I commented on "Welcome to Renae's thoughts"

My take on this ENG101 class was the purpose of learning how to think “outside the box” of standard English writing procedures.  We were told to focus on looking beyond “grammatical snobbery” (GRWJ article) to studying the different types of genres.  We also learned to see every form of writing as a different type of genre.  Society has placed socially construed constraints on every genre from text messaging to sidewalk chalk messages to novels. (Unit One) We discussed the wedding toast’s characteristics as the example for this. The wedding toast has a certain time during the reception that it occurs, it is usually done by a specific group of people in attendance, it is usually spoken –but has thoughts written on notecards to help with the giving of the speech, as well as many other characteristics like these.  Even though there is a standard make-up to each genre and a specific method that is used to send the message (i.e.: phone, computer, speaker, paper, etc.) there can always be exceptions.  Exceptions must have logical and justifiable reasons in why they are straying from the typical method or format.” (My UNIT 1 half-way blog)  Also in Unit1, we learned how to write a rubric for and then create a newspaper article.  I learned to see the grammatical and visual elements that make up articles. (“With the rubric, I did a good job at dissecting all the different parts of visual and grammatical characteristics that made up the genre of newspaper articles.” (Unit1 final blog)  Peer reviews were also experienced in this unit, and we learned how to make constructive criticism that wasn’t too generalized.

Since we learned how to see each form of writing as a different genre in UNIT1 with socially construed characteristics, we did a project on manipulating a genre in UNIT2.  The purpose of manipulating the genre was to see how people would react to the change.  My biggest take away from UNIT 2 is as follows: “The project gave the results that I expected- that people would have a reaction to the genre when it was in a different context. I did come to realize though that we are able to assume that because people had such an adverse reaction to our one altered genre, that they may react to any genre that is altered.  However, we are not able to generalize that finding as a fact - due to the fact that we do not have enough research to back it up.”  (Unit2 final blog) I also learned the following: “I actually see all writing as writing genres, and I am able to contemplate their construed constraints. Before this unit, I only saw school work or book and poems as genres.” (Unit2 final blog)

In Unit3 we had to discuss our process of learning a genre based on what we had learned the last two units. I wrote about Audio Descriptions.  I described my learning process while trying to create my own creation of this genre.  It was interesting reading others paper s in the peer review sessions to see what kind of struggles they had.  The purpose of this was to fit the GRWJ format.  So, we had to study the other articles in order how to write our own.  We as a class made up a general rubric for the “GRWJ article” Then we wrote our own papers fitting this format.

I learned this semester how to see all forms of writing as different genres with socially construed characteristics.  I also learned how there is a time and a place for grammatical snobbery – many times there are more important things in the writing that focusing on that.

Proposal: write on the topic of writing a resume. I will discuss my personal struggles as well as common mistakes or issues with resumes. I will also discuss what makes the most successful resume.

10 things
1. formal
2. structured in an organized format
3. can have subtitles for the different sections
4. must have references at the end of the article
5. must have a discription of the author
6. can contain graphs or charts or pictures to support article.
7.usually biographal in structure
8. research usually sometimes based on experience then expounded upon
9. must have a title
10. avg between 7-14pages long

ENG101 Unit 2 Final Blog

UNIT 2 Final Blog


Since the half way blog I have not learned anything new per say. The project gave the results that I expected- that people would have a reaction to the genre when it was in a different context. I did come to realize though that we are able to assume that because people had such an adverse reaction to our one altered genre, that they may react to any genre that is altered.  However, we are not able to generalize that finding as a fact - due to the fact that we do not have enough research to back it up. 
The only thing I'm currently struggling with in this class is the Final Blogs. I never know what to write because I feel as if I have written everything I have learned in the half way blog.
One thing I was a little worried about at the beginning of the unit was having to work in a group.  Group work - esp in Gen Ed classes - does not always get evenly shared.  Usually only one or two of the group members end up doing all of the work.


The biggest take-away for me was already stated in my half-way blog. But, it is that now I actually see all writing as writing genres, and I am able to contemplate their construed constraints. Before this unit, I only saw school work or book and poems as genres.


I really enjoyed our project! I thought it was creative, hands-on, and really taught us something that is applicable to every day life! And, I am excited to see what others did for their projects. So, I am glad that you are having us all share in front of the class about our projects and our findings.


(For my comment on another blog, I commented on "Welcome to Renae's Thoughts.")

ENG101 UNIT2 Halfway Learning Blog

ENG101 UNIT2 Halfway Learning Blog

       Thousands of kinds of genres are a part of our daily life.   Each genre consists of a set of socially construed characteristics.  These characteristics make up the format, design, intended audience, and location of the genre.  Over time, society decided what characteristics apply to each genre, and these characteristics have been accepted “like gospel” in the majority of American Society. Most of us do not consciously consider the specific characteristics of each genre.  We merely treat them like an involuntary body function –not really noticing they are there but just taking them for granted.  Unit Two, English 101, is teaching us to notice those specific characteristics, and it is teaching us to realize how deeply engrained as undisputed facts the decided characteristics of genres are in the average person’s mind. 

            These characteristics are widely accepted almost as if they were absolute truth, but are only based the relativity factor of what society deemed as proper over time.  We accept these characteristics without question, and apply them to genres we create and expect them of genres we encounter.  How many things do we accept at face value without question because the general public, or more specifically our peers, deemed them as correct, normal, and/or proper.  The issue of accepting genre socially construed characteristics is small compared to a society that accepted without question, the idea of extinguishing another race.  But, if we are willing to start with the small things, how many other things will we continue to accept without question before the line of “how far is too far” becomes blurry? This may seem like a long stretch for an analogy, but maybe it will get people to think about things in a different light.  Maybe, it will help people to think before jumping on a bandwagon for any issues from the seeming small topic of genre characteristics to larger issues such as how and why we judge or treat people a certain way.   How much will we subconsciously allow society to dictate our actions and views? Stephen Fry discusses, in the Grassroots article “Breaking Down Grammatical Snobbery…” about what really is “good” English.  He addresses the fact that what society deems as “good” English is not always fitting or the best use for different situations.  He also talks about how just because someone does not follow society’s characteristics, does not make them necessarily a bad writer.

            I also had never realized the amount of characteristics that apply to each genre.  I never considered that these characteristics were relative, and I have realized with this study, how deeply engrained these ideas of society are engrained in my own thought process.   I enjoyed reading the pre-mentioned Grassroots article because I never thought about things from Stephen Fry’s perspective.  Growing up, I was always in the honors English classes, and I tried to follow the laws that society has placed on what I have been taught is “proper writing.”  When I proof read/ peer review others’ papers, I usually expect and hold the authors to also follow the typical guidelines for writing.  Even now as I see this different perspective, it is still hard for me to look at another’s paper with what I see as “poor writing skills” and not expect or demand that they improve their writing to meet the standards that I have been taught as unquestionable truth. (I must note that… I know that I often make mistakes in my own writing, but I at least expect others to have the same goal as me--to try to get as close to the “standard” as possible.)  I now realize how much society’s idea of “good writing” has been deeply engrained into my world view.  

            By all of this, I am not saying that everything that society decides as a whole is bad/wrong.  I am just saying that we should question why we follow it, or see it as truth before we subconsciously follow or accept.  I do personally feel that what society has deemed as “good writing” is a good thing in many ways.  I believe that we do need a standard in our society to follow, in order to be graded and to have a standard for what professionalism is in writing.  We also need these standards to have a basis for how our language works and functions.  How else would you teach someone the language of English if we did not have some set rules?  These rules keep our language somewhat universal.  If change the characteristics of how we write or communicate (this mostly applies to international business)the issue of local dialects may become an issue in our writing too.  With certain rules it is easier for international relations and even from one part of our country to another to translate and or conceptualize what we are trying to communicate.  However, I do agree that this idea of “good writing” has become generalized to more areas than what it should.  There should be some freedom of writing in many genres outside of professional work related genres.  This is because it allows people to be more creative, and many times can give a more personal level to the individual’s work.  It is possible to express yourself in standard writing characteristics, but one has to be proficient at writing in that style before he or she can really make his or her writing have a personality and stand out from others.

            I do not have any questions at this time, and I understand what we are discussing.  However, like I stated before, I enjoy the perspective that has been presented on this topic, but I do not agree as far as Stephen Fry takes it.  He does begrudgingly admit that there are times that society’s characteristics still need to apply (like a classroom), but he seems as if he would rather that not even to have to be the case.  In my opinion, I think that there is a good and proper place for society’s rules on writing (certain classroom, work, resume’s, other professional outputs). In my opinion, it is an obvious indicator to employers of who (based on the average person) has had a “good” education and who worked hard in school. The employer usually looks at the writing before they get to meet the applicant, so the writing has to be in a format that says something about the applicant’s level of professionalism.

            I think that I understand the material well, and have thought up a good life application/ life lesson from this material.  That is the goal of General Education courses for me.  I have to take them, so I might as well get as much as I can out of them by figuring out ways to apply what I learn to more than just the specific subject matter.  

Sources: Grassroots Journal, Class discussions, and ENG101 class blog

27FEB12
genre project:
ideas: personal to-do list- put on post-it notes and posted around out in public, post it on one of those flyers w/ tear off papers
decided on flyers w/ papers. we will put "TO DO LIST FOR TODAY" as description and on little papers put things like -- "brush teeth, take a shower, go to the store, go to the bathroom, walk the dog, call mom...."
testing the project: we each have a building that we go to often during the day and we will each hang up flyers in our perspective buildings and observe and record reactions.

final blog comments on others...

I commented on "Welcome to Renae's Thoughts" final blog and "Sara"(s) final blog!

UNIT 1: FINAL BLOG

                (We completed our half-way blogs only a week ago.  Therefore, I do not have any new comments about where I have come in this unit or about what I have learned.  So, I will just quote my half-way blog on those two issues.)

            “Every day we encounter hundreds of different types of genres.  When we come across or even use these different genres, we do not normally think about the type of the genre.  Often we only consider the immediate trajectory that our employed genres will take.  We do not often realize the immense impact that our writing (no matter the type of genre) possesses once it is out of our hands.  A text message may only have one intended recipient.  However, once that text message has left the author’s phone, it has the possibility of being forwarded to others, discussed later in conversations, posted on the internet, etc.   Unit One, English 101, teaches us to consider all these factors, and helps us to more readily be able to recognize different types of genres.

Due to the great impact that a genre that we produce can have, it is important to review our work or have another review it before putting it in others’ hands.  Peer reviews are a great way to get opinions about your work, especially if it has an intended professional trajectory.  That is, if it is a project for school or anything linked to a career or job. 

Peer reviews can be extremely helpful, but many people are not educated in how to conduct a proper peer review.  Many only give too general or downright mean (not constructive criticism) comments, or they make overly gracious comments due to fear of offending the author.  None of these help the author to improve their writing skills.  In order to effectively critique another’s work, one must learn to write constructive comments.  One must have the following things in mind before approaching critiquing another’s work: thought through expectations of peer review (have the mindset of critiquing other’s work in a way that you would want your own work critiqued), have an “open mind to the possibility that I will learn just as much (if not more) from giving my peers feedback on their work as I will from receiving theirs on mine,” and “read like a writer, not like a judge” (approach another’s work by trying to see it from their perspective).  (quotes from “Grassroots”) 

I have also learned in this Unit about how each genre has a typical layout/format and typical criteria.  There are also “rules” that our society has added to different kinds of genres.  A great example of this is the wedding toast that we discussed in class.  The wedding toast has a certain time during the reception that it occurs, it is usually done by a specific group of people in attendance, it is usually spoken –but has thoughts written on notecards to help with the giving of the speech, as well as many other characteristics like these.  Even though there is a standard make-up to each genre and a specific method that is used to send the message (i.e.: phone, computer, speaker, paper, etc.) there can always be exceptions.  Exceptions must have logical and justifiable reasons in why they are straying from the typical method or format.” (My half-way blog)

The “big takeaway” for me will be how I learned how to put together a newspaper article.  I had never written in that genre before, and it was very interesting to me.  I will most likely use this genre of newspaper articles in my future for school newspapers or local newspapers.  I enjoy writing and informing others of topics that are near to my heart.

I do not have any questions from this unit.

I fully understood the concept of making a rubric and how to apply the rubric to create my own example of the genre.  I also understood how to make constructive criticism in peer review sessions.  With the rubric, I did a good job at dissecting all the different parts of visual and grammatical characteristics that made up the genre of newspaper articles.  I feel that I applied the rubric well to my own article.  In peer review sessions, I had helpful comments for my peers.  They appreciated my feedback.

Now, I will justify things about my final draft of my article.  Most online articles have the name of the newspaper at the top of the article followed by a web link.  Since I wrote my own article, I made up my own newspaper name and web link for visual format purposes.  This article’s intended audience is Music Education majors that are still finishing up their degree here at ISU.  Some of the angles presented in the article may make more sense to Music majors than other students.  Since the students in ENG101 are not music majors, I decided to ask people in the major for feedback too.  So, I had a few music majors also read through my article and give me feedback.  The music majors really liked my article and suggested that I make it available for other ISU music majors to read.  One, ENG101, student was confused about was the fact that I discussed general music programs.  He could not see the connection between general music programs and professional orchestras.  But, as all music majors and anyone who has been in a school band program know, the general music programs and middle school band programs are the beginning stages to getting to the professional orchestras.  Without these programs we would not have professional orchestras.  Also, if people are taught to enjoy something at a young age, they are more likely to support it when the get older – even if they are no longer playing an instrument themselves.  It is also important to reach the parents of the children, because the parents can encourage the student to keep growing as a musician.  Making an impression on the parents may give the school band or orchestra program more money which can equal in more opportunities for the school band to perform for the community.  This will then reach more than just the band kids and their families.  That is why I talked to a middle school band director, and why I discuss general music and middle and high school programs.  They are the basis for professional orchestras having performers to be in them as well as the basis for their support from fans.

·         Sources used for information: Grassroots book and class notes, slides, class blog, and my   recent half-way blog.

analysis of newspaper articles

analysis of articles is just the articles highlighted and comments written on them

http://www.ft.com/cms/s/2/7c280d2c-b79c-11e0-8523-00144feabdc0.html#axzz1kXHVQQ98

http://www.bbc.co.uk/news/uk-11909775

http://www.nytimes.com/2005/06/25/arts/music/25ravi.html?oref=login

these are the articles I used for analysis

Final Draft of Rubric for Newspaper articles (will hv hardcopy for 17FEB12)

Rubric for Design of (Online) Newspaper Articles

Type of Article: Discussing an Issue in Society & Ways to Address It

Tone:

· GENERALLY MELANCHOLY

1. Melancholy b/c the topic of article is a conflict/ issue in society –so there is sadness about the issue existing –esp. b/c before it things used to be really good.

· FORMAL

1. People in article addressed by first & last name to begin – then addressed by last name or by Mr./Mrs./Ms/Miss after introduced

2. Some contractions are used, but still formal b/c of: the use of proper grammar, doesn’t use slang usually, and also mostly contains compound & complex sentences

· WORD CHOICE/ DICTION

1. Descriptive language used –including sensory descriptive words –to evoke empathy & sympathy toward addressing the issue in the mind of the reader.

2. even though tone is formal, it uses language that is still on the avg reader’s level. (not using huge scholarly words)

Organization/ Format - from top to bottom:

· HEADING:

1. Name of Newspaper Co. & sometimes link to newspaper’s website listed w/ name of Co.

2. Usually above Title but occasionally below: Date article was published & Author’s name

3. Title: -(if a national or world issue) article will focus on local story, but title will

be about the overarching national or world conflict/issue in society

-direct to the point of article

-designed to grab reader’s attention

-short= usually less than 10words

-larger font than article font, also can be a different color or bolded to

visually grab readers’ attention.

· INTRO. PARAGRAPH/ SENTENCE:

1. Short- only a few sentences or less briefly summarizing the point of the article

2. Designed to grab reader’s attention: briefly tells readers some if not all the following basic facts (w/out much detail) they need to know about article: who article is about, where story is occurring, when the story is occurring, what the conflict is, & why the conflict is occurring.

3. Sometimes ended w/ a quote that shows the validity of the conflict occurring (if quote is not at end of this it is usually included in next paragraph)

· BODY OF ARTICLE:

~if a national or world issue: a good article focuses on a local story that is related to the issue…in order to bring it “close to home” of the reader

~FORMAT OF BODY: consists of a bunch of short paragraphs – & space between each paragraph –breaking the article up visually for the reader.

1. Starts usually with a background story to current issue

A. Usually about how things were before issue

B. Often the story about how things used to be is written in an attempt to take the reader back to that day or time. Told in a way that appeals to the reader –relatable & causes the reader to reminisce of “the good ol’ days”

C. Only using details & facts that are necessary to the issue. Staying on topic – to keep length of article from being too long.

D. Stays factual in nature as well as including quotes from people involved w/ issue. (non-biased from author)

2. Continues on with discussing how the current issue came to be (events leading to issue)

A. Only using details & facts that are necessary to the issue. Staying on topic – to keep length of article from being too long.

B. Stays factual in nature as well as including quotes from people involved w/ issue. (non-biased from author). Numbers & percentages used if possible to show numerical evidence of issue existing.

C. This aspect expands on the Why factor of the issue existing.

D. Can also ask questions that are common FAQs in the public in regard to the issue –then proceed to answer those questions by facts of situation & by quotes of those involved directly or those professionally studying the issue.

· CONCLUSION/ BUT IS STILL MIXED IN W/ END OF BODY SOMETIMES:

1. (If applicable) Discusses educated conclusions about how issue can be ratified or begun to be turned in the opposite direction.= What changes must now take place or are already beginning to take place to fix issue.

A. Uses specific names of people or companies to validate statements (indirect or direct quotes) made about fixing issues

B. If plans are already put in motion to fix issue – this section discusses the steps taken & expected outcomes.

C. This ends w/ a quote or a statement that summarizes issue and or future of issue. Usually a statement designed to make the reader really conceptualize the point of the article.

· BELOW ACTUAL ARTICLE IS USUALLY A LINK TO:

~ MORE INFO. ON THE PEOPLE QUOTED OR INVOLVED IN THE ISSUE

OR

~LINKS OR PROGRAM TIMES: PROMOTING THE CAUSE OR WAY TO SUPPORT OR HELP FIX THE ISSUE.

Formatting of Citing Sources:

· QUOTES (INDIRECT & DIRECT)

1. Puts the name of the person who said it in the sentence after or right before the quote or summary of quote

2. If used other sources (online, books, etc.…) then those sources or links are just listed right below the article

Final Draft of Article (will hv hardcopy as well for 17FEB12)

The Arts Times

                        artstimes.com

February 12, 2012

Music Educators Have Potential to Save the Orchestra Industry

By SARAH WILLIAMS

It is widely agreed within the Arts Community that the Orchestra Industry is dying. Orchestra halls used to be lively, packed places on concert nights, and today many halls do not even have a hope of experiencing a full house. Today’s Orchestras face issues of government funding cuts and a growing lack of public support with each new generation. 

Some believe the issue is occurring due to the majority of the public not being educated on the arts.  “The illiterate need to become literate,” said Corbin Huber, a Music Education Major at Illinois State University.  He continued by saying, “The majority will not show an interest in anything they do not understand.  The community needs to have interaction and inclusion to the music making, and with time, people will notice the depth that music has to those who can ‘hear’ it.”

Julie Donnell, a local Music Educator at Washington Middle School, stated, “So many people have no idea what good, quality music is because most of them are only exposed to what they hear on the radio or television.”  She also believes another reason that orchestras are dying is because schools put a high priority on sports programs which takes the focus off of all other extracurricular activities.  Because music programs have been given a perception of less importance, it is often seen as acceptable for those programs to be the first to get cut when schools are struggling financially.

It is getting harder for newly graduated Music Education Majors to find jobs, due to many schools lacking programs.  Schools that cut their music programs further remove their communities from being able to learn to appreciate the arts. 

There still is hope though for this trend to be reversed.  Today’s Music Education Majors have the opportunity and the ability to help their communities and school districts begin or continue to appreciate and support the arts, but they do not often know where or how to begin this process. 

“Start with your students,” is where Donnell advises Educators to begin.  She recommends choosing ‘fun’ pieces for the students to listen to.  Educators that only work with concert bands can use this advice by finding band arrangements of these pieces and having their students listen to the band arrangement and then the original orchestral work.   Donnell says to follow this by, “gradually introducing other orchestral music.”

To begin to educate and reach the community is to touch the parents of the students first.  “Create a listening assignment that the students have to do at home and email it to the students and parents,” is advice that Donnell offers as the beginning stepping stones to educating the parents.  She says that often the parent will listen to the recording, and they will sometimes even work alongside younger children to complete the assignment.   

“Email information out about upcoming professional or college orchestra concerts and the works that they are playing (as well to the child and their parents), and to, “give the kids extra credit for attending,” are also other ideas Donnell suggested to use to increase interest.  She finished this portion of the topic by saying, “You reach the kids, most will share with their parents and therefore you reach the parents.”

Donnell warns those that are about to get their own Music Educator jobs to not fall into the traps that many do.  Many Educators fall into the trap of not exposing the students to a variety of musical styles.  If students are exposed to playing different styles, the Educator will have a higher chance of sparking and holding a higher percentage of students’ interest.  Gaining more students’ interest will, of course, aid in growing the music program.  She encouraged that Educators pick a few pieces and let the students vote on which of those they would like to perform. 

She discussed how students will often work harder if they are trying to prove the Educator wrong about their ability to do well on a more challenging piece, so she suggests picking at least some music each concert cycle that will challenge them. 

“Lastly, have fun with the students and let them know that it is okay to make a mistake.  Let them know you will never get mad at them for trying,” was the finishing advice that Donnell had for Illinois State University Music Education Majors.       

Orchestras may be struggling, but there are things that can be done to make the future brighter.  Music Educators have not only the opportunity but the responsibility to do everything they can to educate their community in regard to appreciating and supporting the arts.  As Julie Donnell stated, “You reach the kids…you reach the parents,” which will begin an even bigger chain hopefully leading to good health of all programs from the elementary general music classrooms to the professional orchestras across the nation.  

Corbin Huber: (815)-419-7083

Julie Donnell: (309)444-9680

CHAT

CHAT:
1. Production: tools and practices used to create the writing

•  pen and paper to write out ideas, used internet to find example news articles, used printer to print out the example articles, used WORD to type up my article, used peers and professionals on the subject matter to give input on my writing, used WORD to fix writing - and a printer to print out the finished project

2. Representation: Ways people who produce a text conceptualize and plan it.

• Looked at popular online newspapers to make a rubric for how mine should be.  then followed my created rubric to create my article

3. Distribution: things such as who a text is given to, for what purposes, using what distribution tools

• Hard copy: Given to peers for review, given to teacher for grading, given to peers and professionals in order to get them to consider the topic
• Internet: Online newspaper, facebook, and blog...all to get the info out to general public
• printed newspaper: for local populous to get the info

4. Reception: How texts are taken up and used by others

• The main focus of audience is for Music Educator (students and current teachers) - for them they can use it to give them ideas how to address the issue in the article
• for the rest of the general public- the article can help them realize an issue that they may have never considered. Also, may help them sympathize and even assist the Music teachers in doing what they can to work toward fixing the issue.

5. Activity: actual practices that people engage in as they create a text


6. Ecology: environmental factors

• neighbors yelling.
• someone talking to me on FB chat

7. Socialization: The interaction of people and institutions with this piece of writing.

• now know teachers expectations
• socialized into writing articles 

TRAJECTORIES OF LITERATE ACTIVITY

1. I saw an issue that is in the US, and I decided to address it. I put my thoughts down on paper as well as a peer and a pofessional's thoughts about the issue, then typed up the article for the English class. Now other people from class may read my article, and I may have it published in a local newspaper. If published, it would have an even bigger trajectory to the local populous. Often newpapers today put all their articles on line, so my article could be read by whoever stumbles across the site.

2. I used other online newspapers as a guide for how to accomplish writing my own.

3. As of now, only a few peers have read my article to help give me feedback on how to make it better.

4. Now other people from class may read my article, and I may have it published in a local newspaper. If published, it would have an even bigger trajectory to the local populous. Often newpapers today put all their articles on line, so my article could be read by whoever stumbles across the site. I will also show it to other music majors here at ISU.

5. They may discuss the information in the article with their friends and family.  They could post a facebook status about it or blog about it.  The Music Education majors will be able to apply the suggestions of fixing the current problem when they get their own teaching jobs.

6. Could be stored on a flash drive or as a word doc.  could be disseminated to others by paper copies, online newpapers, blogs....

7.  It could be used to make an informative poster?

8. It challenges changing the way that Music Educators teach as well as challenging them to try to change peoples mindset on an issue.

Unit 1 Half-Way Blog

Saturday, February 4, 2012

Unit 1 Half-Way Blog

Every day we encounter hundreds of different types of genres. When we come across or even use these different genres, we do not normally think about the type of the genre. Often we only consider the immediate trajectory that our employed genres will take. We do not often realize the immense impact that our writing (no matter the type of genre) possesses once it is out of our hands. A text message may only have one intended recipient. However, once that text message has left the author’s phone, it has the possibility of being forwarded to others, discussed later in conversations, posted on the internet, etc. Unit One, English 101, teaches us to consider all these factors, and helps us to more readily be able to recognize different types of genres.

Due to the great impact that a genre that we produce can have, it is important to review our work or have another review it before putting it in others’ hands. Peer reviews are a great way to get opinions about your work, especially if it has an intended professional trajectory. That is, if it is a project for school or anything linked to a career or job. 

Peer reviews can be extremely helpful, but many people are not educated in how to conduct a proper peer review. Many only give too general or downright mean (not constructive criticism) comments, or they make overly gracious comments due to fear of offending the author. None of these help the author to improve their writing skills. In order to effectively critique another’s work, one must learn to write constructive comments. I had already been taught this thanks to an awesome Honors English class my Junior year of high school and an awesome AP English class my Senior year. I started this process already knowing how to give constructive critisism, but I did like the aspect of thinking of the writing like a writer not a judge.  One must have the following things in mind before approaching critiquing another’s work: thought through expectations of peer review (have the mindset of critiquing other’s work in a way that you would want your own work critiqued), have an “open mind to the possibility that I will learn just as much (if not more) from giving my peers feedback on their work as I will from receiving theirs on mine,” and “read like a writer, not like a judge” (approach another’s work by trying to see it from their perspective). (quotes from “Grassroots”)

I have also learned in this Unit about how each genre has a typical layout/format and typical criteria. There are also “rules” that our society has added to different kinds of genres. A great example of this is the wedding toast that we discussed in class. The wedding toast has a certain time during the reception that it occurs, it is usually done by a specific group of people in attendance, it is usually spoken –but has thoughts written on notecards to help with the giving of the speech, as well as many other characteristics like these. Even though there is a standard make-up to each genre and a specific method that is used to send the message (i.e.: phone, computer, speaker, paper, etc.) there can always be exceptions. Exceptions must have logical and justifiable reasons in why they are straying from the typical method or format.  We also discussed the typical format of a newspaper article.  It has the main information about the story right at the beginning. Also, newspaper articles are usually formal in tone - call people by full or last name and do not use contractions.  However, there are always exceptions allowed as long as they have a good purpose for being different.  Before this class, I did not really think about the different kinds of genres.  I was good at giving constructive critisism, but I did not actually think about the differences between the genres.  I also did not think about the different characteristics that genres have as well as why or how you are allowed to change characteristics of genres.

So far, I understand what we are discussing. I sometimes get confused with how to technologically work with the blog, but I usually figure it out. I do not have any current questions about what we are learning or projects we are working on. I think I have a good understanding of what we have had to work on so far. I think I did well with the rubric, so I hope I can create an article that equals the ability level of my rubric. There is nothing else that I would like to discuss at this time.

Sources used for information: Grassroots book and class notes, slides, and blog

Unit 1 Half-Way Blog

Every day we encounter hundreds of different types of genres.  When we come across or even use these different genres, we do not normally think about the type of the genre.  Often we only consider the immediate trajectory that our employed genres will take.  We do not often realize the immense impact that our writing (no matter the type of genre) possesses once it is out of our hands.  A text message may only have one intended recipient.  However, once that text message has left the author’s phone, it has the possibility of being forwarded to others, discussed later in conversations, posted on the internet, etc.   Unit One, English 101, teaches us to consider all these factors, and helps us to more readily be able to recognize different types of genres.

Due to the great impact that a genre that we produce can have, it is important to review our work or have another review it before putting it in others’ hands.  Peer reviews are a great way to get opinions about your work, especially if it has an intended professional trajectory.  That is, if it is a project for school or anything linked to a career or job. 

Peer reviews can be extremely helpful, but many people are not educated in how to conduct a proper peer review.  Many only give too general or downright mean (not constructive criticism) comments, or they make overly gracious comments due to fear of offending the author.  None of these help the author to improve their writing skills.  In order to effectively critique another’s work, one must learn to write constructive comments.  One must have the following things in mind before approaching critiquing another’s work: thought through expectations of peer review (have the mindset of critiquing other’s work in a way that you would want your own work critiqued), have an “open mind to the possibility that I will learn just as much (if not more) from giving my peers feedback on their work as I will from receiving theirs on mine,” and “read like a writer, not like a judge” (approach another’s work by trying to see it from their perspective).  (quotes from “Grassroots”)  

I have also learned in this Unit about how each genre has a typical layout/format and typical criteria.  There are also “rules” that our society has added to different kinds of genres.  A great example of this is the wedding toast that we discussed in class.  The wedding toast has a certain time during the reception that it occurs, it is usually done by a specific group of people in attendance, it is usually spoken –but has thoughts written on notecards to help with the giving of the speech, as well as many other characteristics like these.  Even though there is a standard make-up to each genre and a specific method that is used to send the message (i.e.: phone, computer, speaker, paper, etc.) there can always be exceptions.  Exceptions must have logical and justifiable reasons in why they are straying from the typical method or format.

So far, I understand what we are discussing.  I sometimes get confused with how to technologically work with the blog, but I usually figure it out.  I do not have any current questions about what we are learning or projects we are working on.  I think I have a good understanding of what we have had to work on so far.  I think I did well with the rubric, so I hope I can create an article that equals the ability level of my rubric.  There is nothing else that I would like to discuss at this time.

Sources used for information: Grassroots book and class notes, slides, and blog