Practice Write 3/29/16

Last Saturday, I went to the the Monterey Bay Aquarium and beach with my boyfriend. We left at about 11:30 am. First we stopped by his house to drop off something and then got gas. Then we were on the way to Monterey. The drive was about 2 hours. There was heavy traffic which is why the drive was 2 hours when it's usually an hour and a half. Once we got there, it took us about 15 minutes to find parking. There was very limited parking in Monterey which was to be expected. We ended up parking 2 blocks away from the aqarium which actually isn't that bad compared to where others had to park. Once we walked all the way to the aquarium, we got in line to buy our tickets. Tickets were $35 with a student discount. After we bought our tickets we were finally in. We looked at every single animal exhibit they displayed and even got to touch stingrays. However, I was too afraid to touch a stingray so I just watched my boyfriend touch them. My favorite part was getting to see the sea otters. I love sea otters because they're adorable and fast swimmers. After we finished at the aqarium we walked to a nearby restauraunt called Johnny Rockets. We were seated in less than 5 minutes. We had the best server. He was very friendly and funny. He even did a Mickey Mouse impression. After we ate and paid the bill, we walked back to the car to go the beach. Once we finally found a parking spot at the beach we took out our stuff and started walking towards the beach. By this time it was around 5 o'clock and was starting to get really cold. However it was still really sunny which made for great pictures. Overall it was a great day.

They Say I Say Ch 3 (Pg 42-50)

Summary: This chapter talks about how to incorporate quotes from a different author to support your own argument. First, you have to choose passages that are relevant to your argument. You also need to choose quotes that will support your argument. When you find meaningful quotes, you have to frame them in a way that makes sense to the reader. You have to introduce quotes with relevant information and conclude a quote with an explanation.

Quote #1: "But the main problem with quoting arises when writers assume that quotations speak for themselves" (Pg 43).
It is important to never leave a dangling quote. A reader will be very confused if you just stick a random quote without first introducing it. An introduction will explain to the readers why you're using a quote from another author. The explanation will explain to the readers what the quote is saying and how it relates back to your argument.

Quote #2: "In fact, sometimes quotations that were initially relevant to your argument, or to a key point in it, become less so as your text changes during the process of writing and revising" (Pg 44).
I question this quote. Does this mean we can no longer use the quotes we originally picked out? I thought the point of revising was just to reorganize ideas and fix paragraphs and not to change you ideas completely.

Questions: 
1. Can you over quote?
2. What is the minimum amount of quotes needed?
3. How do you format quotes?

Unit 2 Reflection

Unit 2 in this class focused on how to analyze visuals and how to use these visuals to persuade your viewers a certain way. In my opinion I believe the activity that helped me the most to understand how to perform a visual analysis was the Cowspiracy video. Watching part of the video and analyzing it as a class really helped me understand what to look for when finding persuasive visuals. This also helped me understand how visuals can be persuasive with words or images. When I first began to write my visual analysis paper, I found myself struggling to get to 5 pages. I usually write a lot which is why I was surprised that I was struggling to get to the minimum requirement. I had very little to say about my visual and could barely get to 3 pages. However, after meeting with my peer revision group and listening to their advice I realized that I should use more than one visual to analyze. Using 2 visuals actually helped persuade my readers even further.

Annotated Bibliography 3/17/16

Kohn, Alfie. The case against standardized testing: Raising the scores, ruining the schools. Portsmouth, NH: Heinemann, 2000. ""Few countries today give these formal examinations to students before the age of sixteen or so," two scholars report. " In the U.S., we subject children as young as six to standardized exams, despite the fact that almost all experts in early childhood education condemn this practice" (Pg 1).  "After all, if your goal was to serve up our schools to the marketplace, where the point of reference is what maximizes profit rather than what benefits children, it would be perfectly logical for you to administer a test that many students would fail in order to create the impression that public schools were worthless" (Pg 2).  Big standardized tests corporations making money on distributing tests and selling products to help student do better on their own tests "The more a test is made to "count"—in terms of being the basis for promoting or retaining students, for funding or closing down schools—the more that anxiety is likely to rise and the less valid the scores become" (Pg 3).  Standardized tests do not get you ready for the real world or for a real job. Jobs look for what you're physically capable of doing not how well you can memorize and perform on a test/  Financial status=test scores  "Only someone ignorant or dishonest would present a ranking of schools' test results as though it told us about the quality of teaching that went on in chose schools when, in fact, it primarily tells us about socioeconomic status and available resources" (Pg 5).  Tests do not measure quality of education, only focus on if you can get the answer right and not your process of coming to that answer. "studies of students of different ages have found a statistical association between high scores on standardized tests and relatively shallow thinking?. (Pg 6).  shallow understanding=high test scores  deep understanding=low and sometime high test scores  "Norm-referenced tests" are tests that don't determine how well a student is doing, but rather where they are placed in accordance to other student in the same grade "Second, because every distribution of scores contains a bottom, it will always appear that some kids are doing terribly. That, in turn, reinforces a sense that the schools are failing. Worse, it contributes to the insidious assumption that some children just can't learn—especially if the same kids always seem to show up below the median" (Pg 10).

Practice Write 3/17/16

One of my questions would be, what is the minimum amount of sources we need to use in our paper? Another question I would probably come across would be are we allowed to use both popular and scholarly resources?

Inquiry (Pg 120-138)

Summary: This chapter focuses on strategies you can use to find credible sources to use in your paper. Before you can start your research for credible source, you have to know what you're looking for. In other words you must know your topic and maybe even have a working thesis. Also before starting your search, you can ask for help from experts such as your writing instructor, librarians and manuals. You should know beforehand what sources you will be coming across and which sources you plan on depending the most. When doing research it is important to know the difference between primary and secondary sources. A primary source is when the author witnesses or experiences a situation firsthand and writes about it. A secondary source is an analysis of information without of a primary source. The author does not witness or experience something firsthand, but only comments on the situation. To determine which articles you should use you have to be able to tell the difference between popular or scholarly sources. A popular source of information are big name newspapers or magazines. This type of information cannot be specialized and reaches a larger audience. Scholarly sources are peer reviewed. Once you're done determining the type of sources you need you can start researching. You can use both the internet and library sources. When researching on the internet it is important to look up key words relating to your topic. This narrows down your search and will most likely give you what you're looking for. When using library sources it important to evaluate the source your using to make sure it's appropriate. You should be looking for the authors background, the purpose of the writing, the authors personal view, etc.

Quote #1: "We assume that by the time you visit the library or log onto the internet to find sources, you are not flying blind" (Pg 121).

I think this is really important to remember when doing a research paper. Going into research blindly without knowing exactly what you want to look for will only make things harder on your part. You will end up with a broad research topic and have to do unnecessary work. Knowing your topic and the key parts of your topic you want to find out will narrow down your research.

Quote #2: "Again, as you define your task for yourself, it is important to consider why you would use one source or another" (Pg 126).

I think this is important as well. The type of research you need to conduct is solely based on the type of information that you need in your paper. It is important to use the correct type of resources to support your claim and give your readers credible information

Questions:
1. Can you ever use both popular and and scholarly resources in your paper?

Practice Write 3/15/16

Usually when I write, I come up with my thesis first before I do any of my research. However, I always find myself changing my ideas and viewpoints as I continue to write and end up changing my thesis. This is why I believe that you should do the research first before you come up with a complete thesis. Doing the research first will help you fully understand the topic and will easily help you come up with a thesis.

Fieldworking (Pg 39-40, 140-142)

Summary: As the title of this article suggests, this article discusses doing research online. The internet makes information so convenient for almost everyone. However, we have to be able to understand this information and be selective with the information with the information we choose to analyze. The article brings up Wikipedia, a very well known database, and how it is untrustworthy because of the opportunity for anyone to change any of the information. Most trustworthy websites will end in .org, .edu or .gov. Although these are usually trustworthy it is better to look for websites with a strong editorial policy. This is basically anything that are not blogs or comments fro random people. The second half of "Fieldwriting" focuses more on oral research rather than written or published research. Although field-working focuses on taking spoken information you still need to reference published and unpublished library and internet sources. When you use written documentation to support your field work, you should refer to a complete handbook or manual. Doing this will help you avoid plagiarism. Documenting all sources, informant or text (published or unpublished), is called intertextual citation.  Not only is field-working documenting information face to face with other people, it can also be used through technology. You can do this by using blogs, message boards and social networking sites. However, you must analyze this information thoroughly and determine whether if it is anything of value.

Quote #1: "Like the research you do at your actual field-site, online research requires patience, attention to detail, selectivity and analysis" (Pg 39).

A lot of information that is being put on the information is untrustworthy. It is very easy for anyone to access a website and change some of the original information. That it is why it is extremely important to analyze the information before you use it anywhere. It is also a good idea to cross reference the information you find on a specific website with other similar websites.

Quote #2: "Many of the best sources of information you can find on the web are electronic versions of sources you could also find in a library, like peer-reviewed articles in  a academic journals" (Pg 40).

I think most people forget about this. Most reliable information found on the internet are just typed up information found in the library or a libraries databases. However, because the internet is so convenient people tend to ignore the library because of the extra effort needed to be put in to find that information.    

Quote #3: "As all researchers writers know, the basic role of documentation is to attribute ideas that are not your own to their original source" (Pg 140).

This is very important when writing a research paper. You must always give credit to the original source when you are presenting information in your argument. This will avoid plagiarism. Not only that, but it will also make your argument more credible. If you can show the readers that the information your presenting is coming from others authors, the readers are more likely to believe your argument.

Questions:  
1. Is there ever a good time to use Wikipedia?
2. Are you still allowed to use websites that in .com?

Inquiry Pg 99-119

Summary: This chapter of the book discusses how to form an academic thesis in your academic writing. An academic thesis makes an assertion that is clearly defined, reflects the awareness of the conversation, is at the beginning of the essay, appears in every paragraph and conveys a fresh perspective. To create a thesis you must first create a working thesis. This is your first attempt at an assertion of your position on the topic. There are 3 models to help you develop your working thesis; the correcting-misinterpretations model, filling-the-gap model, and modifying-what-other-have-said model. Aside from defining the purpose of your essay in your thesis, you must also set up the context that the readers will encounter in your paper. To do this you have to establish the topic, summarize what others have been saying about your topic, explain what you see as the problem and finally state your thesis.

Quote #1: "The thesis penetrates every paragraph, holding the paragraphs together, just as a skewer holds the ingredients of a shish kabab together" (Pg 99).

I think this quote is very important when it comes to writing your thesis. Your thesis basically introduces your paper and the stance you are taking on your topic. The readers need to be constantly reminded of this throughout the paper. This will persuade the readers even more to see your point of view. I know personally do not do this which is why I lose my readers a lot at some point in my paper because I tend to write a lot.

Quote #2: "Never accept your working thesis as your final position. Instead continue testing your assertions as you read and write, and modify your working thesis as necessary" (Pg 100).

I always have a problem with this. I write my thesis before even writing my paper and stick with that original thesis. However, I always find myself changing ideas and point of views as I write. But instead of rewriting my thesis I instead throw out those thoughts and continue writing according to my thesis. But in reality my thesis should be according to my writing.

Questions: 
1. Can your working thesis be your final thesis?
2. How long is your thesis supposed to be?
3. Can your thesis be one sentence?

Book Club #1

Summary: As the book starts out, we are introduced to the main character, Will Faraday. Will Faraday has shipwrecked on an island named Pala. He arrives on the island badly injured as a result from the shipwreck. We are then introduced to Dr. Robert Mcphail who comes to Will's rescue and helps him with his injured knee. We are also introduced to Dr. Mcphail's assistant, Vitaya. As Will is being treated in the hospital we learn a little bit more about his background story and how he ended up on the island. The man Will is working for, Joe Aldehyde, sent him to go to the Rani to try and sell oil. As he was sailing, a storm shipwrecks his boat onto Pala.

Practice Write 3/10/16

In my opinion, I think the point of this course is to better the students as academic readers, writers and thinkers. I believe that we are supposed to be learning how to read an academic writings and draw ideas and our own point of views from that writing. From there we enter the conversation with our own writing and introduce our view points. I believe the point of this course is to show us how to have a conversation with other scholarly authors.

They Say I Say Chapter 8 (Pg 105-120)

Summary: Chapter 8 of "They Say I Say" focuses on how to connect all the separate parts of your writing. One way to connect your thoughts and sentences together is to use transition words. Transition words help you get from one point to another. Some commonly used transition words include; although, furthermore, despite, even though and however. Another way you can connect your sentences is by using pointing words. Pointing words point back to previously stated sentences or concepts in your writing. Some common pointing words include; this, these that, those, their and such. A third way to connect parts of your writing is to develop a certain amount of key terms and phrases that you will repeat throughout your writing. If you use this strategy correctly, the readers should be able to remember these phrases and get a better understanding of your topic. The last technique that can be used to connect your writing involves repeating yourself, but with a slight difference. You basically repeat ideas that you have previously stated, but with a slight change so it does not seem too repetitive. Instead of jumping to a completely new idea during your writing, try reiterating what you have been saying and connecting that to the new idea your about to introduce. This way the reader won't be blindsided.  

Quote #1: "It may help to think of each sentence you write as having arms that reach backward and forward, as Figure 6 suggests" (Pg 107).

Although I somewhat agree this statement, I also question it. Does this mean that all sentences in your writing have to connect to every sentences? I believe this should be true only when your coming to an end of one idea or paragraph. You should repeat what you have been saying and connect that idea to new concept you are about to introduce.

Quote #2: "As a result, the more you use transitions, the more you'll be able not only to connect the parts of your text but also to construct a strong argument in the first place" (Pg 11-112).

I believe this statement is true and very important. Transition words only help the reader more understand your topic and how the different points you bring up are relevant. In an argument, you are trying to persuade the readers to believe in your view points. Using transition words will help the reader understand your concepts even more and potentially persuade them.

Questions:
1. Do all sentences in your writing have to connect to every other sentence?
2. Does repeating yourself, but slightly differently, actually help the readers understand more?
3. Can you use too many transition words?
  

Practice Write

For my essay #2 draft I would like my readers to focus mainly on how I analyzed my visuals. I want to make sure that I did the anaysis correctly and in the format that is expected. Also since I am analyzing an article with picture as well, I want my readers to pay attention to how I connected the two different visuals and how they compliment one another.

Unit 1 Reflection Blog

The process of choosing an issue to write about for my research proposal was quite simple but also complicated at the same time. The original topic that I chose  had something to do with small businesses in the bay area and how they can sustain their business. I had no personal connection to this topic and only chose this because it made sense to me and seemed fairly easy at the time. However, as time went on and as the class went into more depth about the next four essays we will be writing I realized that this topic was actually going to be challenging. Because I didn't have a personal connection with the topic, I wasn't interested in doing this assignment and grew very bored of it.  I realized I wouldn't be able to write four essays on this issue alone. I finally decided to change my topic to something that actually sparked my interest, standardized testing in schools. One of the challenges I faced during this unit was trying to connect my issue to sustainability. I am still some what unclear on how we need to connect standardized testing to sustainability. However, I do know now that I will start researching how the increasing dependency on standardized testing in schools benefits or hurts the students. This connects to sustainability because I show how school will be able to sustain or sustain in the future if we keep depending on these tests. On my essay, the main feedback I would like is to know if my issue really does connect to sustainability and how well I stayed on topic. I have a tendency to stray off topic throughout my essays so I would like my feedback to mention if I do or do not stay on topic.    

Practice Write 3/3/16

The visual analysis I chose is obviously very bias. However, it does represent my argument and what I want to persuade my readers to believe in. Is it okay for the visual to be bias and only show one side of an argument? Do we have to explain in our essay how this visual represent sustainability in our topic? Does we have to include an actual image of the visual in our essay or just a link?

Essay 2 Idea Draft

Visual: http://thecompanion.in/wp-content/uploads/2014/08/education-system.png

Inquiry question: Is the increasing dependency on standardized testing scores hurting or benefiting students in todays society?

Explanation of the visual: The different animals lined up in the picture represent the diverse students in classrooms across the country. The man sitting at the desk giving the instructions represents the typical standardized tests distributor that people have been accustomed to seeing. Although the task presented is rather simple, some of the animals (students) are not capable of doing it. Not all of the animals are able to climb the tree because of their physical nature. However, some of the animals would find climbing the tree easy and would pass the exam. This represents standardized testing because all students across the country are being given then same exam with the same questions. However, not all students are being taught the same material and have the same comprehension skills. Certain students will indeed benefit from standardized testing because of their ability to perform well. The students who aren't able to do well on these tests are left behind and are considered "unintelligent".

How this responds to my inquiry question: The point of my research question is to find out whether or not standardized testing is benefiting or hurting students. The visual I have chosen seems to give me a very clear answer to this question. Although it is very bias to one side of the of the argument, it still gives viewers a clear perspective about how standardized tests affect the students.

Why I chose this visual: Because of my personal background with standardized testing and the many other known problems dealing with standardized test, I have decided to focus my research more on how these tests are hurting the students and how the future of schools will not sustain if it continues to depend solely on standardized tests. This picture serves as a summary of my main argument and will hopefully persuade my readers. This visual is pretty easy to understand and makes a clear point, standardized tests are not fair for everyone and will always favor someone. It challenges the fact that standardized tests are supposed to be seen as a fair tests and even shows how it is unfair.

Intertextuality: This visual connects with a wide range of viewers. Children will find this interesting because of the light humor that is added with the different animals, but still understandable. Adults will easily understand this and possibly relate to the picture because of the standardized tests they had to go through as students.

  

They Say I Say Pg. 139-159

Summary: In chapter 11 of "They Say I Say" the authors educate us on how to have a proper and valuable in class discussion with our peers. The authors provides us with techniques to frame our comments in ways that refers to the person who spoke before and us and give opportunity for people to speak after us. When joining an in class discussion it is important to connect what you have to say to what your peers have already said. It is a good idea to refer to the person specifically when responding to a comment. Another way to add to the class discussion is to potentially change the subject completely. When doing this, you need to make it clear to the listeners that you are about to talk about a topic that has not been brought up. You also need to find a connection between the previous topic and your topic so the listeners will not see your comment as irrelevant. Chapter 12 of "They Say I Say" talks about what motivates an authors writing and the argument they are portraying. It is suggested that we read an authors argument as a response to other arguments and provokes more arguments to come. This helps the reader think critically and absorb the information even more. To decipher what exactly the authors argument is you must figure out what views the author is responding to and what their own view point is.

Quote #1: "Particularly important for class discussion is the point that our own ideas become more cogent and powerful the more responsive we are to others, and the more we frame our claims not in isolation but as responses to what others before us have said" (Pg 141).

In class discussions would not work without the meaningful comments from the students in the class. Contributing an opinion on a topic or presenting a new fact not previously mentioned in the discussion is crucial for creating a conversation. Responding to your peers is equally as important. This generates a conversation with the class and gives more opportunities for more opinions to be heard and potentially new information to be brought up.  

Quote #2: "Instead of thinking of the argument of a text as an isolated entity, they now thought of that argument as one that responded and provoked other arguments" (Pg 146).

I believe this is how everyone should interpret an authors argument when reading academic writing. Usually, arguments are a response to recently talked about subjects. An authors argument will provide the reader with background to that already talked about topic and present their own views and opinions. The argument is basically an author adding to a conversation.

Quote #3: "In other words, imagine the author as participating in an ongoing, multisided, conversation in which everyone is trying to persuade others to agree or at least to take his or her position seriously" (Pg 147).

I completely agree with this statement. When reading academic writing, keep in mind that the author is responding to an already talked about topic. They did not invent this topic but is just responding to the views and opinions of authors.

Questions: 
1. What if you want to talk about a completely new topic that no one has talked about yet? How do you present that argument?
2. Do you have to reference the specific arguments you are responding to in your own argument?
3. Are all academic writings an argument that responds to a larger conversation?