JOURNAL 7 (:

Dominique Casale
COMP 2000

JOURNAL # 7


1. The writer is interested in researching the revision process. She, with the help of six professional writers, further studied this. With this, “An analysis of their work approach strategies showed their detection strategies to consist in anticipating errors and in comparing the author’s text with the editor’s knowledge, which appears in a range of states: certitude, uncertainty, and ignorance. Furthermore, the participating editors used problem-solving strategies to automatically solve more than half of the problems encountered in the text.” The questions that knowledge that she hopes to gain, are the answers the to following questions: “What defines revision in a professional context? What approach is taken by those who make their living revising—that is, professional editors? Are their resemblances between their strategies? How is their revision process influenced by the mandate they receive, their conception of revision, and their experience?”


2. They collected their data by first separating the six participants into two categories, least experienced and most experienced. By doing so they were able to see weather behavior varied with experience. Then they separated them into two groups against based on how they went about the process of revision. They also made use of interview data. They then developed a system to organize and grids to display there data from the research they had done. They examined their research and furthered on in gaining their knowledge of the process.


3. “Even though professional editing presents numerous similarities with the self-revision performed by copywriters, it nevertheless differs from the latter on several points.” & “professional editing is a process unto itself that occurs independently of writing, whereas self-revision is one of the three sub processes of writing, the other two being planning and drafting.”

JOURNAL # 6 (no dropbox for the journal)

Dominique Casale
Journal Entry # 6
1. He says it is clear that not every situation has a discourse. No major theorist has ever treated the rhetorical situation thoroughly as a distinct subject in rhetorical theory; in fact, many ignore it. With this, each reader probably can recall a specific time and place where there was opportunity to speak upon an urgent matter, and after the opportunity was gone he created in private thought the speech he should have spoke up and told earlier in the situation. This makes it very clear that situations are not always accompanied by discourse.
2. The rhetorical situation is the nature of those contexts in which the speakers or the writers create rhetorical discourse and Rhetorical situation maybe defined as a complex of persons, events, objects, and relations presenting an actual or potential exigence which can be completely or partially removed if discourse, introduced into the situation, can so constrain human decision or action as to bring about the significant modification of the exigence.
3. “Any exigence is an imperfection marked by urgency; it is a defect, an obstacle, something waiting to be done, a thing which is other than it should be.” An example could be when a student hastily puts together a personal narrative and there are constant grammatical errors and errors within the flow of the paper. The reader can correct and further understand the paper than.

JOURNAL ENTRY 5 ON CHAPTER 1 ENGLISH STUDIES :)

JOURNAL ENTRY # 5

All the disciplines of language are intertwined yet in a highly intellectual way. Yet it seems that all, linguistics, discourse analysis, and English studies are contradicting to one another. Within this theory the interaction of linguistics as a description of language is general and grammars as a description of the rules of particular languages, where comes syntax and semantics. Within this view, contemporary linguistics can thus be characterized as the study of the structure of language as cognitive and social object.

The scholars are extremely passionate about their writing. Here they try to explain a specific aspect of writing and its parts.  They believe linguistics gives meaning and structure to writing.  Like any statement made…anything they say towards a certain topic is brought to the public eye where people can further learn from their knowledge and findings. 

there is something wrong with my dumb internet & it wont let me update to my dropbox so i am going to put it here just in case, ill try again tomorrow

Template

In the Introduction to They Say/I Say: The Moves That Matter in Academic Writing, Gerald Graff and Cathy Birkenstein provide templates designed to open up and clarify academic conversation. Specifically, Graff and Birkenstein argue that the types of writing templates they offer concrete prompts that can stimulate and shape thought. As the authors themselves put it, “our templates echo this classical rhetorical tradition of imitating established models” Although some people believe that their templates represents a return to prescriptive forms of instruction that encourage passive learning or lead students to put their writing on auto-pilot, Graff and Birkenstein insist that it is not to stifle critical thinking but to be direct with students about the key rhetorical moves that comprise it. In sum, hen, their view is that using their templates would be beneficial to any student writer and by using this method students are asked not simply to keep providing and reasserting what they already believe, but go stretch what they believe by putting it up against the beliefs of our diverse society.

 

I have mixed feelings.  In my view, the types of templates that the authors recommend would help me out in my writing and I would like to make use of them.  For instance, giving me flow and piecing together information that I thought I could not write properly.   In addition, although I believe I could make such of such templates I can also see where they could stifle someone or be totally useless in some genres.  Some might object, of course, on the grounds that templates are very straightforward and they have problems recognizing that the templates are guides not something to hinder your creativity or enable you to write.   Yet I would argue that for the templates, because I believe they can be beneficial.  Overall, then, I believe templates should be regularly assimilated into the confusing and difficult writing and composition classes —an important point to make given that most people write poorly and feel lost when asked to complete a certain task or convey a certain point through their writing.

 

 

( JOURNAL ENTRY # 3 )

JOURNAL ENTRY # 3

 

Ò _HE HAS TO INVENT THE UNIVERSITY WHEN THEY WRITES IN COLLEGE BECAUSE THROUGH HIS WRITING HE MUST MAKE IT CLEARLY HIS OWN. USING LAUNGAUGE THAT TIES IT TOGETHER AND MAKES IT UNIQUE, NOT SIMILAR TO ANOTHER. HE MUST FORGE HIS OWN PATH IN WRITING RATHER THAN COPYING ANOTHER.

Ò _HE SUGGESTS THAT A STUDENT AS GREAT POWER BECAUSE NOT ONLY ARE THEY INCLUDED IN A DISTINTIC DISCOURSE WHERE THEY BECOME PRIVY TO ITS KNOWLEDGE AND WAYS, BUT HAS THE POWER AND AUTHORITY TO TAKE WHAT HE HAS LEARNED AND MAKE IT HIS OWN OR CREATE SOMETHING TOTALLY ON HIS OWN WITHOUT THE HELP OF THE DISCOURSE.

Ò _THE FIRST PIECE WAS CUT AND DRY STORY OF WHAT A BOY WHOM WORE A DIFFERENT COLORED SHOES AND SOCKS THAN THE REST OF HIS TEAMMATES AND ALSO GOT OTHERS TO CHANGE THERE FOOTWEAR’S STORY OF HIS VIEW AND EXAMPLE OF CREATIVTY. BATHOLOMAE THOUGHT THAT THE PIECE WAS SOMEWHAT SEEMLESS.  HE SAID IT WAS TIDY AND SMOOTH. IT DID THE JOB BUT I BELIEVE HE THOUGHT IT NOT BE AS GOOD AS THE SECOND EXAMPLE.  THE SECOND PIECE WAS ONE OF A GIRL WHOM LOVED MUSIC, PLAYING INSTRUMENTS, AND MADE A GREAT ATTEMPT IN WRITING HER OWN PIECES. HERE HE BELIEVES THAT SHE WAS FULLY CONSCIOUS AND FULLY UNDERSTANDING THROUGHOUT THE WHOLE PIECE.  SHE MAKES USE OF GREAT LANGUAGE AND WRITES WITH THE USE OF QUOTATIONS IN, WHICH SHE EXPLAINS.  HE LIKED HER EXAMPLE BETTER. 

IM A PRO AT....

Exertise in:

*Electronics
*Facebook
*Word games
*Cards

Im interested in:

*Fashion
*Electronics
*Reading
*Jewelery
*Forensic psychology
*Mental illnesses
*Love

( JOURNAL ENTRY # 1 )

Dominique Casale

Comp 2000

 

LINK: http://www.slate.com/id/2168471/

 

Ò The point of the argument is to stress the insignificance and lack of impact left on teenagers after watching an overly dramatic pot smoking commercial, such as when they take a few puffs of a joint while going through a drive through and then they run over a little girl on her bike.  It basically saying that in order to get the point across to stay above the influence and don’t smoke pot. They should stray from using ads like the one with the little girl on the bike, because they aren’t getting across to the viewers they’d like to reach, rather just giving them something largely ridiculous to poke fun at. Something making a logical impact that can later happen as a result of smoking pot, much like the simplicity of the ad enclosed with the article. Then hopefully, less and less people will smoke pot.

Ò The claim makes use of value and of fact mostly and slightly with policy (should change the tactics of the commercials and get teens to stop smoking pot).

Ò They use both pathos and logos. Pathos by jeering at the falsity of the past commercials and giving reasons why they should be changed to something that would better appeal to a teens emotions such as him realistically loosing his girlfriend over pot rather than something ludicrous like just because he smoked a joint he is going to hit a little girl on her bike and laugh. Logos by sharing what teens actually connect and relate to use in commercials and realistic thinking by saying they can’t and won’t be affected by prior commercials.  If they can relate and believe it can realistically happen and not laugh at a farfetched commercial, they could possibly make an impact.