A Cog in the Writing Machine
Tuesday, April 21, 2009
In Class: Whateva I Do What I Want
So an undirected free write, haven't had one of these in a while. I was actually sitting here waiting for instructions whenever everyone seemed to start typing on they keyboard at once. I was rather distracted - it was kind of deafening.
Anyways, I don't feel well today. I didn't sleep a lot last night? I rearranged my room because for some inane reason I felt the need to. I unlofted my bed and made a king size bed (because I have two twins and pushing them together makes them King Sized Extra Long, yay) And so that was fun...didn't go to bed till about three and woke up at 7. I despise TR mornings, really I do. My arts administration 8 am is a waste of my time when I could be sleeping an extra hour...seriously...disrupting my sleep schedule is ground for death. I feel ill and i didn't sleep a lot and I can't sleep before my next class because it's a musical theatre performance class and I have to be awake and vocally warmed up or else I can't hit high notes...which is required of me for this class.
I'm complaining a lot aren't I? I really shouldn't, I'm rather happy at this point in time. Well...happy, I guess? I'm content, yeah, let's go with that. I'm almost finished with school, my finals schedule - I have 3 finals during finals week - two of which are in teh morning and both presentations and my Friday final which is in the middle of the day and the only final that requires me to read - nice, right? I can read a play a day and be done with studying. When reading plays became studying, I realized I loved doing what I do. Albeit I have two vocal juries within days of each other as well as numerous formals to attend and b.s. RA stuff as well along with trying to have a social life...things are getting a bit hectic!!!!
LOVE,
Dre
Anyways, I don't feel well today. I didn't sleep a lot last night? I rearranged my room because for some inane reason I felt the need to. I unlofted my bed and made a king size bed (because I have two twins and pushing them together makes them King Sized Extra Long, yay) And so that was fun...didn't go to bed till about three and woke up at 7. I despise TR mornings, really I do. My arts administration 8 am is a waste of my time when I could be sleeping an extra hour...seriously...disrupting my sleep schedule is ground for death. I feel ill and i didn't sleep a lot and I can't sleep before my next class because it's a musical theatre performance class and I have to be awake and vocally warmed up or else I can't hit high notes...which is required of me for this class.
I'm complaining a lot aren't I? I really shouldn't, I'm rather happy at this point in time. Well...happy, I guess? I'm content, yeah, let's go with that. I'm almost finished with school, my finals schedule - I have 3 finals during finals week - two of which are in teh morning and both presentations and my Friday final which is in the middle of the day and the only final that requires me to read - nice, right? I can read a play a day and be done with studying. When reading plays became studying, I realized I loved doing what I do. Albeit I have two vocal juries within days of each other as well as numerous formals to attend and b.s. RA stuff as well along with trying to have a social life...things are getting a bit hectic!!!!
LOVE,
Dre
Tuesday, April 14, 2009
Unit 3 Proposal
As a group, The Over Achievers have decided that our topic would be over “Little Miss Perfect.” This not only pertains to the television show with the same namesake but all pageants in general that are targeted towards little girls – ages ranging from toddler to pre-teen.
The group as a whole would like to comment how wrong we believe this event is. Pageants aimed towards little girls who have not fully developed mentally, emotionally, and physically could be extremely detrimental. These girls are not entered into the pageants on their own but are coerced by their overbearing mothers who micromanage every moment of their life, if not by themselves then coupled with their spouse or a coach. We’ll be discussing the effects of the pageantry not only on the girls when their young but also when they are older.
There are many mediums we could use to convey our argument. The first that came to mind was a commercial that could either be shot with a serious or a witty tone – to be decided on later. Also, a newspaper article either covering the actual event (in a negative light) or a case study of someone who was once a “Little Miss Perfect” contestant and how their life was negatively affected by the pageant. Creating a program proposal geared towards junior highs and elementary schools that would promote a healthy body image for young girls – “you’re perfect the way you are.”
We look forward to making these arguments and getting to know more about our topic.
The group as a whole would like to comment how wrong we believe this event is. Pageants aimed towards little girls who have not fully developed mentally, emotionally, and physically could be extremely detrimental. These girls are not entered into the pageants on their own but are coerced by their overbearing mothers who micromanage every moment of their life, if not by themselves then coupled with their spouse or a coach. We’ll be discussing the effects of the pageantry not only on the girls when their young but also when they are older.
There are many mediums we could use to convey our argument. The first that came to mind was a commercial that could either be shot with a serious or a witty tone – to be decided on later. Also, a newspaper article either covering the actual event (in a negative light) or a case study of someone who was once a “Little Miss Perfect” contestant and how their life was negatively affected by the pageant. Creating a program proposal geared towards junior highs and elementary schools that would promote a healthy body image for young girls – “you’re perfect the way you are.”
We look forward to making these arguments and getting to know more about our topic.
In Class: Analyzing Analytical Questions
From our reading last night there were MANY questions posted in the reading that helped the reader to analyze a visual argument - no matter what kind of visual argument, just as long as it was one.
Two of the questions that I really liked were:
What positive - or negative - feelings about individuals, scenes, or ideas does the ivsual intend to evoke in viewers?
and
What argumentative purpose does the visual text convey? What is it designed to convey?
These two questions really peaked my interest because when people see visuals - they react. No one really thinks beyond the reaction at all. Yeah, they may discuss it but are they even discussing why theyr'e discussing and what made them discuss it? Sure it was their reaction but what caused the reaction specifically? Nothing is done without a purpose when it comes to visuals - everything has a time and place. If it didn't a visual argument wuoldn't be as savvy and important as it is.
Honestly, these two questions delve further in to thinking about why a visual argument is made. Sure all the other questions do the same thing but these questions make the viewer/reader turn in on themselves and actually think about why this argument is saying what it is. Why is this visual the way it is? The creator could have easily changed the reaction by differing a couple of the visual aspects but they didn't - everything was for a purpose.
I also really love the first question because not all visual arguments are one or the other. What one visual could mean to one person, it could mean something completely different to another. Honestly - a picture of the flag of the United Confederate States = what does that invoke in you? Is it teh same as the person sitting next to you? How about five chairs down from you? What the creator intended and what you are feeling could be two completely different things.
Two of the questions that I really liked were:
What positive - or negative - feelings about individuals, scenes, or ideas does the ivsual intend to evoke in viewers?
and
What argumentative purpose does the visual text convey? What is it designed to convey?
These two questions really peaked my interest because when people see visuals - they react. No one really thinks beyond the reaction at all. Yeah, they may discuss it but are they even discussing why theyr'e discussing and what made them discuss it? Sure it was their reaction but what caused the reaction specifically? Nothing is done without a purpose when it comes to visuals - everything has a time and place. If it didn't a visual argument wuoldn't be as savvy and important as it is.
Honestly, these two questions delve further in to thinking about why a visual argument is made. Sure all the other questions do the same thing but these questions make the viewer/reader turn in on themselves and actually think about why this argument is saying what it is. Why is this visual the way it is? The creator could have easily changed the reaction by differing a couple of the visual aspects but they didn't - everything was for a purpose.
I also really love the first question because not all visual arguments are one or the other. What one visual could mean to one person, it could mean something completely different to another. Honestly - a picture of the flag of the United Confederate States = what does that invoke in you? Is it teh same as the person sitting next to you? How about five chairs down from you? What the creator intended and what you are feeling could be two completely different things.
Thursday, April 9, 2009
In Class: Construct, Create, and Corrupt with Arguments
Anyways, so finally learned how to construct an argument? Well, not so much construct but more actually make the articles that helps an argument be an argument because everything is an argument...wow I hope you understood that.
Oh and I don't necessarily mean corrupt, that wasn't the right word I wanted to use but hey it fits so we'll just go with it.
Before we anylized the actual arguments that were made in reaction and now we learned how to make those arguments - not just analze them.
Aparently I can't spell analyze today.
Anyways, this was interesting because there are many different ways to write an essay to make it accesible or to create the level of argument.
----
How would I impliment this?
It'll help in Unit 3 because, well, we have to make our own arguments - our own reactions. We aren't going off of some article a journalist wrote in reaction to an event. No, this time it is our own article that we will be creating. I'm rather excited abotu this because creating authentic looking (well they are authentic, we created them) pieces that state an argument, a pov, an idea, a reaction about an event is really empowering.
Unit 3 is all about the group's reaction to an event - I've never really been asked to give my reaction to an event - it's always been analyze this and get on with your day so the fact that I learned from the reading how to impliment and use these to my advantage in Unit 3.
I'm looking forward to creating my own arguments alongside with my group.
sorry <3
Oh and I don't necessarily mean corrupt, that wasn't the right word I wanted to use but hey it fits so we'll just go with it.
Before we anylized the actual arguments that were made in reaction and now we learned how to make those arguments - not just analze them.
Aparently I can't spell analyze today.
Anyways, this was interesting because there are many different ways to write an essay to make it accesible or to create the level of argument.
----
How would I impliment this?
It'll help in Unit 3 because, well, we have to make our own arguments - our own reactions. We aren't going off of some article a journalist wrote in reaction to an event. No, this time it is our own article that we will be creating. I'm rather excited abotu this because creating authentic looking (well they are authentic, we created them) pieces that state an argument, a pov, an idea, a reaction about an event is really empowering.
Unit 3 is all about the group's reaction to an event - I've never really been asked to give my reaction to an event - it's always been analyze this and get on with your day so the fact that I learned from the reading how to impliment and use these to my advantage in Unit 3.
I'm looking forward to creating my own arguments alongside with my group.
sorry <3
The Over Achievers
That's what we titled our group. Pretty amazing right? I know overachiever is one word but I think there is more poetic justice in it being two words...I think I had a reason at the very beginning but that was Tuesday and in the morning...I'm so not there anymore.
Anyways, so we gave each other names - divvying up what needs to be done and whose strengths we can play those to and I am:
The Negotiator
I know. I know, pretty bamf. The Negotiator is to help have everyone's voice heard because a group project means that everyone has a hand in on the job. I've always been the kind of person who made sure people didn't talk over other people and that the person who had the floor was given their due. I was sergeant at arms for two years in my theatre troupe in high school...I'm pretty legit. However, not only is it making sure people aren't talking over other people, it's making sure that everyone puts in something...you can't get something from nothing.
The Over Achievers:
Lauren Pierce
Analisa Garcia
Claire Wiseman
Audrey Burkhart
Tuesday, April 7, 2009
In Class: Group Work - Take It Or Leave It
Ok so I have been in SEVERAL group workings that have pretty much left me scarred...seriously, I have battle scars from some groups that didn't do jack crap for the assignment and I don't take that very well. I love my GPA - it's my best friend - it'll help me get to where I need to be so I don't take kindly to people who think they can slack off. I'm one of those kids who never had to open a book really to study in high school - honestly, not to sound like I'm really smart or anything it was just a gift but now in college I know I have to do work if I want to get the grades I want. But this group work spans back in to high school - back when all my group had to do was design a poster board and they couldn't even do that....
So I've always been "the smart girl." People wanted to get in my group because I knew the answers becaue I was smart. Yes, I am tooting my own horn here. I do my work, I get it done on time, and I make good grades - nothing wrong with that - it got me honors and graduating in the top 5% of my class so whatevs. Anyways, it made me really wary when I wasn't in a group with my best friends. This is why you take all AP courses if your friends are AP people as well, you don't want to get stuck with the regulars but you just can't help it in the elective courses.
Take BCIS for instance. We had to create a powerpoint - easy enough right? You make a slide, you e-mail it to me, easy peasy pumpkin cheasy right? Wrong obviously. Three kids out of a five student group didn't do their slides so I had to make it on the day it was due - needless to say I was SO STRESSED that I forgot to format stuff correctly and so it wouldn't work all the way properly...so I got blamed by those three...wow, thanks guys.
---------------
What a group should be doing.
Their fair share of course. I mean honestly that's what a group is supposed to do, work together as a cohesive unit. If you are really busy, I understand, I'll pick up your slack but you're not the only one who overloaded themselves and are having anxiety attacks at this time of the school year. Take a good look at yoru group, we've all got other classes where we have major assignments due. Cry a river, build a bridge, and do your part of the assignment. It'll make the hassle non-existant and you'll just be loved by your group mates for actually doing what you're supposed to do. Do not flake on the group. No excuses - lame or cool otherwise. Seriously, don't punk out on what you should be doing because I would cut a ho if I have to deal with that at this part in the semester.
-------------
Roles and there isn't any playing about this:
Delegatory Supervisor - Delegatory, if that's not a word it is now. Anyways, there's gotta be someone who can hand out jobs and keep people on track because I know everyone has busy lives and I tend to forget about things if I don't have something on my back (i.e. that little sticky note stuck to my keyboard to remind me to do things).
So Here's The Idea Person - Someone has to come up with these or else we'd all be SOL in a group. Ideas lead the group towards getting the job done.
Creativity Creator - I love alliteration. The Creativity Creator's job is to come up with the imaginative and interesting aspects of each idea because no one likes an idea if it's just cut and dry - it's gotta have some pizazz.
Polisher- The person who makes everything shiny and spiffy - i.e. a good grade.
So I've always been "the smart girl." People wanted to get in my group because I knew the answers becaue I was smart. Yes, I am tooting my own horn here. I do my work, I get it done on time, and I make good grades - nothing wrong with that - it got me honors and graduating in the top 5% of my class so whatevs. Anyways, it made me really wary when I wasn't in a group with my best friends. This is why you take all AP courses if your friends are AP people as well, you don't want to get stuck with the regulars but you just can't help it in the elective courses.
Take BCIS for instance. We had to create a powerpoint - easy enough right? You make a slide, you e-mail it to me, easy peasy pumpkin cheasy right? Wrong obviously. Three kids out of a five student group didn't do their slides so I had to make it on the day it was due - needless to say I was SO STRESSED that I forgot to format stuff correctly and so it wouldn't work all the way properly...so I got blamed by those three...wow, thanks guys.
---------------
What a group should be doing.
Their fair share of course. I mean honestly that's what a group is supposed to do, work together as a cohesive unit. If you are really busy, I understand, I'll pick up your slack but you're not the only one who overloaded themselves and are having anxiety attacks at this time of the school year. Take a good look at yoru group, we've all got other classes where we have major assignments due. Cry a river, build a bridge, and do your part of the assignment. It'll make the hassle non-existant and you'll just be loved by your group mates for actually doing what you're supposed to do. Do not flake on the group. No excuses - lame or cool otherwise. Seriously, don't punk out on what you should be doing because I would cut a ho if I have to deal with that at this part in the semester.
-------------
Roles and there isn't any playing about this:
Delegatory Supervisor - Delegatory, if that's not a word it is now. Anyways, there's gotta be someone who can hand out jobs and keep people on track because I know everyone has busy lives and I tend to forget about things if I don't have something on my back (i.e. that little sticky note stuck to my keyboard to remind me to do things).
So Here's The Idea Person - Someone has to come up with these or else we'd all be SOL in a group. Ideas lead the group towards getting the job done.
Creativity Creator - I love alliteration. The Creativity Creator's job is to come up with the imaginative and interesting aspects of each idea because no one likes an idea if it's just cut and dry - it's gotta have some pizazz.
Polisher- The person who makes everything shiny and spiffy - i.e. a good grade.
In Class: First Days Revisited
We have like what...five weeks left of school now? Nine classes (including this one and the final) until we're finished with this semester? I'll be a Junior after this is all over with...that's kind of disjointing. I mean honestly, I didn't think this semester had flown by so fast but it is definitely put in to perspective whenever I scroll down and see what all I've written.
I've said hello, I've complained about stuff, I told everyone that one of my favorite stores is Hot Topic, and I've gushed over weddings...I spoke about politics and how I wasn't too sure about it (I mean honestly, I wrote about fashion and teh first lady as opposed to the actual politics of everything). Honestly, it's all been a whirlwind of writing - one post after another. I didn't think I could blog this much but apparently I can and it was quite enjoyable.
I've come to really love my English class and I'm not just saying this to "suck up." I look forward to it in the morning on TR's...it makes sitting through my god-awful Arts Administration class so much easier whenever I think about coming to this class. I like the fact that I get to talk about what I feel and think abuot papers and that my class is actually intelligent enough to carry out on a conversation.
This class is really intelligent. I'd like to comment on that. I was blessed this semester to have peer editing groups where we could actually carry out a conversation as well as give good peer edits for one another. Yeah, the first couple of weeks was kind of awkward but what class isn't whenever you're thrown in with a bunch of studnets you don't know personally? It was nice to get to know people and see what they had to write about.
I also believe my writing improved greatly with this class. Due to all the peer editing and workshopping and conferences and blogging - I've just been able to mature and grow in my writing. I was an alright writer before but now I'm an even better writier - more tolerable for sure.
I loved that I've written so much - it is true, the sheer amount of postings I've done makes me feel kind of kick butt (can we curse on our blogs? I didnt' think so...) anyways but yeah...this semester has been fun. Glad I got in to this class.
<3,
Audrey
I've said hello, I've complained about stuff, I told everyone that one of my favorite stores is Hot Topic, and I've gushed over weddings...I spoke about politics and how I wasn't too sure about it (I mean honestly, I wrote about fashion and teh first lady as opposed to the actual politics of everything). Honestly, it's all been a whirlwind of writing - one post after another. I didn't think I could blog this much but apparently I can and it was quite enjoyable.
I've come to really love my English class and I'm not just saying this to "suck up." I look forward to it in the morning on TR's...it makes sitting through my god-awful Arts Administration class so much easier whenever I think about coming to this class. I like the fact that I get to talk about what I feel and think abuot papers and that my class is actually intelligent enough to carry out on a conversation.
This class is really intelligent. I'd like to comment on that. I was blessed this semester to have peer editing groups where we could actually carry out a conversation as well as give good peer edits for one another. Yeah, the first couple of weeks was kind of awkward but what class isn't whenever you're thrown in with a bunch of studnets you don't know personally? It was nice to get to know people and see what they had to write about.
I also believe my writing improved greatly with this class. Due to all the peer editing and workshopping and conferences and blogging - I've just been able to mature and grow in my writing. I was an alright writer before but now I'm an even better writier - more tolerable for sure.
I loved that I've written so much - it is true, the sheer amount of postings I've done makes me feel kind of kick butt (can we curse on our blogs? I didnt' think so...) anyways but yeah...this semester has been fun. Glad I got in to this class.
<3,
Audrey
