304 Matching Annotations
  1. Feb 2019
    1. hallucinogenic

      interesting adjective choice.

    2. t suggests that we are slaves to our senses

      Definitely. And that we're bound by what we have access to.

    3. i

      Are we making a statement by not capitalizing I? I'm down for it, but just know the only folks who've made statements like this are bell hooks and ee cummings, so you should have a reason for this revolutionary act.

    4. Allegory of The Cave.

      I saw a video Professor Purves made about this text...did she show that in class?

    5. us the

      don't forget your prepositions! (to)

  2. english121.commons.gc.cuny.edu english121.commons.gc.cuny.edu
    1. his reminds me a lot of Peterson’s writing piece. Would I feel this way if I did not get that praise in a grade? I think it inspired me to write better.

      Interesting-- good question, what kind of impact did praise have on your views of writing.

    2. I noticed that with a quote I really had to interpret it to support my thesis the best I could.

      Great writing process note.

    3. I wish the wrote comments.

      ? Don't follow.

    4. what

      Do you see how in the clause before you say "how a history thesis looks like" and in this clause you say "what a history thesis looks like." Technically, it should be WHAT, but the larger issue is consistency. If you're going to use "how" then be consistent with it.

    5. more creatively about using other passages

      I wonder why?

    6. I do not mean to brag, boast, or anything.

      What does bragging mean to you? I'm curious because I often find stating facts is seen as bragging when it shouldn't be. If you scored a high score, then that's fact.

    7. That was the highest grade I had ever gotten on a paper.


    8. This was the culminating essay.

      Do you mean the essay was a final essay? Or do you mean you'll share what the essay is below?

    9. This was the prompts:

      If you use THIS, the subject should be singular. For a plural subject, use THESE WERE...

    10. Earl

      Though it's a blog post, proofread for spelling errors.

    1. I can come up with something good.

      I wonder why you had this shift in perspective?

    2. In retrospect, the combination of feeling rushed and knowing what I wanted to talk about caused my final piece to feel incomplete.

      That's such a common feeling when writing for time. You have an idea of all of the places you want to go, but sometimes it just can't happen.

    3. I had

      Refer to comment earlier about HAD and perfect tense.

    4. had used

      Look up proper uses of perfect tenses. It's used when you're mentioning an action that was going on when another action happened. So, proper use would be: "We had been drinking when the man laughed."

      More info here:

    1. Could this be why this event is important to me, because I have the ability to look at the event from a perspective that differs from the norm?

      Such an important psychological question here. We do often consider things important if it requires a specific kind of knowledge, a knowledge not everyone has.

    2. At such a young age, is it possible to have moments that are actually considered important

      Good question. I think so.

    1. which was as dead and soulless as a corporate lawyer


    2. crucially planned

      Consider using stronger verbs instead of an adverb and a weak verb. For instance, instead of crucially planned, you could say: strategized, organized, studied, charted...

    3. Thus, my views on the subject haven’t really changed very much due to the niche nature of the research and my lack of interest in such a topic compared to the more exciting field of fiscal policy, governmental administration, and the economy as a whole which one can see in my general interest in public policy, public economics, and political economics.

      Your views on a topic aren't determined strictly on whether or not you were able to write about them, are they? In other words, maybe your views did change since that paper. Maybe you now realize even more so how important it is to consider the macroeconomics of the Best Buy question?

    4. This is a microeconomic issue and so I had to ignore many questions so I could actually provide an answer to the question in eleven pages rather than a more interesting macroeconomic question that would also answer more questions than a microeconomic question that only focuses on one company instead of multiple retail stores

      You should give yourself space to explore your asides more. "This is a microeconomic issue so I had to focus on X Y Z. If I were able to answer the more interesting macroeconomic questions, I would have discussed A B C."

    5. avoid passive verbs and to use active verbs in their place.

      Great concrete example.

    6. But, I find with the purely academic term paper, which I lovingly call the hellish marathon, I certainly wavered a bit towards the middle and especially the end of the paper when I feel I wrote with less ease and flow, but rather in a more industrial way where I plugged data into the sentence rather than adding a bit of compositional flair.

      I'm all about individual style. And I see from this post and the other post that your style is one of long-winded sentences and descriptive language. Just be mindful of its impact. For example, here, the impact of a long sentence that plugs in multiple ideas about writing process, is that I don't really feel or see the point of struggle in your writing process. I think it's supposed to be in the middle and end, but you don't stop to offer examples or explore why the middle and end were so difficult.

    7. Fascinating stuff that is not at all difficult to discuss much less craft a sensible structure.


    8. Much in the way I wince every time I recall something awkward I did or felt, I’m reticent to discuss my past work

      The parallelism is off here. "Much in the same way I wince every time I recall something awkward, I X when I have to..."

    9. This

      I have a strained relationship with this. I think it's vague and puts off the subject rather than embracing it.

    1. really brought out the Keri out of me,

      I'm eager to hear more about who this Keri is.

    2. I still remember early 2015 when I had received a mail from Lehman College, and I did not think too much of it. I had asked my grandmother to pack it up in her bag to hide from everyone else, since assuming it was just a regular decision from the university.

      You may have misunderstood the assignment. You were meant to respond to ONE of the prompts. Not ALL.

    3. What did past Keri do for present Keri to be in this position?

      Mysterious beginning.

    1. “How are you so happy when you do not have what I have?” He slurred few words that I could not fully understand, but I interpreted his answer to be something like this: “I am happy because I am me!”

      That's powerful

    2. You may catch up to your brother soon,” though I soon began to recognize the insincerity of such comments. Rather than championing my successes, my grandparents compared my achievements to the mold and academic achievements of my brother – expecting me to fit that mold. The amounting pressure coaxed me to walk more and more in his shadow.

      It would have been cool to hear and example of this. I get what you're saying, but a concrete example of walking in his shadow or of how the void in your determination presented itself on a daily basis would be helpful.

    3. shouldered

      great verb choice.

    4. the streets were covered with snow

      I like this detail

    5. Though I did not completely understand what he was trying to say at the time, having faith on him, I started working on my second essay. When I brought my second essay to Mr. D, he gave me similar comments. This became a routine of ours. I wrote an essay, brought it to him, he said it’s missing something, and I wrote a new one.

      It would be useful to know how you went about revising. If someone says what I have written is boring, I feel like I'd just start from scratch with my new draft. Is that what you did?

    6. the bottom line was that my essay was boring to read

      Ouch. That must have been tough to hear.

    7. thought was clever to incorporate.

      I wonder why you thought it was clever? Clever for who?

    8. three whole seasons t

      that's dedication. I think I spent three months on my grad school application.

    9. There were other prompts that I could have chosen, but this particular prompt intrigued m

      Why did it intrigue you? It's also interesting that you first note the prompt was something that was thrown at you and then go on to pursue the prompt.

    10. threw at

      interesting verb choice.

    1. So, isn’t it possible that we don’t need the traditional fail-safes in our eighteen-wheeler? Isn’t it possible that we can make our own? If we break off the dusty, decrepit shackles of the past, don’t you think that we could change the world?

      I love the fact that you go back to the metaphor you created earlier.

    2. “Chinese Exclusion Act” could be passed?

      I go over this very important period in our history in my Asian Literature course. Check this article out if you're interested: The Atlantic

    3. To zoom out even further,

      I appreciate the wide lens of this post, but I wonder if there's a reason you take the reader from Venezuela to the Planet. Is there a link?

    4. “neocolonialism?”

      Interesting-- this is a philosophical line of questioning. If we intervene, are we in danger of violating human rights? If we don't intervene, are we guilty of being complicit?

    5. We have fail-proofs in place, so that the other truck drivers may take control of the wheel to save us from imminent demise, so where are they? They’ve been satisfied with the driving of the truck so far, so why should we expect them to intervene anyway? But, those in the passenger seat spoke, and decided that we needed different fail-proofs, but will those fail-proofs provide futile? What kind of country are we living in where one non-existent driver can continue to be in charge, despite the chaos he creates?

      I get a little lost in this part of the metaphor. The other drivers are not intervening because they know there are fail proofs preventing us from completely destroying ourselves? If so, why do they bother screaming for us to stop earlier? Also, where's the driver?

    6. Are we flying down the highway in a eighteen-wheeler with no driver? Are we forced to listen to all of the other truck drivers on the highway screaming at us to stop, while being held back by the constraints of a passenger’s seatbelt that was installed centuries ago? We seem to have avoided the cliffs that we’ve passed already, but can we continue to be lucky enough to stop from careening into the jagged rocks below?

      I love a good metaphor. This metaphor makes me think the "we" feels held back by old traditions/old customs that the other drivers on the highway are not held back by. Who are the other drivers? Other countries?

    7. Forgive me if I expose some of my political beliefs here (is that even a bad thing?)

      I wonder who you imagine the reader is since you start with forgive me-- as though the reader would be put off by politics, but then end with "is that even a bad thing?" as though politics might be a good thing for the reader to consider after all.

    8. Where are we going?

      The title reminds me of the Joyce Carol Oates short story, "Where are you going, where have you been."

  3. Nov 2018
    1. Reference List

      No need to write list, just References. No need to bold or underline either.

    2. The third part of prescription order is Subscription. In this part, instructions are written to the pharmacist/chemist on how to prepare prescription order. The details include among other things the number of doses or medicinal form to be supplied to the patient. For example, in Bulgarian prescription order, Pendicheva and Stavreva (2014) writes, “Rp/Tab Paracetamoli 0,5 Da Scatulam No.2 (D. scat. No 2) = Give 2 blisters” (p.3). Is a direction to pharmacist to prepare the order as mentioned and has nothing to do with a patient. The instruction may include additional flavor to the product, special label and quantity to be dispensed. If the pharmacy believes it is risky dispensing the prescription order as such in one setting, they may offer refill services in later days upon clarification to the patient.

      This is your strongest paragraph. It explains the feature, gives an example, and explains the example.

    3. po

      if you're re-citing, you should really say "po" means.

    4. General Principle of Pharmacology (2008) “for children, the age and weight should be noted so that pharmacist can monitor the dose prescribed, as a double check to reduce errors in prescribing” (p.26). R

      The issue here is you are offering an example of inscription, but your quote is talking about inscriptions not giving a direct example of inscription. A better way to approach this would be to say, General Principle of Pharmocology (2018) references what might be put in an inscription, "children, age,..."

    5. You will realize that new terminologies have emerged in attempt to replace the above four parts of prescription, however, they still lack the appeal in health sector. For example, in prescription the term superscription is described by Pendicheva and Stavreva (2014) “… include the abbreviation Rx, meaning ‘take thou’” (p. 2). Where the symbol Rx comes from R abbreviation for the Latin word meaning recipe. This basically made more sense in the past because there was no blister packed medicine. So, pharmacists were obligated to prepare prescription orders from start to end and deliver medication fresh from a list of medicinal ingredients. It is in the list that a recipe is generated in a prescription order.

      I think this is good info, but I'm not sure you need it in a conventions report.

    6. ity. Th

      I think you need a transition sentence here to get us from goals to the specifics of what is on the prescription .

    7. shade

      word choice-- shed vs. shade.

    8. extemporaneous preparations prescription, the prescriber

      I don't follow this phrase-- I wonder if there's a comma missing or the need for a verb?

    9. prescription order

      You want to be mindful of your articles. If you're referring to prescription orders (that is plural) then you don't need the or a, but if it is A singular order, you need to figure out if you're referring to a particular prescription order, in which case you'd say THE prescription order, or any old prescription order, in which case you'd say A prescription order.

    10. The origin of prescription genre can be traced back to 1550 BC during the Egyptian Papyrus Ebers era. At the time, medical information’s were written in hieroglyphics while health professionals shared information among each other in Greek or Latin since the standard practice required medical terminologies to be described in either of the two languages.

      I love a good history lesson in an introduction. You really provide a wide lens from which to understand prescription orders.

  4. Oct 2018
    1. A result of the 1921 New Economic Policy, or NEP, public education was more easily available, if only for the sake of propaganda. Lack of quality education was portrayed by the government as a symbol of class struggle. In response, the old, bourgeois secondary education system was replaced by Soviet secondary school. Here, students’ reading skills would not slip away, and their education would be supplemented by physical exercise, and, of course, “Communist morality” (Dziewanowski). Russian schools would also veer away from a focus on the humanities and instead heavily instruct students in vocational skills and the natural sciences. This method, dubbed “polytechnization” would be important to industrializing a command economy.

      concise, but terrifying.

    2. The cholera and bloody trench warfare of the Crimean War left Russia depleted in 1856, and the loss made the nation’s leadership painfully aware of their appearance on the world stage. If the country wanted to grow as a military power, economic growth was essential (Davies). Russia was one of the last nations to observe a feudal system that included a peasantry class. Despite the protestations from conservatives and the nobility, the Emancipation of 1861was pushed through in hopes of establishing a market economy (Dziewanowski). Progress and industrialization were considered the keys to increasing military strength. The task at hand was first and foremost to educate the populace as quickly as possible.

      interesting to indirectly link a plan for literacy as a plan to save face with the world.

    3. These images are partly the doing of literary luminaries like Dostoyevsky, Chekov, and Tolstoy. However, behind the romance is the unfortunate history of illiteracy among the same people who occupy the pages of Russian literature.

      I love the pairing of some of the great authors of all time with illiteracy. Very evocative.

    1. Most students who are eligible to apply for Excelsior are rejected due to the insufficient number of credits earned. The Excelsior requirements clearly state that students must complete 30 credits per year (15 credits per semester). Accomplishing 15 credits per semester may sound easier than it actually is. Not to mention that any remedial courses will not count towards the credit requirement for Excelsior (New Paltz). As a college student taking 6 classes which equals to about 15 credits this semester, it is very difficult to keep up with each class. On top of loads of assignments given and managing to maintain an A, working can also be a hassle. These are some factors that college students face that Excelsior does not consider. In addition, not all students who start college know what they want to major in. If a student decides to switch a major, they must be able to complete it within the initial 2 or 4 years of college (New Paltz). This is unhelpful because one may need an extra semester or two to fulfill all the credits for a new major. Once a student fails to maintain 30 credits per year, they will lose the scholarship and the ability to qualify in the future.

      This is my favorite paragraph. You really highlight ONE specific flaw in the scholarship and that is its insistence on a full-time class load. Strong analysis!

    2. New York is the first state in the country to build a program which enables many New York State residents to attend a public college tuition-free. This is known as the Excelsior Scholarship, thanks to NYS Governor Cuomo. Although students are misled with the phrase “free-tuition”, there are requirements. First and foremost, the student has to be U.S citizen or an eligible non-citizen as well as an NYS resident who has resided in NY for the past year. The student must have earned a high school diploma or an equivalence, or passed a federally approved “Ability to Benefit” test. For the year of 2018-2019, the combined federal adjusted gross income for the student or student’s family has to be less than $110,000 (this amount increases roughly every year). Students must be pursuing a 2-yr degree or a 4-yr degree and must successfully complete 30 credits per year or 15 credits per semester. This scholarship is only available to students pursuing an Associates or a Bachelor’s degree for the first time. Not to mention, there is a catch. Students must reside and work in the state of NY for the amount of year(s) that they have received the Excelsior Scholarship. The scholarship was ultimately made to support full-time undergraduate students from middle-income households who are on track to complete their degree (Higher Education Services Corporation/HESC).

      I wonder if you might've broken down each of these requirements individually and explored its impact in affecting students' eligibility.

    3. Many low-income college students receive financial aid that will help them through their college journey. However, middle-class students do not have as much financial help as low-income students. Some students may not consider going to college due to the burden of college tuition. In the Spring of 2018, Governor of New York, Andrew Cuomo won approval to make college tuition free for some students enrolled in New York’s public colleges (HESC). Some NYS students state that the Excelsior Scholarship is great as it allows them to qualify regardless of already being enrolled in a degree program and it covers the primary struggle for students which is tuition. However, the Excelsior Scholarship has been constructed to benefit very few college students and their academic requirement is too harsh to be fulfilled by an average college student.

      I appreciate the way you transition from what students need to this possible fix-it and then back to how it's still not solving the problem.

    1. disparate

      could you have meant a different word?

    2. In addition, this campaign is important because James is opening a public school, something very few celebrities do. For the most part, celebrities like Elon Musk help fund private and charter schools.

      Very good point.

    3. Fortunate students might say that Lebron James is biased for creating the “I Promise” school for a limited group of students. However, Lebron James created this school for students who struggle academically to provide better opportunities including a STEM camp, better academic support, health related opportunities and jobs.

      This is a strong thesis statement. You might reconsider your they say though because your reasons for disagreeing with the they say doesn't really address what they are saying about "limited group of students." You might've instead used a they say that disagrees/agrees with the effectiveness of I Promise.

    4. Rich people receive more academic opportunities leading them to their great success

      What a evocative first line!

    1. Responding to the continued high level of illiteracy in the country, the government established the institute of adult education in 1970 at the University of Ghana.The sole aim of this institute was to furnish resident tutorial staff drawn from universities, colleges, and senior high schools to teach a wide range of classes in different parts of the country.The institute also organized an annual New Year school attended by leading educators, government officials, and numerous social welfare organizations. At such times, the achievements of the institute as well as the future direction of adult education in Ghana were assessed and the literacy status had improved.

      Would you say this is the literacy campaign you're interested in?

    2. Nation’s inhabitants above age 15 (57% of males and 82% 0f females were illiterate).

      careful with your use of parenthetical here. some of your sentence is hidden...70% of the nation's inhabitants what?

    3. The subject of literacy seems to be a country’s topmost priority. Over the years ,there has been a drift from large-scale literacy programs for development which every country must address ( Adu,1989). It is useful in our daily lives which means that human beings are nothing without education. Human life is education because it helps us to acquire new skills and knowledge that will impact our development in life.

      You should start with the subject of the report immediately. Connect Ghana to literacy in your intro.

  5. Aug 2018
  6. english121.commons.gc.cuny.edu english121.commons.gc.cuny.edu
    1. writhing wasn’t good they would make front of me and laugh

      That sounds terrifying!

    1. annotate course blog

      a. Ask a question b. Provide a reaction (this reminds me of… I’m scared of this because… I’m most excited about this because…. I had to do this in another class and…) c. Provide a link to another source and explain its connection to the current text d. Provide context e. Propose a definition of “research” based on what the text says

    2. in-class reading of Chee’s “The Writing Life” and blog response

      Chee summarizes what he’s learned about writing through his experiences in school and the mentorship of writer Annie Dillard. Specifically, he learns: the value of his perspective, writing makes possibility, talent is nothing without work, we get to where we aim to be. For your first post, consider one of his lessons in your own writing life. When did you learn this lesson? How did you learn it? On the flip side, you might want to challenge a lesson he talks about and explain how/why it isn’t true.

  7. Mar 2018
  8. Nov 2017
    1. more on APA
    2. What is a literature review?
    3. Discussion of The Little Mermaid; what is our angle?

      Sort of related: An AMAZING Ted Talks on Disney movies and manhood

    4. understanding integration as both a method of community building and community destroying

      It's true, sometimes you can integrate a quote into your writing to show the way you support it. Other times, you might integrate a quote into your writing to show you don't agree with it. We integrate outside information to build a relationship with these sources, but we might also integrate information to shake things up!

    5. School and literacy; reflective questionnaire

      Using numbers and data in writing is a skill that is especially important to me. I'm no social scientist, but I do know so much of what I love can't exist without someone "showing the numbers." That's why I've incorporated questionnaires here. The idea is we'll answer 10 multiple choice questions related to our experiences in school. The questions will center around reading and writing and all responses are anonymous. I will aggregate the data, and we'll reflect on what we see in the data.

      Later on, you'll create your own multiple choice questionnaire with a partner and distribute to the class. You'll then aggregate the data and report on trends you noticed.

    6. The self and literacy; understanding “the angle”

      An important focus of this class is the angle. The perspective the writer brings to the subject matter making it new, or different. Using essays from Don't Bet on the Prince, we'll see just what magical things can happen from "angles." A prince is not just a prince, and a princess is NOT just a princess.

    7. The Self and Literacy; In-class exercise

      I'd like us to consider how we came to understand the different parts of our identity. I'd like us to interrogate the texts that taught us about being. What exactly were we understanding through these texts?

      Here's the prompt: How did you learn about who you are? Feel free to answer this using any dimension of identity (class, race, ethnicity, gender, disability, location). I'd like you to craft two paragraphs for this response. The first paragraph should be analytical and investigatory. The second paragraph should be the SITE. That is, the specific moment where you understood what it meant to be who you are.

    8. In-class project: Craft a lesson of our own for three different learning styles

      Using the readings and what we know about learning styles, we'll take difficult concepts like Global Warming, Racism, Inequity, Hunger, and Capitalism, and translate it into something young children, adolescent, and college students can understand. We'll also consider different learning styles and brainstorm ways we can make lessons more tactile, visual, and auditory.

    9. In-class writing exercise- what is literacy

      My favorite thing to do is duplicate writing assignments. I posed this question at the beginning of the semester. I can't wait to see the differences in responses. I imagine literacy will be more concrete, specific, and personal in this second response.

    10. Reread any reading from this semester. Please bring this reading to class alongside a list of “Things I noticed when reading this time…”

      So much of what we'll be doing in this course involves rereading texts and concepts that we thought we understood. It makes sense then to ask us to do it with a text that we've read over the course of the semester. I'm curious to see how meanings and details can emerge after a second reading of a text you interacted with only weeks ago.

    11. Prepare your research presentations!

      The research presentation is meant to be no longer than 7 minutes and will require three to four powerpoint slides.

    12. Complete your post-presentation feedback forms

      These forms include the following questions:

      1. What questions did your colleagues ask of you?
      2. How can you incorporate these questions into your research project?
      3. What comments did your colleagues make that felt confusing or challenging?
      4. What comments did your colleagues make that felt inspiring? Why?
      5. What are your next steps?
    13. Research in progress presentations from

      It's so important that we understand research projects as ongoing and shapeshifting. I value classes that allow me to present my research at various stages. Here, I try to do the same service for my students. Another plus? Presentation skills-- something we all know is crucial: Forbes Article on Presentation Skills

    14. The ending is the beginning- reflecting on the research project through DW’s Final Project; The sentence and the picture book; read along with DW and hooks; identifying the role of audience

      Professor Yood taught me the importance of circularity in process, and so I always start the course by mentioning the final assignment. I'm planning on beginning this discussion with a brief in-class exercise that asks students to reflect on a time they understood the meaning of a word.

      I'll use picture books as a starting point for our conversation on the intersections of comprehension, class, race, gender, etc. I'm hoping hooks' children's book will be especially useful here

    15. What is literacy? How am I supposed to learn from children’s literature?

      I'd like to use Adichie's The Dangers of A Single Story to start the first day of this course alongside a "Radical Honesty Statement" to illustrate the way we'll be using LITERACY to investigate our own relationship to writing and reading.

  9. english121.commons.gc.cuny.edu english121.commons.gc.cuny.edu
    1. You may also use your smart device to access readings in class; however, I always recommend using a paper copy. For more information on why, check out this article: https://www.wired.com/2014/05/reading-on-screen-versus-paper/

      The jury is still out though, check out the fascinating article written in 2017 about technology in the classroom AND the comments that follow: Not During Lecture

    2. other readings will be available on our blackboard page

      If you're interested in gaining access to pdf copies of these readings, you'll need to be a registered student of the course.

    3. Skim by Mariko and Jillian Tamaki Aristotle and Dante Discover the Secrets of the Universe by Benjamin Saenz, Little Mermaid

      I wish we could have had more readings for this course! Fret not though-- if you're interested in doing more reading, check out Sherman Alexie, Neal Shusterman, American Born Chinese, and this Children's lit course blog from my Grad course: Children Lit page

    4. • Students will consider the role “literacy” and “writing” has played in their personal and public life

      We investigate "literacy" during every class period through reflective writing.

    5. • Students will develop research skills required to complete academic assignments

      Students complete a research project that blends their own understanding of literacy with an existing conversation occurring out there somewhere. We recognize research doesn't mean googling the day before an assignment is due; instead, it means composing: a summary of an important person that seems to be connected to our research, a summary of a concept that is necessary to our research, a review of sources that seem interesting, an argumentative piece that inserts our own position amidst the existing conversation.

    6. • Student will be able to read and listen critically and analytically

      To accomplish this objective, we read Children's literature, watched a Disney movie, read research articles on literacy, participated in discussions on the challenges and value of public writing as a research tool, and simulated three reading experiences when interacting with any text. The three reading experiences include: • Reading for information on writing process • Reading for understanding of rhetorical techniques • Reading for acquisition of evidence for long-term research project

    7. This semester I am also interested in public writing. Of course, all writing in some way is public. If there’s an audience of one (your instructor), you’re writing for an audience. What happens though when your audience is larger and perhaps more anonymous? I will ask that much of your written responses be made public. This can mean tweeting your response to an article, posting a book review on a website like Amazon.com, but it will more generally mean posting on our course blog. We will talk about the layers of self-consciousness and critical engagement that come from writing in a public digital space like an online forum throughout the semester.

      Public writing is also starting to mean using applications like rap genius and hypothesis. There's an interesting "layering" that happens to public writing. I write something, you'll comment, I comment on your comments, and all of a sudden we have a six-layer document.

    8. English Composition II: Children’s Literature and Composition

      This course would not have been possible had it not been for my experience in a graduate course I took in the Fall of '17 with Professor Carrie Hintz. As a part of my final project I decided to take what I learned from our "Bodies and Minds of Children's Literature" course and integrate it into a composition classroom.

    1. Hey Sugar Plum,

      Notice the writer is using a letter form for this summary. The writer also uses a pet name like "sugar plum" to show the relationship he/she/they have with the primary reader.

  10. Oct 2017
    1. Cryptocurrencies are considered a digital subset of currencies and, as such, have no physical representation

      Notice Ana defines the term for her readers.