Archive for January, 2013

More COP

Posted in Notes on January 30, 2013 by jlineb10

Domain, community, practice

Filtering you in or out

On or off job

Was Theirry really in the filming and street art discourses?

Discourse

Physically fit

thin

Need time and money

spray paint, paper, paints

techs (kimkos, printers)

late night

Message (political, social)

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Good Academic Writing

Posted in Free Write on January 30, 2013 by jlineb10

What I’ve been told it is:

1. My inevitable objective to be successful 

Teachers have always stressed throughout high school that we were going to have to learn to write very professionally. One of my middle school teachers even told me we were only going to be allowed to write in cursive.

2. T.E.D.D.A

Possibly the most dreadfully restrictive writing outline ever. All essays were required to be written in the TEDDA format throughout high school.

3. Professional level writing

It is how most textbooks are expected to be written. No grammatical mistakes, good vocabulary, and a well of knowledge.

What I think it is:

1. Knowing your topic

Good academic writing should mean that the Author knows the topic they are writing about.   

If you hastily skim a few pages about something abstract to you and write a paper then people will know that even you don’t know what you are talking about.

2. Caring about the topic

The author has to actually care about what they write about. If it is forced then you can always tell that it isn’t particularly stimulating. If it isn’t for them then how can it be for the reader?

3. The writing has to flow seamlessly

There has to be a flow of events to the writing, whatever the writing may be. You need some kind of introduction where you announce the topic. State your opinion if you have one and back it up. 

Then you enter the meat of the paper where you go into detail, fleshing out everything you know and want to discuss about the topic. This is where you try and prove your point or guide the reader in the path of your choosing.

Then you wrap up your story or discussion and end with some kind of finale. 

Don’t write professionally. Write artistically.

 

http://projectgraduateschool.wordpress.com/2010/11/30/secrets-of-good-academic-writing-techniques-from-when-writers-write-by-kathleen-macdonald/

The secret of good academic writing – the type you often have to do for history, psychology, and other courses – is the assumptions you make about the person reading your paper. In academic writing, it’s best to assume that the person reading and grading your paper is not your real teacher but is someone we’ll call your teacher’s twin. Not only does your teacher’s twin not know who you are, he or she also:

1. Is impressed by new, original ideas and is turned off by mere summary of what’s been said in
class or what the book itself says. (The exception to this is if your teacher has specifically asked
for a summary.)
2. Initially disagrees with your ideas/interpretations/reactions.
3. Can be persuaded to agree with you if you give enough evidence and explain logically enough.
4. Resents being told to take your word for anything – and so expects precise, detailed proof,
often including page references and enough documentation (title of book, author, etc.) so
he/she can look things up for him/herself.
5. Is insulted if you do not anticipate and answer his/her intelligent questions and objections.

 

I found this bit pretty amusing. Of course you have to know that in most academic writing you will have someone reading and grading it. One line hit me though and that was assuming that the reader isn’t the teacher. I think there is truth to that in some classes. The five steps that listed are a pretty solid guideline to think about when writing the paper. If they disagree with you and fail to be persuaded, it is either because you did a bad job or the reader is abjectly biased. In either case, your grade suffers. You have to make sure that all of your points are solid, hard to counter, and not completely obvious. If you think the reader could raise an objection to any of your evidence, then it would be in your best interest to have something in the paper answering that objection. The most important thing to me is that the topic is interesting. If the subject is a complete anathema then no one will care and you will be shot down.

Inquiry Project

Posted in Inquiry Blog on January 25, 2013 by jlineb10

My 2 choices for an Inquiry project are writing, not in general but more to fantasy and/or murder mystery genres, and health informatics. I Have an interest in writing because I have an interest in reading. I enjoy reading those two genres and I have tried my hand at writing them, but not past 15 pages or so. I chose health informatics because it is my career path of choice at the moment. I would like to know more about how professional writers like P.D James, Hillari Bell, Jane Austen, Richard Knaak, and so on are able to put so much environmental description and it flowing. How they write with such wit and make everything feel perpetual. I also wonder how they go about their own writer’s block and how long the whole process is. For health informatics, I want to know more about how the entire work area goes. What are the different arrays of jobs that I can get with it, what all “informatics” covers, and what future advancements in the field will open up to us.

Inquiry Notes:

InquiryJohnL

CoP free write

Posted in Free Write on January 24, 2013 by jlineb10

I know that CoPs are similar to discourse systems. I did a project in English 1101 about discourse systems. What I don’t know is how to determine if something is a CoP as it excludes so many things. I’m not sure what exactly fits the definition. Discourse systems seemed to cover a wider amount of things. I’m not sure how a job isn’t a CoP. We’ll see.

CoP Notes

Posted in Notes on January 24, 2013 by jlineb10

CoP

Domain – an identity defined by shared interest

Community – a group or network of individuals who share the domain

Practice –  The community acts upon the domain that they display an interest in.

Seems like an extension of what a discourse system is.

It is not just an interest group.

CoP I am a part of:

1. This English class

2. Novice programming

3. Novice writers

CoPs I want to be a part of:

1. Health Informatics

2. Health analysis

3. Adept writers

Notes From Movie

Posted in Notes on January 23, 2013 by jlineb10

COPs Thierry is a part of:

Videography

Street Artistry

How to become a member:

1. Start it

or

2. Embrace it

or

3. Find other members and become a group

or

4. just practice it.

How does primary discourse influence you are in a secondary discourse?

Thierry missed his mothers death, which is strongly regrets. This is why he became part of the videography CoP. He never wants to miss an event ever again.

How do discourses conflict with one another?

They can have conflicting interests.  The discourse of law and order had a direct conflict with the discourse of street art, as street art was illegal by law and so order tries to correct it.

Discourse and Literacy notes

Posted in Notes on January 18, 2013 by jlineb10

“What is  important is  not language,  and surely  not grammar,  but
saying(writing)­-doing-­being-­valuing-­believing  combinations.  These
combinations I will refer to as Discourses, with a capital “D,” a notion I
want now to explicate (Gee 1992,  2005). Before I do that, let me point
out that I  will use  “discourse”  with a  little  “d” for  language in  use or
connected stretches  o f  language  that make  sense,  like  conversations,
stories, reports,  arguments, essays,  and so forth. So,  “discourse” is  part
o f  “Discourse”—­”Discourse” with a  big “D” is  always more  than just
language”(Gee, 154).

In other words, discourse and Discourse are two different things. Or rather, one is more of a sub category of another. “d”iscourse is purely the language aspect of Discourse. It is the methodology of how they communicate with each other. This can be conversations, telling stories, writing, any kind of newsletter. “D”iscourse is the much broader term. It encompasses what they do, how they act, their values, and their beliefs. Discourses and communities of practice can sometimes be similar enough that the border between them blurs. Many of the features under a Discourse are also within a CoP. CoPs have a few features that are not always shared with Discourses. Often a member of a CoP is unaware that they are even a member, where as this is unlikely for a member of a Discourse system. CoPs are also always striving for the goal of learning more about their practice and not simply the act of doing it. A community of practice that comes to mind is our English class. None of us really know each other, I can probably name 2-3 of you at max. We are all there for a common interest, taking and passing the class. We have not really reached the phase where everyone is talking to each other yet but it is approaching. All the while we are learning together about discourses, Discourses, and communities of practice.

 

JohnLDis&Lit