Summary
In their article"Reading and Writing without Authority," Ann M. Penrose and Cheryl Geisler argue that younger students don't write with authority and older people do because they need to gain more knowledge. They did a study on two people, a freshmen english student and a philosophy doctorate student. Both people wrote about the same topic, paternity and then the two papers were looked at to see who wrote with more authority. In the end the conclusion was that as people get older they did write with more authority.
QD:
3. Janet most likely had to use a lot of different sources to get information for the paper because she was just a freshmen and didn't have as much knowledge about the subject of the paper. Rodger being a older student and more educated probably did not have to do as much research about the subject as Janet would need to do.
4. Me being a freshman student I know that when I am doing research for a paper I believe what most of the information that I read when doing research says so I would guess that is the same case with Janet when writing her paper. Most freshmen students would rather trust what research is saying rather than make up their own things to say.
5. I know that my writing is more like Janets because I am also a freshmen and do not have much information on the things that I write about. I hold more of a information-transfer model of knowledge and do a lot of researching before I write my paper to get ideas of what to say and learn about the topic.
MM
This should help me next time I go to write a paper because of my writing style and the amount of confidence I have in my writing. Knowing that I need to have more confidence in order to make my papers better is something that I will try to do in order to improve my writing.
Reflection
This article was interesting to see Janets and Rodgers writing compared and the outcomes that the researchers came up with. This compares to my own experiences because I can relate to the way the Janet writes. I agree with the conclusion that the researchers came up with because it makes sense that the older more educated person would have more background and produce more information.
Sunday, February 26, 2012
Thursday, February 23, 2012
Febuary 24th homework
Summary
In her article "Identity, Authority, and Learning to Write in New Workplaces," Elizabeth Wardle argues that the issues of identity and authority aren't thought of when writing people are writing in a new workplace. She talks in detail about identity and authority and how they effect us when writing in a work place. She then goes into telling a story step by step about a man named Alan learning to write in a new work place.
QD
3. I think that the conflicts did not have positive results because Alan did not want to change the way that he did things before because that was not how he saw himself. He could have compromised and changed some things and not completely disregard what was being asked of him.
4. I agree with this statement because I don't think that people are not always making conscious choices I know that I am not and that I just say what I am thinking and I think that is how most other people would be too.
5.I agree with Wardle because I think that if he really wanted to be part of the discourse it definitely would have been possible for him to make the changes asked of him and he could have worked at becoming a part of it.
6. I don't think that he was being used as a tool because he could have been more of a member if he wanted to be.
7.I can think of one time when I got a new cheerleading coach and she was trying to change the way that we were use to doing things and we just become kind of our own coaches and lead eachother.
MM
I think that authority is discussed so much because it is something that is important to have when you are trying to be a successful writer.Thinking about sources of authority help you as a writer because it helps you to understand where you stand in what you are trying to say.
Reflection
I thought this article was interesting because it was the first time I read a article like this one. I agree with a lot of the things that Wardle says in this article. I think this will be useful to me when I am writing for my college classes.
In her article "Identity, Authority, and Learning to Write in New Workplaces," Elizabeth Wardle argues that the issues of identity and authority aren't thought of when writing people are writing in a new workplace. She talks in detail about identity and authority and how they effect us when writing in a work place. She then goes into telling a story step by step about a man named Alan learning to write in a new work place.
QD
3. I think that the conflicts did not have positive results because Alan did not want to change the way that he did things before because that was not how he saw himself. He could have compromised and changed some things and not completely disregard what was being asked of him.
4. I agree with this statement because I don't think that people are not always making conscious choices I know that I am not and that I just say what I am thinking and I think that is how most other people would be too.
5.I agree with Wardle because I think that if he really wanted to be part of the discourse it definitely would have been possible for him to make the changes asked of him and he could have worked at becoming a part of it.
6. I don't think that he was being used as a tool because he could have been more of a member if he wanted to be.
7.I can think of one time when I got a new cheerleading coach and she was trying to change the way that we were use to doing things and we just become kind of our own coaches and lead eachother.
MM
I think that authority is discussed so much because it is something that is important to have when you are trying to be a successful writer.Thinking about sources of authority help you as a writer because it helps you to understand where you stand in what you are trying to say.
Reflection
I thought this article was interesting because it was the first time I read a article like this one. I agree with a lot of the things that Wardle says in this article. I think this will be useful to me when I am writing for my college classes.
Paper 3 Cover Letter
On our website, The Values of Literacy in the World Today we are telling our readers how much they should value the opportunity to learn to read and write. We argue that people take for granite the ability to be literate because for most people it is a way of life and they don't realize not everyone has the privilege to learn these skills. We talk about how the basis of learning starts out with reading and writing and without it we couldn't learn anything. Examples we use are that people from earlier centuries did not have the privileges that we do and either do people in other countries. We also share our own personal stories of what we remember of becoming literate. Another thing we did was ask some old english teachers their opinions on the values of literacy and literacy sponsors (some haven't responded yet). I think we did a good job of making the sections clear and easy to find what they want to read. We only had two peer reviews and they told us to proof read it more and fix errors that we missed and we did that, also they told us to add to our intro and our interview page so we did both of those things. Another thing they mentioned for us to to was to add some sources that we forgot.
http://valueofliteracy.webs.com/
http://valueofliteracy.webs.com/
Tuesday, February 21, 2012
February 22nd homework
Summary
In her writing "Discourse Communities and Communities of Practice," Ann Johns talks about "communities of practice" and how they are similar to discourse communities. She discuses different nonacademic communities in order to help the readers understand before she talks about being a member of a academic communities. She argues that being a part of a discourse community has complications because of many different things that she outlines in the writing.
QD
1. The first thing is cost, people need to make major trade-offs when wanting to fit into a discourse community. The next thing she said was Issues of Authority, people may believe the community should be equal and not agree with the the people above them. Third she discusses Conventions and Anticonventionalism, this is a issue because changing things or doing them different can been seen as a problem and as breaking the rules. The last one is Dialogue and Critique, disagreements among member is the problem.
2. As you are getting older your life changes in many ways and eventually it is completely different and you view things in a different way. I do not know any historical examples that I could use for this but i could think of after taken certain classes in school your views on certain things can change once you learn more about them.
3. No, I do not believe that learning to write in a new discourse community effected any of these things for me, I think this hasn't happened because the only thing that has happened in a new discourse for me is that I learned to improve what I had already known.
4. The only thing that I believe that these things change they way you see certain things. I don't think it changed who a person is I think it might just help them improve their self and knowledge.
5. This is really the first class that I have had to write papers for so far in college and I think that the writing have challenged me to go outside of the norm for me so I don't see myself having much authority.
6. This is considered a "minefeild" because most of the time when you are breaking rules you don't know the result that you are going to get in the end. It could go either way a teacher may like that you changed things around and another teacher may be mad at you for this and not give you credit. I personally have never been punished because I have never really done this.
MM
This can help because I now knowing the different things that she talked about can help me to know if I can successfully be a part of a discourse community.
Reflection
I thought the things that she talked about were interesting because she had a lot of good supported things to say. This will be helpful to me if I plan to become part of a new discourse community. I agree with the things that she says in this because she has good examples and reasons for each.
In her writing "Discourse Communities and Communities of Practice," Ann Johns talks about "communities of practice" and how they are similar to discourse communities. She discuses different nonacademic communities in order to help the readers understand before she talks about being a member of a academic communities. She argues that being a part of a discourse community has complications because of many different things that she outlines in the writing.
QD
1. The first thing is cost, people need to make major trade-offs when wanting to fit into a discourse community. The next thing she said was Issues of Authority, people may believe the community should be equal and not agree with the the people above them. Third she discusses Conventions and Anticonventionalism, this is a issue because changing things or doing them different can been seen as a problem and as breaking the rules. The last one is Dialogue and Critique, disagreements among member is the problem.
2. As you are getting older your life changes in many ways and eventually it is completely different and you view things in a different way. I do not know any historical examples that I could use for this but i could think of after taken certain classes in school your views on certain things can change once you learn more about them.
3. No, I do not believe that learning to write in a new discourse community effected any of these things for me, I think this hasn't happened because the only thing that has happened in a new discourse for me is that I learned to improve what I had already known.
4. The only thing that I believe that these things change they way you see certain things. I don't think it changed who a person is I think it might just help them improve their self and knowledge.
5. This is really the first class that I have had to write papers for so far in college and I think that the writing have challenged me to go outside of the norm for me so I don't see myself having much authority.
6. This is considered a "minefeild" because most of the time when you are breaking rules you don't know the result that you are going to get in the end. It could go either way a teacher may like that you changed things around and another teacher may be mad at you for this and not give you credit. I personally have never been punished because I have never really done this.
MM
This can help because I now knowing the different things that she talked about can help me to know if I can successfully be a part of a discourse community.
Reflection
I thought the things that she talked about were interesting because she had a lot of good supported things to say. This will be helpful to me if I plan to become part of a new discourse community. I agree with the things that she says in this because she has good examples and reasons for each.
February 20th homework
Swales summary:
In his article "The Concept of Discourse Community," Swales attempts to describe the six things that are guidelines to what is included in a discourse community. He argues that there is no specific clear definition of what a discourse community is so he clarifies what a discourse community is and gives examples of things that wouldn't be discourse communities.
QD
1. 1. common goals the discourse community has that they are interested in. When I was in competitive cheerleading we were all learning the same routine and all hoping to win the competitions so we were all in the same discourse community 2. places where they can put communication like the blog in this class we can all go here to put information in the class 3. feed back- places people can go where info is communicated 4. genres that become like categories because people continue to use them 5. language- their own words 6. change- a system for new members to be able to become a part. These are all six parts of a discourse community.
3. No, because not everyone in the class has the same goal because they are all in different majors after the class. But in a way it could be because the students have some common goals because they are doing the same assignments and trying to understand the class.
5. Well this class is a discourse community that I am in because; we all have the goal of passing the class, we can communicate on our blogs and put information on them, we get feedback from peers on all of ours blogs and papers, the things we learn we continue to use, we are all becoming better writers or that is the goal and were all new members to the class.
MM
I learned some things that I didn't know about discourse communities but the majority of it I was already aware of.
Reflection
I thought this was interesting because it explained the guidelines of discourse communities which made it easier to define one. This probably will be helpful to me because we talk a lot about discourse communities in this class and it helped me to understand them better. I agree with him with these guidelines they make sense and are a good set of guidelines.
Gee Summary
In his article "Literacy, Discourse, and Linguistics," Gee talks about his opinion of Discourse and the different parts of it and how it relates to a discourse community. In this he talks about dominant and nondominant Discourses, primary and secondary Discourses, metaknowledge, and mushfake and discuses their meanings. He argues that a person needs to be fluent to be in a discourse community and that discourse can not be taught but that it can be learned by practicing because they vary too much.
QD
3. He says discourse with a "D" is a combination of views, identity kit, saying or writing, doing, looking, being ect. and that Discourse is identity and discourse is part of a Discourse. This makes sense to me because he explains it well.
4.primary Discourse is focused on self and cannot be critiqued as meta-language unlike secondary Discourse which contains dominant and nondominant discourses and bring money prestige, status ect.
5.He means that one is all about one person and their identity not a group of people.
6.This relates because no one teaches you your identity or teaches you to be you, so you can not teach someone Discourse because that wouldn't be the persons identity.
7. He means that if you are with a discourse community you can tell who belongs and who doesn't because it is obvious they do not fit in and this has to do with the language. This could relate to cheerleading if someone on my cheerleading squad doesn't know the chants that we do it is obvious that they haven't been on the cheerleading squad the past years like the rest of the girls.
8. This is so you can tell if a person belongs with the discourse community or not so you know if they should be in it or if they shouldn't.
11. Metaknowledge is knowledge about knowledge and it helps people to know what is going on or what things are.
12. I am part of a tumbling discourse community because I have been doing it since I was very young and I understand what the names of all the different tricks are and I would be able to have a conversation with anyone about tumbling and know what they are saying when they use specific words relating to it.
AEI
2. The discourse community that I was born into was Cleveland. People always say that I have a "Cleveland" accent and that a pronounce words like bAckpack and bAgle, I talk very sarcastically like many other people I know from home. Also, the area I lived in was a very good school district so students were held to very high standards and expected to value school very much. Here we are held to a high standard for doing well in school and value the education here so it is very similar.
4. I don't have conflicts or tensions between my discourses because I am able to act how I need to the the situation that I am in and it is not difficult because I know enough about each discourse. Between these discourses it isn't difficult to navigate because they are separate things that do not interfere.
Reflection
This article was not interesting while I read it because it was a little confusing to me. Once we went over it in class I understood it better so it will be helpful to me in the future. I agree with him because the whole identity thing really makes sense relating to the article.
In his article "The Concept of Discourse Community," Swales attempts to describe the six things that are guidelines to what is included in a discourse community. He argues that there is no specific clear definition of what a discourse community is so he clarifies what a discourse community is and gives examples of things that wouldn't be discourse communities.
QD
1. 1. common goals the discourse community has that they are interested in. When I was in competitive cheerleading we were all learning the same routine and all hoping to win the competitions so we were all in the same discourse community 2. places where they can put communication like the blog in this class we can all go here to put information in the class 3. feed back- places people can go where info is communicated 4. genres that become like categories because people continue to use them 5. language- their own words 6. change- a system for new members to be able to become a part. These are all six parts of a discourse community.
3. No, because not everyone in the class has the same goal because they are all in different majors after the class. But in a way it could be because the students have some common goals because they are doing the same assignments and trying to understand the class.
5. Well this class is a discourse community that I am in because; we all have the goal of passing the class, we can communicate on our blogs and put information on them, we get feedback from peers on all of ours blogs and papers, the things we learn we continue to use, we are all becoming better writers or that is the goal and were all new members to the class.
MM
I learned some things that I didn't know about discourse communities but the majority of it I was already aware of.
Reflection
I thought this was interesting because it explained the guidelines of discourse communities which made it easier to define one. This probably will be helpful to me because we talk a lot about discourse communities in this class and it helped me to understand them better. I agree with him with these guidelines they make sense and are a good set of guidelines.
Gee Summary
In his article "Literacy, Discourse, and Linguistics," Gee talks about his opinion of Discourse and the different parts of it and how it relates to a discourse community. In this he talks about dominant and nondominant Discourses, primary and secondary Discourses, metaknowledge, and mushfake and discuses their meanings. He argues that a person needs to be fluent to be in a discourse community and that discourse can not be taught but that it can be learned by practicing because they vary too much.
QD
3. He says discourse with a "D" is a combination of views, identity kit, saying or writing, doing, looking, being ect. and that Discourse is identity and discourse is part of a Discourse. This makes sense to me because he explains it well.
4.primary Discourse is focused on self and cannot be critiqued as meta-language unlike secondary Discourse which contains dominant and nondominant discourses and bring money prestige, status ect.
5.He means that one is all about one person and their identity not a group of people.
6.This relates because no one teaches you your identity or teaches you to be you, so you can not teach someone Discourse because that wouldn't be the persons identity.
7. He means that if you are with a discourse community you can tell who belongs and who doesn't because it is obvious they do not fit in and this has to do with the language. This could relate to cheerleading if someone on my cheerleading squad doesn't know the chants that we do it is obvious that they haven't been on the cheerleading squad the past years like the rest of the girls.
8. This is so you can tell if a person belongs with the discourse community or not so you know if they should be in it or if they shouldn't.
11. Metaknowledge is knowledge about knowledge and it helps people to know what is going on or what things are.
12. I am part of a tumbling discourse community because I have been doing it since I was very young and I understand what the names of all the different tricks are and I would be able to have a conversation with anyone about tumbling and know what they are saying when they use specific words relating to it.
AEI
2. The discourse community that I was born into was Cleveland. People always say that I have a "Cleveland" accent and that a pronounce words like bAckpack and bAgle, I talk very sarcastically like many other people I know from home. Also, the area I lived in was a very good school district so students were held to very high standards and expected to value school very much. Here we are held to a high standard for doing well in school and value the education here so it is very similar.
4. I don't have conflicts or tensions between my discourses because I am able to act how I need to the the situation that I am in and it is not difficult because I know enough about each discourse. Between these discourses it isn't difficult to navigate because they are separate things that do not interfere.
Reflection
This article was not interesting while I read it because it was a little confusing to me. Once we went over it in class I understood it better so it will be helpful to me in the future. I agree with him because the whole identity thing really makes sense relating to the article.
Thursday, February 16, 2012
Cover Letter 4
On our website, The Values of Literact in the World Today we are telling our readers how much they should value the opportunity to learn to read and write. We argue that people take for granit the ability to be literate because for most people it is a way of life and they don't realize not everyone has the privilege to learn these skills. We talk about how the basis of learning starts out with reading and writing and without it we couldn't learn anything. Examples we use are that people from earlier centuries did not have the privileges that we do and either do people in other countries. We also share our own personal stories of what we remember of becoming literate. Another thing we did was ask some old english teachers their opinions on the values of literacy and literacy sponsors (some haven't responded yet). I think we did a good job of making the sections clear and easy to find what they want to read. However, we feel we may be missing something. We would like any advice or feedback that you have to make our website better!
Tuesday, February 14, 2012
Febuary 15th homework
Summary:
In the article "Motivation in Literacy Development," Cecchini and Perez attempt to discuss the main motivations factors for people to read early on. They interviewed 8 honor students who have shown academic success in all areas. They argue that without motivating factors such as family, read and writing for pleasure, technology, special programs, and self motivation the students wouldn't have had so much academic success because each of these students had at least one if not more of these motivating factors.
Do authors put their own histories into paper?
The authors in this article did not use their own histories in this paper they mainly used the research that they found from the students. Authors usually do include their own histories into papers because it makes the arguments more convincing.
Do you refer to yourself in the first or third person? Why?
I refer to myself in first person because it is like I am talking about myself so I think that it is more convincing although talking in third person can be an interesting way to write something.
Reflection:
I thought this article was interesting because they got the evidence from students who were successful in school and found similarities that made them academically successful. This probably won't be helpful to me because I am past the stages of learning to read and write.I agree that all of the factors in the article would help with academic success.
In the article "Motivation in Literacy Development," Cecchini and Perez attempt to discuss the main motivations factors for people to read early on. They interviewed 8 honor students who have shown academic success in all areas. They argue that without motivating factors such as family, read and writing for pleasure, technology, special programs, and self motivation the students wouldn't have had so much academic success because each of these students had at least one if not more of these motivating factors.
Do authors put their own histories into paper?
The authors in this article did not use their own histories in this paper they mainly used the research that they found from the students. Authors usually do include their own histories into papers because it makes the arguments more convincing.
Do you refer to yourself in the first or third person? Why?
I refer to myself in first person because it is like I am talking about myself so I think that it is more convincing although talking in third person can be an interesting way to write something.
Reflection:
I thought this article was interesting because they got the evidence from students who were successful in school and found similarities that made them academically successful. This probably won't be helpful to me because I am past the stages of learning to read and write.I agree that all of the factors in the article would help with academic success.
Wednesday, February 8, 2012
Final Paper 2
For this paper I was trying to describe how everyone has their own process when they write that makes them a better writer. I started with saying what I do before I write and what kind of environment I need to be in when I write. I then described the steps that I found that I take while I am writing a paper and what I do when I am finished with my paper. I think that I put everything that we were told to have in the paper but I think that maybe I did not fully understand how you wanted me to go about telling my story. If I was given more time I would probably read more examples of this type of paper in order to give myself a better idea of how exactly I should have done the paper. My peer review recommended that I changed some sentences to make my paper clearer so I changed those and that instead of write something like "then I did" I changed it to "then I do" so I went through my paper and changed the tense. I'm curious to get your feedback on my paper so I can see what in your opinion could have been done differently.
http://www.scribd.com/doc/81005564/How-i-Write-Final
http://www.scribd.com/doc/81005564/How-i-Write-Final
Tuesday, February 7, 2012
February 8th homework
Baron:
In his article “From Pencils to Pixels: The Stages of Literacy Technologies,” Baron talks about “the histories of writing technologies that we are unlikely to even recognize as “technology” anymore.”(p.422) He claims, “old technologies become automatic and invisible” (p438) because we all become more concerned with the new technologies and that we think of the older technologies used for writing as “natural” because we are so used to the writing technologies.
QD:
2. I think that one of his messages is that we don’t know if new technologies will fundamentally change writing or not.
4. Cameras that weren't digital, VHS movies, and walk-men were all high in technology at one point and are now barley recognized. They all have new improved inventions.
6. The images give visual examples of what he is saying to give a better understanding.
Reflection:
I thought Barons article was very long and I wasn't necessarily interested in the topic. I'm not sure what it will help me with in the long run but once it is discussed in class I'm sure I will have a better understanding of what it will help me with.
Malcolm X:
Summary:
In "Learning to Read," Malcolm X talks about the process he went through while he was in prison, writing letters and rewriting the dictionary.
QD:
1. His papers intended audience was people who struggle with literacy or haven't learned, I know this because it was very encouraging to people.
2. He defines "literacy" as understand what is being said to you or what you are reading.
3. School until he was in the 8th grade, prison supplying books, and the books he read. I think the books he was able to read were the most influential because they helped him the most.
4. Not understanding really what the books said sometimes because he did not understand all the words is an example of how he would misappropriate.
6. When I read it is usually because its an assignment for school I don't really read anything outside of schoolwork. So him reading more than college students makes sense to me.
AEI
1. I think technologies make it easier to be literate now because we have so many more resources that we can use that help us with being literate.
Alexie:
Summary:
In "The Joy of Reading and Writing: Superman and Me," Alexie talks about when he first understood reading the and how he was naturally good at it along with all the different things that he read that helped him. He talks about all the things he read even comic books helped him with his writing.
QD:
1. If a child isn't held to high expectations a lot of the time the child won't try to their ability because they are expected to. When a child is expected to do well the child will work harder to do well than a child who doesn't have expectations to do well in most cases. If certain races to expected to be "stupid" then these kids may not want to be "different" than the other so they will not try as hard to do well. When I was growing up my parents had high expectations for me to do well and so did the school system I was in so I felt pressure to do well so this helped me with trying to do well in school. This shaped me because it made me try harder.
AEI:
1. I think that it is difficult for people to overcome poverty and discrimination but if people are determined enough they could probably find a way to overcome it.
Reflection:
I thought this was a interesting essay to see someone in a different situations obstacles that they overcame to read and write. Im not sure how this is going to help me in the future but it was interesting for me to read.
Sunday, February 5, 2012
February 6th homework
Summary:
In her article "Sponsors of Literacy," Deborah Brandt discusses ways that people become literate and how literacy is sponsored by people. She talks about "literacy sponsorship" and how sponsors are "figures who turned up most typically in people's memories of literacy learning."
QD
1. She defines literacy sponsor as "forces that shape our literacy learning and practices." Literacy sponsors are knowledgeable, wealthy, and religious.
3.They misappropriate because they only take into account the upper and middle class students not the students with limited access.
4.Stratified is how the status of people is organized and the stakes shes referring to are something that limits someone.
AEI
1. My literacy sponsors were my teachers, coaches and parents. My family taught me basic things, my teachers taught me academics, and my coaches taught me teamwork. I think that these were adequate sponsors and I can't think of any literacy's that I wish I would have had access to.
Reflection:
I did really understand this article that well so I didn't find it very interesting. Because I didn't really understand it I'm not really sure how useful it will be to me but maybe once we discuss it in class it will be more clear and I will be able to use it. I could compare this to my experiences because I have had people I could consider sponsors in my life. I agree with what she is saying how sponsors are influences on our literacy's.
In her article "Sponsors of Literacy," Deborah Brandt discusses ways that people become literate and how literacy is sponsored by people. She talks about "literacy sponsorship" and how sponsors are "figures who turned up most typically in people's memories of literacy learning."
QD
1. She defines literacy sponsor as "forces that shape our literacy learning and practices." Literacy sponsors are knowledgeable, wealthy, and religious.
3.They misappropriate because they only take into account the upper and middle class students not the students with limited access.
4.Stratified is how the status of people is organized and the stakes shes referring to are something that limits someone.
AEI
1. My literacy sponsors were my teachers, coaches and parents. My family taught me basic things, my teachers taught me academics, and my coaches taught me teamwork. I think that these were adequate sponsors and I can't think of any literacy's that I wish I would have had access to.
Reflection:
I did really understand this article that well so I didn't find it very interesting. Because I didn't really understand it I'm not really sure how useful it will be to me but maybe once we discuss it in class it will be more clear and I will be able to use it. I could compare this to my experiences because I have had people I could consider sponsors in my life. I agree with what she is saying how sponsors are influences on our literacy's.
Thursday, February 2, 2012
Paper #2
With this paper I was trying to explain how you don't have a certain process when you write and you can make your own and still accomplish your writing. My main point was I was not sure if I was a multi or one draft writer and I had my own process of writing. I start by talking about how I was not sure what type of writer I was and saying how I struggle when I write. I then went into how paying attention to how I write while I wrote helped me to understand how I write. Then I told the story of how I wrote paper number one and wrote things that helped me when I struggled. I addressed the fact that you don't need to follow a specific format to write and you can do it however you please. I am not sure if I need to add anything more to the beginning before I tell my story. In your response any advice you have for my paper I would like. If given more time I might have had the chance to think of more ways to approach writing this paper or pay attention to myself while writing something else.
http://www.scribd.com/doc/80273754/how-i-write
http://www.scribd.com/doc/80273754/how-i-write
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