Archive for the Reading Response Category

Reading Response 7

Posted in Reading Response on April 2, 2013 by jlineb10




In my past experiences with peer review, it probably was not worth doing to begin with. I usually get the response, “I don’t see anything that should be changed.” I would also often only get positive comments and nothing negative to work with. At the same time it felt like no one really cared to actually do the peer reviews in the first place. I think that was mostly due to the fact that we all knew that the papers didn’t mean anything to us, it was just some assigned prompt. I have been asked to make sure they stay on topic, watch for typos, tell them if the paper makes sense, if it’s ranty, boring, etc… I once received a comment that I only spaced down the page 7 times to write my title when the rubric required 8 spaces. I still don’t know how they counted my number of spaces on a white page with a title in the dead center. Most of my comments are something to improve. I try and throw in positives but I don’t think I have ever peer reviewed a paper in which the writer wanted or cared for revision. I never suggest too much as it is their paper and not mine, so I may seem apathetic. I’ve never been uncomfortable reviewing someone’s paper before. What are they going to do, chew me out for correcting them? I and they will get over it. The most memorable comment I got that was helpful was when I had my friend review a little bit of something I wrote for fun, I think it was the same chapter I uploaded to WP in an earlier post for an example. the one about Aven. His suggestions helped me fix the very end of the chapter because I didn’t like their getaway.



Reading Response 6

Posted in Reading Response on March 26, 2013 by jlineb10


This reading reminded me a lot of the word literacy in English 1101. It was a simple enough  word that everyone knows how to use until we erase its borders and make it apply to everything.  The text says that genres cannot be sorted into categories or used as classification systems. If this is true then doesn’t that mean book and music genres do not exist? We use genre to categorize things constantly in our lives so this made no sense to me. There appears to be many different genre theories but I don’t really understand why they can’t be combined into one. If they were then maybe it would stop being just theories anymore. It seems like none of these can be perfectly accurate without another.

Reading Response 5

Posted in Reading Response on March 21, 2013 by jlineb10


The rhetorical situation in this video is about how to write a good fantasy story. There tends to be an exigence in fantasy writing where writers make too many assumptions that the reader knows exactly what your talking about in this made up world. The rhetorical audience needs to be able to know exactly what is going on without the writer becoming too overly descriptive and therefore boring. All fantasy writing has to have some kind of realism or else the audience won’t be able to relate which kills off their interest. Some fantasy writers also fear that their reader will fail to see their vision and because of that become extremely descriptive. People will inevitably create their own vision of everything you write. I had a totally different image in my head of Harry Potter when I read the first book, and was surprised when I saw him in the first movie.

Reading Response 4

Posted in Reading Response on March 15, 2013 by jlineb10


Before reading this I would not have been able to create a similar definition of the word rhetoric based on my own knowledge. The article defines a rhetoric as “the purposeful use of language and images.” The only thing that came to my mind was that annoying response someone gives you saying “I was being rhetorical.” From that statement I would then define rhetoric as something that you already knew and was not mean’t to inspire further conversation.

I suppose this would mean that the topic of our argumentative essay is our “rhetorical situation” and the problem we see within the topic is our “rhetorical exigence.” That means that the people our argument is directed at, those who can actually act upon our reasoning, becomes the “rhetorical audience.” Finally, the message you are displaying to this audience becomes your “rhetorical purpose.”

My first question would be based off of this quote from the article:

“Ideally, persuasion results in both you and your audience being changed by the experience.”

I’m not entirely sure why the person doing the persuading is going to be changed by the experience, unless change only refers to a status progression in the same direction. Of course the audience should experience a change in view or opinion but the persuader changing his view seems counter productive.

My next question is about why we choose to ignore rhetorical exigences when they apply to us. An example would be how I wished there was a creative writing class in high school, but I never went anywhere with it until this class, despite seeing the exigence, having purpose, and knowing resolutions.

Glenn JohnL

Reading Response 3

Posted in Reading Response on February 20, 2013 by jlineb10



Academic Context:

I don’t always start with an introduction, or rather; I rarely start with an introduction. I do need a thesis statement though. After that I start stringing together points and sources that build volume upon my argument including all but the last sentence of my conclusion. Then I go back and write the introduction to compliment the bulk of my paper. The final sentence of my conclusion is always the hardest part for me as I need it to be something that neatly strings together everything I said previously. One other thing I do is trying and not let myself write emotionally. I don’t like it when my paper beings to sound like a lament or rant. Academic writing is a process for me and I cannot easily write the full length of the paper in a single sitting.

Creative Context:

I like to start from the very beginning whenever I do creative writing. In fact, I normally have an intro or Prologue page. I do not take much time to contemplate what I’m writing. There is a big difference between Academic and Creative writing for me. In Academic writing you are not the ultimate source of knowledge. You have to research or learn your topic and then attempt to write about it. In creative writing, I do not need to do this. Everything that happens in the world I create is of my imagination and needs no prior learning as the paper itself cannot stretch beyond my own knowledge. It is very easy for me to write 10 pages in an hour. Afterwards I will review it and rethink paragraphs or dialogue that I feel could be better.


I always write my first, second, and nth drafts as if they were my final draft. I’ve never really been one to outline beforehand either. I usually just let my mind free flow but I keep it organized and sensible. I’ve never been in a true situation where I had to write a second draft that was drastically different from my first one.

Below you will find the first draft of the first chapter of something I decided to write.

A little background:

Aven is a character I made up when I was about 11 or 12. I use Aven all the time in my personal writing. I also frequently use Aven as account names and it is the name I have always used in any kind of online gaming I do.



Posted in Reading Response on February 6, 2013 by jlineb10

After reading “The Five Paragraph Essay” I was filled with painful reminiscent thoughts TEDDA and Writing Wednesdays in high school. Being locked into that format was so anti-intuitive that I questioned the merit of my English teachers.

“A student or a young faculty member can be punished for major transgressions from the norm, for attempting to move away from what the more established, initiated  members expect.  In order to receive a good grade.”

“As individuals within an academic community become more established and famous, they can become more anticonventional, in both their texts and their lives.”

Ann Johns’ idea seemed to be that you just deal with the rules so that you get your grade. If you ever become a published Author, then you can be as anti-conventional as you want. I sadly have to agree with him.

“yet, her insistence on the five-paragraph essay as a “basic form” for struggling writers creates a needless impediment to composing. Imposing an arbitrary format makes learning  to write just that much harder, and for no good reason.”

This quote from “The Five Paragraph Essay” is what I thought about my English teachers every day as we prepared for the 10th grade Writing Test. I was given the same prompt, “Define Integrity” 7 times that year. There were numerous other prompts I had to write about repeatedly in preparation as they ran out of new ones. I thought it would be over after 10th grade but then they began Writing Wednesdays. It was meant as practice for the 10th grade Writing Test yet all grades were required to participate. I believe that Ann had the ideals of a school system in his writings while John had the ideals of a student, which is why I enjoyed article vastly more.

An insurrection that I was part of happened in 12th grade. Myself, along with most of our grade, made our Writing Wednesday papers as terrible as possible for weeks. We would rant, go off topic, writ lyke wre 3, and not put our names on it. Of course the school hated it, as they had a Friday faculty meeting where they were required to read aloud the best and worst papers that each teacher had collected. The 12th grade teachers had no “best” paper. The school’s way of fixing the problem was getting mad at the teachers. Then the backlash would reach us within days. It didn’t stop and eventually I just stopped turning in a paper. The second semester of my 12th year, I had all 4 classes with the same teacher. She was my favorite teacher and I helped her everyday as a tutor/TA. She also doubled as a teacher and assistant principle. She agreed with me that it was a poor choice to force Writing Wednesday on 11th and 12th graders and did not care that I opt’d out of it. I don’t know how Writing Wednesday is now, but I can only imagine that it was removed.

I feel like teaching writing needs to be less formatted and political. Don’t ask for our opinion on something we don’t care about. I would not enforce five paragraphs, TEDDA (tedda can die), or any but the most basic outline. Prompts are another large detriment to writing. If you are going to assign a prompt then make it vague and not mundane. Better yet, let them write about whatever they want, as that is when you are going to see their creativity mold. A writing teacher needs to encourage the students talents and ideals, not impose their own upon the student. The 7th and 10th grade writing tests only show how good we are at pretending to know what we are talking about, they should be removed as well. My ideas to break and revise rules would probably be glazed over by the school but I do not feel alone among other students from my school. Their entire system was a mess and I think that they knew it.

I’m reminded of my 11th grade English teacher. We got to write an Editorial about anything we wish that we could change at the school. I was deducted 10% because she didn’t agree with me that Ipods should be allowed on campus.

Discourse Communities

Posted in Reading Response on February 1, 2013 by jlineb10

Notes on

Discourse Communities I
and Communities o f
Membership, Conflict, and
A N N M. J O H N S