Victoria Hernandez and Erick Gomez
Eng 1320/1301.161
Prof: Trang Phan
Date: 10/5/10
SQR6
Summary:
Peter Elbow. ” Closing My Eyes as I Speak: An Argument for Ignoring Audience”. College English, Vol. 49, No. 1 (Jan., 1987), pp. 50-69
In the article “Closing My Eyes as I Speak: An Argument for Ignoring Audience”, written by Peter Elbow, he cover a quote “Very often people don't listen to you when you speak to them. It’s only that when you talk to yourself they prick their ears up”- John Ashbarry. If so, is the quote true, must we forget are audience to get our point across or is there a balance point where the speaker can connect to the audience and successful deliver his point of view. There are three types of audience and they are: inviting, enabling and powerfully inhibiting. An inviting audience will help the read communicate his idea clearly and give him there full attention, but an enabling audience might send the speaker some doubtful feelings towards his topic and might try to change his work on the spot, in doing so, change his point. The last type of audience is called inhibiting audience, yet, it goes back to inviting, although this time it has much more details. Inhibiting explains more to detail what the speaker is feeling when he gets a response from the audience. Therefore, the point is that the speaker depends on the audiences’ feedback.
Question:
The author says: “when attention to audience causes an overload, start out by ignoring them while you attend to your thinking; after you work out your thinking, turn your attention to audience” (p. 53). How could you know when it’s overloaded?
Response:
One knows when it is overloaded because it is the time that one gets too nervous. At this point one should not put too much attention to the audience and should start to relax. In other words, one should start to relax and think more on what they are trying to say rather than what the audience is thinking.
Showing posts with label Victoria Herenandez. Show all posts
Showing posts with label Victoria Herenandez. Show all posts
Tuesday, October 5, 2010
Monday, October 4, 2010
SQR5
Victoria Hernandez
Eng 1320/1301.161
Prof: Trang Phan
Date: 9/29/10
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 article “Writer-Based Prose: A Cognitive Basis for Problems in Writing”, written by Linda Flower is based on the simple question “if writing is expressing what you think then why is it so hard to write?” Linda explores the relationship between “Writer-Based Prose”, which is the most familiar writing style and can be recognized by the structure, function, and style. Reader-Based Prose is also the connection that the writer tries to make between the writing and the reader. The two main parts to answering these questions are called “Inner Speech and Egocentrism”. In a similar study done by Jean Piaget and Lev Vygotsky both observed a pattern in children which they later named “the mode of speech”. When children played they “carry on spirited elliptical monologues, which mean that they only talk about themselves. In speech what we say does not always come out the same on paper or make much since in a simpler phenomenon “inner speech”. Both child and elders share three common features: a highly ellipiptical, secondly, inner speech frequently deals in the sense of words and third egocentric/inner speech is the absence of logical and causal relations.
Question
How would you identify a Writer-Based Prose and a Reader-Based Prose?
Response
Writer-Based prose represents a major and familiar mode of expression which we all use from time to time or in other word you can identify by identified by features of structure, function, and style. But Reader-Based Prose are Reader-Based prose is a deliberate attempt to communicate something to the reader
Eng 1320/1301.161
Prof: Trang Phan
Date: 9/29/10
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 article “Writer-Based Prose: A Cognitive Basis for Problems in Writing”, written by Linda Flower is based on the simple question “if writing is expressing what you think then why is it so hard to write?” Linda explores the relationship between “Writer-Based Prose”, which is the most familiar writing style and can be recognized by the structure, function, and style. Reader-Based Prose is also the connection that the writer tries to make between the writing and the reader. The two main parts to answering these questions are called “Inner Speech and Egocentrism”. In a similar study done by Jean Piaget and Lev Vygotsky both observed a pattern in children which they later named “the mode of speech”. When children played they “carry on spirited elliptical monologues, which mean that they only talk about themselves. In speech what we say does not always come out the same on paper or make much since in a simpler phenomenon “inner speech”. Both child and elders share three common features: a highly ellipiptical, secondly, inner speech frequently deals in the sense of words and third egocentric/inner speech is the absence of logical and causal relations.
Question
How would you identify a Writer-Based Prose and a Reader-Based Prose?
Response
Writer-Based prose represents a major and familiar mode of expression which we all use from time to time or in other word you can identify by identified by features of structure, function, and style. But Reader-Based Prose are Reader-Based prose is a deliberate attempt to communicate something to the reader
Thursday, September 23, 2010
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.
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.
Thursday, September 9, 2010
SQR1
Victoria L.Hernandez
ENG 1320/1301. 161
Trang Phan
9/7/10
SQR 1: "Understanding Composing"
Summary:
: Sondra Perl. “Understanding Composition”. College Composition and Communication, Vol. 31, No. 4 (Dec., 1980), pp. 363-369.
"Understanding Composing"
Anne and a group of twenty other teachers join an experiment to see how they form the “writing process”. Though out the course of the session the teacher began to notice sertten writing patters in all their paper. one of the main things points that all the teacher had income was when writing there papers each had expedients “felt sense”. Felt sense to some teachers was described as a “gut feeling” or something “within us”. Another patter that was noticed is “the process of retrospective structuring”. Even thou felt sense give inspiration retrospective structuring make the thought clearer and helps forms better sentences. The third part to the writing process that was notice in the study was “projective structuring”. When give a set of rule and/or guide lines many writers tined to stop lessoning to their felt sense. Those are the three parts to writing.
Questions
What is “felt sense” in your own words?
Response
Felt sense is a strong feeling inside ever one and it helps when writing becomes hard and you run out of things to put down on paper. When I get the topic it might take me back to a point in time when I can relate to the topic .
ENG 1320/1301. 161
Trang Phan
9/7/10
SQR 1: "Understanding Composing"
Summary:
: Sondra Perl. “Understanding Composition”. College Composition and Communication, Vol. 31, No. 4 (Dec., 1980), pp. 363-369.
"Understanding Composing"
Anne and a group of twenty other teachers join an experiment to see how they form the “writing process”. Though out the course of the session the teacher began to notice sertten writing patters in all their paper. one of the main things points that all the teacher had income was when writing there papers each had expedients “felt sense”. Felt sense to some teachers was described as a “gut feeling” or something “within us”. Another patter that was noticed is “the process of retrospective structuring”. Even thou felt sense give inspiration retrospective structuring make the thought clearer and helps forms better sentences. The third part to the writing process that was notice in the study was “projective structuring”. When give a set of rule and/or guide lines many writers tined to stop lessoning to their felt sense. Those are the three parts to writing.
Questions
What is “felt sense” in your own words?
Response
Felt sense is a strong feeling inside ever one and it helps when writing becomes hard and you run out of things to put down on paper. When I get the topic it might take me back to a point in time when I can relate to the topic .
SQR2
Victoria L. Hernandez
ENG 1320/1301.161
Trang Phan
9-8-10
“Peer Response: Teaching Specific Revision Suggestions”
Gloria A. Neubert and Sally J. McNelis “Teaching Specific Revision Suggestions”
The English Journal. Vol. 79. No. 5 (Sep., 1990). Pp. 52-56
Gloria A. Neubert and Sally J. McNelis are the author of “Peer Response: Teaching Specific Revision Suggestions”. In this article they cover strategies to review peers work in a positive constructive way. One of the teams that is used in the article is “PQR” or “Praise-Question-Polish”. PQR is not the only tool that is used to improve on revising, giving good comment on the paper help the writer make better chooses in words. “Vague” comments don’t help , cover too much and has no direct point .A “General, but Useful” comment have more dictation but is still to big to make a great change.”Specific” comment is best for helping the writer make changes and helps the editor see the same mistake in his paper. The number of people that give advice on a paper helps well, from working in a “Total Class Activity, Small-Group Activity”. Well given advise can help the writer but it is still the writer choose to take the advise.
Question
What dose PQR stand for?
Response
P-Praise to point out the most positive work in the paper and to tell the writer what works the best.
Q-Question the paper can you understand the point that the writer is trying to make.
P-Polish, what can the writer do to improve the paper and make it clear?
ENG 1320/1301.161
Trang Phan
9-8-10
“Peer Response: Teaching Specific Revision Suggestions”
Gloria A. Neubert and Sally J. McNelis “Teaching Specific Revision Suggestions”
The English Journal. Vol. 79. No. 5 (Sep., 1990). Pp. 52-56
Gloria A. Neubert and Sally J. McNelis are the author of “Peer Response: Teaching Specific Revision Suggestions”. In this article they cover strategies to review peers work in a positive constructive way. One of the teams that is used in the article is “PQR” or “Praise-Question-Polish”. PQR is not the only tool that is used to improve on revising, giving good comment on the paper help the writer make better chooses in words. “Vague” comments don’t help , cover too much and has no direct point .A “General, but Useful” comment have more dictation but is still to big to make a great change.”Specific” comment is best for helping the writer make changes and helps the editor see the same mistake in his paper. The number of people that give advice on a paper helps well, from working in a “Total Class Activity, Small-Group Activity”. Well given advise can help the writer but it is still the writer choose to take the advise.
Question
What dose PQR stand for?
Response
P-Praise to point out the most positive work in the paper and to tell the writer what works the best.
Q-Question the paper can you understand the point that the writer is trying to make.
P-Polish, what can the writer do to improve the paper and make it clear?
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