SQR #5

G. Berenise De La Rosa & Zaira Montellano

Trang Phan

ENG 1320/1301. 161

September 27, 2010

SQR #5

Citation: Linda Flower. “Writer-Based Prose: A Cognitive Basis for Problems in Writing”. College English, Vol. 41 No. 1(Sep., 1979), pp. 19-37.

The idea of this article was to explain Writer-Based Prose, the cognitive basis for problems in writing. There is two Prose’s, Writer-Based Prose and Reader-Based Prose, and each one has a different meaning. In my opinion, Writer-Based Prose is more like a prose where a writer writes himself/herself to understand it, it’s just adequate for a writer. A Reader-Based Prose is a deliberate attempt to communicate something to a reader, which means it is written to inform readers about things. It speaks about inner speech and egocentrism speech, which are the absence of logical and casual relations. Egocentrism is a reflection of a child’s limited ability to assume a point of view, which means the child talks to him/herself. Is shows examples of drafts of some reports they have done showing what steps and important information they did. What is also talked about in this article is the implications for writers and teachers, in composition courses Writer-Based Prose is one of the problems , its major cause of that is the communication of the writer and reader. Writers’ and readers do not communicate much which makes it difficult for them to understand each other. Reader-Based Prose is strived by writers since the beginning because they retrieve and organize information within frameworks. This article is just explaining the different types of Proses’ and how they function and giving examples of difficulties in writing.

Q.3. How does the author describe the egocentric nature?

Response: The author describes egocentric nature as non-communicative, it is a reflection, not of selfishness. Depending on how the child feels he/she does what he/she think is important without consulting anyone or getting help from anyone. For example; “the child talks only about himself, takes no interest in his interlocutor, does not try to communicate with others, expects no answers, and often does not even care whether anyone liestens to him.” This is meaning that the child does what he/she feels like doing without asking for any help or caring what others say or think. In a sense, the child’s cognitive capacity has locked in their own monologue. Monologue meaning, speaking his or her thoughts aloud, directly addressing another character, or speaking to the audience, especially the former.

SQR 5 Brenda Carmona

Brenda Carmona

ENG 1320/1301. 161

Trang Phan

9/28/10

Linda Flower “Writer-Based Prose: A Cognitive Basis for Problems in Writing”, College English, Vol. 41, No. 1(Sep., 1979), pp.19-37

SQR 5

Writer-Based prose and Reader-Based prose are each a different kind of writing. Writer-Based prose focuses on yourself it is the work of one’s own verbal thought. It is not concerned how the reader understands it but how they better understand it. Their language shifts from one statement to another to express themselves. Writer-Based prose fails to do some Rhetorical Strategies because it doesn’t focus on the audiences understanding but on their own understanding.  Reader-Based focuses on the readers the writer tries to communicate the best way they can with the reader. Their language and structure reflects the purpose of the writer’s thoughts for the reader to better understand. Writer-Based prose can be useful in brainstorming or writing a rough draft and once the person has done that you can revise it with characteristics of the Reader-Based prose. Egocentric nature is known when someone talks only about themselves, lacks the ability to see others points of views or opinions it is not the proper way to go. It is selfish if you know you are doing it and keep doing it on purpose but it isn’t selfish when it comes to your knowledge. 

Question:

How would you identify Writer-Based prose and Reader-Based prose?

Response:

To begin with everyone writes a different way so it can be any of these two kinds of writings. Writer-Based prose is when someone focuses just on themselves and what he/she understands rather than is the audience understands what he/she is writing about. “It is the record and the working of his or her own verbal thought. (pg. 18)” Their language usually shifts from one statement to another to express themselves. Reader-Based prose is when the writer tries to communicate with the reader the best way he/she can. “Reader-Based prose reflects the purpose of the writers thoughts. (pg. 19)”

SQR 5 Mireya Gonzalez and Irma De Leon

Mireya Gonzalez

Irma Y. De Leon

ENG1312/1301.161

Instructor: Trang Phan

Date 9/27/10

SQR #5

Writer-Based Prose: A Cognitive Basis for Problems in Writing

Author(s): Linda Flower

Source: College English, Vol. 41, No. 1(Sep., 1979), pp.19-37

Summary

            The prose of this article is to explain modes of verbal expression how people write and the way they write. There two different of methods one is reader-Based prose is a deliberate attempt to communicate something to a reader and issue-centered rhetorical it is the language and structure that reflect the propose of the writers thoughts. The lawyers have good structure of style they communicate natural but private expression. The other is that anybody who is a writer can write and express different because the way of their speech is more simple it in take no interest in his interlocutor not try to communicate and express no answers and does not even care whether anyone listens to him.

            A text or paragraph the section can be considered a psychological theory of egocentrism and inner speech for this article.  Talking about a writer Based prose is a functional system not a random error known, that means how to express yourself and explain major points about a  

            A detailed analysis of an article. There is 50% of a survey that egocentric nature, the speech is a reflection, not of selfishness in a child limited to assume the point of view of the listeners, we called it inner speech and finally a future of egocentric inner is the absence of logical and casual relation of a speech.

Question

How does the Author describe the egocentric nature?

Response

  The author describes the egocentric nature as lack of knowledge. What the author means is the ability of inexperience and assumes being selfish and a formal relation conceptual through of a critical expository writing. Some of the authors wording was that we can also diminish writers based prose because many expressions and many details can diminish too much details and expressions reader base organize, structure, how to look for information and key words.   

SQR#5 Israel Flores, Edgar Ocana

Israel Flores, Edgar Ocana

ENG 1320/1301. 161

Instructor: Trang Phan

Date: 9/29/10

                                                   SQR#5

Citation: Linda Flower, Source: college English, Vol. 41, No. 1 (Sep., 1979), pp. 19-37

Summary:

            In this article both of writing and a style of thought, Writer-Based prose is a natural and adequate for writing to him or her. However, it is the source of some of the most common and pervasive problems in academic and professional writing. This analysis of Writer-Based prose style and the transformation that create Reader-Based prose will explore two hypotheses. Writer-Based prose can be identified by feature of structure, function, and style. It shares many of these features with the modes of inner and egocentric speech. The second hypothesis is the notion of transforming one’s own Writer Based style has proved to be a powerful idea with a build-in method. The egocentric talk of the child and the mantel, inner speech of the adult share three important features in common. First, they are highly elliptical. In talking to one the psychological subject of discourse. Secondly, inner speech frequently deals in the sense of words, not their more specific or limited public meanings. A third feature of egocentric/inner speech is the absence of logical and causal relations. It helps the writer attack this demanding cognitive task with some of the thoroughness and confidence that comes from an increased and self-conscious control over the abilities they already have and a more precise introduction to some skills they may yet develop.

Question:

What is writer- based prose and what its advantages? Explain.

Response:

What is writer-based prose?   Writer based prose is a verbal expression written by a writer to himself and for himself.  This is a journal of what the writer are thinking, emotions and studies in text.  These feelings and thoughts of certain subject or study what he/she would be involved in.  A writer is sometimes sought out to be selfish but I just that he/she is only go by what they have learned in the course of their work.  Egocentrism is the term most used in this senrial.  When the writer is recording and gathering all of the research in mostly a journal, the writer has to then find a systematic approach to put the findings into a structure that the reader will be able to comprehend.  This transformation is known as reader-based prose.  When the writer is properly taught how to transform there work is has its advantages.  An advantage it holds value and feelings that the writer can communicate to the reader. Transforming the writer-base prose is not only a necessity but I can begin the foundation for educational writing skills enhancement.  This transformation allows the writer to give and motivation and that push that inexperience writer will recognize and need to introduce a special skill and ability that they have and us for writing.  Writer-base prose is inner verbal communication that the writer has that represents and express to the audience.  Writers want to be reader-based prose as they begin to arrange and organize there framework of reader/writer contrast.  When analyzing the complex process of the writing and transforming to the reader the writer-based prose is excellent alternative for that.  Even though the writer only gives what he/she has gather in the course of their observation, they can give enough information and detail to paint a mental illustration for the reader to understand and appreciate the content to the article.

SQR 5

Ryan Pena, Andrew

Eng 1320/1301.161

Prof: Trang Phan

Date: 9/29/10

SQR 5

A cognitive basis for problems in writing starts of with a very excellent yet difficult question, “Why is writing often such a difficult thing to do”?

The answer is because even though we are straightforward with saying what we mean; readers often misinterpret what the writer is saying, so in conclusion a better model of the writing process is needed. Which brings out the point of writer-based prose which is a description of the under transformed mode of verbal expression, the article explains that this type of writing is a common problem in academic and professional writing, and that the symptoms range from an underdeveloped idea to an unfocused, pointless discussion. The Article then brings up reader-based prose, which is a deliberate attempt to communicate something to a reader.

The Article then goes on to talk about the inner speech and egocentrism in writing, which is basically what children would do if they were playing around, like creating monologues, which makes no sense to the listener. An example of egocentrism would be as if a child were talking, they would talking only about themselves and not really communicating with the other person, so they would expect no answers and would not care if anybody were listening to them or not.

Question:

Why does egocentrism and inner speech connect with how a child would speak to someone?

The egocentrism and inner speech connect because in most children’s speech, their talk was egocentric in nature, which is a reflection of the child’s limited ability to assume the point of view of the listener.

Sebastian Salinas Treviño- David Munoz
ENG 1320/1301.161
Instructor: Trang Phan
Date: 28/09/2010

Linda Flower, Source: college English,

Vol. 41, No. 1 (Sep., 1979), pp. 19-37

WRITER-BASED PROSE: A COGNITIVE BASIS FOR PROBLEMS IN WRITING

Summary:

A writer-based prose is a verbal expression written by a writer to himself and for himself. It is like his own thought of the article, and the reader-based prose is to communicate something to a reader, to express an idea of something.

The writer-based prose can be identificated by features of structure, function and style. In the writer-based prose the reader is forced to do most of the work. He has to think all the article and get his own conlussions of it, maybe it is a Little more difficult, but the reader will get better conclussions of that because he will put more attention in the article and he will understand it more.

The style of writer-base prose has its own logic. Its two main stylistic features grow out of the prívate nature of interior monologue, and in this monologue the structure and the organization of the words and the sentences reflects the focus  of the writers attention, and what he wants to do more énfasis.

In fact the writer-base prose is writing whose meaning is still an important thing in the writers head.

How does the author describe the egocentric nature?

The egocentric nature to him, is just writing to understand your self , not worring about others to understand the full meaning, he describes this nature describing a child that with out knowing writes in a selfish way, and talks about his points of views, meaning that the writing is not going to be fully understood by the whole public due to a lack of explanations on the writing.  In other words egocentric is just to be concerned with your self and not really concern about the understading of the public.

Sebastian Salinas Treviño-David Munoz
ENG 1320/1301.161
Instructor: Trang Phan
Date: 28/09/2010

Linda Flower, Source: college English,

Vol. 41, No. 1 (Sep., 1979), pp. 19-37

WRITER-BASED PROSE: A COGNITIVE BASIS FOR PROBLEMS IN WRITING

Summary:

A writer-based prose is a verbal expression written by a writer to himself and for himself. It is like his own thought of the article, and the reader-based prose is to communicate something to a reader, to express an idea of something.

The writer-based prose can be identificated by features of structure, function and style. In the writer-based prose the reader is forced to do most of the work. He has to think all the article and get his own conlussions of it, maybe it is a Little more difficult, but the reader will get better conclussions of that because he will put more attention in the article and he will understand it more.

The style of writer-base prose has its own logic. Its two main stylistic features grow out of the prívate nature of interior monologue, and in this monologue the structure and the organization of the words and the sentences reflects the focus  of the writers attention, and what he wants to do more énfasis.

In fact the writer-base prose is writing whose meaning is still an important thing in the writers head.

How does the author describe the egocentric nature?

The egocentric nature to him, is just writing to understand your self , not worring about others to understand the full meaning, he describes this nature describing a child that with out knowing writes in a selfish way, and talks about his points of views, meaning that the writing is not going to be fully understood by the whole public due to a lack of explanations on the writing.  In other words egocentric is just to be concerned with your self and not really concern about the understading of the public.

SQR5

Raymundo Rivera/Guillermo Cabrera

ENG 1320/1301 161

September 28, 2010

Writer-Based Prose: A Cognitive Basis for Problem in Writing

Author: Linda Flower, Source: college English, Vol. 41, No. 1 (Sep., 1979), pp. 19-37

Writer-Based Prose: A Cognitive Basis for Problem in Writing

            Linda starts the article with a great question, “why is writing often such a difficult thing to do?” Is hard for the writers to express exactly what they want to say, because we all think, understand and we all have different points of view of writings. Writers express themselves, and they perform as readers to see if it is easy to understand the meaning of his composition.

            Inner speech and Egocentrism this involves little to no social communicative functions as it said on Linda’s article. Egocentrism is when the child talks only about himself, does not expects answers and doesn’t care if people listens to him. The structure of Writer-Based prose; readers’ expect a good structure in a composition, we want things to be well organized and easy to understand with a good structure full of data and information. Is hard for a writer to explain what he is thinking, and write it down because is different how we think and the way we talk, this phrase came from this “think it/say it”. Formal writers have two main goals, one of them is to choose a more elegant way of explaining the meaning of the writing in other way they want to make thinks look more professional. The second one is to complete autonomy of the text which creates more complex problems. The article ends up with Linda saying that Writer-Based prose is not a composite of errors or a mistake that should be scrapped.

How does the author describe the egocentric nature?

She describes egocentric mainly talking about children. She describes it has inner speech; it is mainly when we write things for us. When the child doesn’t expect any question or answer to what he is writing. He only worries that he understands what he is writing down and really don’t care is people around listen to what he is trying to say. Inner speech and egocentric involves little to no social communication functions. Egocentric is perfect for people that aren’t good at dealing with other people. Egocentric is when a child talks only about himself and does not expect that people question his thoughts and ideas.  

SQR# 5 ROCIO RENDON , MAYRA HERNANDEZ

Rocio Rendon, Mayra Hernandez

ENG. 1320/1301.161

Instructor: Trang Phan

September 29, 2010

SQR#5: Writer-based prose- A Cognitive Basis for Problems in Writing

.This article is try to explain if the writing is the simple act of “expressing what you think”, so why is too complex to do? Although we did the writing with the simple act of “saying what we think”, instead writers go through and the misinterpretations readers still make suggest that we need a better model of this process. An alternative process to “think it/say it” model is to say that effective writers transform it in exactly and complex but describable ways for the needs of a reader, we may find that ineffective writers are indeed merely “expressing” themselves by offering up an unreduced and under processed version. Writer-Based prose is a description of this under transformed mode of verbal expression. In function, writer-based prose is a verbal expression writer by a writer to himself. It is record and the working of his own verbal thought, in structure: Writer-based prose reflects the associate, narrative path of writer`s and language, it explain that use her of privately loaded terms but unexpressed contexts for her statement. However, it is the source of the most common and persuasive problems in academic and professional writing. On the other hand Reader-Based prose is a deliberate try to communicate something to a reader and creates a shared language context between writer and reader, and also offers the reader an issue-centered rhetorical structure rather of the writers discovery process and finally the Reader-based prose reflects the purpose of the writer`s thought.

· Question:

What are the differences between Writer-Based prose and Reader-Based prose?

· Response:

The differences are that Writer-Based purpose is a description of the transformed mode of verbal expression, it also natural and had for a writer writing to himself. Instead the Reader-Based prose is a deliberate try to communicate something to a reader creates and shared language context between writer and reader, and also offers the reader an issue-centered rhetorical structure rather of the writers discovery process and finally the Reader-based prose reflects the purpose of the writer`s thought.

SQR #5 Miguel Garcia, Jose Mata

Student’s name: Jose Mata, Miguel A. Garcia
ENG 1320/1301. 161
Instructor’s name: Trang Phan
Date: September 29, 2010

Writer-Based Prose: A Cognitive for Problems in Writing

This article talks about the differences between writing and talking, although we often equate writing with the straightforward act of saying that we mean there are important details to know. Writing prose that actually communicates what we mean to another person demands more than a simple act of self expression, what communication theory does not tell us is how writers do it.

            The writer-based prose is the expression of writer’s thoughts written by his self to his self. It tends to reflect the process of rhetorical thinking. The writer-based prose replay the writer’s discovering process without letting the reader the developing of the rhetorical structure. As well as inner speech, the writer-base prose assumes the understanding of the people and does not care about the needs of the reader. It is like an egocentric speech, it only talks about itself, does not expect any reaction from the reader.

The writer not only writes what he thinks, he has to transform his words and ideas in complex but describable ways for the needs of the reader. Writers has to use their own experience and information in order to turn facts into concepts, articulate the meaning they saw in the data ,secondly  writers has to build  a rhetorical structure which help him to recognize  the function of these ideas have for the reader. Headings, topic, sentences and even some of the subjects are very important because everyone conform the rhetorical structure

Writer-Based Prose: A Cognitive for Problems in Writing

Author: Linda Flower

Source: College English, Vol. 41, No. 1 (Sep., 1979), pp. 19-37

The writer-base prose is important because is the expression of the writer’s feelings the “felt sense,” yet the writer must know how to transform the paper to enable the reader to develop a rhetorical structure of the paper.

How transformation affects writer-base prose?

            The writer base prose does not let the reader to develop a rhetorical structure, does not give enough information and does not care about the reader needs. With the transformation the writer is more aware of reader expectations and turns the facts into concepts. This way the reader has a better understanding and is able to create a rhetorical structure of the text.

SQR #5 Miguel Garcia, Jose Mata

SQR 5 J.J. Zapata and Jaime Garza

Jesus Zapata
Jaime Garza
ENG 1320/1301.161
Trang Phan
9/28/2010

SQR 5: Writer-based prose-A Cognitive Basis for Problems in Writing

Citation: Linda Flower "Writer-Based Prose: A cognitive Basis for Problems in Writing. College English, Vol. 41 No. 1 (Sep. 1979). pp. 19-37

In this article about learning proper techniques to avoid problems in writing, great teachers like Linda Flower like to practice a certain method called Writer-Based Prose. This technique is natural and sufficient for any writer writing to themselves. It is known as a verbal expression that works as a recording to his/her verbal thought. This strategy can be broken down into two hypotheses which mean it has more than one understanding of what Writer-Based Prose exactly is. The first hypothesis explains that Writer-Based prose represents a familiar mode of expression that can be identified as structure, function, and style. This style is verbal and can be thought to be inner and egocentric speeches. The second theory tells us that Writer-Based Prose can be a workable concept that can easily help us teach writing. It teaches writers how to use communication strategies that broaden our thinking skills to give us powerful ideas in our writing. In concluding Writing-Based Prose is important to all writers because it gives us confidence and motivation to continue writing and basically be eager to tackle any writing objective that is thrown at us. This is a very special skill that builds a tough self conscience in anybody eager to improve their inscriptions.

Question: What does Writer-Based Prose fail to do in terms of Rhetorical strategies? Please Explain.

Response:

Rhetorical Strategies is more of a proper way to construct our writing because it includes the writer of the original text, other readers, and the rhetorical context for reading, and the history of the discourse. However, writer-based prose is simply expressing what you think, or saying what you mean. This kind of writing often fails to communicate the author's intention and what his or her message was to start off with. This writing is straightforward and misinterprets readers because it lacks knowledge of knowing how to put themselves in the reader’s shoes. A main part of writer-based prose is that it is egocentric. This term is referred to as "non-communicative", because it consists of limited view of the reader or listener. This happens with more of younger students such as children that have not yet developed the correct techniques on how to write rhetorically.

SQR #4

Ryan Pena , Andrew Schlieper
English 1320/1301.161
Trang Phan

SQR 4
S: In article 4 it talks about how readers observe and understand what they are reading, and the interpretations that different people can get just by reading the same text. Most people have different reading strategies so it varies on how people understand that certain piece of writing. The idea of a good reader in the traditional sense has a large vocabulary, reads quickly, and is able to do well in comprehensive tasks including recalling the content in the text; they can identify the topic sentences, introductions, conclusions, generalizations, and the supporting details. On the other hand those are exact same students paraphrase rather than analyze, and summarize rather than criticize the text that they read, which in turn show that they are not “good readers” because good readers are able to build multi-faceted representations and read the text on different levels to be able to interpret and understand what they are reading in the text.
As it says in the article on page 170 “what the student often fails to do is move beyond content and conversation and constructs representations of the texts as purposeful actions, which arise from contexts and with intended effects”.
Q:Why is it that “good readers” are better at interpreting meaning in the text? What things that define a “good reader” do you use?
R: A “good reader’ is more capable of interpreting a text due to looking at the text at different levels than common readers do. They tend to build multi-faceted representation and look at the text with a more open mind than just looking at the text as another bunch of words.

SQR4 Mayra Hernandez y Rocio Rendon

Rhetorical Reading Strategies and the Construction of Meaning
Authors: Christina Haas and Linda Flower
Source: College Composition and Communication, Vol. 39, No. 2 (May,1988), pp. 167-183

The article is about those two women: Christina Haas and Linda Flower statement that reading should be constructive rather than as a reciptive process that the readers build it. This constructuve view of reading is being proposed by literary theory and cognitive research and is supplemented by work in rhetoric and discourse act. When readers construct this meaning, they do in context of a discourse situation and they must include the writer od the original text, other readers , the rhetorical contexts and other stuffs. For all these situations they proposed that the teachers have to anañyze how they teach college students to read texts and suggests useful parallels between the act of reading and the process of writing. Then they analize and suggested two questions to help extend this constructive, rhetorical view of reading, the question were: How does this constructive process play in the actual, thinking process or reading? And are alla readers really aware the discourse act which current theories describe? In this study they find that the readers trying to understand a complex text and they used not only the text, they also used their own knowledge of the word, of the topic, and question in order to construct meaning for texts. They observed a strong difference between the rhetorical process of experienced readers and the freshman readers, who relied primarily on text based strategies to construct their meanings. Some of the recent work on reading and cognition helps describe what makes the reading process and helps to understand how people can make different interpretations of the same text.

Question:
How can it be posisible that some recent work on reading and cognition give a good starting point foy any discussion or describe what makes the reading process so complex?


Response:
The reading and cognition can always give a and excellent good starting in a discussion or any article since it describes and gives good detail about what the writer is trying to give to the reader this kind or writing gives a construct vastrly different interpretations of the same text making it complex and easy to manage the information. It can vastly construct different interpretations of the same text. And although a thinking protocol can always show us a great deal, we must always keep in mind that it could only show us only part of goes on as a reader is building a representation of a cognitive writing.

SQR #4

Student’s name: José Mauro Mata & Miguel A. García

ENG 1320/1301. 161

Instructor’s name: Trang Phan

Date: September 20, 2010

Rhetorical Reading Strategies and the Construction of Meaning

The article was about rhetorical and constructive thinking that have to be developed by the readers from whatever they get form the reading. To have that part done the writer has to figure out how the constructive process plays itself out in the reading process? And how to get the readers interested in the meaning of the paper.

The process of constructing this representation is carried out by both highly automated process of recognition and inference and by the more active problem solving process on which our work focuses. For this reason trying to construct a well-articulated statement of the point of a text may require: active searching inferencing , and transforming  of one’s own knowledge Constructing process can involve  not only translating one kind of representation into another, but reorganizing knowledge  and create  a new knowledge, new conceptual nodes and connections .Thus, it is easy to understand why teachers and researchers are more interested in teach the meaning of the reading.

The other process which readers use to make meaning of the text is a strategy called “rhetorical reading” in which readers try to construct a rhetorical context for the text in order to make sense of it. Then in response to cues of the reading, readers built a complex multi-faceted representation of meaning; it is important to note that readers would not see the paper in the same way. That is why readers can construct radically different representation of the paper.  

Christina Haas and Linda Flower, College Composition and Communication, Vol. 39, No. 2 (May, 1988), pp. 167-183

The construction of meaning and the rhetorical reading are strategies developed by reading. The construction of meaning is when the reader gets the idea from the text and begins creating new knowledge, and the rhetorical reading is when the reader structures a rhetorical understanding of the text to get the idea completely.

How readers can use construction of meaning and the rhetorical reading strategies in a reading?

                As reader people do not get a plain idea from a text, they would change and enrich their knowledge whit reading. If they are interested in the lecture, they would research more information about the topic, they will not get stock with any problem that may show in the text ( a wrong understanding). This way reader would have a richer and clear understanding of the text.  They would have a deeper understanding once they structure a rhetorical conception of a text, and if they share their understanding they would note many different points of view from others readers.

SQR 4

Brenda Carmona
ENG 1320/1301. 161
Trang Phan
9/20/10

Christian Haas and Linda Flower "Rhetorical Reading Strategies and the Construction of meaning". College Composition and Communication, Vol. 39, No. 2 (May, 1988), pp.167 – 183 National Council of Teachers of English

SQR 4

Good readers are known as by having large vocabulary, reading quickly, and are able to do well at comprehension tasks. Critical thinking is very important it involves more than just carefully reading or identifying. Strategies for constructing meaning are three-part coding sheme distinguished between content, function/feature, and rhetorical reading strategies. Content strategies has to do with knowing what the text is about or trying to say. Function/feature strategies is dealing with the main points, examples, and introduction. Rhetorical Strategies is taking a step beyond the text. For example what is the authors purpose , the context, and effect on audience. Student readers do not build rhetorical representations of the text. Experienced readers use the rhetorical strategies to help construct content, and vice versa. We must be able to construct and understand the meaning, and must have strategies to do so. Some students were found less successful at using the rhetorical strategies when reading others writing.

Question: (a) What does it mean to have "rhetorical" reading strategies? (b) Do you already practice this method of reading?

Response: (a) "Rhetorical strategies take a step beyond the text itself." What it means is that as a reader we have to think about what we are reading and make connections with our previous knowledge in order to get a better concept of what we are reading. We have to be extremely carsful to what we are reading in order to being able to comprehend the text as better as possible. This concept is mainly used by experienced readers, but sometimes I use it to.
(b) I do use this method when we dont get a clear idea of what we are reading and we can go back and reread it so we can understanding of it. Sometimes when we have to summarize a text or something like that, we have to read and put it into our own words so we can understand it, if not just at least have an idea of what that is talking about.

SQR4

Guillermo Cabrera
ENG 1320/1301.161
Trang Phan
9/22/10
Summary 4 Guillermo Cabrera/Raymundo Rivera
Citation: Author(s): Christina Haas and Linda Flower “Rhetorical Reading Strategies and the Construction of Meaning”. College Composition and Communication, Vol. 39, No. 2 (May, 1988), pp. 167-183
In this article, the author’s are trying to help the students to learn rhetorical reading strategies. It states that “We would like to help extend this constructive, rhetorical view of reading, which we share with others in the field, by raising two questions”. With these two questions the students would have their own knowledge of the world, and the topic, and of discourse conventions, to infer, set and discard hypotheses, predict, and question in order to construct meaning for texts. This means that by using rhetorical reading the students would have a better idea of what they are going to write on the topic. The authors have doubts about rhetorical reading strategies, because it’s not easy to learn in just a few days. This lead to an experiment with inexperience and experience from college, and even then they had problems trying to read and write rhetorically. I believed that if reading and writing rhetorically is difficult to teach to students, then we should not be taught something that is going to be difficult for us in the long-run because it might affect us. We should leave it for the experienced writers.

Guillermo Cabrera
ENG 1320/1301.161
Trang Phan
9/22/10
Question: What does it mean to have “rhetorical” Reading strategies? Do you already practice this method of reading?
Respond: Rhetorical strategies take a step beyond the text itself. In rhetorical reading strategies readers use cues in the text, and their own knowledge of discourse situations, to recreate or infer the rhetorical situation of the text they are reading. There is some indication that these strategies were used to help readers uncover the actual “event” of the text, a unique event with a particular author and actual effects. We also think that it means to have a better understanding of the authors purpose, and going beyond what is in the content. We can also infer from the article that rhetorical strategies include not only a representation of discourse as discourse but as unique discourse with a real author, a specific purpose, and actual effects. This possible relationship between strategies may point to a building of skills, a progression which makes intuitive sense and is supported by what we know about how reading is typically taught and by teachers’ reports of typical student reading problems. No, I haven’t practice this method of reading I think it is difficult to learn and back in high school they really didn’t even touch the surface of rhetorical strategies. Hopefully I could be taught this method through my years of college so that in the near future I would know how to use this method in my papers.

SQR #4 Zaira Montellano & Berenice De La Rosa

Zaira Montellano,& Berenice De La Garza
English 1300/1301.161
Trang Phan
09-18-2010
SQR #4
Citation:
Christina Hass and Linda Flower. “Rhetorical Reading Strategies and the Construction of Meaning”. College Composition and Communication, Vol. 39, No. (May, 1988), pp. 167-183

In this article a study was taken place. They viewed Rhetorical Reading and the Construction of Meaning, by studying 10 college students. Four of them where experienced college readers, and the other six where student readers at a freshmen level. The students had to think-aloud while trying to understand a college- level text. A way the readers tried to make meaning of the text was by using a “rhetorical reading” strategy. The students would read a sentence or paragraph, and then try to break it down to try and understand the meaning of it. This strategy was mostly used by the experienced readers. This can be adopted and learned for any reader. They just need to, “…be able to see one’s own text and the texts of others as discourse acts, rather than bodies of facts and information….” Construction of Meaning, “…, trying to construct a well-articulated statement of the “point” of a text may require active searching, inferencing, and transforming of one’s own knowledge. This is a more college level of trying to create a meaning within the text of a piece. By knowing how to find a meaning you are becoming a “Critical Reader”, building an equally sophisticated.

Question:
How do the authors describe the construction of “meaning”?how do you read? Can you relate this process to your reading experience in the past?

Response:
The authors describe the construction of meaning as if it “… does not exist ina text but in readers and the representations they build.” In other words the reader needs to think of what the text is trying to get across. Wheatear what is the purpose, or the intention of the printed text. Both my partner and I compared our different ways of reading, and the strategies we use to define and understand the meaning of the text. We both agreed that we always have to reread the passages to understand more about them. Also highlighting what we might consider to be main points, key words, definitions, subtitles, and italic words. Just how we just described, these are some of the strategies we normally always use when reading in the past and will keep on doing in the future.

SQR 4

Erick Gomez, Victoria Hernandez
ENG 1320/1301. 161
Trang Phan
Sep. 22, 2010
Rhetorical Reading Strategies and the Construction of Meaning
Summary:
Christina Haas and Linda Flower. “Rhetorical Reading Strategies and the Construction of Meaning”. College Composition and Communication, Vol. 39, No. 2 (May, 1988), pp. 197-183.
In the article “Rhetorical Reading Strategies and the Construction of Meaning”, written by Christina Haas and Linda Flower, one learns that no one is born an excellent written but one can become one. There’s been an argument brought up that reading is being portrayed as “constructive” and that “meaning “is in readers rather than in texts. Yet, reading is also being thought of as a discourse act. If this is true it means that college students should be taught differently how to read texts. If so, “what is good Reading?” how does the average student becomes one? Over the past years reading strategies have been developed in order to become a “good reader”, such as Rhetorical and Construction strategies, but how do they work? “Rhetorical strategies take a step beyond the text itself” meaning that there’s more to what is being said and written; in this case the reader must think about the information he just read. Students that are inexperienced cannot always read between the line and often miss the point of what is being said compared to the experienced read who can. So once again we learn that no one is born a good writer they become one.
Question:
Compare and Contrast Rhetorical Reading Strategies and Construction of Meaning?
Response
Rhetorical Reading Strategies take a more experienced read to recognize the doubled meaning in the text and to understand it fully. Whereas, Construction of Meaning is how one thinks of a texts when it is being read and how it is understood.

SQR #4david munoz, sebastian salinas

Sebastian Salinas Treviño, David Muñoz.ENG 1320/1301.161
Instructor: Trang Phan
Date: 13/09/2010

SQR#4

Christina Hass and Linda Flowers. Rhetorical Strategies and The Construction of Meaning, College compostion and communication, Vol.39, No. (may,1988), pp. 167-183.

Summary:

Rhetorical reading strategies and the construction of meaning.

The meaning is the most important thing in a text. A meaning is something that is not in the paper and you cant read it, but is the thing that you understand of a text. The people understands the text in different way but the author has a purpose and it is the real meaning of that. If the author wrote in the text that he loves his best friend, I can understand that he is in love with she, but the real meaning could be that he loves she in a way of just friends; a reader can imagine something that he reads and can figure it with images or other things like that. If the author wrote that he has a black dog and that it is the biggest dog he know we can imagine a dog who is very big.

There are three strategies for constructing the meaning of the text (content strategies, feature strategies and rhetorical strategies)  and we can identify them with practice and the only way to do that is by reading.

The content strategies are the strategies are the strategies that the reader ask himself “what is the text about?” and things like that.

The feature strategies are the strategies that the reader makes a point in the text like “this must be the introduction”.

The rhetorical strategies are the strategies that take a step beyond the text like “I don’t think that he needs to do that”.

Most of the students use the content strategies, but we can learn with practice to use the rhetorical strategies too.

Question:

How can these strategies help us in our reading skills?

Response:

It is easy, these strategies will help us because we will focus more in the text and with that we will understand it more. It is better if you know how to use a rhetorical strategy than a content strategy because the rhetorical strategy take a step beyond, it is like you are doing the history, you are thinking like the author, and when you think like him, you can get better conclusions.

We need to improve our reading skills, and we can do it only reading. We need to practice a lot, the average people is the one that do not get anything better that the others. We need to be better that them to get better things, in our case scholarships, jobs, financial aid, etc. when we use the help of the reading skills, we can get better conclusions too, it is better because like in our case, someone is qualifying the conclusions of us, and we will get a better score if we use these strategies than if we do not use them. We want to understand more the meaning of a text, and we can do it only with these strategies, they will help us too to have more knowledge than before, for example:  Our knowledge in biology will be better if we study using these strategies, than if we not use them and we will get a better score and maybe we will be better doctors. It is our decision, we can do in the easy way and just read a lot and don’t get a point on that, or we can do it in the hard way using these strategies and be better in all.

SQR#4 Israel Flores & Edgar Ocana

   

Israel Flores, Edgar Ocana

ENG 1320/1301. 161

Instructor: Trang Phan

Date: 9/22/10

      

                                              SQR#4

Citation:

Christina Haas and Linda Flower. “Rhetorical Reading Strategies and the Construction of Meaning”. College Composition and communication, Vol.39, No.2. (May 1988), pp. 167-183.

Summary:

The meaning does not come from the text but from what they understand. Or imagine from what there reading. The best strategies of reading are the Rhetorical Strategies were they take a step beyond the text itself. They are trying to find the purpose; help the reader uncover the main reason of the text. What the author is trying to get through the reader. Another strategy that they use was the content strategy. Were the reader may be questioning, interpreting, or summing content, paraphrasing what the text is about or is saying. With this strategy their reader asks himself questions on what his trying to figure out. The last strategy that the reader use is Function Feature strategy was to refer to convention, generic functions of text, or conventional features of discovers. Readers use these strategies when they try to read names text parts, pointed to specific word, sentences or large sections of text. This are three of the most important strategies readers use to get what the writer is trying to get through the reader. Or to make them imagine an experience you when through. People use these tools to make it easier on them when they are reading. And try to get the point from the writers prospective.

Question: What are the strategies for constructing meaning?

Response:

A study was conducted between students and experienced readers to analyzed the proportion of strategies they used. Three different strategies that reader utilize in constructing the meaning are content, feature, and rhetorical.  Content Strategies as comments coded are concerned with content or topic interpreting, or summing content, paraphrasing what the text “is about” or “is saying.”  The study showed that 77% of student and 67% of experienced reader used this mean proportion of strategies.  Second is the feature strategies, these were used to refer to conventional, generic functions of text, or conventional features of discourse.  The results of this study showed that students use 22% and experienced reader used 20% proportion of this strategy. And the third strategy is rhetorical which means to take a step beyond the text itself.  Students used 1% and experienced writers used 13% of this proportion.  These are some of the constructing tools or strategies that both student and experienced readers use to create a gist and paraphrasing the reading.  The construction of text that readers use is progressive means. The reading for content is usually dominant and crucial- other kinds of strategies build upon content representations. The reading for functions also known as features strategies are generic and conventional- easily identified in texts and often explicitly taught.  Finally, rhetorical strategies include not only a representation of discourse but as unique discourse with a real author, a specific purpose, and actual effects.  These strategies are very useful and helpful for getting the information from the text and understanding the complexiblity of ways all readers construct meaning.

SQR 4 J.J. Zapata & Jaime Garza

Jesus Zapata & Jaime Garza
ENG 1320/1301. 161
Trang Phan
9/23/2010

Rhetorical Reading Strategies and the Construction of Meaning: SQR 4

Christina Haas and Linda Flower describe that rhetorical reading is important to critical reading because in order to be a good writer, you need to be an excellent reader. Rhetorical reading is a great tool students can develop while they are writing papers and also reading papers. People however must be able to construct and elaborate on whatever they are trying to demonstrate, and to do this they need strategies like rhetorical reading to do so. Students can easily learn how to read rhetorically by reading each other’s papers. When beginning reading, they need to identify topic sentences, introductions like their thesis, conclusions, generalizations, and the details that the writer supports. They need to really understand what they are reading and become critical readers. To be critical, you have to really concentrate what you are reading very closely in order to evaluate well. Readers need to build representations and use reading strategies and they will become good at rhetorical reading. Rhetorical reading is a strategy to refer to conventional, generic, functions of texts. This strategy takes a step beyond any text itself. It uses cues in text, and has knowledge of discourse situations, and helps to identify the author’s purpose.

Question: What is the role of Rhetorical Reading?

Response:

The role of Rhetoric Reading is very important to the larger process of being a critical reader. This is trying to teachers readers how to develop a well reading habit so that way they will be able to understand the author's intent of whatever article that was written. It is deeply crucial to understand the writer's message because when understanding, we can interpret and evaluate much better. Speaking more general is beneficial in rhetoric reading, building representation in text, and discourse context within text functions. Students must be able to construct elaborate representations of meaning, and they must have strategies like these to do so.

SQR #4

Salvador Chavez and Shang Wang SQR #4
ENG. 1320/ 1301. 161
Trang Phan
Sep. 23, 2010
“Rhetorical Reading Strategies and the Construction of the Meaning”
Rhetorical Reading only means to make sense of a writing, in the article, the author was trying to compare and contrast the differences of Rhetorical reading Strategies and the Construction of Meaning made between experience reader and freshmen students.
The problem of students with critical reading of difficult text is less the representation they are constructing than those they fail to construct, sophisticated test require more sophisticated meaning.
Experience adult readers make use of these strategies often, not only to predict and interpreted writings but also to solve problems in comprehension, they know how to analyze beyond the text founding the meaning, indentifying claims faster and create a hypothesis about the authors purpose and intended audience.
Both students and experience readers spend a large amount of their effort using content strategies and building a representation of content seems to be very important for all of the readers we studied but rhetorical readers seemed to recognize and assimilate more facts and claims into their reading of the text sooner. This act of building a rich representation of the text—larger than words on the page within a text function is the kind of constructive reading teacher’s desire students to do.
Question:
What is the difference between constructive process and receptive process?
Answer:
Is when you build the information and braking down the main point for better understanding it is your job to find the information analyzes it and understand it. Receptive process is when the information is given to you and just translated into your own word to assimilate it.

SQR #3

Salvador Chávez SQR #3
ENG. 1320/1301 .161
Trang Phan
Sep. 21, 2010

“Revision strategies of student writers and experience adult writers”
In this article we can see the differences between a student writer and an adult writer. The
adult has more knowledge and more experience so he can make the essay easier to
understand and more interesting, the adult writer in the experiment would revise the
drafts more thoroughly to the point some would change the entire point of the essay or
concentrate more on a point they made previously in the other draft. Experiences writers
describe their primary objective when revising. The student has more mistakes in they
work, and the students tend to reread the essay and try to use different words and
different way to say the same thing. The students make just simple fixtures to the essays,
most of the time they just make grammatical fixtures or just rewrite something with
different words, the student just find simple mistakes. To an experienced writer the first
draft is the only draft full of ideas the other drafts were just organizing the ideas made in
the first draft, to them grammar was just the last point to correct in their papers. Student
writers need to use the possibility of revision in order to become experienced.
Question:
What are the differences between the revising strategies of student writers and experience adult writers?
Response:
When student writers revise their drafts they look of spelling mistakes and correct the ways of sentence are structures while adult experience writers revise their draft to add on more things and be specific with more details.

HELP ME att: Rocio Rendon

does anybody know how to add the teacher to the personal blog?

Class cancelled

Hi everyone,

I am not feeling well enough to go through the class sections tomorrow so we will have a day off. However, beside finishing your homework the last time, you will read Article # 4: "Rhetorical Reading Strategies and the Construction of Meaning", write Summary 4 for it and bring a hard copy of it to class on Tuesday.

Have a great weekend and see you again next Tuesday.

TP

sqr3

S:         Nancy Sommers a professor from the University of Boston and the University of Oklahoma has conducted an experiment on students writing. She got upperclassmen and she got freshmen students. She simply made them write three essays expressive, explanatory, and persuasive. She found out that each of her upper classmen  would not consider their work to be revised they would simply scratch out or delete things they did not see correct, but they would only do this at the end of their writing they would write everything and then check. What they also found out was that writing is its own language because when writing you could delete words that don’t make sense and speaking you can’t. You see writing is a linear process because you need an order to follow on how to make it better. Trough the article it also explains ways to check and revise an essay and how each type of students did it. The less experienced writers would go back and check every sentence or paragraph. While the adult writers would simply stretch-out or trough out words and sentences. This article is basically on how you evolve as a writer and how to use better words.

Q:        What are the revision strategies of experienced writers found in Sommer’s studies? What can you learn from those strategies?

R:         well as for the most part the adult writers will go back and check there work after their essay is done. Once it has been looked over they will delete or scratch-out some of the word that they think it doesn’t make sense. And for the less experienced writers they will go back after every sentence or every paragraph to make sure they are still on topic. You see what I have learned that I could simply write out all my thoughts and just go back and review it but still not letting myself get too caught up in trying to start a whole new paper.

SQR #3 Miguel Garcia

Student’s name: Miguel A. Garcia
ENG 1320/1301. 161
Instructor’s name: Trang Phan
Date:sep-10-2010

Revision Strategies of Student Writers and Experienced Adults Writers

This article explains some writing aspects that have being absent in the revision process. The reason for missing steps in the revision process is that some models have being applied. Those models draw attention of the writers, and get them to be away from revision. Models separate the writing process into steps to attempt to make the writing process easier. Prewriting-Writing-Rewriting are those steps that are not further than the formation, structuring and improvement of the paper.

This linear model is impossible to apply in a speech. In writing, writers can easily check their work, but in a speech the speaker does not have time after thought, this make revision impossible to apply in a speech. The writer of the article emphasize a little bit in the Rohman´s model which states that rewriting is the repetition of writing, a development of whatever is already wrote. What linear model states is that writing begins where speech become impossible.

What should be considered at the beginning are the differences between writers. Students who write a paper for an assignment usually do not take care about the process of writing. Students think that revision process is not more than a waste of time. They major concern is vocabulary. When they review the paper, they want to make sure that everything is worded correctly. Lexical changes are the biggest change that students make to their papers. When they rewrite the paper, they simply cross out words that should not be there and clean it up. They pay a special importance to avoid being redundant, rewording seems to fix their paper, yet they do not care about being redundant on a textual level. Students see at their work as a work made by inspiration. Then they have no reason for revision.

In the other hand, experimented writers define rewriting as the process of finding their argument, languages changes, the seeking of the most effective argument. In the article a writer explains that his first draft is to figure out what he is trying to say. Revising process for experimented writers, they do not fall in love with whatever they have written, this makes it easier when they check the paper and change the content. And is not only once, they write 3 or 4 drafts to shape their arguments, improve the content and make it easier for the reader to read, all of those objects are done in every draft.

Revision strategies may be clearer for some writers than to others. Those strategies help them to either structuring vocabulary or shape the arguments, all depend in the ability of the writer.

How useful can revision strategies be for the writer???

As I already set, revision strategies can be pretty useful for a writer or just a waste of time. Experimented writers fallow some steps to make sure that their ideas are clear enough for the reader. They can rewrite the paper to shape the argument and have strong statements. And some others see the revision strategies as a protocol to fallow. Avoid having grammar mistakes and rewording sentences to avoid redundancies. Those are teacher bases for writing. All depends in the writer understanding of those strategies. 

SQR 3

Victoria Hernandez
English 1320/1301.161
Tphan Phan
9-14-10
SQR#3

When making revision the most common thing to fix to an inexperienced writer would be the word chose, the flow of the article checking the spelling and the grammar but what about an experienced writer how would they revise a paper? In an experiment done by Nancy Sommers, she had taken twenty-five “student writer” and twenty –five “expected writer” and asked them each to write “three essays, expressive explanatory, and persuasive . Then each writer was interviewed three times a day after the final revision of each easy”. After the interviews where done the keep paten became clear which is to “reviewing twice, redoing, marking out and slashing and throwing out” all then stratagem where found in the “student writers revision strategies”. In the case of the “Experienced writer there posses came close to the same such as “Rewriting four times as suppose to two, and revising twice”. Between the student writers view point in fixing there paper was to take out and or change the paper itself but to the experiment writer the point was not to take out word or really change the paper but to make it more stretchered.

Notes on SQR1 from ME!!!

Students,

I have graded all the revised SQR1 from you all. Some of you did a very good job. Some of you have not. For whatever reasons that prevented you from showing a qualified performance, I would like us to try your very best next time.

So, SQr1 is basically over. This means you don't need to come back to comment on it. Your blog comments on SQR1 at this point will not be graded. However, those of you who got less than 7 on this paper, you will have to DO IT AGAIN. Check out the SQR Format and Rubric again for the citation you missed. Read and work on my comments. If you have questions regarding the comments, email or come talk to me.

I just got 14 SQR1 revised. That means some of you did not turn the paper in. Students who turned the papers are: Andrew Schlieper; Berenice de la Rosa; David Muñoz; Edgar Ocana; Erik Gomez; Guillermo Cabrera; Irma de Leon; Jose Mata; Mayra Hernandez; Miguel A. Garcia; Mireya Gonzalez; Raymundo Rivera; Sebastian Salinas; J.J. Zapata; Rocio rendon; Jaime Garza; Israel Flores; Victoria Hernandez; Zaira Montellano . I doubled checked for twice but did not find any new ones!!!

Have a good night and see you in class tomorrow!!!