1. Understand the prompt..
2. Address all aspects of the prompt
3. Gather outside sources, utilize they say I say
4. Have a clear stance
5. Relate your stance to the bigger picture
6. Make sure your thesis is cohesive w/ the rest of your essay
7. Is your thesis to broad or narrow?
Monday, November 16, 2009
Monday, November 9, 2009
Final
OUTLINE for final exam
1. Before you write
a. know what the assignment is
b.ask questions
c.actually prepare, if reading is involved
2. What to write
a. dissect the prompt
b. start early
c. know your audience
d. what is an appropriate length?
e. give yourself enough time to revise
f. is this a midterm, final, or just a regular assignment?
g. is this being graded or is it informal?
3. Who are you writing for?
a. what class is it for?
b. what's your general sense of the professor?
c. will this paper serve a greater purpose than just being a general assignment?
4. You've written, now what?
1. read your paper ALOUD
2. do it again.
3. re read the prompt-does it answer all questions?
4. rewrite-fix all those problems
5. read again! the more you read the more you will see what works and what's problematic.
1. Before you write
a. know what the assignment is
b.ask questions
c.actually prepare, if reading is involved
2. What to write
a. dissect the prompt
b. start early
c. know your audience
d. what is an appropriate length?
e. give yourself enough time to revise
f. is this a midterm, final, or just a regular assignment?
g. is this being graded or is it informal?
3. Who are you writing for?
a. what class is it for?
b. what's your general sense of the professor?
c. will this paper serve a greater purpose than just being a general assignment?
4. You've written, now what?
1. read your paper ALOUD
2. do it again.
3. re read the prompt-does it answer all questions?
4. rewrite-fix all those problems
5. read again! the more you read the more you will see what works and what's problematic.
Assignment from another class
Winant and Racism
Throughout the ages of civilized society mankind has always struggled to create a government in which all are not only created equally but treated equally. Sometimes this is a struggle because of conscious decisions, but often it is the black lash of mistakes and mishaps in the “State’s” choices of how to treat it’s citizens or inhabitants. The most prominent times in historical memory of inequality deal with racial prejudice and racism. Winant’s comment on racism perfectly explains why racism was a problem in history and why it’s still a problem today. We can look back on moments in history to help us understand why the decisions of our political leaders have caused our society to become a racially driven culture.
When looking at Winant’s comment about the state’s role in the facilitation of racism, we must first determine who the “state” is. The state can be defined as the government and political leaders of not only the United States of America but of other cultures and nations as well. “State” is not a country, regionally, or politically specific term, it is simply a pronoun for those with the greatest power. Under the umbrella of state, we can also isolate academics as a forum of publicly broadcasted information to not only our children but adults engaging in forms of higher education as well. Inequalities can be traced back to education as Stephen J. Gould alludes to in his lecture when he claims that “[…] academics have always tried to establish divisions.” As well as using science to try to establish divisions in our society, scientists have also misused scientific evidence to try to reveal biases in our culture (Gould). The scientific studies that took place all over the world have been used to try and solidify the ideas of racism that have been passed around for centuries, even though there is no biological distinction between races.
Winant’s comment on racism and inequality has much to do with the use of slavery in the creation United States of America’s foundation. Winant states that the state “simultaneously facilitates and obstructs racial discrimination; and it is both structured and challenged by political mobilization along racial lines”(Winant p.3). The connection between slavery and Winant’s statement is a perfect example of why this statement is significant to an understanding of cross-cultural racism. The US was seemingly built on a foundation of equality and independence, however, the way in which the colonies established themselves was through the labor and exploitation of enslaved Africans. This injustice to the African people is a complete injustice and exercise in hypocrisy to African people based on the color of their skin. What is most troublesome is the way in which the colonizers justified their actions. Many claimed that they were importing slaves for religious purposes, they wanted to save the heathens from an eternity in hell. Even worse, they claimed that the use of the African people was predetermined as a punishment for their “fall from grace.”
Winant’s comment on cross-cultural racism beautifully wraps the idea of the power of the state, which should be used for good but is often used for evil, into a perfect package.
Throughout the ages of civilized society mankind has always struggled to create a government in which all are not only created equally but treated equally. Sometimes this is a struggle because of conscious decisions, but often it is the black lash of mistakes and mishaps in the “State’s” choices of how to treat it’s citizens or inhabitants. The most prominent times in historical memory of inequality deal with racial prejudice and racism. Winant’s comment on racism perfectly explains why racism was a problem in history and why it’s still a problem today. We can look back on moments in history to help us understand why the decisions of our political leaders have caused our society to become a racially driven culture.
When looking at Winant’s comment about the state’s role in the facilitation of racism, we must first determine who the “state” is. The state can be defined as the government and political leaders of not only the United States of America but of other cultures and nations as well. “State” is not a country, regionally, or politically specific term, it is simply a pronoun for those with the greatest power. Under the umbrella of state, we can also isolate academics as a forum of publicly broadcasted information to not only our children but adults engaging in forms of higher education as well. Inequalities can be traced back to education as Stephen J. Gould alludes to in his lecture when he claims that “[…] academics have always tried to establish divisions.” As well as using science to try to establish divisions in our society, scientists have also misused scientific evidence to try to reveal biases in our culture (Gould). The scientific studies that took place all over the world have been used to try and solidify the ideas of racism that have been passed around for centuries, even though there is no biological distinction between races.
Winant’s comment on racism and inequality has much to do with the use of slavery in the creation United States of America’s foundation. Winant states that the state “simultaneously facilitates and obstructs racial discrimination; and it is both structured and challenged by political mobilization along racial lines”(Winant p.3). The connection between slavery and Winant’s statement is a perfect example of why this statement is significant to an understanding of cross-cultural racism. The US was seemingly built on a foundation of equality and independence, however, the way in which the colonies established themselves was through the labor and exploitation of enslaved Africans. This injustice to the African people is a complete injustice and exercise in hypocrisy to African people based on the color of their skin. What is most troublesome is the way in which the colonizers justified their actions. Many claimed that they were importing slaves for religious purposes, they wanted to save the heathens from an eternity in hell. Even worse, they claimed that the use of the African people was predetermined as a punishment for their “fall from grace.”
Winant’s comment on cross-cultural racism beautifully wraps the idea of the power of the state, which should be used for good but is often used for evil, into a perfect package.
Assigment #1 Draft 2
Storming, Drafting and Revision
Lines askew, ink blots, sporadic numbering and illegible scribbles are of the most frequently seen markings on any given draft of my writing. Unlike the students from Nancy Sommer’s “Revision Strategies of Student Writers and Adult Experienced Writers” I rarely simply stop at word revision or replacement in my re-writing process. In truth I do not employ a revision process as sophisticated as the experienced writers Sommer’s describes but I do strive to keep my writing process consistent and professional. In most cases I begin with an elementary tactic such as as a brain storm, then move on into a more structured outline which leads into a complete rough draft of written ideas. After these preliminary steps are done I meticulously re-read until all my thoughts are represented properly, which gives me a polished final draft. I suppose one would say that I am the gray area in between the two polarized versions of writers.
I learned the base of my revision and writing process in my earliest years of my schooling. I remember having the idea of “brain storms” and “mind webs” drilled into my head until I began to do these things naturally. This first act of writing consists of using a blank sheet of paper much like a blank space on a canvas. I move my pen around scribbling ideas as they fill my mind. This is similar to the “slashing and throwing out” process described in the passage. I tend to agree with the process as the student explains this method, “I throw things out and say that they are not good. I like to write like Fitzgerald did by inspiration, and if I feel inspired then I don’t need to slash and throw much out.” ( Sommers Line 7). These brain storms that I was taught by my elementary school teachers help me channel all of my inspirations onto paper before they leave my memory. This helps me immensely because I tend to have a rather scattered approach at times, I appreciate that this method allows me to record all of my ideas before requiring a solidified form.
My next step in the drafting process is to create a slightly more structured outline. This is the point in my writing in which I survey the ideas in which I have thrown onto the page. I use this time to focus on the most important and stimulating of my thoughts. I then channel my energy into developing these points much more in depth. I generally choose three to four main ideas for each paper, depending on the subject matter and required length of the piece. This step in my process is similar to the first “rewriting” example from an experienced writer. This writer describes their rewriting process as “[…] a matter of looking at the kernel of what I have written, the content, and then thinking about it, responding to it, making decisions, and actually restructuring it ” (line 12). In this example the “kernel” is what I have written on my brain storm, and the “restructuring” is the act of putting these thoughts into a conscious, specific order that is coherent and intelligible.
Next in the tedious process of writing and revision is my drafting process. This is arguably the most important part of my writing as it is paramount to the formation of a fully fluid piece of writing. In opposition to my outlining procedure this is the time in which I add textual examples, evidence and quotes to strengthen my claims and arguments. This can be compared to Sommers’ third example of rewriting for an experienced writer in which the author describes the abandonment process, “Rewriting means on one level, finding the argument, and on another level, language changes to make the argument more effective. Most of the time I feel as if I can go on rewriting forever. There is always one part of a piece that I could keep working on. It is always difficult to know at what point to abandon a piece of writing. I like this idea that a piece of writing is never finished, just abandoned” (line 14). During my first draft I often utilize many of the tactics that this writer comments on. I first “find the argument” by picking out my main favorite ideas that I believe can be developed into well thought out paragraphs. I also examine my word choice during this process to ensure that I am using the most powerful, effective language in my arguments. This is so I know that I am making clear, concise arguments in favor of my thesis. My favorite part of this excerpt from our reading is the notion that a piece of writing can simply be abandoned. What is most difficult in writing is at times, merely knowing when one should throw an entire idea out the window and start from a fresh perspective. I find the idea of discarding an entire point rather difficult, as it is sometimes arduous to begin once more from scratch. However, this is often the best idea, sometimes we need to re-begin to fully work through an idea. I’ve learned these tactics mostly in my high school years, and predominantly through my tenth grade honors literature teacher. He always stressed the importance of revision to make sure that our arguments were as solid as they could possibly be with no loopholes to be explored.
My final step in my writing process is when I produce my final draft. This is probably most like the inexperienced writers in Sommers’ piece. Once I am satisfied with the general ideas and structure of my work I will diligently scour my piece looking for only spelling and grammar errors as well as typos. I believe that I do most of my revision in my rough drafting, therefore it is not necessary to continuously deconstruct my writing because at this point I am hopefully mostly satisfied with it. After all of my spelling errors are corrected I read my piece one final time aloud to make sure that I am satisfied with my work. . Once I’ve reached my optimum satisfaction (or deadline) I am ready to turn my work in. Once my piece is turned over it is out of my hands and no longer available for revision, this is the point in which I wish for the best. I believe I’m the perfect example of the metamorphosis that must be experienced by all writers. No professional jumped automatically from inexperienced to experienced, we all have to go through some growing pains
Lines askew, ink blots, sporadic numbering and illegible scribbles are of the most frequently seen markings on any given draft of my writing. Unlike the students from Nancy Sommer’s “Revision Strategies of Student Writers and Adult Experienced Writers” I rarely simply stop at word revision or replacement in my re-writing process. In truth I do not employ a revision process as sophisticated as the experienced writers Sommer’s describes but I do strive to keep my writing process consistent and professional. In most cases I begin with an elementary tactic such as as a brain storm, then move on into a more structured outline which leads into a complete rough draft of written ideas. After these preliminary steps are done I meticulously re-read until all my thoughts are represented properly, which gives me a polished final draft. I suppose one would say that I am the gray area in between the two polarized versions of writers.
I learned the base of my revision and writing process in my earliest years of my schooling. I remember having the idea of “brain storms” and “mind webs” drilled into my head until I began to do these things naturally. This first act of writing consists of using a blank sheet of paper much like a blank space on a canvas. I move my pen around scribbling ideas as they fill my mind. This is similar to the “slashing and throwing out” process described in the passage. I tend to agree with the process as the student explains this method, “I throw things out and say that they are not good. I like to write like Fitzgerald did by inspiration, and if I feel inspired then I don’t need to slash and throw much out.” ( Sommers Line 7). These brain storms that I was taught by my elementary school teachers help me channel all of my inspirations onto paper before they leave my memory. This helps me immensely because I tend to have a rather scattered approach at times, I appreciate that this method allows me to record all of my ideas before requiring a solidified form.
My next step in the drafting process is to create a slightly more structured outline. This is the point in my writing in which I survey the ideas in which I have thrown onto the page. I use this time to focus on the most important and stimulating of my thoughts. I then channel my energy into developing these points much more in depth. I generally choose three to four main ideas for each paper, depending on the subject matter and required length of the piece. This step in my process is similar to the first “rewriting” example from an experienced writer. This writer describes their rewriting process as “[…] a matter of looking at the kernel of what I have written, the content, and then thinking about it, responding to it, making decisions, and actually restructuring it ” (line 12). In this example the “kernel” is what I have written on my brain storm, and the “restructuring” is the act of putting these thoughts into a conscious, specific order that is coherent and intelligible.
Next in the tedious process of writing and revision is my drafting process. This is arguably the most important part of my writing as it is paramount to the formation of a fully fluid piece of writing. In opposition to my outlining procedure this is the time in which I add textual examples, evidence and quotes to strengthen my claims and arguments. This can be compared to Sommers’ third example of rewriting for an experienced writer in which the author describes the abandonment process, “Rewriting means on one level, finding the argument, and on another level, language changes to make the argument more effective. Most of the time I feel as if I can go on rewriting forever. There is always one part of a piece that I could keep working on. It is always difficult to know at what point to abandon a piece of writing. I like this idea that a piece of writing is never finished, just abandoned” (line 14). During my first draft I often utilize many of the tactics that this writer comments on. I first “find the argument” by picking out my main favorite ideas that I believe can be developed into well thought out paragraphs. I also examine my word choice during this process to ensure that I am using the most powerful, effective language in my arguments. This is so I know that I am making clear, concise arguments in favor of my thesis. My favorite part of this excerpt from our reading is the notion that a piece of writing can simply be abandoned. What is most difficult in writing is at times, merely knowing when one should throw an entire idea out the window and start from a fresh perspective. I find the idea of discarding an entire point rather difficult, as it is sometimes arduous to begin once more from scratch. However, this is often the best idea, sometimes we need to re-begin to fully work through an idea. I’ve learned these tactics mostly in my high school years, and predominantly through my tenth grade honors literature teacher. He always stressed the importance of revision to make sure that our arguments were as solid as they could possibly be with no loopholes to be explored.
My final step in my writing process is when I produce my final draft. This is probably most like the inexperienced writers in Sommers’ piece. Once I am satisfied with the general ideas and structure of my work I will diligently scour my piece looking for only spelling and grammar errors as well as typos. I believe that I do most of my revision in my rough drafting, therefore it is not necessary to continuously deconstruct my writing because at this point I am hopefully mostly satisfied with it. After all of my spelling errors are corrected I read my piece one final time aloud to make sure that I am satisfied with my work. . Once I’ve reached my optimum satisfaction (or deadline) I am ready to turn my work in. Once my piece is turned over it is out of my hands and no longer available for revision, this is the point in which I wish for the best. I believe I’m the perfect example of the metamorphosis that must be experienced by all writers. No professional jumped automatically from inexperienced to experienced, we all have to go through some growing pains
Difficulty Paper #2
John Gatto’s essay “Against School” is an interesting piece critiquing the use of organized schooling in out country. Gatto is very critical of the public school system, arguing that organized schooling is unnecessary. Gatto makes many very valid claims that I tend to agree with but also raises a few ideas that I take issue with as well.
What I appreciate in Gatto’s article is that not once does he ever question the importance of education in itself, he only criticizes the structure and practice of the rigorous twelve years of school endured by all American children. He does bring up theidea of homeschooling which is a very valid point, Gatto writes “Do we really need school? I don't mean education, just forced schooling: six classes a day, five days a week, nine months a year, for twelve years. Is this deadly routine really necessary? And if so, for what? Don't hide behind reading, writing, and arithmetic as a rationale, because 2 million happy homeschoolers have surely put that banal justification to rest.” Although I agree with the notion that some children are capable of excelling in a less structured environment, and might flourish when studying at their own pace, a problem of access is risen. Not all children have the means to be homeschooled, catered specifically to by a personal tutor or parent and some children wouldn’t even do well under such a system. The people from history that Gatto refers to are very well known respectable figures, however the problem with his exemplary students is the quantity of them. He only listed a few, meaning there must not be many in history.
Another problematic idea is the discipline that some children lack. I know I excel under a more structured system, with specific guidelines and due dates. I also am a product of a tradition school system, potentially biased by what has been drilled into my head for twelve years. As much as I would like to only take academics into account, I believe much of my education is what I’ve absorbed through my surroundings and friends. These friends I have because of our bonding over the dread of going to school everyday for twelve years. It’s very much a catch 22.
What I appreciate in Gatto’s article is that not once does he ever question the importance of education in itself, he only criticizes the structure and practice of the rigorous twelve years of school endured by all American children. He does bring up theidea of homeschooling which is a very valid point, Gatto writes “Do we really need school? I don't mean education, just forced schooling: six classes a day, five days a week, nine months a year, for twelve years. Is this deadly routine really necessary? And if so, for what? Don't hide behind reading, writing, and arithmetic as a rationale, because 2 million happy homeschoolers have surely put that banal justification to rest.” Although I agree with the notion that some children are capable of excelling in a less structured environment, and might flourish when studying at their own pace, a problem of access is risen. Not all children have the means to be homeschooled, catered specifically to by a personal tutor or parent and some children wouldn’t even do well under such a system. The people from history that Gatto refers to are very well known respectable figures, however the problem with his exemplary students is the quantity of them. He only listed a few, meaning there must not be many in history.
Another problematic idea is the discipline that some children lack. I know I excel under a more structured system, with specific guidelines and due dates. I also am a product of a tradition school system, potentially biased by what has been drilled into my head for twelve years. As much as I would like to only take academics into account, I believe much of my education is what I’ve absorbed through my surroundings and friends. These friends I have because of our bonding over the dread of going to school everyday for twelve years. It’s very much a catch 22.
Difficulty Paper #1
I recognized entirely too much of myself in Anne Lamott's "Shitty First Drafts." Lammot writes of authors and professional writers who adore their craft while simultaneously dreading the act of writing. I believe it is totally natural to avoid what you’re good at for fear that you may not be good at it anymore. However, in my case, I avoid writing because I am an expert procrastinator.
I truly do enjoy writing. I love that there are different ways to put the same words together to make entirely different meanings. I adore the delicacy of some terms and the aggression brought forth by others. The ability to write on paper what one cannot say with words tickles me. But with all this said, I still avoid writing papers like the plague. I believe it is because I am truly afraid of my own “shitty first draft.” I always feel a sigh of relief once something is on the paper, but then the daunting task of revision creeps in and I’m left to my own procrastinating ways again.
As long as I avoid it, I eventually do get to that first draft. Once I begin putting my thoughts onto the paper (or more likely, screen) I start to feel alright. This is where the importance of the first draft that Lamott stresses begins to kick in. We must begin our thoughts to really dig deep and find the hidden gems that should be brought forth into the spotlight. Lamott writes “ There may be something in the very last line of the very last paragraph on page six that you just love, that is so beautiful or wild that you now know what you're supposed to be writing about, more or less, or in what direction you might go -- but there was no way to get to this without first getting through the first five and a half pages.” This sentiment totally makes this article worth while to me. I found my identification with the professional authors comforting, but this thought is what triggered a light bulb to go on in my head. First drafts aren’t meant for anyone else but you, they’re for working out those little kinks and getting to the heart of what you’re trying to say.
I truly do enjoy writing. I love that there are different ways to put the same words together to make entirely different meanings. I adore the delicacy of some terms and the aggression brought forth by others. The ability to write on paper what one cannot say with words tickles me. But with all this said, I still avoid writing papers like the plague. I believe it is because I am truly afraid of my own “shitty first draft.” I always feel a sigh of relief once something is on the paper, but then the daunting task of revision creeps in and I’m left to my own procrastinating ways again.
As long as I avoid it, I eventually do get to that first draft. Once I begin putting my thoughts onto the paper (or more likely, screen) I start to feel alright. This is where the importance of the first draft that Lamott stresses begins to kick in. We must begin our thoughts to really dig deep and find the hidden gems that should be brought forth into the spotlight. Lamott writes “ There may be something in the very last line of the very last paragraph on page six that you just love, that is so beautiful or wild that you now know what you're supposed to be writing about, more or less, or in what direction you might go -- but there was no way to get to this without first getting through the first five and a half pages.” This sentiment totally makes this article worth while to me. I found my identification with the professional authors comforting, but this thought is what triggered a light bulb to go on in my head. First drafts aren’t meant for anyone else but you, they’re for working out those little kinks and getting to the heart of what you’re trying to say.
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