The Advanced Course in Expository Writing: Aims, Texts, Methods The Advanced Course in Expository Writing: Aims, Texts, Methods
College Composition and Communication, Vol. 9, No. 3, Panel and Workshop Reports. Conference on College Composition and Communication, 1958 (Oct., 1958), pp. 165-167
Saturday, March 12, 2011
MLA second article
Cook-Sather, Alison. "Education as Translation: Students Transforming Notions of Narrative and Self." College Composition and Communication 55.1 (September 2003): 91-114.
mla 2nd article
Ludwig Ganske. Note-Taking: "A Significant and Integral Part of Learning Environments" Educational Communication and Technology. Vol. 29, No. 3 (Fall, 1981), pp. 155-175
Friday, March 11, 2011
SQR6
Summary
Margaret Kantz writes an article on ways to help students write their papers. Her article isn’t just a bunch of facts but makes a story out of it, by having characters of two types of students, one that understands how to use her texts and another student who doesn’t know how to make arguments. She uses these students as of what they are doing right and what they are doing wrong with writing a paper, and along the way gives tips on what to fix. Most student’s problems with papers are they find just giving the facts without comments easier. This I believe to be true, you have the source in front of you with all the information and instead of thinking through each piece of information and questioning them, rewording and paraphrasing is much quicker. Kantz also states that you should know how to interpret your readings, should be able to understand what you are reading because it will be much easier to comment on the sources. Although many students want their papers to be perfect and not have any wrong information, you should think through of what could be wrong with the sources. The sources you get aren’t always true and you may catch it or find two sources with two different types of information which will leave you confused, but don’t take it as a bad thing. This is the type of information that could help you with making judgments and commenting on those sources.
Question
Why is important to question your sources?
Response
Because in that way your own paper is going to be reliable and also because of the fact that the more you know about your sources and the facts that you are presenting as true the more you can elaborate on your own tought and argue in favor of your theory , having facts that you understand backing up what you write.
Margaret Kantz writes an article on ways to help students write their papers. Her article isn’t just a bunch of facts but makes a story out of it, by having characters of two types of students, one that understands how to use her texts and another student who doesn’t know how to make arguments. She uses these students as of what they are doing right and what they are doing wrong with writing a paper, and along the way gives tips on what to fix. Most student’s problems with papers are they find just giving the facts without comments easier. This I believe to be true, you have the source in front of you with all the information and instead of thinking through each piece of information and questioning them, rewording and paraphrasing is much quicker. Kantz also states that you should know how to interpret your readings, should be able to understand what you are reading because it will be much easier to comment on the sources. Although many students want their papers to be perfect and not have any wrong information, you should think through of what could be wrong with the sources. The sources you get aren’t always true and you may catch it or find two sources with two different types of information which will leave you confused, but don’t take it as a bad thing. This is the type of information that could help you with making judgments and commenting on those sources.
Question
Why is important to question your sources?
Response
Because in that way your own paper is going to be reliable and also because of the fact that the more you know about your sources and the facts that you are presenting as true the more you can elaborate on your own tought and argue in favor of your theory , having facts that you understand backing up what you write.
Homework REMINDER (That's right, you've got homework!)
On the upside it's nowhere near as extensive as I initially planned. Class went well today and if class continues to work as it did, for the most part, today, I will decrease homework load.
That being said here's what you've got to do!
Due Tonight (March 11):
Due Saturday (March 12) Midnight:
Due Sunday (March 13)5pm:
That being said here's what you've got to do!
Due Tonight (March 11):
- Post to your Personal Blog by 12 midnight: SQR 6 Kantz.
- Rethinking your 1st Bedford St. Martin's Article/Book Choice? Post up your NEWLY chosen article up tonight as well! That means you have to return to the Bedford St. Martin's website and find and article that will be useful to your research.
Due Saturday (March 12) Midnight:
- Post to Class blog by 12 midnight: MLA citation of 2nd article you have picked off the Becky Howard Bib. There are no summaries for these so you will have to search out the articles on JSTOR and read them to decide whether or not you can use them in your research. As I said before you are looking for people you can talk to, not simply people you can agree or disagree with. That means you will have to find people who have interesting things to say about your topic or about pieces of your topic.
Due Sunday (March 13)5pm:
- Post to our class blog a summary of one of the articles you have chosen (1 must be from the Bedford St. Martin's Bib, the other must be from the Becky Howard Bib).
Due Sunday(March 20) 5pm:
- Post to our class blog a summary of the other articles you have chosen (1 must be from the Bedford St. Martin's Bib, the other must be from the Becky Howard Bib).
That's right TWO summaries! One per article you've chosen off the Bib sites! One this Sunday and one Next Sunday! Be prepared to rationalize(Explain) your choice of one over the other on Monday when we return.
Thursday, March 10, 2011
MLA
Ferdman, Bernardo M., Rose-Marie Weber, and Arnulfo G. Ramirez, eds. Literacy across Languages and Cultures. Albany: State Univ. of New York Press, 1994.
Wednesday, March 9, 2011
Mla
Torrance, Mark and Was L. Van Luck, Writing and Cognition: research and aplications, 1st Edition, Amsterdam, The Netherlands ; Boston : Elsevier, 2007
Homework Reminder
The homework for tonight, though seemingly simple, is not.
I noticed a handfull of you simply copy pasted the first thing you could find. Did you read the summaries? do you know what you picked? did you think about how the reading you choose to post, to make me go in and read to compare to your proposal, really worked with your research interest?
I'm disapointed in the fact that many of you did not. While I said that this was not set in stone I'm tempted to cement the readings you choose and require you to use them in your research. We'll discuss this on Friday.
If you don't want me to require you to use the article you posted willy-nilly I suggest you go back, read through the Bedford St. Martin's site TONIGHT and repost your newly thought out article/book.
So again, tonight's homework(due NO LATER THAN MIDNIGHT):
Got to Bedford St. Martins Bibliography
go throught the site, read the summaries and find an article you feel you can begin a conversation with. think of it as a chatroom of sorts, or threads on facebook. Which would you like to begin a conversation with?
Once you've found it head on over to : http://www.utpa.edu/library
If it's an article the title will be in quotations( "name of article"), and you may be able to find it on JSTOR. If it's a book the title will be italicized, and you may be able to find it in our library. Can't find it all? Pick another. That's the nature of research, often times we can't always get a hold of the resources we want. I don't want to hear: I couldn't find it.
Bring it to class on Friday. I had not required this before looking at the blog, but after seeing how quickly the posts went up, I am requiring it. I want you to really think about what you are researching and how you will comment on your sources. That is not a snap decision. So again Print it or Check it out of the library and bring it to class on Friday.
AND DON'T FORGET! You still have to complete your Kantz reading so that we can have a discussion about it on Friday. Your SQR is also due Friday! You asked me for a week to read, despite that only four students have read anything with regard to Kantz. We can't negotiate if you guys don't keep your end of the bargain. If you don't want homework over spring break I seriously suggest you complete all of the above homework.
-bon
I noticed a handfull of you simply copy pasted the first thing you could find. Did you read the summaries? do you know what you picked? did you think about how the reading you choose to post, to make me go in and read to compare to your proposal, really worked with your research interest?
I'm disapointed in the fact that many of you did not. While I said that this was not set in stone I'm tempted to cement the readings you choose and require you to use them in your research. We'll discuss this on Friday.
If you don't want me to require you to use the article you posted willy-nilly I suggest you go back, read through the Bedford St. Martin's site TONIGHT and repost your newly thought out article/book.
So again, tonight's homework(due NO LATER THAN MIDNIGHT):
Got to Bedford St. Martins Bibliography
go throught the site, read the summaries and find an article you feel you can begin a conversation with. think of it as a chatroom of sorts, or threads on facebook. Which would you like to begin a conversation with?
Once you've found it head on over to : http://www.utpa.edu/library
If it's an article the title will be in quotations( "name of article"), and you may be able to find it on JSTOR. If it's a book the title will be italicized, and you may be able to find it in our library. Can't find it all? Pick another. That's the nature of research, often times we can't always get a hold of the resources we want. I don't want to hear: I couldn't find it.
Bring it to class on Friday. I had not required this before looking at the blog, but after seeing how quickly the posts went up, I am requiring it. I want you to really think about what you are researching and how you will comment on your sources. That is not a snap decision. So again Print it or Check it out of the library and bring it to class on Friday.
AND DON'T FORGET! You still have to complete your Kantz reading so that we can have a discussion about it on Friday. Your SQR is also due Friday! You asked me for a week to read, despite that only four students have read anything with regard to Kantz. We can't negotiate if you guys don't keep your end of the bargain. If you don't want homework over spring break I seriously suggest you complete all of the above homework.
-bon
mla
Fisher, Judith L. and Mary B. Harris. "Note Taking and Recall" The Journal of Educational Research. Vol 67, # 7 (March 1974) : 291-292
Proposal for project 2
My interest is in our funds of knowledge and how what we know helps us. How does being bilingual help you when your reading for content? It helps u in the way that you can use the other language you know as a sort of thesaurus. I'm planning on using the articles of M&G since opt talks about backgrounds and experience and H&F because it talks about reading and understanding it, I will also create a survey to help me demonstrate how bilingualism helps.
mla essay format
Spellmeyer, Kurt. "A Common Ground: The Essay in the Academy." CE 51 (March 1989): 262–76
mla
Ede, Lisa, and Andrea Lunsford. "Audience Addressed/Audience Invoked: The role of Audience in Composition Theory and Pedagogy." CCC 35 (1984): 155-71
Mla =)
The making of meaning
, Ann E. The Making of Meaning: Metaphors, Models and Maxims for Writing Teachers. Upper Montclair, N.J.: Boynton/Cook, 1981.
, Ann E. The Making of Meaning: Metaphors, Models and Maxims for Writing Teachers. Upper Montclair, N.J.: Boynton/Cook, 1981.
Project 2 proposal
My intrest is trying to make my writing better and in project 2 is to explain how colabritive writing helps writers better there work through revision. I believe that colabritive learning a a lot better than jest learning by your self because when you are working with someone else they can help you revise you work and help you with some work that you might not know what to do. My goal is to ind out if other people would rather work with someone or if they are more comfortable doing there work by themselves, I am going to do a survey and see how many people would prefer to work with someone else or if they would prefer to work by themselves.
Mla
Ball, Arnetha, and Ted Lardner. "Dispositions Toward Language: Teacher Constructs of Knowledge and the Ann Arbor Black English Case." CCC 48.4 (December 1997): 469–85.
Proposal
For my propoal i want to write about note-taking. Even if it sounds weird i like to take notes. My question would be Do taking notes change the way we learn? My hypothesis is that it depends, a lot of people have different ways of learning.
Proposal 2
My interest is funds of knowledge, I wonder if experience and cultural background influence writing and reading? I think experience definitely influences the way you write and what you write about. I'm gonna do my research by interviewing and text analysis a couple of friends and random people.
Proposal 2
The writing studies I chose to research about were interest and meaning. My question is: does the interest of the audience affect the meaning they give to the writing? My answer is yes. I think that when you are interested in some topic you see things clearly, and when you are not interested you don't even pay attention to it. And I am going to use surveys and Experiments. :)
MLA Format
Belanoff, Pat. "The Myth of Assessment." Journal of Basic Writing 10
(Spring 1991): 54–66.
(Spring 1991): 54–66.
MLA
Flower, Linda S., John R. Hayes, Linda Carey, Karen Schriver, and James Stratman. "Detection, Diagnosis, and the Strategies of Revision." CCC 37 (February 1986): 16–55.
proposal 2
1. A specific type of writing to capture the interest of a certain audience.
2. What kind of writing do I have to write to catch the attention of the certain audience I want.
3. The way I would write would base on the type of reader I am. So depending on the audience I fall into, would make sense on why I write that way.
4. Interview/case studies.
2. What kind of writing do I have to write to catch the attention of the certain audience I want.
3. The way I would write would base on the type of reader I am. So depending on the audience I fall into, would make sense on why I write that way.
4. Interview/case studies.
MLA
Emmel, Barbara, Paula Resch, and Deborah Tenney, eds. Argument Revisited, Argument Redefined: Negotiating Meaning in the Composition Classroom. Thousand Oaks, Calif.: Sage Publications, 1996.
MLA
Bizzell, Patricia, and Bruce Herzberg. "The Rhetorical Tradition: Readings from Classical Times to the Present". 2nd edition. Boston: Bedford/St. Martin's, (2001).
Mand Appt's Wed - Fri
NOTE: Meetings before 12noon will take place in my Office in CoAS 268, Meetings After 1 will take place in our STUDIO. Thursday Meetings from 1-2 will also take place in my Office due to the fact that a staff meeting will occur at that time in our STUDIO.
Wed:
11:45: Luis G - APPROVED
12:00 : Yvonne - APPROVED
12:30 : Norma - APPROVED
1:00 : Leo - APPROVED
1:30: Carlos - APPROVED
2:00: Alan - APPROVED
2:30 Rudy - APPROVED
3:00
3:30
4:00
4:30
Thur:
9:00
9:30
10:00 : Luis M - APPROVED
10:30 : Jerry - APPROVED
11:00 : Martin - APPROVED
11:30 : Maria - APPROVED
1:30
2:00
2:30
3:00
3:30
4:00 : Juan
4:30
Fri:
9:00 : Nora - APPROVED
11:45: Berenice - APPROVED
12:00 : Arturo - APPROVED
12:30 :Maria R. - APPROVED
1:00: Jonathan
1:30:
2:00
2:30
3:00
3:30
4:00
4:30
Wed:
11:45: Luis G - APPROVED
12:00 : Yvonne - APPROVED
12:30 : Norma - APPROVED
1:00 : Leo - APPROVED
1:30: Carlos - APPROVED
2:00: Alan - APPROVED
2:30 Rudy - APPROVED
3:00
3:30
4:00
4:30
Thur:
9:00
9:30
10:00 : Luis M - APPROVED
10:30 : Jerry - APPROVED
11:00 : Martin - APPROVED
11:30 : Maria - APPROVED
1:30
2:00
2:30
3:00
3:30
4:00 : Juan
4:30
Fri:
9:00 : Nora - APPROVED
11:45: Berenice - APPROVED
12:00 : Arturo - APPROVED
12:30 :Maria R. - APPROVED
1:00: Jonathan
1:30:
2:00
2:30
3:00
3:30
4:00
4:30
Tuesday, March 8, 2011
Proposal Project 2
The interest I have is in note taking. my question is if taking note correctly help us out to do a better reading. I think that if you use your notes while you are reading you will definitely understand the lesson in a better way. It is a very useful resource to study. I will do some surveys and an experiment to determine if note taking is useful or not.
Proposal 2 Theorizing Bridges
1.- Interest: Audience
2.- Question: Does every topic has its own audience or is it universal?
3.- Hypothesis: It depends on the topic. For example you are not going to talk or to write something about economic problems to kids. In my personal experience, when I was in elementary school they took us one time per month to a conference and sometimes the topic discussed on the presentation was not appropriate for students.
4.- Research Sources: surveys, interviews.
2.- Question: Does every topic has its own audience or is it universal?
3.- Hypothesis: It depends on the topic. For example you are not going to talk or to write something about economic problems to kids. In my personal experience, when I was in elementary school they took us one time per month to a conference and sometimes the topic discussed on the presentation was not appropriate for students.
4.- Research Sources: surveys, interviews.
Project 2: Proposal
The writing study I might choose is meaning, it's interesting how it can be very broad and can mean so much for different people. How each student obtains meaning from readings is also extremely different. Which leads to a question, How do readers create meaning? I believe all students have something in common, their experiences and learnings all shape the way they obtain meaning. Readers create meaning from personal experiences. A good reader takes what the author is saying and translates it to their own language. They become familiar with the meaning, by connecting their past experiences. We've read articles in class which in someway relate to this idea. For example Hass & Flower have the idea that a good reader "is to be able to build "multi-faceted" representations of the text". Moll & Gonzales article is all about how we acquire meaning. They talk about the "funds of knowledge, this can be a major source for my essay.
I'm thinking of maybe changing my writing study. Peer response? Maybe it might be more interesting, I also think that if we have to use experiments and etc, it might be easier in a way. My question would be something like, is peer response effective? Do teachers think it's helpful? And more importantly is peer response effective for students to learn. Maybe interviewing professors and taking students surveys can help me really understand what peer response is actually doing for us. And another question would be who is using peer response.
I'm thinking of maybe changing my writing study. Peer response? Maybe it might be more interesting, I also think that if we have to use experiments and etc, it might be easier in a way. My question would be something like, is peer response effective? Do teachers think it's helpful? And more importantly is peer response effective for students to learn. Maybe interviewing professors and taking students surveys can help me really understand what peer response is actually doing for us. And another question would be who is using peer response.
Homework Reminder: Proposal for P2
Alright all, I apologize for this reminder coming in late. That being said I'll extend the time to turn in the proposal until tonight, Tuesday 2am.
Surveys: A survey is a number of questions that you ask of participants. There is often little involvement with the participants. The questions you choose to put in your survey need help you answer your question, so think about what kinds of information you need. Survey’s are great because they allow you to get a lot of information fairly quickly and from large groups, but they have limitations as well. You can’t go back and ask a person why they put down what they did or be able to get inside their heads.
Interviews: Like the survey interviews allow you to get information by asking questions. These require quite a bit of involvement with your participants. The questions you choose to use in your interview(s) need help you answer your question, so think about what kinds of information you need to be asking. Interviews are great because they allow you to get the info you’re looking for while also giving you the opportunity to ask you participants to clarify or explain themselves when need be. Unfortunately interviews are timely. With limited amount of time we have with project 2 you won’t be able to interview many people, so you’ll give up quantity for quality, making your search for patterns or connections a little harder.
Case Studies: Case studies allow you to spend a lot of time with a participant, allowing you to see what it is exactly that they are doing. You wont ask questions so much as observe what people are doing, gauging their activities to determine what and why they are doing what they do when they are reading or writing. Case studies are wonderful ways of investigating the finer details of a situation. Case studies, however, are incredibly time consuming and often require you to spend long hours observing, because let’s face it people do a lot of things when they read and write and while a lot of it is important some of it may not be. It’s your job to sift through all that and focus on the important stuff. Because of the intense amount of observation Case studies are limited to only 1 or 2 participants. You won’t have numbers to support you, but you will have a rich experience to draw from.
Experiments: Experiments allow you to test your ideas out, allowing you to see how writing works in controlled groups. Depending on how you execute your experiment you may have both quantity and quality, but be careful you may end up with one or the other or neither. You experiment will determine exactly what you get here.
You may pick one or two. Think about the best ways in which you can get the information your looking for. You may have to do a few interviews and one case study, or a bunch of surveys and one or two interviews. It’s up to you to decide. Still unsure, go back to our readings and id the kinds of research D&W, H&F, M&G, Gilliam, Sommers and Kantz did? What worked for them and think about why. What kinds of results would they have gotten if they’d chosen a different research method?
Now, I've noticed a lot of you are giving me a list. I want a proposal, a thought out paragraph in which you propose your research interest to me. So if you've given me a list go back and revise it. :)
See you on Wednesday!
- Go back and read P2: Theorizing Bridges .
- Write your proposal and post it up on our Class blog by Tuesday night, 2am. Remember your interst has to come off writing studies. Not sure where to look? Go back into our readings to look for topics. Think back to class discussion and all the things we talk about with regards to writing(Audeince, style, prompts, Rhetorical reading, note taking, drafts, meaning, etc. are just some of the things we've talked about)
Surveys: A survey is a number of questions that you ask of participants. There is often little involvement with the participants. The questions you choose to put in your survey need help you answer your question, so think about what kinds of information you need. Survey’s are great because they allow you to get a lot of information fairly quickly and from large groups, but they have limitations as well. You can’t go back and ask a person why they put down what they did or be able to get inside their heads.
Interviews: Like the survey interviews allow you to get information by asking questions. These require quite a bit of involvement with your participants. The questions you choose to use in your interview(s) need help you answer your question, so think about what kinds of information you need to be asking. Interviews are great because they allow you to get the info you’re looking for while also giving you the opportunity to ask you participants to clarify or explain themselves when need be. Unfortunately interviews are timely. With limited amount of time we have with project 2 you won’t be able to interview many people, so you’ll give up quantity for quality, making your search for patterns or connections a little harder.
Case Studies: Case studies allow you to spend a lot of time with a participant, allowing you to see what it is exactly that they are doing. You wont ask questions so much as observe what people are doing, gauging their activities to determine what and why they are doing what they do when they are reading or writing. Case studies are wonderful ways of investigating the finer details of a situation. Case studies, however, are incredibly time consuming and often require you to spend long hours observing, because let’s face it people do a lot of things when they read and write and while a lot of it is important some of it may not be. It’s your job to sift through all that and focus on the important stuff. Because of the intense amount of observation Case studies are limited to only 1 or 2 participants. You won’t have numbers to support you, but you will have a rich experience to draw from.
Experiments: Experiments allow you to test your ideas out, allowing you to see how writing works in controlled groups. Depending on how you execute your experiment you may have both quantity and quality, but be careful you may end up with one or the other or neither. You experiment will determine exactly what you get here.
You may pick one or two. Think about the best ways in which you can get the information your looking for. You may have to do a few interviews and one case study, or a bunch of surveys and one or two interviews. It’s up to you to decide. Still unsure, go back to our readings and id the kinds of research D&W, H&F, M&G, Gilliam, Sommers and Kantz did? What worked for them and think about why. What kinds of results would they have gotten if they’d chosen a different research method?
Now, I've noticed a lot of you are giving me a list. I want a proposal, a thought out paragraph in which you propose your research interest to me. So if you've given me a list go back and revise it. :)
See you on Wednesday!
Monday, March 7, 2011
proposal 2
In this project I will be interested in theqriting styles, and one good question it would be:
Q: Does a style of writing affects an article?
R: .Yes, cause it depends to wich audience you are refering to, for example it is different an article to engineers, to an article to doctors.
And my soruce would be books and magazines
Q: Does a style of writing affects an article?
R: .Yes, cause it depends to wich audience you are refering to, for example it is different an article to engineers, to an article to doctors.
And my soruce would be books and magazines
proposal 2
my interest in writing or reading i believe it is drawings. that catches my attention. but my question is...
do drawings change the way we see writing/reading? one answer that ive found is that it does because
it gives us an idea of what we are reading or what we have to write about. i think that students could find this interesting if we had writing books with drawings.
do drawings change the way we see writing/reading? one answer that ive found is that it does because
it gives us an idea of what we are reading or what we have to write about. i think that students could find this interesting if we had writing books with drawings.
Proposal Project 2
My interest on writing studies is that what are the best learning strategies for students, because some teacher theach different strategies and not all of them are very useful.
What are the best learning strategies that students can use?
I think that students can use differents strategies depending on how they learn and also depending on how they want to lear.
Students can have find different learning strategies on articles, like the ones that we read on class, an use them on differents classes or on their lives too.
What are the best learning strategies that students can use?
I think that students can use differents strategies depending on how they learn and also depending on how they want to lear.
Students can have find different learning strategies on articles, like the ones that we read on class, an use them on differents classes or on their lives too.
project 2 proposal
1) intrest/familiarity with topic
2)does intrest/familiarity on the topic change the way we view things?
3)yes because having a certain intrest or familiaraty makes us be more aware fo the topic and use our prior knoledge to talk/writte about it and maybe even reserch some more.
4)an exapmle of this would be when we read the articles and then presented to the class. who ever did the presentation over each article in each particular time the group that was doing the presentation about for exapmle gilliam was more familiarized with gilliam and new,understood better what he was talking about compared to another person who just read it for reading
2)does intrest/familiarity on the topic change the way we view things?
3)yes because having a certain intrest or familiaraty makes us be more aware fo the topic and use our prior knoledge to talk/writte about it and maybe even reserch some more.
4)an exapmle of this would be when we read the articles and then presented to the class. who ever did the presentation over each article in each particular time the group that was doing the presentation about for exapmle gilliam was more familiarized with gilliam and new,understood better what he was talking about compared to another person who just read it for reading
Proposal Project 2
1.- I have an interest on knowing how to start a good essay. A way to blow away ideas from the beginning to the end.
2.- Does a good beginning change writting?
3.- Definitively! I think the beginning is eveything because it catch readers' attention. You catch people minds into reading!
4.- SQRS and the articles we have read in class would be perfect for demonstrating this proposal.
2.- Does a good beginning change writting?
3.- Definitively! I think the beginning is eveything because it catch readers' attention. You catch people minds into reading!
4.- SQRS and the articles we have read in class would be perfect for demonstrating this proposal.
proposal?>?
1)Interpertation...
2)Does interpertation actually help to understand the meaning??
3)well i say it depends how the reader or writer interperts the meaning...
4)like the articles of
-hass&flower
-moll&gonzales
talk about the meaning of how people funds of knowledge help..
2)Does interpertation actually help to understand the meaning??
3)well i say it depends how the reader or writer interperts the meaning...
4)like the articles of
-hass&flower
-moll&gonzales
talk about the meaning of how people funds of knowledge help..
Summary project two
After discussing all the readings and thte different topics suchs as reading and writing, and after doing the project one, for project two, we need to develop a question that has to do with a problem in writing studies. In this project we have to do four different steps, Interes, Question, Hypothesis and Research Sources.
Summary project 2
For project 2 we have to develop a question, which we think is a problem that we are confronting in our writing studies, and we are going to try to answer that question using resources to support our answer. We will get started with a proposal and we are going to include:
- why we chose that question?
- a part you are curious about in writing studies.
- a hypothesis.
- and list the readings or people.
- why we chose that question?
- a part you are curious about in writing studies.
- a hypothesis.
- and list the readings or people.
YRCJ
Summary:
To come up with a proposal and expand our research with a question..
Question in which has to do with reading and writing .. But we must be interested in what were going to research on. And ask question in what where curious
To come up with a proposal and expand our research with a question..
Question in which has to do with reading and writing .. But we must be interested in what were going to research on. And ask question in what where curious
Summary 3 caballeros
Project 2
It first starts talking about our previous reads and how they made the frame work that we are supposed to use for the second project , where the first project was an attempt of an autobiography .
First of all for project2 you have to formulate a question related to the writing studies .
Most of the project revolves around the question and how you attempt to answer it , it's understandable and expect that the questIon will chae or re adapt to our progressive fought the main point is to demonstrate once hypothesis by answsearing the best way possible the questIon we have formulated.
And remember at it most be a synthetic text
It first starts talking about our previous reads and how they made the frame work that we are supposed to use for the second project , where the first project was an attempt of an autobiography .
First of all for project2 you have to formulate a question related to the writing studies .
Most of the project revolves around the question and how you attempt to answer it , it's understandable and expect that the questIon will chae or re adapt to our progressive fought the main point is to demonstrate once hypothesis by answsearing the best way possible the questIon we have formulated.
And remember at it most be a synthetic text
Project 2 summary
I think project 2 is almost a continuiation of project 1. Based on your theory on any particular area YOU find interesting about reading/writing or learning, you can develop a question. This question has to come along with why it intents you, a solution to your question and also references in our past reading that relate to your question; this basically becomes the proposal. All this will turn into the research paper where we answer the question in depth and back up our answer.
Leo/Arturo
Leo/Arturo
Summary Project 2
In project 2 we have to come up with a question about our reading experiences and writing studies that interest us. We need a hypothesis to answer our question. And a list of research sources like people and writings.
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