"Workshop Reflection for Annotated Bibliography"

 

 

1.      The advice I received from each member in my group would be:

·         Andrew: He said that I the main argument since I am still confused could just be Is schools killing creativity. He gave me example of his friend that was writing a paper so it helped me visualize a main strong argument for my paper.

·         Kendall: Told me some suggestions about focusing on one main subject for my paper like she did with her paper. I wrote down some sources she stated to us during workshop which has helped me also.

·         Abigail: She has said I did a good job, just need to improve my paper with some more details, and cut it out so it doesn’t look so choppy. I need to add on to my summary more to explain my argument stronger.

2.      I would say Andrews’s advice was the most helpful. But then again I would say everyone’s information is helpful because they all speak as a group to give advice on criteria’s I need to fix in my paper.

3.      Everyone in the group gave helpful advice, I wouldn’t say any information I am giving is least helpful. I don’t even like this question because if I didn’t have feedback that was helpful, I wouldn’t agree and take that into consideration to fix, while working on my paper.

4.      My plans for revision would to go back to each paper I have written so far and reread. I am going to reread all of my papers to see if I need to take out or add any information that could make my topic more specific. My arguments about creativity in schools will stand strong, supporting the ideas I am talking about.

Free post

Creativity is important for a student to have with in themselves as people in society. Without creativity school work just becomes, learning a new subject with a bunch of new words and numbers. Many people are categorized in one group to become what’s expected, then focusing on the desire of what’s in a person’s heart to do. Creativity makes learning brighter for students in schools.

I really am confused with my topic, but I know it’s too late to change it . . . I am trying to think of an argument for both sides. Some people say schools are killing creativity while some are enforcing it in the everyday activities during school.  HELP!!! ??

"Annotated Biblography Draft"

 

Fasko, Daniel. “Education and Creativity.” Creativity Research Journal 13 (2000-2001): 317-327. Print.

            In this article it represents many factors to what is creativity, and how it used to stimulate an individual’s motivation in school. Studies were shown through metacognition,, which is how creativity is increased. Also the article represented theories that have influenced the understanding of what creativity really means. The article also represents ten different relations of academic achievement. Individuals develop creativity though different styles and techniques throughout school. The evaluation of creativity in schools varies with, colleges taking it the least serious.

            Issues of creative thinking skills were discussed by the author. Styles demand theories of creative thinking were all given with interesting examples. The attitudes of teacher’s concerns can make a difference towards students leaving with creativity. Many programs offered in school can stimulate creativity and creative thinking for students.

            I will use this source in my work to show vivid examples and theories from creativity in schools. This gives me more ideas to show students in school deserve to be provided with opportunities to engage creative learning. The learner, teacher, and curriculum help raise important ideas. I agree with the author, which left me with no questions. The learning and creativity gives an insight to learning and relations to development towards creativity.

·         “A creative act is an instance of learning… [and that] a comprehensive learning theory must take into account both insight and creative activity.”

·         “Experience with discovery learning enhances creative performance by forcing the learner to manipulate the environment and produce new ideas. “

·         “Creativity is the key to education in its fullest sense and to the solution of mankind’s most serious problems.

 

Lancrin, Stephan V.  “Creativity in schools: What countries do or could do.” Education Today OCED. Web. 30 January 2013

            In this article it is about how the next education challenges for schools in other countries, is the fostering of talking on creative learning, and critical thinking. Twelve different countries shared experience based on designed methods. Teachers have decided to monitor their students’ progress with critical thinking, creative, and in venture thinking. In the projects of creativity skills are being considered as a useful starting point for creativity to be taken seriously in school.

            The challenge and journey ahead is still very long, encouraging many countries to take action for students. Having experience and sharing tools, research, and lessons eventually will make more students, or teachers reach the Promised Land. When students develop creativity it becomes a better understanding of materials for students and teachers. A major step to increase and help in other countries is to raise the awareness of skills, thinking, and creativity to see the importance of learning in school.

            Showing examples of enhancing creativity will make arguments in my work stronger. Vivid developments of Singapore and Korea are great examples to show character building of creativity in schools. Student’s curriculum is important in all schools even in different countries. I agree with this author,   but I think more proven facts and examples should be shown in this article. Why haven’t other countries stimulate the creativity within teachers and students?  An increasing number of countries see creativity that is not equipped in the workforce field need to fuel economic growth around the world.

·         “Students also asses themselves and their peers by answering questions such as I am able to brainstorm multiple ways to research a solution, I am able to connect ideas in an interesting and creative manner to create a unique idea.”

·         “In the United States we are slowly embracing the 21 century skills that require students to be taught creativity and innovation.

• Including creativity and other skills for innovation in national curricula is a helpful starting point for them to be taken seriously in school.”

 

 

Sawyer, Keith R. “Schools That Foster Creativity.” N.P., 8 December 2012. Web. 21 March 2013

            This article explains how creativity is more important than ever before in history. Schools today have a problem with fostering creativity, and doing a good job at it. Society will never reach its limit without schools. Students are living from schools in the past. That’s why the path of creativity for students in the future needs to be brightened. Schools need to focus on having creativity mixed with problem solving. Creativity forms thought out years, that’s why it’s important for schools to base their latest understanding on creativity and learning. 

            The author had stated many arguments about creativity. How will children learn the problem solving, when they are discouraged or unmotivated to keep on going. Schools are designed based on the latest science of learning without any hard work. Schools will guide a better path of understanding creativity, thinking and problem solving.

            I will show in my work how creativity should be just as important as education literacy. The world needs a variety of people with creativity. The world needs a variety of people’s creativity, without creativity the world would be simple and plain. New schools visions are on learning environments to maximize student’s creativity. I agree with this author, because there were no questions that I was left with after reading. Students will learn structure of knowledge, connecting, and linking old problems into new ways they haven’t seen before. The author shows how new ideas to contain for students studies will improve skills.

·         “The path to the creative society of the future goes straight through the classroom. But not the memorize and regurgitate classrooms we have today—instead, classrooms that give student a deeper understanding of the material.”

·         “Creativity researchers speak of a “ten year rule”—because significant new ideas only come to a person after they already invested ten years of work mastering the domain.”

·         “Creativity emerges when people generate many different possible answers rather than rushing to the one right answer.”

 

“Responding to Questions from Mrs. Keaton”

 

·         I would say everything Mrs. Keaton gave me was useful advice for my paper. The advice helps me see my wrongful mistakes that need to be corrected. I knew we couldn’t use first person in this paper, but I did and I was reminded not to! I thought the advice about “How does some of the things I choose to put in my paper relate to creativity in schools.”  This made me think harder, to go back word for word and really see if what I’m talking about even makes sense to the reader.  Also I was showed; I’m supporting one side of the agreement, in my pictures which, we need to be supporting both, one for and against my topic. Also another helpful piece of advice was, everything in the picture is supposed to be what I’m analyzing, not personal opinions on the pictures I choose.  Also seeing the comment from Mrs. Keaton, “what are the two sides,” helped me better understand I don’t know what my two sides are, I just feel into a one side category.

 

·         I wouldn’t say I got any information that was least helpful from Mrs. Keaton. The only mistake I was aware of after I turned my paper in, was my MLA heading was in 11 font, when it was supposed to be 12 font times new roman. But now that I was told that advice I will always be sure to check my headings and make sure everything is the same before I send in my paper, not after I send my paper in.

 

·         I only have a couple of questions from Megan’s comments. One of the questions would be if I analyze the picture and describe what it means, or why it’s important than those would be personal reasons, when you told me to analyze the paper without opinions?  Also I’m just really confused with how do I, explain the features from the picture which leads the reader to ideas without opinions. ? Can I change my pictures if I found two other pictures that explains my topic much better than the ones I Found.? 

 

·         My plans for revision would be to basically feel like I’m starting this whole writing process over.  My plans are to revise, to not use any first person. Change and add some more details that explain what creativity is. Have an argument that supports two sides, instead of one side for my topic. Analyze much better some of the features I am describing in my paper. I am going to make sure to not use any opinions, and make sure I claim what the picture is arguing. Explain how the features that lead the viewer to ideas I talked about. I am going to make sure I have clearly two sides for my augment, and I am going to correct myself while writing to make it seem more formal for the reader to read.  I am going to take away any information that doesn’t make sense to me, and correct it with valuable information that’s useful.

 

 

 

"The Truth About Plagiarism Reading Response."

·         This article is all about plagiarism. Most of the plagiarism is to be thought of as a crime. Some of the plagiarism is mostly from professors and students.  Plagiarism is all around society from books that turned into movies, stories, and even musicians. Plagiarism has expanded from the authors of history that used to be anonymous on article letters. Plagiarism has been committed more than once from several different people, and it’s about time it starts looking like a crime more than just an accident.  The author stated some central arguments by talking about plagiarism are a form of fraud. He thinks it’s not right for someone to enhance their ability form someone else’s work that has already been done.  He then gives examples of what plagiarism is about, and how it’s compared to littering. He gave some reason to why there is confusion, and states the public is common for plagiarizing to. The author talks about what literal copying is and what it could be with examples such as, Romeo and Juliet, musicians, quotes, and books that have been all plagiarized into someone else work.

 

 

·         I really don’t think the author Richard Posner did well. I think he could of talked more about the plagiarism, and gave more examples on why he chose to pick the teachers, and professors to be using the most plagiarism. I say this because I really didn’t understand his point very well until the middle of the article. I was a little bit confused and lost; I had to keep rereading to fully understand his point well enough to put it into my own terms. Some of the assumptions I see the author making is the plagiarism should be treated like a crime. It should not be ok and it should not be used by anyone who is writing the ideas should come from yourself, and ideas no one else thought of before. He said that it has become modern in society for people to use plagiarism. I think they the author is saying that the public deserves information that is true and new, and he said the public should be protected from the copycats that try to bum other people’s efforts into their own work and claim it themselves. I would say some of the holes in this argument would be how does he know plagiarism is detected? Is the people who turn poems into songs, or books into movies considered to be plagiarism. From who, how do people know when someone else copied work that’s has already been published. Should plagiarism be considered like the comparison the author used with the judge to the law? Or was that just thrown in the story because the author is a federal judge?

·         I agree with this author because, I don’t think plagiarism should be allowed. I don’t think someone should be able to make someone else published work into their own. I don’t think anyone should steal ideas; they should be new and unique to keep a world pool of new information flowing around. I think a judge and journalist should try to prevent the plagiarism from anyone trying to do it. I agree that no one should try to enhance their reputation by using someone else work; also the plagiarism should be a punishment to anyone who confines in it. I think this article affects my think about school because; it makes me think about some of the teachers that uses PowerPoint’s and copy the words straight out the book that’s not into their own words. I think that every student should be getting a zero with any plagiarism that occurs on the papers because that’s only fair.

·         My golden line from this article would be “The real victim of his fraud is not the person whose work he copies, but those of his competitors who scruple to enhance their own reputations by such means.” I picked this line because I strongly agree that someone is not a victim unless someone had made copies and took his own work into his own. I don’t think someone should use someone else work to enhance their own, if that’s the case they don’t need to be writing anything important besides a person journal. If you need someone else ideas then you’re not using your own thoughts from your own brain, and you shouldn’t be writing.

"Rhetorical Strategies"

 

The Thesis in this article would be “The path to the creative society of the future goes straight through the classroom. But not the memorize-and-regurgitate classrooms we have today -- instead, classrooms that give students a deeper understanding of the material; classrooms that prepare students to go beyond existing knowledge; classrooms that prepare students to transfer knowledge to new situations.”

I think the organization of this article is very topical, it states all the main arguments that lead up to the main information about creativity in schools.  He first talks about the percentage and what’s going on today in school, and then he talks about some of the problems in schools. The future with creativity in schools, and then some other points or issues of what is means having creativity in schools for students.

This article was proven with some facts but I think most of this article had to deal with feelings and personal opinions on creativity in school from an individual person.  There was a lot more observation and feelings in the article about the creativity for schools now and in the future further ahead. The author gave plenty of reason to certain things, and had followed up with many examples right after he made a statement. “All of the research shows us that there's no creativity without sustained hard work, skill, and expertise. That's why we can only reach a creative society with the active contributions of schools -- the schools of the future, redesigned based on the latest psychological understandings of creativity and learning.”

There was no smile that I picked up on in the article. I think the author brought very many allusions to the article from giving people and idea of what schools could be and can be with the help of perusing creativity for students in schools. There was not much Metaphor or Parallelism in this article. There was a lot of repetition. The author repeated himself many times so the reader really got the point of the article.  I think this was a great example from the article that is repetition and rhetorical: “So where will children learn disciplinary expertise? Where will they learn how to focus on a problem and work hard on it? Where will they learn not to get discouraged when they reach a dead end? Where will they learn the deep understanding, the connected knowledge, which underlies all successful creativity? In school, that's where -- the schools of the future, schools that are redesigned based on the latest science of learning.”

The author really had a strong argument by stating examples, and showing some research that needs to be done about the creativity in schools. I think there could have been more Allusions in this article to really get the reader to see the whole idea of what’s going on with schools that support creativity now and for future references. Great examples were given in this article after statements to give a bright idea about teaching knowledge in a way that supports creativity to the students in schools.

"Preparing to Write a Rhetorical Analysis - Questions"

 

 

·         There is more than one writer to this article, they would be: Doris C. C. K. Kowaltowski • Giovana Bianchi • Vale´ria Teixeira de Paiva There is really not much information on the author’s background? Only thing is this article was based on the writer’s creative stage where creativity is highly valued.

 

·         The writers purpose is to further the discussion on creativity and design education this paper presents a study on methods that may enhance the creative process and their application in architecture Courses around the world.  I think the write is trying to achieve exploring more fully the richness of the literature on the enhancement of creativity, structured applications of methods are recommended in controlled experiments to analyze results.

 

·         The topic the writes decided to write about is to further the discussion on design education a study on methods that may enhance creativity is presented. The results of an exploratory interview inquiry with design instructors, to investigate the application of such methods, are discussed. I would say the topic is broad because the writers are talking about creativity in schools around the world.

 

·         I would say this situation “Contemporary goals in higher education and particularly design education include giving students tools to stimulate the search for creative solutions to problems, as well as a solid scientific basis for decision-making processes. To achieve such goals, the introduction of methods that may enhance creativity can be found in the discussion on curricular reforms.” Was the need to start an argument in this paper?

 

·         I would say the points about studies that were done towards creativity, and enhancing creativity in the schools appeals to logic. The emotion in the article would be, the authors talking about enhancing the creativity in schools, knowledge of learning the creativity and styles in most students. I think the author backs up there credibility though different studies that have been done by different people on the creativity studies.  Also the writers show methods and techniques used in schools and through people for the creativity styles.

 

·         I would say the arguments thesis is: The results of an exploratory interview study, on the use of methods that may enhance creativity in architectural design-studios, showed that most design instructors make an effort in using tools to enhance creativity. This thesis is stated at the end of the article. I think this thesis is stated at the end of the paper because it raps up the paper and states the main idea of the whole article in that sentence before ending the whole paper in the conclusion.

 

·         The authors organized the argument by having the introduction, and then the main arguments in the paper that follow shortly after the introduction. Showing two different processed of creativity enhances that come along with creativity in schools and students Then the conclusion.  I would say the argument of ideas is very effective because that is what gives people an idea of what creativity is all about, and also it may make the definition to someone who’s not really sure about creativity in schools, a clear idea and image of what creativity is schools mean and are.  It puts together more information that builds arguments and good viewing on creativity in schools which is very important to have in a paper.

 

·         I would say the writers used research and studies that have already been done to back up statement that concluded during their own studies of creativity.  The writers also used methods in creativity with definitions that helped showed evidence to.  I think the writers use more than enough evidence in the paper they wrote, because it backs the writers up and shows more proof to what there writing and talking about in the paper.

 

·         I didn’t really pick up on any similes, metaphors because it wasn’t necessary to have that kind of literature in the paper. I think the writers used a lot of allusions in the article trying to give the readers a more visual to creativity while reading the paper.

 

·         I would say the authors did use parallelism in the paper by talking and writing about the six or more different method to enhance creativity. Also showing a lot of results from creativity as well.  Yes the writers use a lot of repetition because they repeat a lot of the words creativity and enhancing throughout the paper. I think it helps get a better idea to the author if some of the information is repeated to better understand. I didn’t really see any rhetorical questions because it was more of a demand the way the writers were stating information. The information in the article left the writers concludes their own questions from the author’s demands of statements in this article about creativity.  There are no straight forward questions in this article for the reader to answer.

 

·         My overall assessment of this argument in “Methods that may stimulate creativity and their use in architectural design education” would be they wrote a very effective argument together on creativity. They justified what creativity is to the readers, and gave more vivid detail for the reader to learn about.  In some of the article there was logos, and ethos used in this paper with logic and emotion. There points were made throughout allusions, evidence, research, and many studies that were already done towards the effect of creativity in schools around the world. The authors wrote a paper that justifies the argument of creativity, and how board the significance is beyond the use of creativity and how it affects students around the world. Environmental comfort and the question of sustainability have increased the need for exact science and technical education. Social sciences need to instill sensitivities towards the relation of human behavior and elements of the built environment were covered well throughout the whole article from the writers.

"Classwork"

 

 

1.)    Writing into the day  for March 7,2013

·         I think Wikipedia is not a credible source, but then again some people consider Wikipedia to be an appropriate source that’s creditable.  I think Wikipedia could be a credible source only because it leads people to citable sources, but the website itself is not creditable for citation. I think Wikipedia is not a credible source because anyone can write and edit the entries, and some of the articles contain errors that get corrected and some that just stay how it is.  

·         I think Wikipedia should not be used in academic papers. I think the website should not be used because most of the information on Wikipedia is edited several times, by many people some who are not even educated. Also Wikipedia could give students mistaken information, that people think are correct. I think Wikipedia is a lower class source that people should tend to stay away from only because it’s a site that can be edited by any person, in a matter of time. Wikipedia is not a professional and citable site to use for an academic paper.

·         When I do research for school, I never use Wikipedia to my advantage. But if I had to use Wikipedia to my advantage I would browse the website that could take me to more helpful creditable sources for my research. The more information on a topic the better the research. To main the sources and credibility for my paper, I would check all the websites I’m linked to from Wikipedia. I would only use the information if I know it was for sure helpful information and actually can be counted as creditable for my paper.  

 

2.)           “Higher Education for All” Crystal Sanchez

·         My opinions or understand wouldn’t change if I knew this article was written by a college professor of 20 years. I just think if this was a college professor who was writing this article it would have been written much better. I think there was information in the article, but not enough about the two sides of the argument that was opposed.  There should be more information on going to college, and how it changes people’s life then short paragraphs. Other than that nothing would change if I know a college professor wrote this article.

·         My understanding and opinions of this article would change if I knew this was written by a high school senior. This would change because a senior like this would impress me writing a paper bout college. I would think this senior student did a great job stating his reasons with evidence and history to back him up. I would be very impressed if this was by a high school senior student.

·         Questions for the Writer’s Purpose:  

·        I would say the author implied his purpose. The authors had in introduction, and then right after that an overview of the issues about college. Then later on in the paper the author should his purpose through point one, two, and three.

·        The author’s purpose was to convince people in this article about college. The effects what college could do for people, and why it’s important for people to have an opportunity for college? The author states reason why people should attend college is encouraged to go and current jobs that won’t exist in ten years from now.

·        I would say in this article the author does both. The author shows emotion in the paper by stating his reasons. In the beginning of the paper the author showed logic with informational knowledge about college history.

·        I don’t really think the author has a hidden agenda. I think the author was straight forward and kept right on focus of the topic about college. If that’s what hidden agenda means? 

·        Questions for the Writer’s Audience:

·        I think the writer’s attended audience would be persuasive. I think the author would be trying to persuade anyone has the opportunity for college. Anyone has the privilege, from federal funding.

·         I think the writer sees the audience as neutral. I think the author tries to keep it content with stating his reasons why people should go to college, and now have privileges.

·        The value I think the author thinks the audience holds would be to gain support from his readers on why college is so important to experience in life.

·        Of course the author would think the audience would be both informed and uniformed. I think this because the author would expect people to learn new information they haven’t learnt before. The audience would be unaware of the information and history that is in this article.

·        Questions for the Topic:

·        The topic for this article would be “should everyone be encouraged to go to college.”

·        I think the writer decided to write about this topic because it showed logic expressions on why people should go to college. To express ideas that everyone has a chance to go to college.

·        The writer didn’t develop the topic fully enough in my eyes. I say this because I feel like the article could have been much longer, with plenty of more details to support her reasons of why people should go to college.

·        Questions for the Context:

·        The situation that set the stage for the argument would be explaining before the Twentieth Century College was only a privilege reserved for the rich. The G.I. Bill, paid for the education of veterans returning from the war, that helped changed the situation for college.

·        The social even would be only allowing college for the rich people. The cultural events in the paper would be the 7.8 million people that took advantages of the benefit for college. I wouldn’t say there was much political expect for the veterans that helped changed, college only being for the rich, but for anybody.

·        The historical references in this article would be about how college was in the twentieth century. Also how the US will not have many low paying jobs because mostly be cheaper overseas and go out of business.  Also schools providing resources in colleges that are expensive, but prepare students for their jobs in their future.

The appeals the author used would be one the appeal to logic. (LOGOS) I say this because the writer points out his points in a matter of an argument.  Also would say the writer used the appeal to authority (ETHOS) I say this because she was very persuasive in the paper. She tried to get people to understand why it’s important to go to college, and how it changed. She wanted to get people to understand the meaning of should everyone go to college.

 

5.) I think it’s important to use the five elements while reading, understanding and analyzing an article because that’s how you engage your attention into the topic. When you understand the meaning, why the writer picked the topic, what’s the purpose, what was the writer’s value for the audience, what was the appeal the author was using was very important to. Knowing the social and political events that triggered the argument makes me understand why, and what the meaning is supposed to be about while I’m reading. I think the five elements are very important and ever since I used them for this article seemed to come out useful. I understand what I read, and main points about the writer I never paid attention to before while reading.

6.) I really don’t understand what the hidden agenda means? I feel like the book didn’t cover that and how the writer sees the audience as informed or uniformed. I really didn’t understand that concept what so ever!

"WIKIPHOBIA: THE LATEST IN OPEN SOURCE Reading Response."

 

 

The main idea in the article the author was expressing is that Wikipedia is false information that’s quick to receive in less than a minute. The information on Wikipedia is the first incredible source, which pops up on the Google list a choice. The information on Wikipedia is false information that provides links to open source links. The author showed his examples with reasons why Wikipedia is a website from non-educated, non-paid for, unaccountable editors though out the website.  The information gives people false information that’s edited over and over at a time.  The author stated it seemed like a no brainer website because all his students included mistaken information on final exam essays.  The author also proposed his ideas and thoughts to the history department with new polices he wanted to encourage.

I think the author Neil Waters argued his point well. I think this because he gave examples of his own thoughts and proven thoughts about the website Wikipedia. He brought up his proposal towards the web site and three main reasons from his overwhelming interests towards Wikipedia.   The assumptions throughout the article, was the author stating his feelings towards Wikipedia from his student’s experiences on a final exam. I think he does not like professors or students to use Wikipedia as an impressive, knowledgeable site to use for accurate information that is actually useful to use. The author is saying without expressing it word for word to the audience is not to use Wikipedia. Don’t even go to Wikipedia and go to another website, from Wikipedia that you could think is helpful. The only hole I think there is missing from this article is more information on his class, and how students used information from Wikipedia on his final exam? What made him want to be broadcasted about his options on Wikipedia? What made the author step up and express himself and Wikipedia to people the way it should have been a long time ago. I am really not left with many questions except for what were the author’s reasons for stating Wikipedia is not an acceptable research source. Why did he express his thoughts on campus, and through interviews? Did his point change people’s views on Wikipedia, or was it an eye opener for people to see the inaccurate information they were gathering and using from a source that’s not even included as a real source.  

I agree with the author, Neil Waters. I agree with the author because I can relate to most of this article. I used information from Wikipedia that was all information someone edited to be cruel and evil to the opposite meaning of what it really was supposed to be. I never go to Wikipedia or click Wikipedia as a choice because most of the information is false and edited by someone else, who edited, and so forth. I don’t believe such a website should even exists, if an article is written and published, then there’s no way anyone who goes to the website have access to change, and edit information. This reading affected my thought about school, because when I was in one of my classes, my teacher recommended Wikipedia is a neat source to get linked to ore sites that carries information. She even said in that comment to the class she uses Wikipedia. After reading this article I thought to myself at least I’m not the only one who thinks the idea about using Wikipedia is uncalled for. The reading made me think about the reliable resources we have options and access to, yet people insist and rely on Wikipedia as a credible source.

My golden line from this article would be “THE INTERNET HAD OPENED UP NEW HIGHWAYS OF INFORAMTION, BUT WE NEED TO KNOW HOW TO SPOT THE POTHOLES.  I picked this line because I feel like this is what stuck out to me the most. This caught my attention because really on the internet no one knows who creates information on some websites, and where the information comes from. Most people on the internet now a days it’s is all about a scam, and insists on ways to cheat, rob, and steal from people. If we avoid hitting potholes on the road while driving, then we need to avoid the potholes on the internet that can affect with our writing and research.

Self - Assessment Refelction

1.       My goals for writing this paper would be watching my grammar, having my sentences make sense, staying on topic, really describing what I’m analyzing in my pictures. I think I meet every goal. I took my time, and made sure I understood what I was talking about and describing in my pictures that relates to my topic. I even changed my topic to better understand who I was trying to get across to my readers from my view. I reread everything over, added and took our some things that I thought didn’t belong in my paper.

 

2.       I used the rest of time wisely. I reread this assignment over and over again until I understood what I was going to write about and have pictures to analyze about. I changed my topic to better fit what I was trying to say about schools which helped a lot to. I took advice from other people to get helpful hints as well. I did use class opportunities because I used the group work as advantages like my little teachers to steer me in my right direction. I even build up courage thanks to my peers to change my topic to make sense about what I was trying to say.

 

3.       I see my writing change because in my first draft I just rambled a bunch of words together trying to make sense. My topics were way off, and I have random off the wall things in my paper. I didn’t understand how my topic related to my pictures. I also took the advantages and advice from my peers and revised the paper. We all took turns reading our stories, and gave each other helpful advice that would change our writing for the better.

 

4.       I would say for this paper no one contributed any success towards the paper. I feel this way because it was more up to me to show the topic I was talking about with the arguments stating two different sides. I had to analyze my picture to explain my topic better. I would say my peers just gave me advice to fix the paper and to change the topic so they could understand what I was trying to say.

 

5.       I have learned from myself as a writer that my writing may not always be perfect. My writing may not always end up the way I intended it to be or sound. I notice if I take my time and have patience with my writing then I can become a better writer for myself and my future of writing.  I have learned others writing styles, and how they express their ideas in a different way, which makes it easier for me to see the assignments, and know how to do them.

 

6.       The hardest part of this paper was finding pictures that connected with my idea. It is really hard to try to find two arguments in a picture that relates to a certain topic you’re writing about. The easiest part of this paper I would say was typing and analyzing the pictures because we practiced that in class plenty of times.  I would say I took risks my trying to put things in my own terms instead of paraphrasing or looking something’s up. I wanted to express my ideas from the pictures in a way I seen them and thought of them. I didn’t want no one’s opinions on this paper but myself.

 

7.       The part that I am most proud of would be the beginning of the paper. I think I did a really good job explaining my topic, and two main arguments within my topic. I think this because I really took my time trying to get a catchy attention that keeps the readers minder wondering what and how I’m going to talk about the topic I did.

 

8.       I really don’t think my paper needs more improving. Well I reread my paper over and over to see if I could catch any mistakes but I didn’t see any besides the ones I already fixed. I think maybe if I had more eyes which I don’t to help me pick up things I didn’t see before would be much of a help. I think I could of elaborated a little bit more on the explanation of the picture but I just didn’t know how without staying on track. I reread my paper for the last time and added and deleted some words or sentences I thought didn’t make sense before I turned my paper in.

 

9.       My writing process consisted of taking notes in class on what to do. Also practicing what a possible topic would be for me to write about to get the hang of analyzing pictures on a specific topic. I typed up 4 different drafts, until crumbling up wads of ink and words on paper got on my nerves. I typed up my final draft and picked new pictures to analyze. I typed up anther draft until this last one satisfied me.  I felt like I really understood this paper realty well and got my point across by making sense.