EDELSON ENG1121 O450

English Composition II

Week 13: May 2-May 6: Deadlines and Homework

Your rough draft for Unit 3, especially the Artist’s Statement, should be up on Open Lab now.  If it’s not, it’s ok because there was a conflicting deadline in an earlier post.  Try to have it in over the weekend because you have a Final Portfolio to work on and I don’t want it looming over your heads.   The absolute latest you can actually post Unit 3 Final Draft is Monday, May 9, 2022.  Make sure your Artist’s Statement is up at least as a draft by May 4.

 

HW Day One:  Read about Final Portfolio!  (It’s like a final exam, but you’ve already done much of the work!  DUE DUE MAY 18, 2022) 

READ AND ANNOTATE:  “The Maker’s Eye” by Donald Murray

WRITE: Reread your Unit One “Portrait of a Word” essay with a “maker’s eye.” Now that you have some time away from it, what do you think  you could do to improve your readers’ experience? Write a plan (at least 150 words) for re-vision. Where will you begin?

 HW Day Two:  Unit Three rough draft is due Friday.  Final Draft is due Monday.

 

 

FINAL PORTFOLIO & REFLECTION. DUE MAY 18, 2022

We are now at our final writing assignment of a difficult semester.  I am so proud of you all for making it to this point.  Now it is time for you, as the title suggests, reflect on your work over the semester.

This semester, we’ve read a number of articles about writing. Now it’s time for you to write an article of your own which answers the following questions:

  • What have you learned about yourself as a reader, writer and scholar this semester?
  • How will you be able to use what you have learned this semester and transfer that knowledge to other writing situations—either in college or in your community?

The Reflection is due with your Final Portfolio, which also includes the Final Revisions of your Portrait of a Word (Unit 1) and your Feature Story (Unit 2), and should be a minimum of 1000 words.

As a way to begin your reflection, look back through your compendium of work: in-class writing exercises, homework assignments, blog posts, earlier reflections, essays/projects, and so on. As you browse through your work, ask yourself about and take notes on the following questions:

  • How would you compare/contrast work done early on in the semester to now?
  • What was your favorite/least favorite assignment and why?
  • What are some notable lessons that have stuck with you after completing certain assignments?
  • What changed in your writing (and reading and thinking) as the genres changed?
  • How did you make decisions in your assignments about content and design?
  • What were your early assumptions/beliefs about yourself and writing? Have they since changed? Explain.
  • What was your experience revising assignments?
  • Was there any peer feedback that stands out to you and why?
  • How did you adapt to the sudden switch to online writing mid-semester?
  • What was particularly challenging for you in our course this semester and how did you overcome it (or attempt to)?

Don’t simply answer the above questions in your final reflection; they are just meant to help you brainstorm ideas. You’re writing an article about writing, not just a list of thoughts. Think about all of the essays we’ve read about writing this semester—some of them certainly hooked your interest while others… probably did not.  The ones that did were well-written, they had a point, the writer had a voice that you felt was worth listening to.  Try to do that in your own writing here.  Remember that this isn’t just you writing off-the-top of your head; this is a finished piece of writing. Treat yourself as a respected author who has lived through a difficult time: you are someone with something to say.

Here’s what I will be looking for (and grading you on):

  • ATTENTION TO AUDIENCE. You need to have a “so what?” Don’t just list off a bunch of random opinions about your writing—write an article about what you’ve learned. Think about who you are writing for (hint: it’s not just me).
  • ATTENTION TO ORGANIZATION. This does not have to be a traditional organization, but you should have paragraphs (not just a 1000 word paragraph, please) and some reason for why they’re in the order they’re in!
  • EVIDENCE AND ANALYSIS. If you tell me you learned something about yourself as a writer, show me proof! By proof, I specifically mean quotes from your own writing. All reflections should have at least three quotes from your own writing this semester. And, as usual, don’t just drop those quotes in there and expect your readers to figure out why you’ve chosen them. Explain why that passage is important to your readers and to your “so what?”
  • PROOFREAD. Make sure it’s long enough. As usual, you can use whatever language you see fit to use, but make decisions about your language—that is, the words that are there should be there for a reason.

It’s gotta be on time. I have wanted to be as flexible as I possibly can this semester, but the final portfolio (including this reflection) are due May18 and I don’t have any leeway because I need to turn grades in.  The rough draft is due May 10.  Make sure to post it by then!

Week 12: April 25-29

Unit 3 Due Date:  Friday, April 29, 2022

HW Day One :  Write an Artist Statement Rough Draft. Remember, this should read like a personal essay– with distinct paragraphs (with points!) not one, long, rambling page!  Due by the end of the week. (Friday)

HW Day Two:  Come meet me at office hours, held T/W @ 6PM and other times by appointment to make sure you are on track with Unit 3.

Artist’s Statement should answer these questions: What was your purpose in making this piece?
Who is your audience?
Why do you think the genre you’ve chosen best reaches this audience?
Write about your process: how has this gone for you? What has been difficult (or easy?) What would you do differently if you had it to do over again?
What did you learn? What do you hope your readers/ viewers/ listeners learn?

 

Also please look at this slideshow

https://www.canva.com/design/DAEPqOmwUnE/u8-KpOwC8bYckulFQvLkqA/view?utm_content=DAEPqOmwUnE&utm_campaign=designshare&utm_medium=link&utm_source=publishsharelink

SPRING BREAK — WHOO HOOO!!!!

Hello ENG 1121 Students!  Please note that Spring Break has sprung.

As usual this time of year, many of you have been doing every single weekly assignment and turned in both Unit 1 and Unit 2 projects.

Some of you may  have fallen behind.  Be in touch with me over the break to work out a plan to catch up.  I am here for you!  Email me and let’s set up a meeting.  I am happy to look over papers, weekly projects, etc.

For those of you who are way ahead of the game, CONGRATULATIONS!  Have a wonderful break and reach out if you need anything.

I am so proud of each and every one of you!  College is a great challenge and you are all facing it in your unique way.

In the last part of the semester, I will be offering a ton of office hours and writing sessions.  Please try to make some of them, and come ready to get personalized help and responses to your work.  Or come and write beside me!  We will get through this together.

That’s all for this week!  Enjoy the break!

Sincerely,

Prof. Edelson

Week 11: April 11-14. 

OFFICE HOURS:  I am here for you and I want to help.  Please let me!

If you have not come to office hours for awhile, you need to attend this week.  I will be giving out grades, answering questions about the Unit 3 project, and responding to questions like “How am I doing?”  “Can I still hand this in?” and the like.

In the spirit of having high attendance, I will offer office hours at 6PM on Tuesday, 12PM (noon) on Wednesday, and 9AM on Thursday.  If you cannot make any of those times, please tell me in an email what day/time  you can attend, and I will see if I can set something up for you.

Remember these sessions do not last long, but they can really help.

Join Zoom Meeting

https://us02web.zoom.us/j/93129888194

RESPONSES/ GRADES

If you don’t know what you made on a paper, you can go to the post and find a reply and a grade. If you don’t see one, you need to let me know.  A couple of my replies and grades were not there after I posted them so I want to make sure you are all getting feedback.  For the final project, you will need these responses to rewrite and rework your Unit projects for the final portfolio.

HW Day One: 

WRITE a proposal of at least 200 words (not including schedule) for your Unit 3 project. This proposal should include:

  • Your audience
  • Your main point (has this changed from your Unit 2 main point?)
  • The genre of your Unit 3 project– and why this is the best genre to reach your audience?
  • A plan– what do you need to work with this new technology? What will you need to learn? Where will you find these resources?
  • A schedule. You will have four homework nights to finish this project (due week 15 day 1).  Only ONE of these days (Week 13 Day Two) am I giving you homework. The rest of the time, you need to organize your time. Please write out a schedule for completing this project. Do you need to research the technology? Draw? Do more interviews? Etc…
  • All proposals must be approved by me! 

HW Day Two:  You schedule your own goals for what you’d like to accomplish over Spring Break. Remember that these projects are often quite time consuming, so make sure you set a achievable and reasonable goal.

The schedule should be posted in the same document with your proposal.  So for this week, there will be only one post from you.

Week 10: April 4-April 8

HW Day One: 

WRITE (at least 300 words): Look over what you wrote for Unit Two. 

  • What is the MOST important thing you learned in your Unit Two research? Why? (Write these things down.) 
  • Now, of the five groups mentioned in the Unit Three assignment sheet, who do you think needs to know about this “important thing” from your Unit Two project the most? Why? 
  • How do you think you could best reach this group? A video essay? A TED Talk? A Comic Book? Why is this the best medium for your message? 
  • Lastly,  take a moment to reflect on your Unit 2 article. What do you think you did well? What do you wish you had done better? What will you improve upon for the final portfolio?

HW Day Two: 

 

READ AND ANNOTATE:  Melanie Gagich “Multimodal Composing”  (just read pages 65-76)

WRITE: Do you think it’s important to have a multimodal component in writing classes? What does “multimodality” mean to you? And, most importantly, what are your specific plans for Unit 3 (Due Day 1 Week 15). How do you think the multimodal component will help you reach your audience?

UNIT THREE: NEW AUDIENCE, NEW GENRE

UNIT THREE: NEW AUDIENCE, NEW GENRE

For this assignment, you will repackage what you wrote for Unit Two in order to reach a totally new audience. To do this, you’ll chose a new genre* that you think will best reach that audience. You will also write an Artist’s Statement explaining your choices. 

What do you mean?

Maybe you wrote about the effect of Covid in the Bronx for Unit 2, and you think New York politicians should know about what you wrote. Maybe you wrote about young women skateboarding in the Olympics and you want girls in grade school to know how awesome those athletes are to boost their self-esteem. In this unit, you’ll think about a specific audience that should know about your unit two article (and why). You will then “repackage” or “re-vision” your article to reach that audience.

First, choose from ONE  of the following five audience groups:

  • Fourth graders
  • City Tech Freshmen
  • New York City Council members
  • Your grandparents or older relatives
  • Activist groups (like BLM or LGBTQIA+ Youth, etc.)

RE-VISION

Once you have decided who your audience is, you will decide how best to reach them.  In other words, you will have to choose the best genre for your project.  For Unit 3, this genre must be multimodal. We’ll talk more about what this means, but for these purposes, it means you need to have words and images or words and sounds or words, images and sounds.  In other words, you cannot write a simple essay– this is time for your Unit Two research to come alive!

Remember, you are trying to reach a specific audience here. So you don’t want to choose a genre arbitrarily. You want to choose a genre that is going to speak to the audience you have in mind. Fourth graders probably aren’t going to want to watch a TED Talk. Likewise, you probably shouldn’t make a comic book for the City Council. An Instagram page, with well-curated stories might be a great way to reach high-school seniors, though!

A note: we’ll brainstorm possible genres in class, but there is one restriction now: No PowerPoints!  The reason for this is that PowerPoint  isn’t a genre–it’s a tool, a slideshow, basically. You would never just send a slideshow to City Council and say “here you go!” You might use a slideshow when you give a speech (and you can use a PowerPoint in any speech or lesson plan you give) but the speech is the product, not the PowerPoint. You should also be aware that PowerPoints are famously boring, so it’s best to rely on them sparingly and to rely mostly upon what you have to say.

ARTIST’S STATEMENT

Composers of all sorts often write an Artist’s Statement for their audience that explains their inspirations, intentions, and choices in their creative and critical processes. It helps the reader understand the process that led to the final product by providing insight into what the author set out to do, how they did it, and what they might do to further improve the piece. You will write a one page, single-spaced Author’s Statement that reflects on your finished Unit 3 Project.

A successful Artist’s Statement should:

  • Discuss your specific rhetorical situation and related choices:
    your purpose: why you composed the work on that specific topic, in that specific way
    your audience: what you understood about your readers and how this affected the compositional choices you made
  • Explain your choice of genre and how you worked with its conventions. For example, maybe you created a photo essay. An accompanying statement, in which you explain why you found the photo essay to be the best way to communicate your ideas about gun control, for example, would go a long way toward helping your viewers get the most out of your work.
  • Reflect on your composition, discussing successes and limitations. Use this as an opportunity to look back at your composition and evaluate the extent of your achievement as well as note what you would have done differently or better.

*Note: This should be a fluid, cohesive document that reflects on and justifies the rhetorical choices in your Unit 3 Project. Do not just merely answer each question in list form.

pastedGraphic.png

Grading Criteria:

You will largely get graded on: Appropriateness for your audience, Effectiveness of message, and care. What do I mean by this?

  1. APPROPRIATENESS FOR AUDIENCE: Well, first of all, a puppet show is not appropriate for a city council meeting any more than a brochure is appropriate for a preschool class, so , in part, I’m talking about what genre you choose. But I am also talking about topic and diction. If we take the examples of the preschool and the city council meeting, it’s pretty easy to think about. Learning how to use crayons isn’t a real city council topic, and commercial zoning laws aren’t a real preschool topic. Likewise, you would use different diction (and fonts, and pictures, and so on) with kids and with politicians. Usually.
  2. EFFECTIVENESS OF MESSAGE: This one is simple to explain, though not always simple to DO. Does your point get across to your intended audience?
  3. CARE: This sounds pretty vague, because it’s going to vary by genre, but basically, this is how much of a finished product you turn in. If this is a more formal paper, or a children’s book, or a brochure for the city council, it should be relatively free of grammatical “error.” If you are writing in Brooklyn English, that’s fine (if it fits your audience, of course,) but you still need to be consistent and free of typos and your project needs to look good. In other words, you need to be able to explain why everything that’s on the page (or in the video, or on the webpage, or in the recording, etc) is THERE.
  4. ARTIST’S STATEMENT: A fluid and cohesive Artist’s Statement that explains the rationale behind the rhetorical choices made in your Unit 3 assignment.

Some notes for the instructor: First of all, the students may decide on a specific audience beyond one of these five choices, but we’d like this to be an at-request situation. That is, if someone really wants to address Congress– great! But if we just leave the audience wide-open to students, we’ve found it way too vague and students just say their audience is “everyone” or “teenagers” or “New Yorkers.” We wanted to give clear specifics.

Second of all, if you would like to open this assignment up and give students the option of revising Unit One OR Two, that’s great. 

 

Week 9: March 28-April 1: UNIT 2 ROUGH AND FINAL + LIBRARY DAY

OFFICE HOURS THIS WEEK 11 on Tuesday With Librarian Prof. Berger who can help you with all of your research questions and ideas.

Also email me if you are having questions about your Unit 2 Project —  bedelson@citytech.cuny.edu

Join Zoom Meeting

HW Day One: Rough Draft (at least 1200 words)

You  have the intro, nut graf, a few paragraphs with quotations, and your field research.  You’ve also looked at the ways published feature articles are structured. In office h, you’ll probably need to review conclusions. Here, you may want to visit  this slideshow from earlier in the semester.  

Post a working rough draft EARLY in the week and make sure to “publish” the rough draft so others can comment.

2) Offer constructive feedback on two other essays.  Help your friends get a better grade! Show them where they made typos or aren’t making sense! Be there for each other!!

  • Write at least one short letter to a peer (at least 150  words) explaining what you thought the purpose of their article was and which audience it was addressed to. Then, choose at least 2 specific examples in the article where you felt the student achieved his/her purpose or successfully appealed to his/her audience, and explain why you thought they were successful. Finally, suggest 2 aspects of the article where you were confused or wanted to know more. Be very specific about what you wanted to know and why (or where you were confused and why). Begin your letter with your partner’s name and sign your own name.
  • Note that you do not have to follow all the changes your peers suggest. Just take what they say into account; you ultimately must decide what needs to be revised.

 

HOMEWORK DAY 2 — POST THE FINAL DRAFT, PUBLISHED, TO OPENLAB

Week 8: March 21-March 25

OFFICE HOURS WEDNESDAY MARCH 23 at noon this week.   Join me to ask questions about your assignment!  I love seeing your… um…typed names on my screen!  🙂 If this time doesn’t work for you, please email me and we will try to set something up.

Join Zoom Meeting

https://us02web.zoom.us/j/93129888194

 

HW Day One: 

REVIEW: Slide show on writing intro hooks and slide show on nut grafs.

WRITE: Write your own introduction (at least one paragraph) and follow it up with a revised version of your nut graf. Make sure they flow together! Remember the intro should lead nicely into your nut graf (which should lead nicely into the body of your article).

 

HW Day Two: 

Over this week, you should gather and write up (in paragraph form, if applicable) your field research! 

Day One: 

  • Watch video on writing introductions for articles in-class
  • Look at your articles and ask yourself:
    • How does this article hook the reader?
    • How does this lead into the “nut graf?”

Study  THIS slide on the structure of the feature article. Remember it’s simply a road map (not a strict set of rules!) You don’t have to worry about the conclusion yet, but this will give you some idea of how everything fits together.

Day Two: 

Respond briefly on OpenLab answering these questions about your articles.

    • What kind of opening does the article use? Is it effective as a hook?
    • Where is the first little bit of research? How does it support the author’s initial point?
    • Where is the nut graf? Is it before or after the initial research? Do we know what the writer is going to be talking about from here on — what the main point is?
    • In the body of the article, where and how does the author use research (give an example)? 
    • In the body of the article, where does the author use personal information, if at all (give an example)? Does it help tie the article together or does it hurt?
    • How are individual paragraphs structured (do the paragraphs follow PIE structure? Do they each have one main point? How to they lead into each other, etc) 
    • Where and how does the author use images (give two examples)? Are they data/information graphics? Are they decorative images? What do they add to the article?
    • What kind of conclusion does the author use? Circle back to the initial paragraph/idea? Advice and tips? Impactful quote? Call to action? Does it leave a strong impression?

A RUN-ON & its EVIL TWIN, the COMMA SPLICE

  • A run-on sentence is not just a Terribly Long Sentence.  No.   I can write a perfectly good really really really long extravagant sentence and it won’t be a run-on.  I can also write a bad long sentence that won’t be a run-on.  Furthermore, I can write a short sentence that is a run on: I laughed I cried.
  • A run-on  is TWO sentences fused together without a period or a joining word like and or but and a comma or a “danger word”  (subordinate conjunction)  from our earlier worksheet like although, because, after, when, if…

Here is a run-on sentencer: My neighbor Brett is twenty four he goes jogging every morning.

A comma splice is a run-on that tries to get away with being a run-on by sticking a comma in between the two sentences instead of a period.    

Here is a comma splice:

My neighbor Brett is twenty-four, he goes jogging every morning.  

Can you fix those two sentences?  How?

My neighbor Brett is twenty-four AND he goes jogging every morning.

  • Use two sentences.
  • Use a “fanboys” coordinating conjunction:  for, and, nor, but, or, yet, so.
  • Use a subordinating “Danger Word” conjunction:  after, although, as, because, before, if, since, unless, until, when, whenever, while.
  • Use a semicolon.  (NOTE!! A semi colon is a period that wishes it were a comma. Don’t use a semicolon where you can’t use a period.)

Here is an exercise. Correct the following paragraph by fixing the run-ons.

It was an astonishing exhibit, the Guggenheim Museum’s recent show was called “The Art of the motorcycle.” Museum-goers sported leather vests and ponytails, their motorcycles jammed the streets. Displayed were motorcycles through the years, including the earliest-known cycle. That was the 1968 French velocipede, it looked more like a bicycle with a steam engine under the seat than a motorcycle.  The Italian Agusta F4 was the latest model on display this one looked like a fantastic space machine. A 1993 Harley-Davidson stole the show it was a replica of Dennis Hoppers’ Easy Rider cycle. The show attracted more visitors than any other Guggenheim exhibit museum attendance was 45 percent higher than usual.

ON THE OTHER HAND, if you don’t have at least one subject and verb you get a…

FRAGMENT!!!!!!!!  A fragment is a group of words pretending to be a sentence, but lacking an independent clause.  Watch out for the following two rules:

  1. 1 Every sentence must have a subject and a verb. (In every sentence SOMETHING or SOMEONE must DO or BE something.)
  2. If a sentence begins with a subordinate conjunction, (danger word) it must be attached to an independent clause.

DANGER WORDS:  Subordinate Conjunctions!

after, although, as, as if, because, before, even though, if, in order that, rather than, since, so that, than, that, though, unless, until, when, where, whether, while.

The above words turn perfectly good sentences into fragments!!!!  

She sat under the blue sky thinking her thoughts.

After she sat under the blue sky thinking her thoughts.  

Before she sat under the blue sky thinking her thoughts.

  • These words (after, before) leave us hungry for more.  They cause us to ask, What happened then?  What comes next?  It’s okay to use them, but you need to add another clause explaining them.

After she sat under the blue sky thinking her thoughts, she fell asleep. 

Identify the fragments and correct them.

Jumping for great joy.  Anna shouted, “I won, I won.”  

Since we live in New York.  We have thousands of interesting events to see.  Ballets, plays, music.

To see all the paintings at the Museum of Modern Art.  It would take weeks.  

Although I haven’t seen him in years.  I still think of him often.

She was an amazing woman.  Who risked her life for the good of others.

On the stove in the corner in my sister’s kitchen.  There was a chair that had been in my family forever.

The most beautiful girl in the world living in Brooklyn.  

Although I hope to go to college.

After I went to the ballet.

If I read that book.

In the great hope of finding gold.

Week 7: March 14-March 18

OFFICE HOURS TUESDAY AT 6PM.  IF THIS TIME DOESN’T WORK PLEASE EMAIL ME IMMEDIATELY.  bedelson@citytech.cuny.edu

 

HW Day One:

read: “Nut Graf” Slide show and/ or article on nut grafs from the New York Times

WRITE: Write a nut graf for your Unit Two article.  

STUDY  SLIDE:

 https://www.canva.com/design/DAEmj39i2Ds/vqwYSptbCju8s3JAlBHmqA/view?utm_content=DAEmj39i2Ds&utm_campaign=designshare&utm_medium=link&utm_source=publishsharelink

 

Research: Find least one more source.

Write: annotate and write a paragraph of at least 200 words quoting that source using the quote sandwich!

 

pastedGraphic.png

 

HW Day Two:

So, you’ve done a lot of research, you’ve figured out what your article is about and why it matters (with your nut graf). You’ve also written a paragraph or two citing those outside sources. On top of that, we’ve looked a lot at how feature articles are structured, how they fit together. You’re well on your way. 

Now it’s time to make this thing really shine! And that’s with fieldwork. This is the part where you take your “beat” to the test and bring your voice to life. Get out of the library (or the internet, probably) and get a primary source! You might use:

  • Interviews 
  • Site visits (if you’re writing about a neighborhood, walk around! Write a description of that neighborhood in concrete, significant detail!) 
  • Photographs
  • Videos

Keep in mind, you will need to integrate anything you find here into your article. Don’t just write an article and tack a video on at the end! How will it fit? 

HW: Come up with a plan for your field research! 

It may be useful to review this slideshow on research and/ or this handout on interviews. 

ANSWER THESE QUESTIONS: 

  • What kinds of articles/ stories/ media  (and ads and videos for that matter) are on that site? 
  • What does that tell you about who they think their audience is? How do you draw that conclusion?
  • How long are the pieces usually? (pages, words, minutes)?
  • What is the tone, usually? (funny, serious, casual)
  • What kind of diction is usually used? (casual, formal, academic, etc.)
  • How do they usually use evidence/ support (such as data, quotations, interviews, etc)?
  • What can you tell us about their visual presentation?  Is it all black and white text? Video with lots of graphics?
  • How can you make your article a good fit for this publication?

GOOD LUCK!!!  Let me know if you have questions!  I am here for you!

Statement about Ukraine from Russell Hotzler, President City Tech, CUNY

The unprovoked attack on the citizens of Ukraine by Russian forces stands as a reprehensible and unjustifiable act of aggression. We affirm the worldwide condemnation of Russia for this senseless violence, and stand with the Ukrainian people in their courageous defense of their sovereign state. Our hearts go out to all members of New York’s Ukrainian community, in particular those members who are our students, faculty, and staff, witnessing and enduring this ongoing devastation. Please know that we stand with you in this time of immeasurable atrocity. If you are struggling with mental health or in need of emotional support, resources exist to support you. Students can visit our Counseling Center or make use of other services outlined here. Faculty and staff can turn to CUNY’s employee assistance program for support.

Russell Hotzler, President

City Tech, CUNY

Week Six: March 7-March 11

Sorry this update is late!!!  Extension automatically granted until Tuesday, March 15.

Office hours will be Tuesday at 6PM.  If you haven’t come to any office hours, please email me immediately!  bedelson@citytech.cuny.edu.

HW Day One:

READ: Read and annotate at least two sources for your Unit Two article.  Preferable these are from the NYTimes.

REVIEW: “Quote Sandwich” handout, linked here

WRITE: Write a “quote sandwich”  paragraph (at least 250 words) in which you introduce, quote, summarize and analyze a quotation from one of your sources.

FINAL DRAFT of UNIT 2 PROJECT DUE APRIL 14, 2022

Week 4: Feb 22-Feb 24 (No Monday Classes) 

Next weeks write in and office hour is on Wednesday at 6PM.  Please come ready to write on OpenLab. We may even share what we wrote together.  

 

HW Day One:

Watch: Intro and Conclusion Overview slideshow  

 

POST: Unit One Rough Draft: At Least 1000 words

HW DAY Two:

Today, you will be read your classmates’ rough drafts, and write responses to them.  Look for one other thing especially: PURPOSE.  In other words, Latifah tells us about the use of the word “queen” in her community to talk about self-respect .  She’s not just randomly telling us things about the word.  Diaz tells us about the fuku for a number of reasons as well: to tell us how Dominican culture has affected the US, to give us some history… and even to warn us.  They both have a PURPOSE.

Without a purpose, a piece of writing is, to put it kindly, hard to read.  Your reader wonders: why in the world am I reading this?  Now, in a rough draft, the purpose may be a little bit hidden, and that’s okay.  But when you are reading these rough drafts, I want you to write down WHY you think the author is telling us about this word (even if the purpose is hidden). And for writers, if your readers are totally off and they missed your purpose– well, you may have to clarify when you revise!

Read your classmates’ drafts and respond. Also, let them know what you think the purpose of their piece is: why are they writing about this word?  Here are some of the types of comments you might want to make as well: 

  • I liked (       ) because …
  • I got this from reading your work:                                         
  • I found this part interesting (                             ) because…
  • I got confused here (                            ) because…
  • I wanted to know more about                           because…

 

Week 3: February 14-Feb 18

First order of business: I will be hosting a “write in” on Wednesday at 6PM.  We will all work together.  I will write, you will write, I will play a library video, and all will be magical.  I’ll also be available to answer questions at this time.   This is a great way to have accountability and get some work done so please join me.  If you can’t come this week, you will need to come next week when I will host them at Thursday at 11AM.  If you have a problem doing that, let’s email with each other and set up a time when you are available.

Special Focus of the week:  Let’s think about “concrete, significant detail”— the importance of being specific when talking about a particular incident.  Think about the readings thus far (including student writing). What are some good examples of clear, vivid detail? What did those details add to our understanding?  

What details are concrete? What are significant? How does significance change depending on the point we are trying to make? 

HW Day One:

READ AND ANNOTATE: “Tel l ‘Em All to come and get me: A Year of Being ‘Alright’” Hanif Abdurraqib.

A side note: we read another piece by Abdurraquib in our first week of class, when he wrote about his name. In that piece, he wrote about being Muslim, and never mentioned being black.  In this piece, he writes about being black, and never mentions being Muslim.  That is to say, in each of these fairly short pieces, he focuses distinctly on one community (and its language), though he is a member of multiple communities, as we all are.

WRITE: Finish up the scene you wrote. Make sure it is at least two (clearly defined) paragraphs.

HW Day Two:

READ: “Shitty First Drafts”, Anne Lamott.

https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnx3YXJyZW5zY2xhc3Nyb29tb25saW5lfGd4OjYzZmM1ZTBjNjhiNmE4NjU

WRITE: A Less Sh*&ty First Draft of UNIT ONE—the scene you wrote in class today can be a good starting place. The draft should be at least 800 words. Make sure you look at the assignment sheet before you start writing so you know what I’m looking for and what you’ll be graded on!

Bonus:

Help making a great grade on Your Unit 1 Draft:

Think of a particular scene when you (or someone else) used your word.   Now let’s get some great specific details about the scene.  

      Where are you in this scene?

      Who are you with? Can you describe them?

      What time of day is it? How do you know?

      What season is it? How do you know?

      What does your body feel like in this scene?

      What can you hear?

      What can you smell?

      Where is the light coming from and what is it like?

      Look to the left of you (in the scene.) What do you see?

      Look to the right of you. What do you see?

      Look at your feet– what’s there?

      Look above you. What do you see there?

      Look behind you. Describe what you see.

      Is there anything else about this scene you should mention?

 

Let’s think about paragraphs and their form during this exercise.  Take a peak at this slideshow. 

 

https://www.canva.com/design/DAEIkHc2Se4/I6IlbC-mLi16rmBOJ9WxbA/view?utm_content=DAEIkHc2Se4&utm_campaign=designshare&utm_medium=link&utm_source=publishsharelink

 

Week 2 Homework, Due Friday, February 11, 2022 READ CAREFULLY

First and most importantly, I will be holding office hours this week to go over your first major assignment (as opposed to the little weekly assignments).  The office hours will be held at 6PM Tuesday and 11AM Thursday. These sessions will be SHORT.  (Under 20 minutes).  If you cannot make it to either of those sessions, I will provide you with a copy of the assignment and you may write a 300 word summary of what it says to make sure that I know you know what you need to do.  If either of these times don’t work and you really want to come, please email me right away and we will work something out!

 

Zoom Link for Office Hour:

https://zoom.us/j/97500374050?pwd=NmVOdkJhVlF3TkRRbkpCeVFwNnRaQT09

 

Day One HW:

READ AND ANNOTATE: Read the first 7 pages of The Brief Wondrous Life of Oscar Wao  (this is the prologue, all about the word “fuku.”) Don’t forget to read the footnotes!

WRITE: Write a post of at least 300 words about this text. What do you find difficult or confusing? Be specific! Point out particular passages that confused you and explain why you were confused.  What do you think the writer may have been trying to do?  Find a particular passage that was difficult and explain specifically where you got caught up and why. I get it. This seems like a really strange thing to do– but there’s a point to it!  The places you have difficulty are where you’re doing your best thinking.  The places you struggle are the places PhD students struggle too.  Difficulties aren’t walls to stop you but obstacles that you can (and will) overcome!

Also, if you haven’t already, you need to go find other students work and give them feedback.  I saw some really interesting responses this week and people get an extraordinary amount of participation credit for being active in getting to know other students!

Day Two HW:

READ AND ANNOTATE : HERS” by Klass. In this article, the writer paints a portrait, not of a particular word, but of a whole new language she had to learn in order to fit in with her new profession. While you are reading, please mark places in the text that caught your eye, where you wanted to know more, where you were confused or where you related!

WRITE: At least 300 words. What are some communities that you are a part of? (hint: we’re all a part of multiple communities!) What “languages” have you had to learn to engage with these communities—and how did you learn these languages? Are there particular words or phrases that stick out to you as helping you feel like you were part of the in-crowd? Which of these words do you think might make a good

DUE DATES

Hello!  I’ve received some great questions about when is what due???

My weekly writing & reading assignments should be posted by me on Fridays.  They are due the following Friday with an automatic extension until Sunday  at 11:55PM (5 minutes before midnight). There are NO  extensions granted after that.  There are no penalties for turning in work on Sunday, but it is due Friday.

So if there are no penalties, what is the big deal?  For one thing, you have to do it on the weekend and how blecky is that?  Also, I will see it later.  Also, other students might not see it and respond to it.  Also, it will be logged as “late” and who wants that?

The weekly assignments are Pass / Fail.

You’ll notice that I assign Day One and Day Two Homework.  I do that because  I am trying to help you manage your workload a little better.  But they can both be turned in on Friday at the same time.

Due dates for the major projects will be announced as they are assigned.

Hi! Welcome to the first day of class!

Day One HW: 

Now that we’re getting a tiny bit more comfortable online — and sharing our fears about this whole distance learning thing —  let’s get to know each other a little better. 

First, watch “(un)Learning my Name” by Mohamed Hassan and read Zayn Malik and the Songs that Bring us to Prayer”  by Hanif Abdurraqib

Second, write a new post responding to these two pieces (the video and the article). You can do it in whatever way you want! You can talk about how your name or your language makes you who you are, or gives people “permission” to treat you a certain way even though that’s so wrong! You can talk about how school has made you the writer or thinker or student or professional you’re becoming. You can talk about your family’s influence on your literacy — your education, your goals, your belief in yourself, your attitude toward the world. You can also think through how a group has helped define you. As part of it, you can add images or links to videos… whatever you think will help us get to know you and your experiences better. You can even add a link to a video. Or record an audio file and link to it. Or draw something and upload the image. Whatever you want. Remember: we’re all about composing in the 21st century, so feel free to do what you think would be interesting for us to see/hear/learn about. The idea is to get you thinking about how those issues affect you. How they’ve helped shape who you are and who you’re becoming. 

Third, Read the course syllabus.


Day Two HW:

Comment: Comment on at least three of your peers’ name posts.  This is just meant to be a conversation, so what did you learn about this person? Can you relate? Is there something they wrote you are curious about or moved by? 

Read and Annotate: “How to Read Like a Writer” by Mike Bunn. 

In this article, Bunn says that his students suggests that the advice they would give to future students is that they  “write yourself notes and summaries both during and after reading.” So I’d like you to do that. Please take out a piece of paper and a pen (or pencil) and have it beside you as you read.  Just write down whatever stands out to you from the text– jot down a few key words.  Doodle! Write a summary. Write a question. There are no right or wrong answers here.  

 https://wac.colostate.edu/docs/books/writingspaces2/bunn–how-to-read.pdf

Write:  On the website, write a post of at least 300 words discussing the following questions. You can also post the picture of your notes from the reading in this same post: 

  • In his article, Mike Bunn writes “You are already an author.” He’s talking to you.  What do you think he means by this? What are some of the things you write already?  (Hint: “Nothing” is not an acceptable answer.) Think of all of the ways you already use words in your everyday life.  That’s authorship! How will that existing expertise help you in your college reading and writing career?
  • Was there anything you noticed in Bunn’s article that you would like to try to do in your own writing? What, in particular? Please be specific!

 

Welcome, Students!

Please take some time to explore this OpenLab course site. Use the top menu bar to explore the course information, activities, and help. Scroll through the sidebar to find additional information about the materials shared here. As the course progresses, you will be adding your own work to the student work section.

Join this Course

Login to your OpenLab account and follow these instructions to join this course.

If you’re new to the OpenLab, follow these instructions to create an account and then join the course.

Questions

If you have any questions, reach out via email or in Office Hours. If you need help on the OpenLab, you can consult OpenLab Help or contact the OpenLab Community Team.

Final Portfolio Revisions

  Essay 2 revised 

  Electric cars, also referred to as electric vehicles, are designed to be fully electric, and they rely on power batteries to function. These battery-powered cars’ sales were higher than the fossil fuel-dependent vehicles in the US, China, and Europe in the recent past years. Fully electric vehicles have no emissions; hence cleaner, greener, and better for the environment compared to fuel cars. The car has a motor and an electric battery and has a range of 300miles. Reduced emissions mean fewer greenhouse gasses, enabling the nations to get closer to sustainable renewable energy sources. The demand is currently going high due to the spiking of the fuel prices resulting from the war in Ukraine. This has resulted in a shortage in fuel being imported majorly from Russia. Also, the war has resulted in the disruption of production in European countries. These companies that usually send their cars to the United and the US-based companies, for instance, Ford, are blinded by the fact that many people need their vehicles. They can’t produce their products faster. But the demand for these is so high that buyers have to pay deposits months early (Nytimes.Com). The electric cars market is having a breakthrough period. It is approaching the mainstream this year as the manufacturers have started selling America’s favorite types of these electric cars, and this is the pick-up truck.

   The advent of these cars will be the most significant change in the vehicle industry since the unveiling of the Model T in 1908, with far-reaching implications for industrial employee corporations and the environment (Nytimes.Com). Tailpipe emissions are one of the most significant causes of global warming. Electric cars made a small contribution to the market in 2021, and electric car sales accounted for approximately 9 percent of the new vehicles sold. According to the Energy Agency, the rapid correct result of the sale of the electric cars is unstoppable, thus putting to rest any doubts that it’s the end of the combustion engine.

The car industry is about to make an investment of $5 billion in the following five years and therefore transitioning from fossil fuel to electric vehicles. A report given out by Wed bush securities says that this investment will be used in building factories, writing software, training workers, upgrading dealerships, and many more. The Volkswagen chief executive, in an interview, said that this would be the most significant transformation in the capitalism industry since the investments will be massive and so is the mission. As they account for a small percentage of the market of new cars in the United States, the market of electric vehicles led by the top-selling company Tesla is steadily on the rise. Following several new models that are set to hit the market in the next few months and more off-lease electric cars that are on their way, this year might be the year you take a plunge and purchase an electric vehicle. Buying an electric vehicle is slightly different from purchasing a fossil fuel car.  

     Ensuring the range of the car lies within your needs, this is the most important concern when it comes to buying an electric car. The current electric automobiles cover several driving ranges, and this range from approximately 100miles to more than 300 miles. Purchasing these ranges is entirely dependent on your needs. Statistics given by the ABC news indicate that the commute in the United States is 32 miles round trip, with people who live in far-flung suburbs and rural regions logging more miles every day on the national average (Nytimes.Com). It pays to choose a model with a more excellent working range than you anticipate for the following reasons; the ranges given in electric cars are just estimates, and it varies depending on several factors. For beginners, the battery is likely to drain quicker while commuting on a highway than within town since propelling at high speeds takes more energy, and more kilowatts will burn power driving at high temperatures. According to research by AAA, it was realized that when it dips to 20F while the heat of the electric vehicle is in use, the range will be 41% shorter than the anticipated range compared to when mercury is at 70F. At 90F, the capacity of the electric car drops to less than 20% with the air conditioning running. This shouldn’t be too much of a problem considering that an at home charger comes with the electric vehchile. Charging your electric vehicle at home is easy and cost-effective, and quick. You only will be liable for a small government subsidy if you install a small all-weather home charging device at your home. Once installed, you can charge your car from 5 to 10 hours, and rapid chargers can charge up to 80% in less than one hour (Nytimes.Com). Less any applicable incentive, consider the price apart from the electric car’s range, the other significant factor is the price of the car. By 2020 the least expensive vehicle was priced at around $30000 range, and some luxuries went up to $70000 to $100000. It is advisable to research the prices of the cars you would like to study, and this will help you find the type of electric automobile you can afford (Nytimes.Com). Also, it is essential to consider the delivery charges by the manufacturer, cost of registration, state, and taxes that can be locally tracked into the transaction cost of the car.

     Besides focusing on the electric automobile’s price and range, you would also like to pick a model that you can use regularly. A subcompact, for example, is too tight for taller motorists. Some cars can be easy to enter and exit for drivers compared to others. And if you regularly carry more than one person, then the headroom and back leg seat would be a concern too. And if you have kids, it is also significant to look at how easy it is to get them in and out of the car, and also the cargo room can carry a good number of pieces of baggage (Nytimes.Com). Ensure that the battery car driving experience meets your requirements; it is critical to ensure the car is acceptable in terms of comfort and that all the attachments are operable and in excellent functioning condition. Significantly individuals who have never used an electric vehicle will perceive a distinct difference in the driving experience, operating one is substantially lower, especially over the vehicle’s whole lifespan. You may spend significantly less on electric automobiles compared to fuel cars. This is due to the tax benefits, improved fuel economy, cheaper electric costs, and low maintenance needs (Nytimes.Com). The design of the electric cars makes them efficient; three primary components power them: onboard charger, inverter, and motor. And therefore, they are susceptible to minor wear and tear and less stress on the engine. And lastly, the car is quiet. This is easily noticeable, especially when switching to an electric vehicle which is a relaxing and more comfortable experience. Electric vehicle batteries are located at the bottom of the car and thus giving the car better balance and weight distribution.

     As electric automobiles become more common, their costs constantly decrease, and transitioning drivers get many perks. Electric cars can save you capital, including fuel, tax, maintenance expenses, and expenses. A fully electric vehicle might cost a quarter less per mile than a standard gasoline or diesel vehicle. And these savings soon pile up. Using a unique journey calculator can estimate how much you could save using an electric vehicle.

Electric vehicles provide tremendous long-term value and may be an excellent development for drivers searching for a more cost-effective and efficient mode of transportation. Like traditional diesel and petrol vehicles, the price of purchasing an electric vehicle changes according to features, type, and model (Nytimes.Com). And the electric automobile. Almost any budget can suit an electric vehicle, and a car selector tool is created to assist in finding a perfect car without much effort. 

 

Works cited

 “Why This Could Be A Critical Year For Electric Cars”. Nytimes.Com, 2021, https://www.nytimes.com/2022/02/08/business/energy-environment/electric-cars-vehicles.html.

 

 “Buying An Electric Vehicle? Here Is Some Advice.”. Nytimes.Com, 2021, https://www.nytimes.com/article/electric-vehicle-ev-buying-guide.html.

 

“Want To Buy An Electric Car? Read This First”. Nytimes.Com, https://www.nytimes.com/2022/03/23/us/electric-car-buying-guide.html.

 

Final Reflection Paper

    My essay writing process has enabled me to understand how to structure my ideas and research papers. Besides, I incorporated different processes such as prewriting, outlining, rough drafting and revising in my two essays to ensure that the message, ideas and arguments are articulated effectively. The research and critical thinking skills I have learned after joining campus have been efficient in developing my two essays. For example, I effectively organized arguments and ideas coherently in both essays by connecting them across different perspectives. Consequently, using different materials were effective because they enabled me to establish different viewpoints, insights, and arguments in my two essays. Similarly, knowledge gained from previous reflections, blog posts, assignments and class writing exercises has boosted my writing. Therefore, the insights I gained in this class have enabled me to develop quality and clear essays because the writing process has a significant role in my experience as a writer.

     My essay writing was challenging because I struggled with developing coherent ideas and arguments. I could not effectively express my thoughts and ideas before but learning about the writing process enabled me to create better essays. For example, I used critical thinking skills in Essay 1 to articulate my thoughts and purpose. This has been more effective than before since connecting ideas coherently was challenging. Besides, working on the essay using the writing process boosted my grades, confirming that I acquired better grades. Nevertheless, the peer reviews from colleagues enabled me to confront essay writing issues that I initially had in previous assignments and essays. As a result, I learned how to organize ideas and thoughts effectively in my essays.

     I developed my essays using insights learned in weekly posts and assignments. I have learned to brainstorm and develop ideas, outlines, and research information about my writings. Also, the revising skills I learned have enabled me to correct grammatical or spelling mistakes in my two essays. For instance, in essay two, I organized the essay’s incoherent paragraphs and made sure that the information was grammatically correct for better understanding. This is crucial because I initially had challenges organizing ideas across my essay based on outlining main points and supporting information. As a result, the editing, drafting, researching, revising and critical thinking skills have boosted my writing process and essays.

     In addition, I emphasized more time in prewriting while writing essays one and two because it is a crucial process. Besides, my perspective and personal experiences regarding the essay topic reflected the choice of words and vocabulary. For example, in essay 2, I talked about how people anticipate traveling and learning new things. The topic allowed me to develop diverse ideas and connect them with personal experiences because traveling is a common experience. Moreover, I effectively developed main points on the benefits of traveling and how it helps people physically and mentally. Also, I included comparisons and diverse perspectives to highlight different opinions in my essay. Thus, the incorporation of comparison on traveling impacts presents an organized flow of ideas and skills.

     Furthermore, the writing process has enabled me to become a better writer than before I joined this class. I had issues outlining and drafting before, but when I gained insights on how to organize ideas and draft towards presenting coherent and credible essays. In my first essay, I talked about English phrases such as “hurry up and take your time” . I reflected on multiple class assignments and peer reviews to draft an organized and skillful essay. Initially, I had issues developing the main points and incorporating supporting evidence and examples in my writing. While working on the first essay, I incorporated critical thinking skills in highlighting different contexts in which the phrase is used in daily communities.

Ultimately, learning about different writing situations enabled me to acquire skills to incorporate purpose in my essays. For instance, both of my essays are informative, and I incorporated various elements meant to inform the audience. This is because reflecting on how an idea or argument is perceived by the audience or relates to them is crucial. Consequently, learning about the audience before drafting an essay has been essential in my writing process. I utilized purpose and audience in essays one and two. It was crucial in articulating aspects of value and credibility. As a result, organization skills and rhetorical appeals such as anecdotes, ethos, pathos and logos were critical to establishing the audience’s values, credibility and emotions towards given topics.

     Although I learned a lot from the two essays I developed in this class, there are multiple things I could have done better, and I will work on them to ensure a better display of ideas and thoughts. For example, I will work more on different aspects such as research and critical thinking skills while writing essays. In essay two, I will involve more supporting materials and examples of how traveling is an essential experience. In contrast, in essay one, I will consider giving more examples in future writings. Furthermore, I will work more on the use of transition words between sentences and paragraphs to make my essays more coherent and more precise. However, most essay writing elements have been beneficial to me since they have enabled me to develop better research papers and assignments and made me a better writer.

     In conclusion, the essay writing process and papers have influenced my significant status as a writer. I developed better writing practices and skills such as brainstorming ideas, outlining thoughts, drafting, and researching in this class which enabled me to establish essays effectively, especially essays one and two. Also, the knowledge learned in organizing, editing, proofreading, and researching has played a significant role in my latest essay because I have incorporated these aspects into the writing process. Nevertheless, writing essays has built my self-esteem more than before because I have developed a positive attitude towards writing credible and quality essays that demonstrate the main topic or idea. It has also allowed me to rectify minimal mistakes and aspects in my essays towards developing practical research papers. As a result, this knowledge provides insights into future essays and my crucial ability to express my ideas as a writer.

 

Final portfolio and reflection

Unit1

As an individual that is a part of many communities, the one community that I am proud and blessed to be a part of is the Haitian community. Many of the people in Haiti speak Haitian Creole. Haitian Creole is a language that shares a combination of French dialect and African languages. It was formulated based on lath 17th and early I8th century French that is combined with Spanish, English, Portuguese, countless west African languages and Taino. 

A statement that is well known and used in my community is “Wap konn jój”. This is something that is usually said to children by their parents or guardian. When translated to English Word for Word it doesn’t entirely make sense as it means “you’re going to know Jorge“. However, when this statement is said by an elder it signifies that the child that is being spoken to is in trouble and for them to get ready for punishment. In the Haitian community parents raise their child to be respectful and polite to everyone that they meet no matter their status and whether they knew them or not. Whenever a parent felt like their child was being disrespectful around another adults it would make them feel embarrassed and this is a statement that they would use as a warning.

As a little girl this is a statement that I would often find myself hearing mainly from my mother and grandmother. This wasn’t because I was a bad child but rather because I had a listening problem. I used to find myself in trouble with a mother for doing the absolutely opposite of what she would tell me to do. I was the most well behaved child in a class or any room, you would never hear a peep out of me but when it comes to me following instructions that’s when the problem would start. She would usually give me a warning by giving me a hard clear glare and by saying “fe respew tande”. Once again when translated this means “do your respect, listen”, but the real meaning is to watch yourself or to tread lightly.  A core memory of mine would be the first time that my mother would say this to me as a small child.  It would always make me laugh and I would respond back with “who is jorge mommy”, for a very long time the true meaning of the sentence would fly over my head, like many things did at that age. The first time I really felt the meaning of the statement is when my mother was sick and she was the only one taking care of my brother and I at the time and she trusted me to take care of a task on my own. Like the child that I was I didn’t fully understand how she was feeling at the time and the state that her body was in and I kept playing around and not listening to anything that she was saying to me and I kept playing around. There came a certain moment when she got tired of it and she raised her voice and said “ Map few konn jój”. This came as a shock to me because my mother was a very soft-spoken woman and that’s the moment I realized the severity of those words.

There are two forms of the statement that can be used when speaking, the direct and indirect form. “Wap konn jój” being the indirect form which means “you’ll get what’s coming for you”. While, “Map few konn jój” on the other hand is the direct form. The direct form for the most part is used to put emphasis on the person that is saying the statement. Which means that in this case it would mean “I got what you looking for”. This statement has such an incredibly wide range of definitions, depending on the individual that you’re referring to it can come out light-hearted or more aggressive. When this statement is said to children they don’t take it as hard as when an adult says it’s one other adult depending on how close the relationship is. a child I used to be around many adults listening to conversation I was not supposed to and I found that when they were giving each other advice, and one wouldn’t consider such advice, they would say this in a joking matter. In addition, this is a statement that I enjoyed hearing Because of the many different ways it can be used in a sentence.

 

Even though this statement is mostly used and said to intimidate or put a child in their place, It can also be said in other manners. It can be stated in a joking matter from a mother to a child as well as from one adult to another. On the other hand, it can also be said as a way to start a conflict. I have seen two adults start a physical altercation based on the exchange of these few words. This is a statement that holds a lot of power depending on the person that is saying it.

In conclusion, the statement “wap konn jók” is very important to my community due to the fact that it is one of the many statements that has been passed down from generation to generation. Many elders in my family that I have spoken to has told me that when they sit down and reflect on their childhood this statement is one that often pops up during their happiest time as well as their saddest time as a child. When I was younger I used to always say that I would never say “wap konn jój” because it creates too much confusion.  However, now at 20 years old I find this statement to be a part of my every day vocabulary using it with my younger siblings or during an argument to add pizzazz or to make my point. I find it to be very essential for me to continue the very confusing get well needed traditional use of the sentence.

Unit 3

Reflection

My journey as a writer hasn’t been easy, honestly it has been one of the most stressful experiences of my life. Inspiration is a fickle thing and motivation is just as much so. See I love telling a story and immersing myself into a world of my own creation. But creating those passions into a form in which it is enjoyable for someone else to read has always been a bit of a hassle for me. I learned very quickly in writing that the only way to get better is to suck at it at first. No amount of literary  knowledge or subversion of expectations can make up for plain old bad writing. One thing I’ve learned about myself through writing is that expressing my feelings has never been a strong suit of mine, which is ironic. That is very counterproductive when it comes to writing because most good writing is just the feelings of the author prescribed onto the page. See, I’ve learned that I differ from most people, especially from most writers due to the lack of ability to express myself , I wouldn’t really consider myself a writer in all honesty. I always think if maybe my vocabulary was more extensive, if maybe I had more use of foreshadowing, and maybe if I just told better stories, I would be a better writer. But, my lack of writing ability stems from my lack of expression, it’s not apathy but rather inability at least in my own opinion.

I found myself dreading the thought of writing and English class. This is my third attempt at taking this class, without dropping it. As English is actually my third language, I have often found it difficult for me to put my thoughts into words. I always feel like my vocabulary is not as advanced as the other students , which in the end made me feel like my writing was subpar.  Getting through with this class has been a real obstacle of mine. Working a full time job 6 days out of the week, I found staying focused really difficult. My main goal this semester was to use my full potential and actually try and enjoy the beauty of writing. Unfortunately , I feel like I failed that goal. I have learned many things through the course of this class. The multiple exercises have shown me how to properly brainstorm and break down each part of the assignment to make a perfect rough draft. However, as an individual I always expect everything I do to be perfect, I always felt like if my words didn’t flow effortlessly on my paper it wasn’t worth being read.

My favorite unit from this semester have to be unit 1, the reason for this is because it allowed me to be my true authentic self. I am a woman of very few words and it shows a lot in my writing and that is not something I am proud of, however, this unit allowed me to look past that. Writing of my home country and experiences growing up was very nostalgic to me and it made the words flow easier. I was so excited about the topic that I put my pen to my paper and let my memories take over. I was actually very afraid that people wouldn’t be able to understand my writing but I pushed that past me and was very happy with the end results. The other two units were very difficult for me because it really challenged my brain. Research papers were always my weakness from the very start, I never really knew how to structure it for all the information to flow and because I was so focused on the research aspect of the unit, I totally forgot about the personal aspect of it.I was having a very difficult time at not only picking my topic but stating how I related to. I spent most of the writing picking and changing my topic because I wanted to write about what other wanted to hear and not what was meaningful to me, which defeated the purpose of the unit because it was about me finding my beat. When it came close to the due date, I finally picked my topic and got to researching and writing, however, the topic that I chose was a topic that hit really close to home and all the memories and experiences based on that topic were that I suppressed. Which in the end made that paper, my very least favorite writing.

All in all, I found that when it comes to writing I have so much more to learn and this class is the real start of my writing journey because every unit has shown how afraid I am to really opening up to my audience. And in order to be a successful writer, you need to be able to captivate your audience and make them feel every word on those pages. I hope to be able to really unlock my full potential in writing step by step in my college journey and out of it.





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