for Discussion 3-7
3. I believe that there was not a positive result, because in this example the costs outweighed the benefits, atleast in the eyes of those involved- and thus it was not worth the effort. His conflicts could have been handled better if he could have focused on the end result, and put in the work and the effort necessary to reach said goals.
4. I do agree that it is possible. That is the hard thing with written communication, the perception is not always the intended perception. I'm sure there are writers out there who use language with intention, infact- I'm sure all writers somehow use all language with intention- because that is it's purpose. However, how it is translated by the reader, is not always how it was meant to be translated. Thus, writers sometimes need to be extra clear in their writing, while trying to take risks with their word choices.
5. I agree more with Gee, because I believe this is how innovation occurs, and epiphanies happen. People enter into a situation with a fresh outlook and say "this could be better" or "something is wrong here" and they educate people on their opinions and their views, and they rally to make a change. If people entered every situation close minded, there would be no progress made in the world. For example, if I walked into my dorm hall when I first moved in in August and said "this looks nothing like my room at home, I cant live here." I would never get anywhere in life. It is okay to take your past discourse communities and what you have learned about through them, to new discourse communities, however, it is vital to keep an open mind and a clear conscience.
6. I would agree in the sense that this is a positive title as a "tool". Everyone is a tool. As long as they are contributing something to their discourse communities and helping fellow DC members along- they are helpful, and resourceful, and productive- then yes, they are tools.
7. Yes. I can think of a very specific instance. And I feel bad because Mr. Whicker will probably read this and possibly be offended. I apologize in advance. During like week 3 or so, we were getting ready to turn in our first paper, and Mr. Whicker was writing on the board ways that we could edit our own papers for fluency and he wrote on the board "read your own papers allowed" I almost fell out of my chair. I am an Engligh/Math middle childhood major and I had just made my 5th grade lesson plans for homophones. Which are words that sound alike, but are spelled different. In my lesson plans, I had made a worksheet and one of the questions was asking the student to write a sentence with the correct usage of aloud/allowed. He would have gotten that quesiton wrong. I'm sorry Mr. Whicker. But on the bright side, atleast you know I'm paying attention and reading everything you write on the board! Please don't fail me.
Applying & Exploring Ideas
To have authority over texts, to me, is defined by reading a text and not learning anything new. For example, if you were at OU on a soccer scholarship, being assigned a text about basic soccer regulations- and not learning anything from it because you already know all of the reguations. However, I do not believe it is completely possible to have authority over a discourse community. It is impossible to be certain that there is absolutely nothing you can learn, or no new views you can take from the people you are in the discourse community with. You never quite know when a fresh idea or outlook is going to come to the surface and make you change your opinions/gain a new viewpoint. I would say that I have authority of knowledge over the kids I teach swimming lessons to. Not only did I pass all of the levels when I was little, but when I turned 16 I went on to training on how to teach what I had already learned. However, every once and a while a little kid will come along that has a freshout look on how a stroke works, or a really unique way of thinking about a swimming concept, and it completely blows me away. It's not that they are a better swimmer than I am, they are simply thinking about how I explain something, and putting it into terms that they would better understand. For example, when I teach butterfly kick, I tell the girls to pretend that they are mermaids, and the boys to pretend that they are sharks. And one day a few summers ago a little boy said "do you mean we have to do the worm in the water?" and I was really confused, so he got out of the poool and he did the worm dance on the pool deck. It was exactly what I wanted them to envision, and then some. Even though I was the instructor, he was able to teach me new insight on something I had been doing for years. Proving to me, that I cannot have complete knowledge authority over that discourse because I had been taught something new.
My Own Thoughts
I really liked how this author kind of went off of Gee's article, yet made it more modern and understandable. Plus, I think it is a really relevant and important question to ask. Because when I think about discourse communities, I think about professionals. And really really smart old men in lab coats. But at one point, several hundred years ago, those really old men were first year undergrad students just like me. And I think it is interesting how they learn their discourse community, and how they learn how to fit in within that community. When I think about learning to read and write, I think about a kindergarten classroom, not a grad student. It definitely brought a new perspective on how I think about learning to read and write, and how it can literally happen at any age. It just depends on what you're learning to read and write.
Elizabeth Wardle writes this article because she is interested in how adults (moving from one discourse community, to another) learn how to read and write. She argues that learning to write ub fba dir bew situations and workplaces is complex in ways that go far beyond texts and cognitive abilities. She does so in two ways. First, she starts by outlining theories of identity and authority. In this illustration, she focuses on two different types of people. Compositionists: who focus on cultural-historical acitivy theory, and sociologists: who study apprenticeship. Second, she illustrates some of the difficulties inherent in writing and identity formation by telling the story of one new worker who struggles with written conventions and codes largesly because of issues of identity and authority. In this paggage, Wardle uses a very relaxed writing tone, she said that using an academic voice could impair her message and derive from the focus of the points.
Questions for Discussion 3-7
3. I believe that there was not a positive result, because in this example the costs outweighed the benefits, atleast in the eyes of those involved- and thus it was not worth the effort. His conflicts could have been handled better if he could have focused on the end result, and put in the work and the effort necessary to reach said goals.
4. I do agree that it is possible. That is the hard thing with written communication, the perception is not always the intended perception. I'm sure there are writers out there who use language with intention, infact- I'm sure all writers somehow use all language with intention- because that is it's purpose. However, how it is translated by the reader, is not always how it was meant to be translated. Thus, writers sometimes need to be extra clear in their writing, while trying to take risks with their word choices.
5. I agree more with Gee, because I believe this is how innovation occurs, and epiphanies happen. People enter into a situation with a fresh outlook and say "this could be better" or "something is wrong here" and they educate people on their opinions and their views, and they rally to make a change. If people entered every situation close minded, there would be no progress made in the world. For example, if I walked into my dorm hall when I first moved in in August and said "this looks nothing like my room at home, I cant live here." I would never get anywhere in life. It is okay to take your past discourse communities and what you have learned about through them, to new discourse communities, however, it is vital to keep an open mind and a clear conscience.
6. I would agree in the sense that this is a positive title as a "tool". Everyone is a tool. As long as they are contributing something to their discourse communities and helping fellow DC members along- they are helpful, and resourceful, and productive- then yes, they are tools.
7. Yes. I can think of a very specific instance. And I feel bad because Mr. Whicker will probably read this and possibly be offended. I apologize in advance. During like week 3 or so, we were getting ready to turn in our first paper, and Mr. Whicker was writing on the board ways that we could edit our own papers for fluency and he wrote on the board "read your own papers allowed" I almost fell out of my chair. I am an Engligh/Math middle childhood major and I had just made my 5th grade lesson plans for homophones. Which are words that sound alike, but are spelled different. In my lesson plans, I had made a worksheet and one of the questions was asking the student to write a sentence with the correct usage of aloud/allowed. He would have gotten that quesiton wrong. I'm sorry Mr. Whicker. But on the bright side, atleast you know I'm paying attention and reading everything you write on the board! Please don't fail me.
Applying & Exploring Ideas
To have authority over texts, to me, is defined by reading a text and not learning anything new. For example, if you were at OU on a soccer scholarship, being assigned a text about basic soccer regulations- and not learning anything from it because you already know all of the reguations. However, I do not believe it is completely possible to have authority over a discourse community. It is impossible to be certain that there is absolutely nothing you can learn, or no new views you can take from the people you are in the discourse community with. You never quite know when a fresh idea or outlook is going to come to the surface and make you change your opinions/gain a new viewpoint. I would say that I have authority of knowledge over the kids I teach swimming lessons to. Not only did I pass all of the levels when I was little, but when I turned 16 I went on to training on how to teach what I had already learned. However, every once and a while a little kid will come along that has a freshout look on how a stroke works, or a really unique way of thinking about a swimming concept, and it completely blows me away. It's not that they are a better swimmer than I am, they are simply thinking about how I explain something, and putting it into terms that they would better understand. For example, when I teach butterfly kick, I tell the girls to pretend that they are mermaids, and the boys to pretend that they are sharks. And one day a few summers ago a little boy said "do you mean we have to do the worm in the water?" and I was really confused, so he got out of the poool and he did the worm dance on the pool deck. It was exactly what I wanted them to envision, and then some. Even though I was the instructor, he was able to teach me new insight on something I had been doing for years. Proving to me, that I cannot have complete knowledge authority over that discourse because I had been taught something new.
My Own Thoughts
I really liked how this author kind of went off of Gee's article, yet made it more modern and understandable. Plus, I think it is a really relevant and important question to ask. Because when I think about discourse communities, I think about professionals. And really really smart old men in lab coats. But at one point, several hundred years ago, those really old men were first year undergrad students just like me. And I think it is interesting how they learn their discourse community, and how they learn how to fit in within that community. When I think about learning to read and write, I think about a kindergarten classroom, not a grad student. It definitely brought a new perspective on how I think about learning to read and write, and how it can literally happen at any age. It just depends on what you're learning to read and write.
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