1. What argument are you trying to make in your draft?
The kind of argument I'm trying to achieve is that I'm sort of criticizing the way of I was taught to write and then how to revise. Mostly, how I have been left confused over the years on how to properly write and correct my papers.
2. How are you using the text in your draft?
I haven't really started to use my text in any sort of special way. I'm trying to be straight forward with my reader and try to reach a point.
3. How have you organized your draft so far?
My draft is kinda of unorganized at the moment. I feel I can add a lot more and use the Sommers article in a better way that I have. Just an opener and a few paragraphs. Its definitely not finshed yet.
4. What do you like about your draft so far? If you had to identify one sentence or passage that seems to get to the heart of what you are trying to say, what would it be?
I don't like my draft at all really. It feels unfinished and rushed. I can't really recall anything significant about my draft that sticks out yet.
5. What are you struggling with in your draft? What questions do you have? What kinds of feedback would you like?
My main struggle is content I think and using the proper grammar to try and trying to make the point by using proper language. Any feedback would help I think.
Monday, September 21, 2009
Assignment #1 draft
Option #1
How were you taught to revise? When you revise for school, do you tend to focus on micro issues, as the students in Sommers’ study did? Or do you focus on global issues of argument and audience, as the experienced writers in Sommers’ study did? How did you learn your revision techniques? Describe your writing process using Sommers' terms, and then analyze why you write the way you do. Use specific examples from both Sommers' research and your own experiences.
Truthfully if I ever had the choice to take an English class or another subject, I would definitely take the other. Through out my English experiences I have learned that every teacher, professor, or instructor has there own way and usually says “ We write my way.” So I have always found it extremely difficult to learn to properly write. From grammar nazis to elaborate sentence melters, I have had my fair share of english lessons and I hate it.
In Nancy Sommers article “Revison Strategies of Student Writers and Experienced Adult Writers” she has pointed out many of the mistakes I have committed as a writer and at the same time also writing some of the techniques I have attempted to use. When it comes to writing I tend to focus on the micro issues and the technicalities of the paper, after that I attempt to fit in the ties of the global issues and try to reach an audience as the experienced writers would do.
At the beginning I was taught to write in a very strict way and follow the guidelines, Opening sentence, thesis, body paragraph, body paragraph, conclusion. Boom that was a paper fit for an A, with of course that you had precise spelling and some proper grammar thrown in. Then I was taught to revise, as Sommers points out for student writers under reviewing, “...Usually when I read what I have written...then I go and get my thesaurus.” Checking for repetition of words and how boring they sound, that was one of the many chores I go through while revision.
After a few years of English I came to learn a new way to write and revise once I had started my college courses. My instructor said, “Forget everything you were taught in grammar school and high school.” Funny as it seemed it appeared that I was the only one who was surprised and confused. All of our essays began with a rough drafts that consisted of a finished essay that she said to write the way you were taught. After that next draft would consist of clever ways of connecting sentences, “melting together,” confused because I always thought run-on sentences were bad. The following draft was to use different punctuation, for example when to use the hyphen or when to use the semi-colon. By the third and final draft you had a bunch of alliteration, quotations, and sources. Trying to accomplish a word count and succeed in proving your argument proved quite difficult.
I am very much part of Sommers’s student writers.
How were you taught to revise? When you revise for school, do you tend to focus on micro issues, as the students in Sommers’ study did? Or do you focus on global issues of argument and audience, as the experienced writers in Sommers’ study did? How did you learn your revision techniques? Describe your writing process using Sommers' terms, and then analyze why you write the way you do. Use specific examples from both Sommers' research and your own experiences.
Truthfully if I ever had the choice to take an English class or another subject, I would definitely take the other. Through out my English experiences I have learned that every teacher, professor, or instructor has there own way and usually says “ We write my way.” So I have always found it extremely difficult to learn to properly write. From grammar nazis to elaborate sentence melters, I have had my fair share of english lessons and I hate it.
In Nancy Sommers article “Revison Strategies of Student Writers and Experienced Adult Writers” she has pointed out many of the mistakes I have committed as a writer and at the same time also writing some of the techniques I have attempted to use. When it comes to writing I tend to focus on the micro issues and the technicalities of the paper, after that I attempt to fit in the ties of the global issues and try to reach an audience as the experienced writers would do.
At the beginning I was taught to write in a very strict way and follow the guidelines, Opening sentence, thesis, body paragraph, body paragraph, conclusion. Boom that was a paper fit for an A, with of course that you had precise spelling and some proper grammar thrown in. Then I was taught to revise, as Sommers points out for student writers under reviewing, “...Usually when I read what I have written...then I go and get my thesaurus.” Checking for repetition of words and how boring they sound, that was one of the many chores I go through while revision.
After a few years of English I came to learn a new way to write and revise once I had started my college courses. My instructor said, “Forget everything you were taught in grammar school and high school.” Funny as it seemed it appeared that I was the only one who was surprised and confused. All of our essays began with a rough drafts that consisted of a finished essay that she said to write the way you were taught. After that next draft would consist of clever ways of connecting sentences, “melting together,” confused because I always thought run-on sentences were bad. The following draft was to use different punctuation, for example when to use the hyphen or when to use the semi-colon. By the third and final draft you had a bunch of alliteration, quotations, and sources. Trying to accomplish a word count and succeed in proving your argument proved quite difficult.
I am very much part of Sommers’s student writers.
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