For Final Portfolio

Your Final Portfolio has to be in a binder
 with holes punched into each page.

Reflection Letter

SQR1

SQR2

SQR3

SQR4

SQR5

SQR6

Project 1: Question & Proposal

Project 2: Annotated Bibliography (3 Sources)

Project 3: Survey or Interview: Who & Why 2-3 pgs

Final Paper

Extra:   Blog Entries

1^st Day Class Writing

Questioner

-Remeber that for all this work you must include ALL drafts.
With your responses and mine

DUE DATES! & Final Project-Reflection Letter

ON DAYS OF WORK SHOPS! PLEASE BRING ALL PAGES THAT YOU HAVE DONE ALREADY. FROM 1 TO WHAT EVER IS DUE THAT DAY.

Draft of Part 1 (Interest & Context) for Peer Review (1-2 pgs double spaced): _Due Monday April 4th

Draft of Part 2 (Methods) for Peer Review (2-3 pgs double spaced): __Due Monday April 11th_
Draft of Part 3 (Findings) & Applications
& Of Course your Conclusion for Peer Review (2-3 or more pgs double spaced):
Due Monday April 18th__

PLEASE NOTE!!!!!!!!!
PAPER DUE TO ME ON WEDNESAY

APRIL 20TH * THE WHOLE THING!!!!

 FULL AND COMPLETED DRAFT

Monday, April 25, 2011
Feedback Return on Papers
Disscuss Reflection Letter (see below for info on Reflection Letter)
Meet with Students for feedback

Wednesday, April 27, 2011
Meet with Students for feedback

Monday May 2, 2011
PORTFOLIO WORKSHOP & REFLECTION LETTER WORKSHOP
Wednesday, May 4, 2011
PORTFOLIO DUE - Last Day of Class








Reflection Letter
*A Major component of your grade in the Final Portfolio!!!!!

Reflection Letter: Looking Forward Back

A Reminder of My English 1302 Goals

Through your work in this class, you should begin doing the following things:
●Develop and build confidence in your abilities to create, interpret, and evaluate texts in all types of media.
●Develop knowledge and inspire new ideas through writing.
●Become a rhetorically effective writer who can respond credibly and accurately to a variety of writing situations.
●Learn to write with a purpose.
●Develop an awareness of how and why you revise your writing.
●Develop an understanding of the importance of getting feedback from others when writing.
●Develop habits for thoughtful and effective questioning.
●Develop reading strategies for analyzing texts (your peers’ papers as well as the readings you’ll be working with).
●Learn how to work constructively with each other through group work.
●Learn how to creatively take risks.
●Become familiar with appropriate style guidelines for class projects.

When we began this semester, we talked about how this class might not be what you’ve typically thought or experienced English classes to be. I wanted to help you think about what writing, reading, and learning are—in your lives, in school, and in the weird spaces where both overlap and we learn about ourselves and the world. And I wanted to do this by having you read, write, and think about what other people study and say about you as writing students. This may indeed sound like more than what your typical writing class aspires to do, but for me, it has everything to do with rhetoric, with thinking, writing, and interacting with others through language. Asking questions, reading about what others think, thinking about your own responses to these questions, and discussing the questions with others allows you to enrich your understanding of yourself and the world in which you live. All of this helps give you a sense of perspective, a sense of where you fit in to conversations that have been going on for many years and will continue to go on long after us. I believe doing this work matters to your development as students and to your development as contributing, thinking participants in the world, and so I am proud to have been with you along the way, helping you, sometimes pushing you, to compose your ideas with language.

We have read article about writing, we’ve worked on SQRs, we’ve talked about the different ways to think about writing as an academic and as a writer. We’ve questioned “academic voice”. We’ve learned to construct proposals for research questions. We’ve evaluated sources with annotated bibliography and constructed primary research with surveys and or interviews. We’ve watched spoken word presentations, read different ways that individuals construct academic papers such as Gloria Anzaldua. We’ve used databases and library references to gather sources that have individuals speaking about the different issues you are thinking about writing or are writing.

I hope you’ve come to see that writing isn’t a set of discrete skills that can be mastered in a single semester and then applied with ease to all future writing situations. Writing (in any medium) is hard because it’s hard, and we all need feedback from others to see where we’re accomplishing what we meant to and where we need to clarify and work through our ideas. I hope, too, that you have learned something about your own writing through your revisions and that you have come to appreciate the value of revision as a way for us to be as effective as we can be in our communication with others.

At this point in the semester, you probably haven’t had much time for reflection. Perhaps reading through the description above of what we’ve done so far represents the first time you’ve thought about all the considerable work you’ve done as a whole and not as individual pieces that have to be finished by a certain deadline. What I’m hoping you’re able to do now is begin to put all these pieces together, to try to think about what you’ve done from a “big picture” perspective. I want you to begin to think about what you’ve learned, what the challenges have been, and how you’ve dealt with those challenges. For many, it may take months or years––long after the course evaluations––to realize the full effects of what you’ve learned.

To begin this process of reflection, which I imagine will continue well past the time when your English 1302 portfolio is due, I want you to write a cover letter for your portfolio. In this letter, I want you to tell your story of English 1302. Where did you begin? Where have you ended up? What happened along the way? To do this, you will need to study the work you’ve done for the class––your in-class and homework assignments, Your SQRs, your projects, your revisions, notes and workshops. What do you see there? Look back at my goals for us in the class at the top of this project, and, also, here are some questions you can think about as you reflect on your experience:

●What do you know about yourself as a writer now that you didn’t know before? What strategies have you learned to use to make your writing more effective?
●What were the important questions for you?
●Where do you see glimmers of understanding? What do you still need to work out in your mind? Where do you see yourself not being able to say/do what you wanted to?
●What have you learned about composing, about rhetoric, about revision, about yourself?
●What were the things that helped you learn?
●What were the challenges you faced this semester? How did you deal with those challenges?
●What do you still want to know more about?

Your primary audience for this will be me since I will be using it as a guide to your portfolio. Your letter will offer me a way of reading the work of your portfolio, and by extension the work of the class, and should help me understand what you’ve learned from reflecting on your work in the class and from putting the portfolio together.

Though you certainly don’t have to, you could try to come up with an overriding metaphor that would help me see your experience in the class (or a part of it) in a way that honors the complexity of what you’ve had to do, or you could come up with a visual map of some sort––-a collage, a portrait of the class––that would represent all the strands of what your experience has been and what you’ve learned. You could also come up with a video clip or a short CD of music you put together in which you try to represent your experience in the course and what you’ve learned about writing, about work and education, and about yourself. In both cases, you would need to have a written component in which you walk me through your visual/audio and explain in detail what your alternative text tells me about what you’ve learned. Given the multimedia components of several of our assignments and the role of technology in composing, these alternatives would be very appropriate, but they are not necessary for you to do a good job with this assignment. What matters is that you are specific and thoughtful about what you’ve learned and that you refer to the specifics of your projects as you write.

As I’ve mentioned in class, you can’t really complete this assignment until you’ve done revisions of your projects, which is where much of the learning in this class takes place. But you should begin thinking about how you want to approach this assignment and start reflecting on the work you’ve done so far as soon as you can. I will be happy to take a look at your drafts of this project in the next few weeks during class. I won’t put a page limit on this assignment, but you should aim for at least 3 very tight, revised pages (and you can always do more). These cover letters will play an extremely important part in my evaluation of your portfolio as they will show me what you’ve learned and what you’ll be able to carry with you once your time in our class is over. Please, however, do not think of this assignment as an opportunity to beg for a grade or as a request for you to flatter me. I want to know what the class has enabled you to do/think, and I am really excited about reading your reflections. They’re often my favorite part of the semester.

Good luck, good writing, and kick some...well, you know how that one plays out.

Project 4

Writing Prompt 4

ENG 1302 – Rhet & Comp II

Writing 4: Drafting your Research Essay

---

Just so we don't forget, here are my goals for this class:

• Develop and build confidence in your abilities to create, interpret, and evaluate texts in all types of media.
• Develop knowledge and inspire new ideas through writing.
• Become a rhetorically effective writer who can respond credibly and accurately to a variety of writing situations.
• Learn to write with a purpose.
• Develop an awareness of how and why you revise your writing.
• Develop an understanding of the importance of getting feedback from others when writing.
• Develop habits for thoughtful and effective questioning.
• Develop reading strategies for analyzing texts (your peers’ papers as well as the readings you’ll be working with).
• Learn how to work constructively with each other through group work.
• Learn how to creatively take risks.
• Become familiar with appropriate style guidelines for class projects.

---

We’ve reached the point in your research where I now have to ask you to write a formal draft of your final essay. You may be asking: How do I synthesize all my research and thoughts into a formal draft?! Do not freak out just yet. This prompt will help guide the organization of your essay.
This essay is not your average essay. It is a far reach from the thesis at the end of your first of five paragraph style essay. You should consider yourselves scholars now who are making contributions to the discipline of Writing Studies. Therefore, this essay will look a lot more like the articles we’ve read in class (refer back to their structure as examples) than the essays you’ve written in previous composition courses.
This essay is a synthetic piece of writing. You’ll need to explain the research you did, the different ideas you learned, try to make sense of your research question, your research process, and your conclusions for someone who didn’t go through the same experience.
Your paper should therefore include the following:

• explain how you came to your question, why it is important and what it involves
• describe how you investigated, both in terms of the strengths of your design an its limitations
• discuss your findings and their significance for one or more invested stakeholders
• brainstorm about possible ways to adapt what you’ve leaned in your investigation into a public project that puts your findings and theories to work in the “real” world

You are free to present your sections the way you want, either like a report (with subheadings) or something more elaborate. When writing, bear in mind that each section should transition from one to the next cohesively and cogently and always be mindful of your overall purpose, your research question, and the conclusion(s) you’ve reached through your research. More importantly, make sure your essay meets all of the requirements of this project [they are at the bottom of this prompt]. Also, keep in mind that you’re writing for an academic audience (your peers and your instructor). And, remember it has to be 5 to 6 pages long.
So, how should you organize your draft?
Interest & Context - Your first part requires you to provide the context for your research project: It’s a bit like your proposal, but more elaborate. Remember that you are entering conversations that other scholars have started. But, your readers may not be aware of this conversation, its importance, or the problems it poses and attempts to solve. You will need to explain to your readers how you came to your research question, why your question matters, and what this question involves. Further, answer the big-picture question that plagues so many writers… “So what?”
Methodology - The second part is the section in which you will describe for readers how you investigated your question. You need to help us understand why you chose to conduct one kind of primary research over another (e.g. why you conducted surveys rather than interviews or vice versa); how you determined the questions you would/would not ask, why you selected a particular subject population. You will also need to consider the strengths and limitations of your design, and think about changes you would make if you were to undertake the project again.
Findings - The third part is the findings discussion. Here, you will tell your readers what you learned from your research and explain the significance of these findings for one or more investigated stakeholders (high school teachers, college composition instructors, parents, students etc.). Here, your goal is to put your information in direct conversation with the sources in your annotated bibliography and use the results of your primary research to formulate and sustain an original claim.
Application - Your last part will be about thinking about how your findings could benefit real people in real situations. You will have to imagine an audience (outside of this class and/or outside of UTPA) for which you will design a “thing” (a workshop, YouTube video, website, lesson plan, or conference presentation to name a few examples) informing them of the results of your research and how things could be changed, according to your conclusions.
Requirements

• Incorporate empirical primary research in addition to secondary source research.
• Follow MLA guidelines.
• Include a Works Cited (no fewer than 3 secondary sources).
• 1400+ words (5-6 pages double-spaced) for the “final” draft.
• Failure to complete any of the above requirements will significantly lower your grade.

Due Dates      PLEASE BRING ALL PAGES THAT YOU HAVE DONE ALREADY. FROM 1  
                        TO WHAT EVER IS DUE THAT DAY.

• Draft of Part 1 (Interest & Context) for Peer Review (1-2 pgs double spaced): _Due Monday April 4th

• Draft of Part 2 (Methods) for Peer Review (2-3 pgs double spaced): __Due Monday April 11th_

• Draft of Part 3 (Findings) & Applications & Ofcourse your Conclusion for Peer Review (2-3 pgs double spaced): __Due Monday April 18th__

PLEASE NOTE!!!!!!!!!
PAPER DUE TO ME ON WEDNESAY APRIL 20TH * THE WHOLE THING!!!! FULL AND COMPLETED DRAFT

March 21st

Monday, March 21, 2011
Annotated Bib, have you turned it in? Yes, but if not do so by Wednesday. Bring me copy.

Wednesday choice of interview or surveys due. Bring survey on Wednesday.

Wednesday, March 23, 2011
Bring surveys we will have students fill them out in class and student union

Monday, March 28, 2011
Discuss survey results

Move on to next project the writing sections

Blog Comments

Please put your comments here for the Spoken Word Performance Poetry we went to on Monday.
I worry....

Wednesday, March 2, 2011

Discussed SQR5
On Monday Please BE ON TIME!

We Are visiting another class on Monday for poetry and writing workshop!

HOMEWORK
POST ALL BLOGS 1-6 ON FACEBOOK BY FRIDAY
ANY BLOGS TURNED ON AFTER FRIDAY WILL BE CONSIDERED LATE

Monday, February 28th

Shared issues with Annotated Bibliography.
           Any changed in project direction as you did research?
Summarizing SQR5
            (Below please find a bulleted point list with Notes on our in class disscussion on SQR5)

Homework
Read SQR6 by Wednesday we will disscuss in class
ALL SQRS 1-6 SHOULD BE POSTED ON BLOG BY FRIDAY
ALL SQRS 1-6 SHOULD BE POSTED ON BLOG BY FRIDAY
Anything after will be considered late and points will be deducted per day
Please finish all your readings and have your SQR postings on blog
this will show me that you are commited to my class
and to these assignments.

Written notes during class
bulleted summary of SQR5 up to page 77

• How to research essays
• Why students have a hard time writing paper
• They summarize
• How we can explain to student how to write better papers
• Use textual sources persuasively
• Student Shirley smart
• Knows how to tell stories
• She just summarized
• Look up more than 1 resource
• Researching historical article
• Doesn’t choose a side to argue
• Puts her own version of sources
• Summarizes
• Student’s need to improve on citation
• They approach stuff differently and should analyze sources
• Common problems students have
• “She did not comment on the material; instead she concentrated on telling the story clearly and more completely than her sources had done.”
• Students interpret assignments different ways.
• Shirley sad about grade. Friend Alice has a different way of interpreting assignment
• You should have gone deeper into the analyses
• Choose a side
• Alice tells her that just cause people say different things doesn’t mean they are wrong.
• Instead of summarizing it you should have stood your ground and said he was wrong
• She agreed
• Needed an Original
• Could have been the instructors fault because he should have told her you needed to have an original argument.
• Instead of just summarizing the way she always has
• 78
•  Students misinterpret sources
• Present info as facts instead as arguments
• Read them as narrative regardless of how text is organized
• Suggest that professor teach the different kinds of text that there is
• Shirley used timed based organization patters
• How student organize their sources
• 79
• Students seeing factual text as the truth rather than argument
• Some sources state facts, and pursue students to see the topic as they do
• Students expect text books to tell them the truth or express an opinion in which they may agree or disagree
• Some students get confused looking at different sources they jumble it all together and this makes their paper week
• Students know how to agree or disagree instead of going deeper.
• “She needs a technique for reading texts in ways that give her something more to say”
• “She also needs strategies for analyzing her reading that allow her to build original arguments”
• 80
• “The Term “rhetorical Reading” then, means teaching students to read a text as a message sent by someone to somebody for a reason.
• Tequila shots
• Dam hard page
• All 3 students
• Decoder & Encoder
• Shirley was an Encoder
• Her goal would be to tell a complete story to a reader
• Saying something new
• Facts and opinions are claims
• Only difference is how they are perceived by an audience
• 83
• Rhetorical gaps between the Encoder and the Decoder
• And the Decoder and Reality
• The reason these gaps happens is because the Reader or the Decoder is not the intended audience
• Gap happens also when you don’t get it
• If you got it wrong, another gap
• 84
• Plagiarism, they read it and summarize it and put it in their own words.
• Like Shirley they re-write what the author said in their own words
• Rhetorical reading leads to discoveries about text, and students who use it may take more interest in their paper
• The Estudian Wevon Syndrom
• Now its too much, more than she could handle in one draft.
• 85
• Finding something worth saying
• Time management
• Chasing treasure where you might not find a reward
• Looking for knowledge, not knowing what you are looking for
• With the possibility that you’ll come on something
• This kind of writer that we are asking you to be is hard because its not flat , its complex and its hard when your whole life you’ve summarized and reported facts
• 86
• Drafts and how students need to do it in more than one.
• They think they need to be able to say it in one draft.
• If we pace our assignments to allow for our student “thoughts to develop” we build their confidence in their writing
• Capable writer, active able problem solvers
• Creativity and Research?
• Creativity is an inherently rhetorical quality
• 87
• Yay love school

Monday, February 21, 2011

Homework
Read SQR5
SQR5 is due Friday 2/25/11
We will be disscussing SQR5 in class on Monday 2/28/11
Please read Article 6 by Wed, but

Ann. Bib Due 3/9/11

Project 2 Promp

Writing 2: Annotated Bibliography

What have scholars said?

Sample of Bib...

Veronica Sandoval

Thesis 7301

Emmy Perez

May 10, 2010

Annotated Bibliography

Alexie, Sherman. The Business of Fancydancing. 1st ed. Brooklyn, New York: Hanging Loose

Press, 1992. 56-57. Print. “Indian Boy Love Song #3” & “Indian Boy Love Song #4”  were the prompts that lead me to write “Carinitos A Daughters Love Poem.” I liked the idea of a love poem being written by someone in a person’s life who has a title like a son or daughter. His collection also shows me his experience with form such as the pantoum. I know Alexie was not an academic poet, and it is because he did not begin his writing in academia that I find his work to be relevant to my own. I want to use his book to highlight how it is possible to have strong work written without academia in mind.

Alurista. Return: Poems Collected and New. 1st ed. Ypsilanti, Michigan: Bilingual Press, 1982.

3-138. Print. Alurista is the king of code switching, but his switching is extreme and seems typical of the type of poetry and subject matter that were prominent during the 60s Chicano movement. Modern Chicano writers do not code switch as heavily as he does or use the same sort of images, but his work is important to read because it stems from the same place where my own writing comes from and could be called pre my own work. His ability to be able to code switch highlights his comfort with his own langue. As a writer who sometimes has been asked to prove her authenticity as a Chicana, I should be able to be comfortable with the use of my own langue despite it missing some of the more native images that Alurista uses. I want to use his work to debunk those critics that would say that his work is irrelevant to today’s poetry and his issues are antiquated in comparison to contemporary Chicano issues. I will prove that as a contemporary Chicana his work has moved me to use codes switching in my work and accept my Calo tongue. As Anzaldua says A Chicana from East Los or Tejas is as relevant as one for the mid west.

Angelou, Maya. The Poetry of Maya Angelou. 1st ed. New York: Quality Paperback Book Club,

1993. 3-274. Print. Jazz is a very important element in my poetry and Maya’s poetry has a rhythm in it that comes out clearly in her spoken word album called Black Pearls. Angelou is a very early influence for me. I stole this book from my high school theater teacher and for a white it was the only book I owned that contained poetry. Angelo’s ability to tie into history for her narratives are useful to study as in my own writing I am constantly commenting on my own history and the history of my people. Angelo also has a presence in her poetry that has helped me own my own. Often as writers we do not take our title as poets seriously. We constantly ask for permission to be herd, we asked to be validated by academia before we give our ideas strength. The place from which Angelo writes carries with it its validation, so her poetry makes no excuses for their images. I will be using this book to highlight my use of borderland images in my work, and how without apologies I present them in my work asking for no one’s approval

SQR6 is due Friday 3/4/11

Wednesday, February 16

Discuss Article 4
Break into group and summarize page by page
Make connections between summaries
Compare Article 3&4
Meet with individual to finalized project directions.

HOMEWORK
SQR4 Due Friday
Talk about Sources

Monday, February 14th

Discussed proposals for Project
Met with students of confirm direction of proposal
Worked in groups to discuss SQR4 & Project

Homework
Finish Proposal

Proposal for Project 1

My Question, or the question I plan to solve is:
__________________
__________________
__________________
__________________
I plan to Prove that the answer is:
__________________
__________________

I will do this by:
What sources? Are you going to interview or use survey?
*__________________
*__________________
*__________________

How is this relevant to reading & writing? Or how is it relevant to learning about Reading and writing?

Wednesday, February 9th

Disscuss Article 3
Share Paper Ideas for Partners

HOMEWORK
Research Question/Pre-Approval Proposal Due Friday February 11th. POST ON YOUR BLOG
SQR3 is due Friday Feb 11th or Monday Feb 14th
Have Article 4 read by Monday February 14th
SQR4 is due Friday February 18th

Monday, February 7th

Any Questions on SQR2
GROUP WORK of 2s: Info Transfer & Statement for Project
Discuss Project Prompt 1

Info Transfer
What it is? Thesis!
How they intend to accomplish it?
Interview or Surveys?
Sources will be pulled from where?


HOMEWORK
Complete SQR3 by Friday
We will Discuss it on Wednesday
Have Reading 4 Done by Monday

Print out writing prompts 1-5 on the link below
https://docs.google.com/document/d/1jc-K9cQ_iPw94ugNdunboGRkN6T8pNOTVKw2Ef0UGlE/edit?hl=en&authkey=CJKH5-gE

Project Prompt 1 schedule as follows:

Due Dates

Research Question/Pre-Proposal for my Approval: _Friday, February 11th__
Meet with me for Approval Talk:__Before Feb 16th_
Proposal Draft: ___Monday , February 21st_____
"Final” Writing 1 Assignment: ___Feb 25th_____

Wednesday, February 2, 2011

Discuss SQR :   +   -   ?
Discuss Summary Importance: WHO WHAT WHERE WHEN & WHY
Discuss Geoffrey Sirc Article
Compare her approach with Gloria Anzaldua
Cover Blog entry for Gloria

HOMEWORK
SQR2 Due Monday
Gloria Blog Entry Due Monday
Have Article 3 Read by Monday

Blog Post

Dear Class,

Thank you all for listening to me blast off on Gloria Anzaldua. This is the place you will post your blog comments on "How to tame a wild tongue"

This is the link for it
https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B7bTqJGk6-2PYmQ5MTBiNzAtOGNjOS00MTE5LWEyNzYtODMxMmY1OTg3MWQz&hl=en&authkey=CK2s4MsN

Comment on anything. Comment on points I said in class. Comment on article main points. Talk about language, talk about food, anything. Read the article and post here by Monday.

Thank you,
Lady Mariposa

Monday, January 31, 2010

Issues & Questions on SQR1
Blog Questions

Homework
Read Article 2 by Wednesday
Be prepared to discuss article
Be prepared to discuss conversation between article 1 & 2 on class blog post

SQR

SQR: Inventing the university.

In Inventing the University by Bartholomae, he states that students of the university should gain a knowledge of being able to write as a professor would. He believes that students should just try to speak as though they have the full knowledge of the subject. When writing about different topics you should use the vocabulary spoken in the course. Bartholomae also feels that professors want to see the students trying to mimic and that the students will be more successful in their work if they do so. Most students are not aware of how to gain such a voice because they havent all the knowledge in the subject matter and return to the voice of a teacher lecturing. Students must gain a voice that allows them to sound like a person with authority because they need to seem like they have all the knowledge of a professor. Bartholomae then goes on to telling of what he found when reading essays written by students. He looked for transitions and if the student was able to comfortably talk the language of the professor.




Is telling students to bullshit their way through college courses really going to help them truly gain the knowledge of the course?

I can see how some students may feel weird about being told that we should bullshit our way through papers however it shouldn’t come as much of a surpise. As students we havent enough knowledge to write papers that our proffessors find good, therefore going through the motions might as well be the best bet for success in college. I feel that through faking, it will soon come naturally to students. Throwing yourself into this way of writing may be the best way to familiarize students with what is expected.

1/26/11

Disscuss Article 1


HOMEWORK
Post SQR1 on blog or bring in to class by Monday
Start Reading Article 2
FIND EMAIL I SENT YOU THAT HAS ARTICLE 2
the next article is the new one from email I sent as attachemnt
confused? Text me.

956-341-1711

See you Monday

hello

hiiiii

Questionnaire

1.    A writer is a person who can describe, inform, and entertain the reader.  People have been writing since the beginning of time, wether it was pictures on a wall, signs, or any other hieroglyphic.  This was the earliest sign of writing.  People write to communicate, for example you send a letter and the recipient reads it, writes a response, then sends it back.  In present time we write not only to communicate, but to inform world events.  Another reason we write is to educate.  Our generation has lost the importance of writing, and reading.  With all the technology that has developed over the years people keep on losing interesting writing.  I think a writer is a person who can express, inform, educate, and entertain a reader.

2.     Many think reading and writing are a really boring thing to do.  But, writing is a really important, if there was no writing then there wouldn't be reading.  The purpose of writing for me is to learn as much as I can.  If I can express myself through writing and get my point across to the reader, then I know I'm doing a good job. We have to learn how to write to be able to express ourselves not just on paper, but when we speak. Writing and grammar can help you learn new vocabulary so when you speak anyone can understand you.

3.     I look at ENG 1301 as opinion writing, where we learned how to describe in detailed image for the reader.  In ENG 1302 I describe it as fact writing.  I expect to learn how to gather information on a certain topic, and inform and educate the reader of that topic.  I expect to learn a procedure that helps the writer complete an informative paper.

4.     I expect to learn how to do research, going to the library picking a book or article, how to easily write a long paper/essay, and finally how to write a informative research paper..  The areas I would like to improve on are my grammar, description, and on my organization in writing.  All of these three areas are probably at eighty percent out of a hundred.

5.     At the end of this course I hope to be able to wright a great research paper.  I want to be able to gather all the information in a short amount of time.  And I'll know if I was successful if these objectives are accomplished.

Monday, January 24

1. Disscuss Questioner
2. Discuss SQRs

HOMEWORK
Read Article 1 up to page 410.
We will discuss on Wednesday
SQR1 Due Monday

Questionnaire

1. ENG 1301 is a class that “affords the opportunity for students to develop their ability to communicate effectively and responsibly through written discourse.” Before we begin our semester, I’d like to know how you would describe a writer. You can tell me about anything you’d like, but just make sure you tell me why you think people write.

There are those who write for knowledge there are those that write for entertainment, and there are those who write from their own experience. Writers are people that are passionate to let other know what they know or how they feel or personal experiences. Writing has never been my strongest subject, but I feel a lot more comfortable writing out of experience and something that means to me because it might help others make good decisions in their future.


2. Now that you’ve told me why you think people write, tell me about the ideas, opinions, perspectives that have helped you understand the purpose of writing. Be sure and tell me who shared these ideas, opinions, and perspectives with you.

In 1301 I learned that every single student has a voice, but we never realized it. It took along time for us to understand that writing can make a difference; it’s not as boring as we make it seem. Since then I have noticed that writing is not a problem anymore because I am giving my opinion and letting other know what I think. And no one can critique you for giving your own opinion, they can argue about your opinion, but they can’t take your opinion away.

3. Based on why you think people write, what do you expect to learn about writing in ENG 1302? If you have any ideas about how you will learn to write in this class, tell me about those too.

In ENG 1302, I hope to learn on how I can improve my writing skills and if I am writing the correct way. I would like to continue learning how we can give our opinion without many boundaries or how we can express our opinion in writing without getting the reader confused. I think I had some problems with taking sides that I didn’t know how to express that in writing, so I would like to work on this conflict that I have.


4. What do you think you need to learn in 1302 to improve your writing? Tell me three (3) specific things you expect to learn in this class. Also, tell me three (3) things you can already do that you’d like to do better (and give me a number between 1 and 100 about how confident you feel in you ability to do these things). In doing so, feel free to tell me about what other teachers have told you in the past, but also tell me about the expectations you have for college writing.

I need to learn how to feel confident in my writing, improve my writing skill on giving my opinion, and learn how to look for resources correctly. I would like to improve my voice in writing (20), I have a difficult time doing that, I have been told that I can write a good paper, but my endings usually suck (65). And I would like to improve the organization in my writing. Many of this things have been pointed out to me, but I really don’t know how to fix them and if I do fix them im not sure if im doing it correctly.


5. Not thinking about a grade or credit hours, how will you know you've been successful in this course? What will success look like for you at the end of the semester? How will you evaluate what you’ve learned over the 15 weeks?

I think the only way I would know if I am doing good in a class is if I feel confident that I have knowledge and ask for help when needed and try my best to do good in this class. At the end of this semester I hope I can already be qualified as a sophmore, and I hope to do good in all my classes, and this will be a boost of confidence that I can do this as a single mother. I think once I finish this class I will be able to evaluate this class.

Questionnaire

1. I believe a writer is someone who has insight on certain topics. They have experienced first hand and are able to put all the emotions they once felt on paper. However, there are those who are able to mimic the emotions and hadn’t gone through some life changing experience. I think that writers write to either help people understand different views on topics or to let others know that they know how they feel and that they are not alone. Some people write because it is an easy way to get your ideas, opinions and stories heard by a mass amount of people.

2. The purpose of writing is for others to gain a sense of perspective on how others live, think, their morals and values. Writings purpose is that of being able to share what one has obtained from experience or what they feel on certain matters. Writing is a way for writers to express their opinions. It is a way to have a voice in society. In English 1301 we constantly talked about the purpose of writing.

3. I think this class will allow me to expand on my writing skills, continue with the process of gaining my own voice when writing. I hope that this class helps me become a good writer as well as reader and interpreter. From 1301 I gained different skills when writing and reading and I think this class will be an expansion on each of those.

4.I think that this class is a continuation of English 1301, therefore I feel we will be learning how to improve our reading and interpreting, writing, and researching abilities. I enjoy writing SQRs as well as another other writing assignment. I am hundred percent confident in each of these however I have a lot of room for improvement.

5. I obviously want an A in the class but if I am able to see that my writing has improved and my reading has then I will be happy. I want to be given a topic and have no problem with thinking about where im going to find citations and how im going to start the paper.

Questionnaire

1) To me a writer is someone who describes their own thoughts in different ways. Each writer has his or her own thoughts, creation and imagination. I think sometimes writers write to vent about things that go on in their lives but that is just my opinion.

3) I expect to learn how to fix my imperfections on writing. Also, to fully understand other reasons why people write. I really do not know what it is I am going to learn in this class but I do know I am going to learn something that will help me.

4) I need to llearn how to better explain my writing and to fully get my point across. Also to understand the reading. When I read, I do understand what it is they are saying but if the reading is a little complex I tend to get confused at some parts. I know the readings are not going to be that interesting, so most of the time I either skim through it or don't read it at all. I need to learn or train my mind to just read it anyways and to understand it as well. I can talk in front of people when I'm presenting but that is only if I know what it is im going to say and present. I want to be able to talk without hesitation and feel confident when I am in front of people.

5) The way I would know if I did do good in this class, would be by my writing. If I feel alot more confident in my writing then I know i did good. Also in my reading too. These articles are not going to be all that interesting but if I read all of them and understood them then I know i accomplished what I wanted.

Wednesday, January 19, 2011

1. Fill out card info
2. Introductions
3. View Blog
4. Talk about the class
5. Talk about class readings
6. Break up into groups - Take info
7. In class writing assignment

HOMEWORK
Accept my invite to the class blog
Create your own blog
Respond to Questionnaire BELOW
    *Respond on your blog as a New Post
Look out for my emails
Look over syllabus
Print out Readings


QuestionnaireOur goal in class today was quite simple: I wanted you all to get to know one another, exchange contact information, and have a sense of what I expect of students in our time together. In addition to reading through the syllabus and jotting down any questions you have about it for next time you have TWO simple writing assignments to complete for the week (which we started in class today).

Below are six questions that I’d like you to answer as completely and honestly as you can. No, I’m not grading your responses, but these questions will guide us through the semester, and you’ll be returning to your answers for more writings later on so give these real thought. Again, you need to complete these questions by Monday, but you shouldn't spend more than about half an hour responding. The more detail you can include now, the more information you’ll have to work with next time we visit these questions. I’d like at least 75 to 100 words for each question.

NOTE: The easiest thing for you to do will be to copy and paste these questions into a new Document in Google Docs, and, like you Writing 1, move this Questionnaire into your course folder.

1.     ENG 1301 is a class that “affords the opportunity for students to develop their ability to communicate effectively and responsibly through written discourse.” Before we begin our semester, I’d like to know how you would describe a writer. You can tell me about anything you’d like, but just make sure you tell me why you think people write.

2.     Now that you’ve told me why you think people write, tell me about the ideas, opinions, perspectives that have helped you understand the purpose of writing. Be sure and tell me who shared these ideas, opinions, and perspectives with you.

3.     Based on why you think people write, what do you expect to learn about writing in ENG 1302? If you have any ideas about how you will learn to write in this class, tell me about those too.

4.     What do you think you need to learn in 1302 to improve your writing? Tell me three (3) specific things you expect to learn in this class. Also, tell me three (3) things you can already do that you’d like to do better (and give me a number between 1 and 100 about how confident you feel in you ability to do these things). In doing so, feel free to tell me about what other teachers have told you in the past, but also tell me about the expectations you have for college writing.

5.     Not thinking about a grade or credit hours, how will you know you've been successful in this course? What will success look like for you at the end of the semester? How will you evaluate what you’ve learned over the 15 weeks?