SOMETHINGS are better left in type

I attended the Write On! Workshop on Wednesday. I worked in a group with Kelly, Francesca, and, later on, Jonathan. The lady who worked with us was named Lucy. I really enjoyed working with Lucy because she was very helpful and nice to talk to. When I talked with her, she helped me brainstorm some creative ideas for the additional document for my MWA #3. Even though I didn’t use anything we talked about in the acctual document, those ideas helped lead me to the one that I ended up using. This was really helpful for me and I hope that I can attend something like this in the future!

-Stacey

The first course outcome is to analyze a rhetorical situation. This is thinking through and understanding a situation where your reader will be reading your work and writing your document accordingly. This time around, I found it easier to write my reviews if I knew who my audience was. I decided who I wanted that to be, and everything just kinda flowed from there. Analyzing the rhetorical situation first, for this paper, made it much easier to write.

The second course outcome is to find and evaluate information. This is finding the information I need and want to give to my readers as well as organizing my information so that I only give them what they need. Pretty much the only way to find the information for this paper was to go watch the plays. And I had a really great time watching both of the productions.

The third course outcome is to compose documents. This is using the rhetorical situation and information that I have gathered to write the best document for my readers that I can possibly offer. After watching both of these productions, I had to sit down and write up all of the things that I could remember about the productions. This made it easier to construct my paper in an orderly fashion.

The fourth course outcome is to present documents. Through many drafts and revisions the final draft of my document will, hopefully, be the best that I have to offer.  After working on cutting and adding lots of stuff, I think that the final product was pretty awesome and I am very pleased with what I accomplished with this paper.

The fifth course outcome is to reflect. Reflecting to me is to think back about what I just wrote. After thinking about how helpful it was to figure out who my audience was and then write, I think I will use this approach more often. I had never really realized how useful it is to know who to write to. It makes the whole writing process much easier for me.

-Stacey

The first course outcome is to analyze a rhetorical situation. This is thinking through and understanding a situation where your reader will be reading your work and writing your document accordingly. This is very important for reviews because depending on your subject and your audience, your content will change.

The second course outcome is to find and evaluate information. This is finding the information I need and want to give to my readers as well as organizing my information so that I only give them what they need. Basically the only way for you to gather information for a review is to go out and experience what you are going to write your review on.

The third course outcome is to compose documents. This is using the rhetorical situation and information that I have gathered to write the best document for my readers that I can possibly offer.  I think the genre of a review because it’s a little bit more relaxed and is not as formal as some other genres.

The fourth course outcome is to present documents. Through many drafts and revisions the final draft of my document will, hopefully, be the best that I have to offer.  For genres reviews can be anywhere, so the presentation of the actual document can be very creative (which is always fun).

The fifth course outcome is to reflect. Reflecting to me is to think back about what I just wrote. With reviews, you are pretty much just reflecting on something and writing it down so that other people can learn from your experiences.

-Stacey

Questions:

1.    Do reviews have to be long or short, or can they be both?

2.    Which is more effective?

3.    Are different lengths more effective for different types of reviews (i.e. a review for a movie, play, video game, or food)?

The first course outcome is to analyze a rhetorical situation. This is thinking through and understanding a situation where your reader will be reading your work and writing your document accordingly. By thinking about who would be reading a profile on George Bernard Shaw, I decided what my rhetorical situation was. This helped be decide what the content of my paper was.

The second course outcome is to find and evaluate information. This is finding the information I need and want to give to my readers as well as organizing my information so that I only give them what they need. By evaluating my information I was able to decide what information was relevant for my paper.

The third course outcome is to compose documents. This is using the rhetorical situation and information that I have gathered to write the best document for my readers that I can possibly offer. This process took me a little longer than usual. It took me many drafts to compile all the information I needed. After my first couple of drafts, I decided I needed more information, so I found more sources and added what I thought was lacking in my profile.

The fourth course outcome is to present documents. Through many drafts and revisions the final draft of my document will, hopefully, be the best that I have to offer.  After finally compiling all of the information that I felt was worthy to turn in, I was able to polish the grammar and turn in a final draft that I was satisfied with.

The fifth course outcome is to reflect. Reflecting to me is to think back about what I just wrote. Looking back I think I still would have wanted a few more sources to add more interesting and relevant information to my profile. But all in all, I think I learned some new stuff about George Bernard Shaw and the class system in 1900 England.

-Stacey

Three interesting playwrights for Stacey are.

1. Sir Tom Stoppard- He is famous for writing Rosencratz and Guildenstrn are Dead. He fascinates me because he often uses themes about human rights, censorship, and political freedom in his works.

2. Arthur Miller- Death of a Salesman is one of his most well-known plays. He is interesting because he is considered one of the greatest dramatists of the 20^th Century.

3. August Strindberg- Most famous for writing A Dream Play, He is remarkable because he drew on personal experience for his writing.

Disscussin Questions:

1. Anna said in class on friday that each department has thier own librarian, I didn’t know that, so how do we find out who our librarian is?

2. I know there are study rooms in the fine arts library, how do we get access to them?

The first course outcome is to analyze a rhetorical situation. This is thinking through and understanding a situation where your reader will be reading your work and writing your document accordingly. Since this entire paper what about analyzing the rhetorical situation, I learned a lot about doing this and developed some new ways of thinking about rhetorical situations.

The second course outcome is to find and evaluate information. This is finding the information I need and want to give to my readers as well as organizing my information so that I only give them what they need. In this paper I used my analysis of Romney’s speech as my research. By going through it and deciding what I found most interesting, and then listening to that part over and over, I was able to gather the information that I needed to write the paper.

The third course outcome is to compose documents. This is using the rhetorical situation and information that I have gathered to write the best document for my readers that I can possibly offer. In composing this document I used my rhetorical analysis and all of the information that I gathered from that to shape my outline which I used to write my paper. This gave me an idea of where to start each paragraph made it easier for me to write the paper as a whole.

The fourth course outcome is to present documents. Through many drafts and revisions the final draft of my document will, hopefully, be the best that I have to offer.  The two drafts that were required helped me a lot because it forced me to keep re-reading my paper and improving it each time.

The fifth course outcome is to reflect. Reflecting to me is to think back about what I just wrote. After each draft, I reflected on what I had written and helped me make my paper even better than what it was. By reflecting I also found new ways to improve my paper in ways that I had yet to think of.

-Stacey

The first course outcome is to analyze a rhetorical situation. This is thinking through and understanding a situation where your reader will be reading your work and writing your document accordingly. Once concept that I learned from chapter 8 is how to analyze a rhetorical situation. This helped me to learn how to think through a rhetorical situation so that I can write for my readers in way that is pleasing to them.

The second course outcome is to find and evaluate information. This is finding the information I need and want to give to my readers as well as organizing my information so that I only give them what they need. Chapter 20 talked about cohesion in your paragraphs. This relates to this outcome because in order for my reader to understand my information, I need to use the information that makes sense and flows well together.

The third course outcome is to compose documents. This is using the rhetorical situation and information that I have gathered to write the best document for my readers that I can possibly offer. All three of these chapters addressed this outcome in their own way, but chapter 20 really stood out to me in relation to this outcome. Chapter 20 talks about how to build a basic paragraph and all of the necessities that go along with that process. This chapter taught me and reminded me of some basic ways to write my documents in a way that best fits my readers.

The fourth course outcome is to present documents. Through many drafts and revisions the final draft of my document will, hopefully, be the best that I have to offer.  Chapter 8 talked about how to appeal to your audience so in a way so that you can persuade them to agree with your document. It talked about logos, ethos, and pathos as means by which you can persuade your readers.

The fifth course outcome is to reflect. Reflecting to me is to think back about what I just wrote. Chapter 8 says to look closely at other author’s works so that you can see how other people use logos, ethos, and pathos so that I can used these techniques in my own work in the best way possible.

Discussion Questions:

1.    When using given-new chaining to create paragraphs, I think that it can sometimes get a little tedious to keep renaming things, so can you insert definitions and comments into the chain?

2.    I really liked the explanations of logos, ethos, and pathos. The different examples the book used to describe it was also pretty cool. I had never really thought about it that way before.  The only part I’m a little unclear about is how to distinguish one from the other. For me I put logos and ethos almost in the same category.

by Stacey