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Signaling and Source Use

Signaling and Source Use

Signal Phrasing with Author in Signal Original: According to Gee, “Discourses are not mastered by overt instruction…, but by enculturation (‘apprenticeship’) into social practices through scaffolded and supported interaction with people who have already mastered the Discourse” (7). Revision: Gee declared that “”Discourses are not mastered by overt instruction…, but by enculturation (‘apprenticeship’) into social practices through scaffolded and supported interaction with people who have already mastered the Discourse” (7). Explanation: The revision was only small, but I feel that changing it…

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And Yet…

And Yet…

I have realized that perhaps my ideas are not voiced in this paper as much as they should be.  Included in the revisions are general revisions that include my voice where it wasn’t present previously.   #1 a. Original: (lacking my view) “The first theorem stated that ‘someone cannot engage in a Discourse in a less than fully fluent manner.  You are either in it or you’re not’ (Gee 9).  This can be seen in an example Cuddy offered…” b. Revision…

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Connected Gee and Cuddy

Connected Gee and Cuddy

See question 6 below. See question 6 below. Gee’s first theorem states that when it comes to Discourses, you are either fully in it, or you are not in it at all.  His second theorem states that primary Discourses are limited in their power of acquiring another Discourse- “Primary Discourses, no matter whose they are, can never really be liberating literacies….”Liberation” (“power”), in the sense I am using the term here, resides in acquiring at least one more Discourse…” (Gee…

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Gee and Cuddy

Gee and Cuddy

Discourses, with a capital D, are the parts of life that define a person, including how they speak and act, the values and the beliefs that they hold, their attitude, and their social identity.  In Cuddy’s Ted Talk, “Your Body Language May Shape Who You Are”, she says: “But the other thing I noticed is that it also seemed to be related to the extent to which the students were participating, and how well they were participating.  And this is…

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Gee & Discourse

Gee & Discourse

This “combination” of “saying (writing)-doing-being-valuing” (6) is important for Gee because he sees it as “a sort of “identity kit” which comes complete with the appropriate costume and instructions on how to act, talk, and often write, so as to take on a particular role that others will recognize” (7). He is basically saying that a Discourse is who a person is, and he does a good job of offering examples of what could be Discourses.  Gee includes saying how…

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A Writer At Work

A Writer At Work

Having a work-space is really important.  I know that at home, while I did have a desk, I had no true work-space.  I rarely did any work, and when I did, it was wherever was convenient.  These places included the breakfast bar, the dining table, the living room, or on my bed.  College was a nice change, because now I have a desk that I can actually use (because I don’t have as much clutter!).  The lamp is a wonderful…

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“Reading for the Conversation”

“Reading for the Conversation”

“They Say, I Say” Chapter 14 I rarely think about arguments that oppose a writer unless the writer explicitly states that opposing argument.  The section “When the ‘They Say’ Is Unstated” was an interesting read.  It challenges the reader to try to reconstruct the “they say” argument by using inference.  Graff and Birkenstein suggest that you figure out what the thesis of the writer is, and then think of any opposing arguments there may be.  They also included an example…

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Literacy Narrative Revision

Literacy Narrative Revision

Original “My sister, my friends, and I all would take out a couple books each and share them with each other.  I went back to that section every year despite being beyond the reading level….Prior to the fourth grade, I hadn’t had much experience with real academic writing.”   Revision “My sister, my friends, and I all would take out a couple books each and share them with each other.  I went back to that section every year despite being…

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“Learning to See”

“Learning to See”

The drawing was a unique experience. Of course, my problem wasn’t with naming the shapes on the drawing, but it was trying to accurately replicate it.  It wasn’t difficult for me to not see shapes and only see lines and relationships.  I just had a hard time portraying those same relationships on my own paper.  I think that the hands on my drawing were the best part, and the whole face was the worst.  Overall I don’t believe that I…

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