Brent S. Experiences with the WPA Outcomes

Rhetorical Knowledge

Audience

When I wrote a paper I never thought about who is going to read this. So it made my process a little harder because I didn’t know how to get my point across about what I was writing, I would go on and on. Now, after ENG102 I have learned that there are many types of audiences from: the many people in education (school board, teachers, parents, students.), people in a professional setting (boss, colleagues, clients.), and people in your community (city council, neighbors, other citizens.). Knowing who my audience is going to be, make my writing process a lot easier and effective.

Genre

After turning in my final draft of a paper, it was always handed back with the color of an ugly red pen. I didn’t really understand why. When I wrote a paper I wasn’t thinking about the genre in which I was writing about. Genre means following the conventions of a kind of writing and provide, generally, what readers expect from that genre. This means if you’re writing a college class paper versus an e-mail to class mates. The college paper would be more formal and detail, the e-mail would be more of a free write. Understanding genre helped me not to go off subject and help avoid going all over the place so my papers didn’t make any sense.

Critical Thinking, Reading, and Writing

When I thought about critical thinking, reading, and writing I just thought about the subject. Never really didn’t think they all tied in together. I have one word that comes to mind, annotating. From what I understood there are two types of annotating: annotating reading and annotated bibliographies. A an example of annotating reading is when your reading you highlight and jot notes, questions down right on the paper. Example of annotated bibliographies is when your do research for a paper you have a list of question that pertain to your topic, as you read an article or book, you answer the question and that helps you refer back to the article or book, and it also helps you decide how valuable the article or book is to your topic. Most of all helps from doing too much work and not to waste time.

Processes

Multiple Drafts

Before ENG102 I’ve always just turned in two drafts, a rough and final, I never benefited from that. This year in class we turned in four drafts every time, this was process to keep us on track and to make things easier. The four drafts we handed in are, a free-writing (to get our thoughts and ideas on paper.), 1st rough draft of out topic (shitty first draft, unclear thoughts.), 2nd revised draft (added details, supported.), Final draft. Now every time I have a paper due, I follow this process and I know that I am getting an A.

Proof Reading and Revising

Before ENG102, when I would proof read I would just read and look of the obvious. I figures that I was helping my peers out a lot, but I wasn’t. After ENG102 I found out asking question helps me and others about what we are writing about. The questions are: what, where, when, why, who, and how. This helps you support your paper and put more into detail, so you don’t leave your reader with unclear thoughts.

Knowledge of Conventions

Plagiarism

In ENG102, plagiarism was stressed, why? People don’t get paid for their ideas or thoughts and it’s a big academic NO, NO. You should give credit where credit is due, that was the saying in class. We learned the process of citing in MLA form (for books, articles, online sources.), what syntax is (word order.), and paraphrasing (syntax, word choice.) Most important I’ve learn to cite everything that I use in my paper, even pictures.

Composing in Electronic Environments

Technology I was having trouble writing a paper. I missed out on point because we follow a process in class and that included multiple drafts. I had many thoughts, ideas, issue, topics, and was going crazy. I sat down, talked to my instructor, and figured out was I was going to do for this paper. I decided that I could do a power point, it’s a part of the WPA Outcomes and it’s easier for me to get my point across to my audience.

Michael P.

Rhetorical Knowledge

• Focus on a Purpose – In the beginning of the year I thought that focusing on a purpose would be easy. I found out that it wasn’t when I was sitting, looking at a blank word document on my laptop. Upon reading our McGraw – Hill Guide book, it all came into place. I learned that there are many purposes to focus on and if one of my sentences does not contribute to that specific purpose, I need to either delete it or revise it.

 

• Respond to the Needs of Different Audiences – This year in English 102 I learned that all papers need to focus on what their audience is going to be. Before, I never gave it any thought until Dr. Vassett put it into perspective for me. I need to think about what my audience is for each writing assignment I come across now or in the future. For me, it really made my writing process a lot easier.                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                             Thinking,
  

  http://library.geneseo.edu/~kdhoffman/Critical_Thinking.jpg

  Critical Thinkink,Reading, and Writing

• Understanding a writing assignment as a series of tasks, including finding, evaluating, analyzing, and synthesizing appropriate primary and secondary sources – Before I started English 102, I had never put any real effort into a paper. I only did a minimum amount of research and never thought of checking the ethos of any source I used. Now, whenever I write a paper I always make sure my sources are credible.
• Integrate their own ideas with those of others – During the semester I liked how we all could throw out our ideas during class time. I learned a lot of great ideas from others as well as sharing some. I was able to take constructive criticism and tried my best to give it to those that needed it.

 

Processes

• Be aware that it usually takes multiple drafts to create and complete a successful text – I had a huge problem with this when I first started the course. I would always write one paper. I would use that paper for my first draft as well as my final draft. On few occasions I would edit my rough draft. I learned that first drafts can be shitty as long as I work on editing it and making a piece of work that I am truly proud of.
• Develop flexible strategies for generating, revising, editing, and proofreading – In my 101 class my teacher didn’t teach us to have a writing process. I learned in 102 that having a certain process is very, very beneficial to me. I start with one rough draft, and then have someone read it and give me some constructive feedback. From then on I create multiple drafts of what I think will work and choose the one I like best.

 Knowledge of Conventions

• Practice appropriate means of documenting their work –
  

  Its All Good

  Throughout the semester I learned how to properly document my work. I never really gave it much thought until Dr. Vassett stressed the importance of it. I didn’t know it was so important to give credit when credit was due. I’m really glad I learned so I don’t get accused of plagiarism.

• Control such surface features as syntax, grammar, punctuation, and spelling – I liked how we had the peer reviews so that other people had the chance to correct any misspellings if I missed them. I also learned to find different words for the same meanings, other than repeating the same word over and over.

 Composing in Electronic Environments

• Use electronic environments for drafting, reviewing, revising, editing, and sharing texts – When writing every one of my papers I was able to use my laptop. It makes it so much easier to write when you have Microsoft Word correcting any mistakes I made or having the internet so easily accessible to me to research anything I need to at the time. I’m really happy that this type of technology is available, as I’m sure everyone else is.
• 

  http://www.google.com/images

  Locate, evaluate, organize, and use research material collected from electronic sources, including scholarly library databases; other official databases and informal electronic networks and internet sources – In almost every one of my papers I was able to use the MCC online library to find scholarly sources. That made things so much easier for me. I can’t say it enough how happy I am to have the privilege to use those kinds of resources.

 

 

Jennifer J Talks about Conventions

Rhetorical Knowledge

Audience

The biggest struggle for me this semester was learning how to write to an audience. For so long I had been writing papers as if I was writing in a diary. Having to really understand who my audience is and focus on where there is and focus on where there is a meeting of minds, yours and theirs, and where there is not was a hassle for the first couple of papers. I just had to break away from the habit of just writing for me and as soon as I did I realized that knowing and understanding my audience first is easier. Recognizing who my audience is makes the paper effective and easier to construct.

Purpose

Papers are written for a purpose. I’ve learned how to explore, analyze, convince, and examine causes and effects. Before this class when given a topic to write about, usually I would just write what I thought I knew and state my opinions. Researching topics gives facts, statistics, as well as pros and cons therefore the tone of my paper will sound confident.

Critical thinking, Reading, and Writing

Reading Critically

Most of the time when I read I just read the words then find myself having to reread because I didn’t process the information I read.  I learned that critical reading is important because you will be able to put the information and concepts you read about into your own writing to support your own ideas. Do not read something because you have to, always have purpose. Ask questions before reading, questions you feel are necessary so you can gain a better understanding. Now after I read I am able to paraphrase what I’ve read clearly.

Writing Critically

When writing, it is important to keep notes as well as summaries. In case you forget what you’ve read you know that some where you have it documented. Learning how to synthesize information for me was most effective. I am a person who has a lot to say and I have a hard time m=narrowing down what I want to write so it won’t sound clustered. With synthesizing I am now able to take all of the facts I have gathered and narrow it down to where my paper is informative but not over doing it.

Processes

Multiple Drafts

Even though I hate it, multiple drafts are necessary. I’ve always turned in one draft and wondered why there were so many markings on my paper when the teacher handed it back. Looking at my first draft and comparing it to my final draft I am able to see the dramatic change. Writing is something no one can get perfect the first time. In order to have a final copy I learned it takes multiple ones.

Develop Flexible Strategies

When writing you will always have to revise your paper. There will be some words you may have to add or delete. Or realize you may need more information to support your idea. I found that talking to my peers is very productive. Everyone in a classroom is different so getting their opinions will bring an all around perspective to your paper.

Knowledge of Conventions

Grammar, Punctuation, and Spelling

I thank the genius that created spell check but as for grammar and punctuation it’s still a struggle for me. I can’t say what I’ve learned because in this area I am still learning. However, I struggle because I am confused as to where punctuation goes and which words or phrases are appropriate. I know English 101 is for that but unfortunately my teacher wasn’t the sharpest tool in the tool box.

Documenting Work

Everything that I read and I feel it is important I learned to write it down. Having some type of journal is a necessity. When sighting something from someone make sure you acknowledge them, jail is not the placeJ. The book shows the proper way to do a works cited page, it’s very thorough I used it every time.

Composing in Electronic Environments

Using electronic environments

I’m not computer savvy so I am thankful that when we did have to use the computer it was attainable. I never knew about the online library which became my best friend for this class. I was able to find amazing articles, books, and newspapers that offered all the information I needed. I am certain that I will be using the online library even after this class.

Tara S. Speaks on her Experience

Rhetorical knowledge:    Focus on a purpose:  In chapter 18, it explains that each paper you write is going to have some kind of purpose. Whether you’re writing to persuade, to analyze or to explore every piece of that paper must feed to that purpose. For me, it was difficult at first to pin point what I was writing for. The writing to explore paper helped me figure out what exactly it meant to have a purpose for any specific paper.

Respond to the needs of different audiences:

writing, revising

 

As a writer, you can’t assume that everybody knows what or who you’re talking about. This factor can be difficult if you feel like you understand your audience 100%.  This part of writing was difficult for me because I never examined who would actually be reading the paper until we wrote our shitty first draft paper.

 

 Critical Thinking, Reading , and Writing

Use writing and reading for inquiry, learning, thinking and communicating (Page 281): When writing a paper or reading a chapter, it’s your responsibility to do further questioning and investigating on the topic.

 Our class was assigned chapters to read throughout

http://homepages.wmich.edu/~r4brooks/

 

the semester, and we had to discuss our notes to the class. That helped our class because we had to communicate and ask more questions about the chapter.

 

 

 Integrate their own ideas into those of others (Chapter 2, page 16):

 The purpose to reading critically is that it helps you understand the reading, to the point where it the information is easy to put that information into your work. We had to use integrating of our ideas when we did peer reviews on papers. We had to give our feedback and ideas to fellow classmates.

Process Be aware that it usually takes multiple drafts to create and complete a successful (Page 79) text: It is impossible to write first good draft and everyone writes a “Shitty first draft”. Almost all papers need to be revised and edited after the draft is complete.

After writing our “Who I am as a Community Member” paper, I realized that it was absolutely fine that I only used a few paragraphs from my first draft. All great papers take lots of drafts to complete perfectly.- TaraS.

 Learn to critique their own and others’ works (Page 215):

 It is very important to understand the knowledge of conventions so that papers can be evaluated correctly. There are certain questions that we were able to use to help our peers get the evaluations they need to complete their paper. – Tara S.

 Knowledge of Conventions: Practice appropriate means of documenting their work (Page 559):

 The importance of documenting your work is to separate your work from others. It also makes it simple for the reader to find out where the information came from. Before learning how to correctly document my citations, it was difficult to identify my work form other sources.  In our writing to convince paper I understood how to correctly cite.

Control such surface features (Page 10):

Writing is more interesting when it has correct usage of grammar, punctuation and spelling. It also makes it easier to read and understand. Reading chapter 1 about the knowledge of conventions helped me understand where to correctly place the conventions. -Tara S.

 Composing in Electronic Environments

Use electronic environments for drafting, reviewing, revising, editing and sharing texts: –

not the real class

Our class was assigned Web CT , where we would post notes on the chapter we read. This helped me become more interactive with the MCC websites. I also used the articles on the library website to look up information for many papers like writing to convince, writing to explore and writing to solve a problem.

 Locate, evaluate, organize and use research material collected from electronic sources:

The MCC library website has research material such as scholarly websites like ERIC, which was helpful for the writing to solve a problem paper.

WPA Outcomes Learnings

Rhetorical Knowledge

            Focus on a purpose- throughout the year I was able to learn how to focus on a purpose.  I was given different purposes for the different papers and had to adapt my writing to the different purposes.  I used the same subject of music copyright laws and wrote two totally different papers with totally different purposes.  One to write to explore the topic of Music Copyright Laws and the other to write to persuade about changing the Music Copyright Laws. 

            Use conventions of format and structure appropriate to the rhetorical situation- with all of these papers I was also able to use different structures and format to write depending on my purpose and audience.  Especially in my last paper, I was able to write a letter instead of an academic paper to be able to solve the problem of Tenure and propose a solution to the problem.  My audience was the parents of the children and the principals. 

Critical Thinking, Reading, and Writing

            Use writing and reading for inquiry, learning, thinking, and communicating- In this class I was able to learn how to use critical thinking, reading and especially writing to complete different purposes and tasks.  Especially in paper 1 I used a lot of critical thinking and reading to do research and learn about a topic so that I could understand it and use that understanding to portray ideas and solutions.  I then was able to use this talent for the rest of my papers as well. 

            Integrate their own ideas with those of others- In my papers I was able to use my own ideas as well as the ideas of those that I read about.  I learned that my ideas were important too as long as I established ethos.  I learned that using my own ideas really helped me understand what I already knew and what I still needed to learn. 

Processes

            Be aware that it usually takes multiple drafts to create and complete a successful text- even from the very beginning of class I learned that no one is a perfect writer.  Everyone starts out with a “shitty first draft.” This knowledge helped me a lot because I knew that I wasn’t a good writer but that I could improve my writing by editing and correcting my mistakes as I went along.  I learned that there are many steps to writing.  There are steps to prepare, steps to start writing, steps to edit writing and steps to compose the final draft. 

            Learn to critique their own and others’ work- while doing all the papers for the class, I learned how to critique others work and my own work.  Doing peer reviews for each paper has really helped me improve my papers overall.  Having others critique my papers has helped me realize that even though I have critiqued my own paper, that there are still mistakes that I can correct. 

Knowledge of Conventions

            Practice appropriate means of documenting their work- in all my paper I learned how to appropriately document my sources of the research that I found.  I learned that there are different ways to document sources depending on what the medium of the source is.  Although it is difficult to tell what are actually my thoughts and what is not, I was able to decipher what I knew already and what I learned after doing research.  Documenting my sources has really helped me put my thoughts in order. 

            Control such surface features as syntax, grammar, punctuation, and spelling- In my papers I was able to improve my grammar, punctuation and spelling.  Especially because we did peer reviews of our papers, I was able to see that I, just like everyone else made mistakes when it came to grammar.  Throughout my papers, I was able to focus on different aspects of grammar to correct and improve on succeeding papers.  When it was pointed out that I made a mistake in punctuation, I tried my best to improve and not make that same mistake in my next paper. 

Composing in Electronic Environments

            Use electronic environments for drafting, reviewing, revising, editing, and sharing texts- with all my papers, I was able to use electronics to compose my papers.  I was able to use Microsoft word to type my papers and edit them.  I like this because it corrects some of my mistakes.  There are always still a few errors that need my attention though.  I was also able to use webct for a little bit to upload my documents so that they can be turned in more quickly. 

            Locate, evaluate, organize, and use research materiel collected from electronic sources, including scholarly library databases; other official databases and informal electronic networks and internet sources- Especially during the process of writing paper 1, I was able to learn how to use electronic materials to find scholarly articles for my research.  It proved really beneficial because I was able to do my research more quickly than if I did it by reading printed books and articles.  With technology, I was able to complete my work more efficiently.

-Clint B.

Audience….

So this idea of Audience? I always picture a stage. During the course of the semester I really had to focus on the question of audience. At first I said, well its my teacher but that only flew for the first invention exercise. Then it was I can change the world! Yeah I forgot for a moment, that people think differently so pleasing everyone is an impossibility.. lol…
Honing it down through the process of asking questions I discovering that tailoring my audience down to a real specific group doesn’t narrow my issue. In fact the opposite happens I can then define the issue tailored to the specific Audience. Things flow better then.. as evidence by my grade, I rose 15 points every paper since the first. Nice job on that Rhetorical knowledge…

-Rochelle F.

-R

Critically Thinking, Reading and Writing

Use writing and reading for inquiry, learning, thinking, and communicating: Chapter 2, page 15:

When I first came into English

102, it was not long before the subject of critical thinking came up.

In Chapter 2, it describes the importance of critical thinking in relation to reading, and learning, and communicating. The textbook details several pre-reading strategies that I found to be a very helpful and easy to do. They also made reading large bodies of work such as research articles not such a daunting task. After the task of pre-reading is mastered, reading actively is the next goal. This consists of asking several questions such as “what is the writer’s main point?”, and “is the information reliable?”

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 A list of questions is on page 18. This is one way to construct your paper effectively.

Integrate my own ideas with those of others: Chapter 8, page 229: This is one area that I was not successful in. I had to make a real effort to be open- minded so I could ingest other people’s opinions. This was clearly evident when I wrote a persuasive paper on bullying. The passion I have for that issue had stemmed from bullying in my child’s younger years. It had clouded my ideas and only through the research I did including finding up to date statistics, new state laws, and programs designed to counsel victims and bullies was I willing to integrate ideas other than my own.  It actually opened me up to writing a more fair and effective paper.

-Leigh Ann C.

Rhetorical Knowledge: A Students Perspective

Focus on a purpose: Chapters 3-12:

I never knew the exact definition of the word “purpose” until I got our textbook. In the textbook (Chapter 1, page 1) you will find the McGraw-Hill definition of “purpose.” It states that “most discourse (conversation) has a goal or purpose: to explain, to inform, to persuade.” This was an area of writing that was very difficult for me.  Every attempt I made to write, whether to explore, solve problems or inform, it felt like I had no purpose. When we got to Chapter 8, our class wrote a persuasive writing essay. I wrote my essay on “Bullying in America”. Purposeful writing had finally made sense to me.

Respond to the needs of different audiences: Chapter 1, page 4-5: When writing a paper to convince or to solve a problem it is very important to be able to write to many different audiences. An example would be if I wrote a letter to the HOA of my condominium complex to try to convince them why I think our condo complex needs an athletic center in our club house.  I already know that our complex has one hundred and seventy-five units. That is a large and diverse audience. By researching more information about the types of people who live there and what they may need or want in the way of athletic equipment, if any, would allow my paper to deliver a more convincing argument.

-Leigh Ann C.

Welcome Classmates!

Here it is, our grand contribution to education.

Knowledge is socially constructed.

The good Doctor left us contemplating her favorite quote, and now we have the opportunity to do just that, create knowledge between more people.

So let us began by posting the greats, the lows, the ‘I don’t knows’ and of course ‘wow I made a decent grade on it’!

Thank you for being apart of the project and enjoy it!!

-Rochelle F.