These similarities within genres help us to communicate suc-cessfully; imagine the chaos that would ensue if news broadcasts were done in raps, if all legal briefs were written in couplets, or if your teach-er handed you a syllabus and told you that it must first be decoded.
this shows how different types of writing follow different expectations. This makes it easier to follow the message in the writing.
remember happily creat-ing introductions that moved from broad to specific (often starting with “In our world”), constructing three point thesis statements, and beginning paragraphs with “first,” “second,” and “third.”
This reminds me a lot of high school with how they taught us how to write essays. We followed a strict structure that made writing easier but less creative.
Where do students feel comfortable and welcome oncampus, and where do they feel like outsiders? How do they know where theboundaries are? How does a two-dimensional map fall short of representingtheir experiences as they move through different buildings, quadrangles, orparking lots?
I agree that student can feel differently in and around different parts of campus. these are all good questions to get them more comfortable.
Selden Holt (2000: 18) insists that“whether the individual chooses to think of that work as activism or service islargely irrelevant.
This means that it does not matter whether someone considers the work they do activism or service. The impact that they do matters more and helping the people.
Writing aboutthe community does not require the depth of understand-ing that writing foror withit does (Deans 2000).
Writing about a community can be different than actually being involved with them. You can understand what a community can be like without understanding the people within in.
Even if students prepare responsibly for their encounter with differ-ence, they necessarily take with them their preconceptions, media-drivenimages, and packaged stereotypes
A lot of assumptions can come from different things we see on social media and television. It shows us that it can be hard to get rid of stereotypes, because we have been exposed to them before meeting them.
In Community Think Tanks, student researchers do the groundwork for deliberation by collecting critical incidents from a wide range of stakeholders.
Student researchers bring stories together from different experiences from people in the community so that they can understand the problem before coming up with solutions.
Looking at community literacy from the perspective of rhetoric and political philosophy helps us name this attempt to call into being a distinctive local public:
This says understanding how certain people communicate in a community helps us learn how group of people come together to make their community.
1) assessing the rhetorical situation,2) creating a “local public”,3) developing participants’ rhetorical capacities, and4) supporting personal and public transformation through circulation of alternative texts and practices.
understanding what the community needs and the situation and helping people learn to communicate their ideas. Using different types of writing can create a positive change.
configuring the problem space or object of deliberation, • identifying relevant stakeholders in the community,• assessing existing venues for public problem solving, and • analyzing literatepractices used to represent and address problems and the way these practices structure stakeholder participation.
This means that we are figuring out what the main problem is and how people are affected by it. It looks how communicating can help people have a voice in the community.
These findings about the importance of personal connections resonate with previous scholarship on direct community engagement.
You can really see this in smaller communities, there is a lot more community engagement then in larger cities.
Similarly, other high school students reported worries that the college students would have stereotypes that reflect the negative discourses about youth from the south side of Tucson
I can see this in our college sometimes as well, people have preexisting stereotypes about others from certain areas.
Questions to Ask Yourself as You Read1. What does the writer want to say? What is the writer’s main point or thesis?2. Why does the writer want to make this point? What is the writer’s purpose?3. What pattern or patterns of development does the writer use?4. How does the writer’s pattern of development suit his or her sub-ject and purpose?5. What, if anything, is noteworthy about the writer’s use of this pattern?6. How effective is the essay? Does the writer make his or her points clearly?
These questions will help us understand the text more, and know the text in a more meaningful way.
Always read the selection at least twice, no matter how long it is.
I have struggled with this lately because I feel like I never have enough time.
It’s helpful, for example, to get a context for the reading: What’s the essay about? What do you know about the writer’s background and reputation? Where was the essay first published? Who was the intended audience for the essay? How much do you already know about the subject of the reading selection?
The questions here are helpful to know because knowing more about the writers background can help us as readers relate to them more.
To g e t t h e m o s t o u t o f y o u r reading, follow the five steps of the reading process. 1. Prepare yourself to read the selection. 2. Read the selection. 3. Reread the selection. 4. Annotate the text with marginal notes. 5. Analyze the text with questions.
Recently I have not been doing all of these steps. When I was a freshman I would read assignments twice and take notes, but now as I have gotten older I tend to just skim through it.
Thefollowing grade reductions apply to late work:
I appreciate that we will be given a little grace period if we do not get assignments in on time.
Emails that do not follow this format might be deleted or sent to the wrong folder. I will generally respond to emails within 48 hours. If you haven’t received an email after that timeframe, feel free to send another email. Should the topic be urgentand require a quicker reply, please include the word URGENT in your subject so I can respond to you sooner.
Knowing that if we include URGENT in our email subject will help out if I am needing assistance in a project.
Sign up for an appointment any time by visitingunl.mywconline.com. For other information about the Writing Center, please visitunl.edu/writing
Having The Writing Center available to us might be helpful if i need the extra help throughout the semester.
Preparation for the week will be expected to be completed to be able to discuss the readings/videos during class that week.
This is very helpful to help me plan out my semester. I like to know what each week will look like so that I can plan it accordingly.