i would do something similar for some classes during high school, but even now I still struggle when it comes to self-assessment,, I always feel like there's something I need to fix

educational healing can allow us to "unlearn" any negative or degrading way of thinking that most likely was taught to us in the past

doing this could also help with coping through any impacts caused by negative experiences with the education system

yea! if the point of a curriculum and education system is meant to teach people about things it should be set up in a way that best supports people

the desire and want to do something can help motivate people to continue what's important to them and i feel like that's what helps important movements/changes to keep moving forward

i don't have a clear thought for this but i felt it was important to highlight

i've definitely seen how all of the chapters connect and go back to each other

this can help with thinking more deeply about why you're writing what you're writing ?

sometimes a whole mind map on one page feels overwhelming, but using sticky notes sounds like it might help with that !

i like these strategies ! i do outlines a lot more though, so I might try to make more mind maps

i like this strategy of thinking critically about what information you see, how you get the information, etc.

i think i've been told before that wikipedia can be a good place to find other sources on a topic (if they're referenced/cited)

I never heard about this.. might try to use it in the future

this is very helpful !

this is good to know, in the past the librarians I knew, at least didn't make it clear I could go to them with questions about research

this is good to know because while trying to make one for our final project research, I try to think of a good, "perfect" question to stick to

this makes more sense, when i was hearing about inquiry questions in the beginning I thought answering it in writing was trying to figure out/argue for one correct answer

i gave a presentation in high school for my world history class, and I remember feeling super confident and presenting well (constant eye contact, loud voice) i did have allergies that day though so I sounded very congested

are we able to establish credibility as students?

this is an interesting way to think about it, but it kind of helps!

this kind of conclusion is definitely a bit difficult, thinking of a universal message to leave the reader with is hard for me especially when the paper isn't symbolic or up to interpretation, unless this kind of conclusion could be used for writings like that too?

I think it's easy for me to think up of counter arguments, but the hard part is finding a way to turn it back around and support my main point again

this is super helpful! I'm not super good at it (because I always end up wanting to resort back to what i'm used to) but I'd like to keep practicing it when I can!

my high school taught us to directly quote for the longest time, so though I'm glad to have learned to use it sparingly now, I feel like knowing this sooner would've helped

I think Young's intended audience includes people that are guilty of being discriminatory towards anything that doesn't fit American societal expectations (in this case, one's dialect). And/or people that can relate to the article. I think his purpose was to inform readers about how society pressures people to believe they have to conform a certain way to succeed in life. I think his main thesis was about everyone being open to everyone's dialects/ways of communicating.

pete said something about getting "the audience to have that same feeling" as he talked about the creation of Monsters Inc. and how it connected to his journey of becoming a parent, but how it was also relatable for many other new parents. This relates to the writer's rhetorical situation because it has to do with appealing to your audience and it's important because knowing how to do this will not only interest the reader but keep them engaged.

for my service learning partnership, I had to draft a few social media captions, but I had very limited words because of space. so knowing the audience is very useful for creating something short but also captivating enough to get people's attention

I wonder if writing a paper for a homework assignment, as an example, means your "audience" would just require appealing to answering a prompt or if you should write what you think your audience, teacher, would appreciate, or a mix of both?

ah i forgot that there are other forms of evidence, this list of examples helps a lot!

i had to practice this pattern a lot in high school because they implied it'd be used a lot in college

not necessarily about persuading the reader but persuading the writing so that it flows with the context/overall topic or theme?

I think he's trying to persuade us to support policies that monitor dangerous weapons so that less people are harmed/killed?

pathos - describes detailed images of people ("men, women, children") dead, "foaming at the mouth" logos - explains with premises and conclusion ("if we do/don't do this, then this happens, therefore..." kind of thing?) ethos - "that's my judgement as Commander in Chief. I'm also the President of the world's oldest constitutional democracy", establishes his credibility and why you should trust his points

i wonder if using one of them depends on the audience or if you could or should use all three?

I thought this line was powerful,, they're saying how the english language has many forms and is indefinitely, continuously transforming

I don't think I've seen this kind of method before,, I might try it next time I'm writing a paper.

this is super helpful! I also do this if I can't process my writing reading it in my head

check for consistency/cohesiveness in your writing

I've never thought to try this! it seems like a really efficient way to prioritize what needs to be revised

to revise in the future, I think I'll be sure to keep my claims and any new topics introduced relevant to my main idea

reverse outlining is deconstructing your draft to a "list" of your main ideas to check that you've gotten everything you wanted down

yes! I've definitely been writing and sometimes feeling stuck like I can't change what I have or "it's too late" and so I end up not changing anything

revision is a great opportunity to see if there's anything that needs to be edited.

i've definitely done this when I felt like I'm having writer's block, and you can always go back and edit it if it doesn't sound formal, good, etc.

communicating through writing is definitely a super important skill to have outside of school/homework assignments

I've definitely said this before and am still guilty of writing this way,,,

A time I had a helpful experience with peer feedback was during my senior year of high school. For my AP literature class, one of our final project was to write a short narrative that had to be about the past, present, and/or future. I chose to write about my childhood memories as well as my parents'. I don't remember specific words, but I remember my AP literature teacher giving me very helpful feedback on what was good in my writing and what I could improve on. A time I had an unhelpful experience with peer feedback was also senior year in the same class. In a group, a few others and I had to make a poster with a quote and theme statement from the book we were reading at the time. I agreed to draw the image that corresponded to our quote. After every group finished, we walked around a left post-it notes of feedback. Most of the post it notes my group got were complimenting my drawing! It was nice to see how many people liked it, but there was barely any feedback on our theme statement or the quote we picked (I personally felt on the fence about what we had). It would've been helpful if we got equally as many feedback post-its on our writing/main ideas so we could be better prepared for our essay analyses we had coming up.

in the past I've always done the research before writing/drafting (my highschool taught this way), so I wonder what it'd be like to research throughout writing

i love concepts like this!

For introduction and conclusion, I usually follow a similar structure like the ones mentioned on this page, but I definitely struggle with creating a universal message to leave readers with (and when I do I forget to add one), so I'd probably add this into a paper **I'm not really sure what thesis statement the question is referring to though

i've definitely felt like doing this sometimes and when I have it's been pretty helpful!

Most of the time, my writing process starts with making bulletin notes of the points and analysis I want to include which I section off based on paragraphs. I also write my notes very casually so it's easier for me to read through and sort them. After that, I create a topic sentence (the first bulletin note in each list is usually my topic sentence draft). Then, I transition the sentence into my evidence (if prompted), or I'll integrate quotes. The majority of my notes are usually the analysis/explanation part, so I rewrite them into a cohesive paragraph that explains my evidence. I also try to create a final sentence that refers back to my main ideas. Finally, if also prompted, I create a conclusion paragraph that reiterates my main ideas as well as expresses the main takeaway of my paper.

maybe this process kind of works like a cycle that eventually gets you to the finished product?

Page 11, "[...]reading always involves critical perception, interpretation, and re-writing what is read."

Reading is more than just looking at words on a page, it involves the deconstruction and analysis of a text as well as thinking about the universal meaning or how it can be applied to one's life.

Page 10, "Words should be laden with the meaning of the people's existential experience, and not of the teacher's experience."

Words can be/are more than just words, writers give words their meanings.

Page 10, "Learning to read and write means creating and assembling a written expression for what can be said orally."

I don't really have a clear thought to properly annotate this quote, but felt it was important to highlight.

Page 9, "[...]I want to make clear once again that my primary effort has been to explain how I became increasingly aware of its importance in my own life."

Even as a teacher, Freire had a deeper, personal intention of better understanding (through his work) how he became aware of the importance of reading and how it applied throughout his life.

Page 8, "The students did not have to memorize the description mechanically, but rather learn its underlying significance. Only by learning the significance could they know how to memorize it, to fix it."

This reminds me of a video I saw recently for my Critical Thinking class that talked about the difference of impact between memorizing the solution to a specific problem and having a general understanding that can allow you to create multiple solutions to multiple problems.

Page 7, "As I became familiar with my world, however, as I perceived and understood it better by reading it, my terrors diminished."

I find it interesting how he refers to reflecting on his memories/surroundings as reading them,,, better understanding things lessened his fears (of the ghosts/unknown/unexplained)

Page 6, "The texts, the words, the letters of that context were incarnated in a series of things, objects, signs. In perceiving these, I experienced myself, and the more I experienced myself, the more my perceptual capacity increased."

Freire goes into deep detail of memories of his family and first experiences as well as how the detail of those moments introduced him to words, concepts, etc. (I'm fascinated by how he writes about this!)

Page 5, "Reading the world precedes reading the word":

having a preexisting knowledge before reading a text can allow the reader to deepen their thinking by applying their preexisting knowledge

reading this I'm thinking about (and hoping) that as I explore new annotation styles I'll be able to tackle analyzing difficult texts more easily as well as improve my annotating/writing skills.

I agree, different genres and texts will require different types of annotations and notes

I'm not sure what it is, but there's definitely something super interesting about looking back on old annotations/notes!

doing this can help the reader get a better understanding of the text as well as possibly test what the reader already knows

I never thought about it this way before, reading things that inspire your writing style!

I definitely do this when talking to people! I never thought I could be able to do something similar when it comes to reading,, by "reading like a writer" one can interpret the text's style and apply it to their own writing process.

i agree! I usually skim a text if it seems too confusing or overwhelming, but after giving me an idea of what the information is, I feel more confident going into it

I've found that when I'm engaged about a reading or something I'm writing, hearing others' interpretations really helps if I feel stuck or my thoughts are scattered.

yes! I've noticed that when I have a positive, healthy relationship with a teacher, I feel more comfortable participating in class and asking for help

yes, what a person experiences can definitely impact how they process information and when everyone has different experiences, the way they process information can also be different.

absolutely, balancing these things is super important to growing one's skills !

I've definitely felt this way about literature and writing before

i agree! difficult school work is kind of inevitable, but having access to support from the teacher, the person that would definitely know the work, can be super helpful

absolutely! I feel like the more serious exams don't properly reflect all of one's capabilities or they feed into the concept of one's value being based on their grades/scores.

yes! From past experience, I feel like even after students were able to have classwork that fit their learning styles, some teachers weren't able to fully understand it and properly implement accommodations

this reminds me of a video i saw a long time ago where it compared this kind of curriculum to an assembly line and something about how instead of setting students up for their unique careers it was solidifying the mindset of doing what you're told, no creativity, etc.

while memorizing information is a good skill to have, it isn't the core for other skills like critical thinking, situational problem solving, etc.

this chapter will focus on how to think about learning (about reading/writing) before applying to the actual reading/writing

these objectives not only help set up our individual reading/writing strategies for college, but also (hopefully) help set up strategies for future careers

she references the sun and fire/flames a lot,,, this makes me think about brightness and heat --> being powerful, being so bright you're seen