Aaron Patton

Journal 1:

In Chapter 1 of “Writing in Response” Matthew Parfitt states that when reading keep in mind a multitude of ways to truthfully absorb, understand, and identify the main points addressed within the text. For example, if a reading is assigned by the professor, note the purpose of the reading within the course. The best way to read is clearing a space and being free from distractions, for example go to the library, turn off your phone, and just relax and read. To also successfully compose ones’ understanding of reading for inquiry, learning, critical thinking, and communicating; while reading one must follow these steps to fully comprehend the text. These steps include identify the historical and cultural context, identify the genre of the text, the main argument and the main structure produced by key claims, terms and concepts. Finally, note possible weaknesses within the argument.

Journal 2:

In Chapter 2 of “Writing in Response” Matthew Parfitt explains that when actively reading the reader must purposefully take mental steps to fully understand the text. For example, the first I read the text, I will read it from beginning to end. Then, make notes and marks throughout the book, if I own it, in ways such as underlining, make mall notes on the side, keep a pen and notebook by for information, note turning points, things that catch my eye. Another way is to keep a reading journal where I can record thoughts and questions I have while reading the book. Then after finishing the book, reread the text, read at a slower pace, keep a dialectical notebook; this is used for breaking down the long, non-stop, and never ending word blocks. I agree with all of these claims stated by Parfitt, because I myself have implicated these tools in reading in various situations. Each and every single example given that I used has successfully helped me increase my reading and comprehension skills as a writer and reader. For example, in my Senior year reading Frankenstein, I made notes using sticky notes every time I came across a line in the book that represented other types of romanticism, it was very beneficial in my final which I received a 94 on. In Chapter 2, SLO 2 and sentence two is demonstrated through active reading by using outside materials for example such as using a journal or sticky notes to understand, comprehend, and explain the text being read.

Journal 3: In Chapter 4 of “Writing in Response” Matthew Parfitt comes to the conclusion that Exploratory Writing is written off a variation steps. Some of the major steps I must take to write an Exploratory Essay are Identify the problem, issue, or question that the assignment or text addresses. Then I should establish my own position on the topic and seek an answer. Next, list my reasons and justify my side of the story, suggest questions or thoughts on the topic the reader may have come across their own head. I have never written an exploratory paper before, so this topic is still very fresh in my mind. I have read over this chapter, analyzed its content and concluded that I will take the information provided to me, and use it to my advantage in every way possible. I hope that each of these ideas shown too me are beneficial in my creation of this paper, but we will just have to see. This Chapter relates to SLO 3 which states “Working through multiple drafts of a project and recognizing the role of reflecting, revising, and editing in the process”. This explains that creating a paper takes time, processes, and steps to perfect and help the reader understand the text.

1. When she states “the fantasy of the uninitiated” she means that this is not how it is really is, just how others imagine it being. It is more of a fantasy than a reality to believe successful writers sit back and live like they have it all.
2. I believe her wariness as a writer is just a personal endeavor, each and every writer approaches writing and writing processes differently. It is just a matter of how one looks at it.
3. I believe that first drafts are for the sole purpose of the process, and they benefit the writer in a manner of setting up the paper for success. This is only achieved however, after taking the time to go through each step of the process.

Journal 4: In the short writing “Blues for Vincent” in the book “Writing in Response” by Matthew Parfitt the story is basically four different views all leading back to one somewhat similar idea, theme, or moral portrayed through all four situations. In one of the sections someone is describing the sculptures of Vincent Van Gogh and his brother Theo; how they look, what they are made of, and what his opinion of why the statues were created. He came to the conclusion that one statue looks like they are there in a state of sorrow and panic, while the other is there for comfort and is willing to help the other one in distress. Another one of the sections was about someone living either in or near a bad neighborhood where there is a lot of addicts, homeless, and psychos out in the streets. The person narrating in the story is experiencing these things and all he wishes to do is help these people out, because no one else will. This leads back to the same previous theme used in the other part of the writing. This moral or idea of people are always in distress, but not everyone has that person to be there for them to fall back on for safety is experienced by every human being in the universe. I have experienced this type of situations in a multitude of various ways, both sides of distressed and hero. It is much easier emotionally to be the person there to help, not to mention how significantly more difficult it becomes to deal with a tragic situation without anyone there to be there for you.

Journal 5: In the short story “Bumping into Mr. Ravioli” Adam Gopnik writes about the story of a young girl, only the age of 3, that has an imaginary friend named Charlie Ravioli. Her mother begins to worry about her daughter and her imaginary playmate, when Olivia always explains that Mr. Ravioli is always busy. He is always non-stop and constantly busy, to the point where it doesn’t seem like it is a true imaginary friend. The mother contacts her sister, because she is a psychologist, and believes that she will be able to help her daughter. In conclusion, the sister explains that it is really just a phase of imagination toddlers create during times of their childhood due to the lives around them. Olivia eventually grew somewhat out of the imaginative stage, however her mother does recall hearing her daughter calling his name while she is asleep at her work one evening at the end of the piece. I have had only one experience with an imaginary friend in my life, and it wasn’t even my friend. My younger sister used to have an imaginary friend when she was around 3; I was 5 at the time, and to be completely honest I didn’t believe he was actually there. I just thought my sister was just a little crazy and imaginative in all honesty. It did seem a little odd when she would take time out of our real-world conversations to stop, look, and converse with empty space next to her that she portrayed to be a living figure.

Journal 6: In the short story “Is Google Making Us Stupid” by Nicholas Carr he informs us on the ways technology is negatively affecting our brains. This article starts out by talking about how the Internet is a resource we can use for almost anything. In result, we are becoming dependent upon it in things like to increase work productivity, reading, and writing. This article also claims that technology is a huge distraction in our lives. Traditional media has to live up to the expectation their audiences have of everything being a “shortcut”. We are becoming too use to being able to access information faster and more conveniently. According to this article, technology is becoming more important than people. Google is trying to invent an artificial brain to replace our “slow” brains that we already have. In a world where technology is put first, what will happen to us? I am guilty of these usage of “shortcuts” or becoming dependent on the internet (i.e. Google), because it is just so simple and easy access nowadays. All the information you will honestly ever need comes from search engines like google, bing, Wikipedia, and etc. However, some may be more reliable than others, they are all easily accessible to every human on the planet. Instead of searching through a book for hour on endless hours, I may go type keywords in the search bar and BAM! There are all the answers to my questions.

Journal 7: In the short writing “Life on the Island” by Emily Esfahani Smith she brings up a ton of different ideas leading into one particular idea “hyper-individualism.” First, egoism and individualism do not simply narcissism or being anti-social. Second, other people can be of great value to an egoist — provided they are rational. “Egoist” is not a synonym for “hermit”. Third, America at the time of its founding was arguably more individualistic than it is today. “Life, liberty, and the pursuit of happiness” are individual, not collective, values. By contrast, the 20th/21st century welfare state developed out of collectivist ideas that were simply not part of the culture in the 18th century. Historically, the most collectivist, duty-bound societies give rise to death and destruction. The most individualist societies 19th century America, 20th century Hong Kong give rise to widespread prosperity and happiness. Given that today is Day 1 of that collectivist abomination known as Obamacare, I’d say our problem is too little, not too much, individualism. Also, to completely tell the truth, I’m not convinced this is a real problem. Indeed, I think “hyper-individualism” is as much of an imaginary problem like global warming and peak oil. The real problem, from both the left and the right is the obsession of control of all people by monopoly-authoritarian entities. We have more than 12,000 new regulations issued during the current administration alone that continues to choke off economic recovery. We have the same forces favoring their crony capitalists banks and car companies with tax-payer funded bail-out, all to the expense of the rest of the economy.

Journal 8: In Chapter 9 of “Writing in Response” by Matthew Parfitt he states that there are many objectives you must complete to productively Plan a Project and Finding Sources. First, you must develop a research strategy by developing a research focus, read background material, outlining, drafting, and identifying sources. Then, I must create a project schedule, choose a topic by reviewing course materials, brainstorm with or without a friend, and/or us an encyclopedia. Finally, I should develop my idea of the “big picture”; gather a good starter group of sources, narrow down the sources that are relevant, intelligible, current, and reliable. Then in Chapter 10 of “Writing in Response” Matthew Parfitt explains the writing with sources requires plenty of steps to follow. In similarity to chapter 9, I must narrow my focus to a specific research question, keep a working bibliography, and find additional sources. Then, I need to evaluate web sites information especially, make sure the info is relevant, true, and reliable. Take some notes on the topic, read sources, and then eventually begin a preliminary draft. Finally, after all these steps I will need to revise, develop, foreground my voice, paraphrase any quotes in the paper, and edit and polish the rest of the draft. Chapters’ 9 and 10 are relevant to SLOs 2 and 3 because “Using outside materials in their own writing through techniques such as interpretation, synthesis, response, critique, and design/redesign, and incorporating outside materials through quotations, paraphrase, and summary”. (SLO 2) For example, when starting a research paper I must use quotes, paraphrase, and summarize the information to fit in the paper. Then, I need to use my own techniques of response, critique, revision, and editing to add to the aspects within the paper. From SLO 3 I use “Working through multiple drafts of a project and recognizing the role of reflecting, revising, and editing in the process. While engaging in the collaborative and social aspects of writing processes, such as learning to give and to act on productive feedback to works in progress”. This basically taking the editing I did previously, and use different forms of editing to finish the paper. For example, using other resources, have friends and or professors revise and edit it as well; the more help I have the more successful the paper will be.

Journal 9: In Chapter 3 of “Writing in Response” by Matthew Parfitt he states some other ways to further strategies for active reading. First, I should use a question-centered and quotation-centered triple-entry notebooks. Then, construct an analytical outline of the text, this will allow the reader to fully understand the reading and map the text out. Which is basically constructing a “What it says/What it does” analysis and a radial map. While reading the text, read with and against the grain mentality, this helps me understand and comprehend what is truly going on much easier. Then I should talk out my ideas through class discussion, discussing with a friend, classmate, tutor, and or an instructor. Chapter 3 is relevant to SLO 3, actively reading strategies benefit readers in a multitude of ways. For example, by developing effective strategies for drafting texts, the reader can fully comprehend or gather a better understanding of the reading that they didn’t have previously. “Engaging in the collaborative and social aspects of writing processes, such as learning to give and to act on productive feedback to works in progress, both by and with peers and in one-on-one instructor conferences”. This means that using external and internal sources will greatly benefit the reader in various ways, such as comprehension skills will greatly improve.

Journal 10: In the story “Be a Gamer, Save the World” by Jane McGonigal in Writing in Response; McGonigal’s idea is that video games increase problem solving skills and form better people. These people are then more likely to solve the world’s problems, so society needs to increase the amount of time playing video games. McGonigal, being in the gaming industry, may have some biases which affect her motives for giving this presentation, but she discusses an economist’s view that is parallel to her own and gives stories of Herodotus to prove her point, which greatly increases her credibility and removes some doubt of her bias in the concept. McGonigal suggests that the evolution of the human race is to become like a video game player, and this becomes her thesis: Video game players have “urgent optimism,” which means they are optimistic but want to get things done in the moment; “social fabric,” meaning they strengthen their relationships with other humans through these games; “blissful productivity,” meaning they are happy while they are being incredibly productive with their goals in mind; and “epic meaning,” referring to the ultimate goal of saving the world or doing something amazing that makes the game worth playing. McGonigal claims these traits are the future of humanity and that they are good for humanity.

Journal 11: In the link “The introduction, methods, results, and discussion (IMRAD) structure: a fifty-year survey” by Sollaci Luciana and Pereira Mauricio they talk about the background of how the IMRAD structure was created, used, and recorded for future references in the writing department of health sciences. “Gradually and progressively, the IMRAD structure was adopted by the studied journals. Until 1945, articles were organized in a manner more similar to a book chapter, mainly with headings associated with the subject, and did not follow the IMRAD structure. From 1950 to 1960, the IMRAD structure was partially adopted, and, after 1965, it began to predominate, attaining absolute leadership in the 1980s. The authors did not find definite reasons explaining the leadership of the IMRAD structure in the literature. It is possible that sciences other than medicine might have influenced the growing use of this structure”. They organized these records to look back for reference or help with understanding anything having to do with health and medical sciences. I believe this article is relevant to SLO 3, which states that, “Critically reflecting on how they may further develop and apply writing skills in the future.” This basically means that when reading an article or writing an essay, the reader or writer will be able to look back at the piece of work and intellectually will be able to break down, analyze, and apply the information read or written in another or similar situation. It is basically, be able to comprehend and re-iterate the meaning or information given in the article or essay.

Journal 12: In the story “Whatever happened to Upward Mobility” by Rana Foroohar in Parfitt’s “Writing in Response” she takes her side on the argument of whether the U.S. lost the upper hand for upward mobility to Europe and Canada over the last several decades. How can the American dream be restored, and how can the U.S. once again lead. Through the usage of ethos, logos and pathos she describes the ways America has fallen behind in the race of upward mobility compared to the other nations. Through ethos companies have begun to provide services or make things that are distributed through trade, which creates no new net jobs. By using logos, she brought to the surface the fact that for the first time in 20 years, the U.S. employment percentage of the population is lower than the U.K., Germany, and the Netherlands. Through the means of pathos, Foroohar states that technology may soon be a net job destroyer as well for our American citizens.

Journal 13: In the short story “Drug War Nightmare” by Michelle Alexander she states plenty of fruitful reasons of how once Barack Obama came into power why our country finally moved past all racial barriers in America. Then why do African americans have recently seen more scrutiny then they have in recent decades. “The results have been predictable: people of color rounded up en masse for relatively minor, non-violent drug offenses. In 2005, four out of five drug arrests were for possession, only one out of five for sales. Most people in state prison have no history of violence or even of significant selling activity. In fact, during the 1990s—the period of the most dramatic expansion of the drug war—nearly 80 percent of the increase in drug arrests for marijuana possession, a drug generally considered less harmful than alcohol or tobacco and at least prevalent in middle-class white communities as in the inner city. In this way, a new racial undercaste has been created in an astonishingly short period of time—a new Jim Crow system. Millions of people of color are now saddled with criminal records and legally denied the very rights that their parents and grandparents fought for and, in some cases, died for.” This story is relevant to SLO 1, for she uses the rhetoric between all races and American citizens within the United States to help universally comprehend the underlying hidden truths behind the drug war in America. This opens the eyes of the blinded or “color-blinded” humans in America and shows the real truth that even though there was an African American President elected in 2012. There are still plenty of racism in the world and “Jim Crow system” of way things are “equally” just a prevalent in today’s day and age as it was 50-100 years ago.

Journal 14:  In the short story “The Order of Things” by Malcolm Gladwell’s it became clear to me just how bias all ranking systems can be. All ranking systems are based off of one or more person’s opinion on how well a certain product (or school) stacks up against its competitors. Gladwell really brought this into light through his examples of the Car and Driver magazine and the U.S. News report of college rankings. The editors of the Car and Driver magazine picked 4 categories to rank the sports cars on, and weighted each category in a completely bias manner; that, say, someone preferred style over price or performance. They also used the same ranking system for all vehicles, so the score of the sports cars aren’t an accurate representation of the true “worth” of it (and i say “worth” because that is a subjective term). As was discussed in class, the Princeton Review is also a bias ranking system that ranks colleges. Before reading this, I was unaware of the fact that these reviews were simply opinionated to the person who wrote them. I actually believed that the review was from Princeton University, not just the town. There is really no way that someone can make a ranking system and not include their own opinions and biases in it. And for this reason, I will probably never take any ranking systems to heart ever again. Throughout this story it uses many applicable objectives toward the SLO 2 through the usage of outside materials in their own writing through techniques such as interpretation, synthesis, response, critique, and design/redesign. For example, the opinionated ranking systems are outside information gathered towards a common debate or question of which college is the best to attend?

Journal 15: In the short story “Drug War Nightmare” by Michelle Alexander she states plenty of fruitful reasons of how once Barack Obama came into power why our country finally moved past all racial barriers in America. Then why do African americans have recently seen more scrutiny than they have in recent decades. “The results have been predictable: people of color rounded up en masse for relatively minor, non-violent drug offenses. In 2005, four out of five drug arrests were for possession, only one out of five for sales. Most people in state prison have no history of violence or even of significant selling activity. In fact, during the 1990s—the period of the most dramatic expansion of the drug war—nearly 80 percent of the increase in drug arrests for marijuana possession, a drug generally considered less harmful than alcohol or tobacco and at least prevalent in middle-class white communities as in the inner city. In this way, a new racial undercaste has been created in an astonishingly short period of time—a new Jim Crow system. Millions of people of color are now saddled with criminal records and legally denied the very rights that their parents and grandparents fought for and, in some cases, died for.” This story is relevant to SLO 1, for she uses the rhetoric between all races and American citizens within the United States to help universally comprehend the underlying hidden truths behind the drug war in America. This opens the eyes of the blinded or “color-blinded” humans in America and shows the real truth that even though there was an African American President elected in 2012. There are still plenty of racism in the world and “Jim Crow system” of way things are “equally” just a prevalent in today’s day and age as it was 50-100 years ago.

Journal 16: In Chapter 5 of “Writing in Response” by Matthew Parfitt he expresses the different main objectives that successfully help develop sound and strong arguments. He explains that the argument needs to have a motive, it should respond to a need, such as a problem, question, or an issue. Arguments must make a claim, needs to offer a solution, suggest an answer, or take a stand. There needs to be a lot of evidence and reasoning, which support claims that are both valid, relevant and appropriate for the particular assignment. Every argument needs a strong thesis statement, because it functions as the “master claim” of the essay. It should be fresh, insightful, and interesting to both sides of the oppositions. The best part of the thesis statement is the fact it may be revised as your argument develops; it is possible to limit and “hedge” the thesis statement when needed. The introductory paragraph should present the essay’s the motive and the thesis. “Each body paragraph should usually begin with a claim; support for the claim should fill out the rest of the paragraph. However, if the first makes the topic of the paragraph clear, you can position the claim elsewhere in the paragraph. But avoid burying the claim in a place where it might be overlooked. It is also necessary, begin paragraphs with transition words, phrases, or sentences. It is crucial to incorporate the counterarguments in a paragraph or two, vary the paragraph lengths, and the conclusion should offer a “send-off”. This chapter relates to all 4 of the SLOs, it dives into each endeavor in various depths. It uses critical thinking, various types of writing, grammar skills, tone, mechanics, and various motives in documentation, rhetorical knowledge to express either side of the argument; and incorporating outside materials to help explain the oppositions.

Journal 17: In Chapter 6 of “Writing in Response” by Matthew Parfitt he explains to the readers how to organize an exploratory essay. There are three major steps, parts, or keys to the process of success in organizing an exploratory essay. To develop a strong and sound exploratory essay, the beginning of the essay you must begin with a truly difficult problem or question. Then, explain the problem in the opening paragraphs, to reel the reader in. In the middle of the essay, you need to describe the journey of your quest for insight into the problem, dig deeper. You also need to explain the shifts in direction of the storyline, and highlight moments of insight or turning points within the essay. Finally, at the end of the essay: leave the reader with something to think about, such as an insight, a deeper appreciation of the question or problem, or even a partial solution. This Chapter in the book “Writing in Response” is relevant to SLO 1 for the most part. The Chapter explains the organization of a soundly developed exploratory essay, through the usage of rhetorical knowledge and using it to practice purposeful shifts in structure, content, diction, tone, formality, design, and/ or medium in accordance with the rhetorical situation.

Journal 18: In the book “Portfolio Keeping” by Nedra Reynolds and Rich Rice they express all the important tasks that factor in to maintaining and creating a dependable portfolio of past assignments, assessments, or other pieces of work. There are ten major steps that they highlighted throughout the entire book, and the first one, of course, is setting goals and planning ahead. Doing these two things from the very beginning will make every single other objective a piece of cake; just staying ahead in general, no matter what the situation is, will help you succeed. The second task to success is being able to stay organized and keeping a working folder. This is a matter of not losing important assignments due to being organized and then keeping the folder up to date as often as possible. Next is becoming a reflective learner, which in other words is being able to take the information learned and then showing the comprehension and understanding of all aspects within the information. Then working cooperatively with other peers and professors or “keeping company” will allow for more input, extra feedback, and more help to guide you down the right path. You will not be able to move any further on the list if you do not understand the assessments and assignments that are assigned: you must be a reflective learner. After you understand your assignments, then you must put everything together in the folder in a very selective manner for easy access to the arrangements of assignments. If you are writing something within the folder, you must be able to successfully write the introduction and other reflective components of the assignments within the folder. After finally being able to write in the folder, you must be able to revise, edit, and successfully proofread your work, to enhance or positively re-word your diction. Finally, last but certainly not least, after maintaining and upholding your folder, you must be able to come back to the portfolio and re-visit your learning; whether it is to add-on to the folder or too see how far you have come.