In class today we exchanged our questions for feedback. The next five class session depends on your meeting date and time.
Meetings will be these days and during the specific time you signed up for.
Monday APRIL 5
Wednesday APRIL 7
Friday APRIL 9
Monday APRIL 12
Wednesday APRIL14
On Friday April 16 will be a regular scheduled class.
Wednesday, March 31, 2010
Monday, March 29, 2010
March 29,2010
Today in class we discussed that starting next week we will be having one on one meetings with Dr. Phillips to discuss our progress on our project and answer any of our questions. A sign up sheet was passed around and students only have to show up on their assigned days and time. The rest are off. We talked about draft one (Apr.12) and two (Apr.23) and what they are made up of.
Also for a reminder this WED. students have to bring in a copy of a min. of 8 interview questions to class for review.
Also for a reminder this WED. students have to bring in a copy of a min. of 8 interview questions to class for review.
Friday, March 12, 2010
March 12, 2010
Today there will be no class.
Have a safe Spring Break, and don't party to much xD
Ricardo Mariscal Jr.
Have a safe Spring Break, and don't party to much xD
Ricardo Mariscal Jr.
Wednesday, March 10, 2010
March 10, 2010
Today Dr.Phillips discussed how to appropriately find Secondary Sources.
She began by giving out an outline that includes questions that should be asked in each of the categorize in detail for what is expected from Issues, Trends, Best Practices.
In case Dr. Phillips doesn’t post the outline on time I’ll provide it:
1.) Who are the well-known people in your field? What are they saying?
2.) Who are the well-known companies or organizations? What are they saying?
3.) Where/what is there opposition/competition/vastly different beliefs? Between whom?
4.) Issues: Universal topics that come up in other states and/or in other countries? What topics have reoccurred overtime?
5.) Trends: What is currently being talk about (2009/2010 sources)? Where did major shifts in thought, practice, approach, belief occur?
6.) Best Practices: What practices are being utilized to make decision? To address/fix problems? To improve? To maximize profits? To decrease waste or inefficiency? To help the US stay competitive internationally?
And the recommended number of secondary sources varies to 5-8.
As it seems there are still some things not clear about what is expected from each section and recommend to go see Dr.Phillips if you are still unsure on what to put in your report since all essays will be uniquely organize and are made up of different factors.
And she checked which people brought their resources at the end of class.
Ricardo Mariscal Jr.
She began by giving out an outline that includes questions that should be asked in each of the categorize in detail for what is expected from Issues, Trends, Best Practices.
In case Dr. Phillips doesn’t post the outline on time I’ll provide it:
1.) Who are the well-known people in your field? What are they saying?
2.) Who are the well-known companies or organizations? What are they saying?
3.) Where/what is there opposition/competition/vastly different beliefs? Between whom?
4.) Issues: Universal topics that come up in other states and/or in other countries? What topics have reoccurred overtime?
5.) Trends: What is currently being talk about (2009/2010 sources)? Where did major shifts in thought, practice, approach, belief occur?
6.) Best Practices: What practices are being utilized to make decision? To address/fix problems? To improve? To maximize profits? To decrease waste or inefficiency? To help the US stay competitive internationally?
And the recommended number of secondary sources varies to 5-8.
As it seems there are still some things not clear about what is expected from each section and recommend to go see Dr.Phillips if you are still unsure on what to put in your report since all essays will be uniquely organize and are made up of different factors.
And she checked which people brought their resources at the end of class.
Ricardo Mariscal Jr.
Monday, March 8, 2010
Project I
Final Draft
As we all have acknowledged that revision has played a major part in our English class this past week, personally I have learned so many things of which I was not aware of. Not only does revision deal with the student revising his/ her essay but it also consists of the teacher or audience reading and editing the essay.
After reading and relating the articles to myself I now have different view of revision. I don’t really recall my early years of writing but as far back as I can remember I started to enjoy writhing in when I began attending middle school. Through out the beginning of my writing in middle school I also believe that revision consisted strictly only of grammar editing. In the article “I’ll do it my way; three writers and their revision practices.” By Stephanie Dix, it states that “the ability to revise is significant because it helps the writer reflect and clarify his or her thinking with the goal of improving the writing.” (566) After reading this article I realize that behind revision there is a lot more than merely grammar revision. Revision wasn’t such a great deal back in middle school but as I entered high school I noticed a dramatic change with in revision. In high school I have sever English teachers. As far back as I can recall my teachers never really revised my papers to the point where they wanted me to change the entire thing. They always seemed to focus more on the order structure of my essay. They always told me that the sequence in which I set my essay was crucial. Not one of my teachers told me that part of revision was also to improve your writing and be the ability to take criticism.
After learning this and reading the article by Stephanie Dix I related myself to Anna.
The article states “Anna revised and composed basing her text on a skeleton framework and then adding in and building up the ideas and images that she desires...” (572) now I set up my essay and start to build it up from what I have writing down on paper. Throughout my life time I have know people that to their misfortune, the teacher would change everything in their paper and make them right it the way she wanted to see it. I have always believed that there’s no point in doing such type of revision. What would be the point in having the student write a paper if the teacher will end up writing it all over again? In the article by Andrea Muldoon it is stated by a student “she doesn’t understand what I’m trying to say,” “she doesn’t share my interests and appreciate my writing.” (67) These are the thoughts that students normally get when the teachers changes everything they wrote. There was a point where I stared to question revision and why we had to do it. I thought that there was no point to it; I began to believe that if the person was a bad writer then there was absolutely no remedy to it until I entered college. I started of with an English professor who greatly enforced the revision process in her class. The last day of class she sat down with me and explained that I was a good writer but that I could improve myself if only my stronger and if I followed the commentary she wrote on my essays. When got around to doing as she advised I compared the revised essay with one of my former papers and saw a great difference. I could right away identify what she was trying to get across.
Revision now has become a major part of my writing. I must always have someone proofread my paper and point out my subconscious mistakes. The article by Bardine and Fulton states that “when writing revision memos student’s detail, the strengths and weaknesses they see in the new draft, their revision focus for future drafts, and the particular changes they made to their current draft.” Revision memos are also a very useful technique to learn to revise your own paper; at this point of my English education not only will it help me in my English classes but also in the career I am pursuing. Revision should be something enforced into the early writing as we being the writing quest.
As we all have acknowledged that revision has played a major part in our English class this past week, personally I have learned so many things of which I was not aware of. Not only does revision deal with the student revising his/ her essay but it also consists of the teacher or audience reading and editing the essay.
After reading and relating the articles to myself I now have different view of revision. I don’t really recall my early years of writing but as far back as I can remember I started to enjoy writhing in when I began attending middle school. Through out the beginning of my writing in middle school I also believe that revision consisted strictly only of grammar editing. In the article “I’ll do it my way; three writers and their revision practices.” By Stephanie Dix, it states that “the ability to revise is significant because it helps the writer reflect and clarify his or her thinking with the goal of improving the writing.” (566) After reading this article I realize that behind revision there is a lot more than merely grammar revision. Revision wasn’t such a great deal back in middle school but as I entered high school I noticed a dramatic change with in revision. In high school I have sever English teachers. As far back as I can recall my teachers never really revised my papers to the point where they wanted me to change the entire thing. They always seemed to focus more on the order structure of my essay. They always told me that the sequence in which I set my essay was crucial. Not one of my teachers told me that part of revision was also to improve your writing and be the ability to take criticism.
After learning this and reading the article by Stephanie Dix I related myself to Anna.
The article states “Anna revised and composed basing her text on a skeleton framework and then adding in and building up the ideas and images that she desires...” (572) now I set up my essay and start to build it up from what I have writing down on paper. Throughout my life time I have know people that to their misfortune, the teacher would change everything in their paper and make them right it the way she wanted to see it. I have always believed that there’s no point in doing such type of revision. What would be the point in having the student write a paper if the teacher will end up writing it all over again? In the article by Andrea Muldoon it is stated by a student “she doesn’t understand what I’m trying to say,” “she doesn’t share my interests and appreciate my writing.” (67) These are the thoughts that students normally get when the teachers changes everything they wrote. There was a point where I stared to question revision and why we had to do it. I thought that there was no point to it; I began to believe that if the person was a bad writer then there was absolutely no remedy to it until I entered college. I started of with an English professor who greatly enforced the revision process in her class. The last day of class she sat down with me and explained that I was a good writer but that I could improve myself if only my stronger and if I followed the commentary she wrote on my essays. When got around to doing as she advised I compared the revised essay with one of my former papers and saw a great difference. I could right away identify what she was trying to get across.
Revision now has become a major part of my writing. I must always have someone proofread my paper and point out my subconscious mistakes. The article by Bardine and Fulton states that “when writing revision memos student’s detail, the strengths and weaknesses they see in the new draft, their revision focus for future drafts, and the particular changes they made to their current draft.” Revision memos are also a very useful technique to learn to revise your own paper; at this point of my English education not only will it help me in my English classes but also in the career I am pursuing. Revision should be something enforced into the early writing as we being the writing quest.
Friday, March 5, 2010
March 5th, 2010
Today in class:
*Dr. Phillips went more into detail about what the headings for the career options should include.
*She went over the due dates
**There will be no class on monday
-Esperanza Lopez
*Dr. Phillips went more into detail about what the headings for the career options should include.
*She went over the due dates
**There will be no class on monday
-Esperanza Lopez
Wednesday, March 3, 2010
March 3rd, 2010
Today in class:
*Dr. Phillips talked about the differences between trends, best practices, and issues. She gave us examples so that we could know what they meant in our career field.
*She also talked about how we should start talking to people we know that relate to our major and she just answered questions we had.
*On friday she will give us our due dates
*We should have gotten the outline on blackboard for the second project
-Esperanza Lopez
*Dr. Phillips talked about the differences between trends, best practices, and issues. She gave us examples so that we could know what they meant in our career field.
*She also talked about how we should start talking to people we know that relate to our major and she just answered questions we had.
*On friday she will give us our due dates
*We should have gotten the outline on blackboard for the second project
-Esperanza Lopez
Monday, March 1, 2010
March 1st 2010
Today in class:
*Dr. Phillips showed us a powerpoint presentation (that we should have gotten already by now via email) dealing with:
*Based on the commentary left by Dr. Phillips, if the first few slides dont apply to you, you can use the last two or three slides
-Esperanza Lopez
*Dr. Phillips showed us a powerpoint presentation (that we should have gotten already by now via email) dealing with:
- the way we can utilize attributive tags
- how we can agree/disagree
- using metacommentary
*Based on the commentary left by Dr. Phillips, if the first few slides dont apply to you, you can use the last two or three slides
-Esperanza Lopez
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