Rachel Reyna & Lisa Lopez
ENG 1301.28
Trang Phan
Sept. 26, 2010
Writer-Based Prose: A Cognitive for Problems in Writing Summary
Linda Flower. “Writer-Based Prose: A Cognitive Basis for Problems in Writing”. College English, Vol. 41, No. 1. (1979), pp. 19-37
Writing can be seen as a complicated way of one expressing his or her feelings. In this article, there are theories and strategies used to prove that, in writing, the gap between a reader and a writer can have a solution. Writer-based prose is a common way for the writer to mislead a reader, which is a cause for underdeveloped ideas and pointless discussion. An answer for this type of dilemma is reader-based prose. The reader-based prose is a strategy used to communicate directly to the reader. This is more useful than the writer-based prose since it reflects more on the purpose, rather than the process like in writer-based prose. The author used a psychology class’ drafts an example to show that the mistakes made would be based off of writer-based prose. The writing-based prose includes three principles that can have a useful purpose: function, structure and style. The functional system can be used by a writer to conduct his/her thoughts in way that will cause simple understanding to the reader. The structure of a writer can show how they usefully use information and the style of the writer comes from their flow of thought.
Question: What is egocentrism and in what way does it benefit someone? How was it described in the article?
Egocentrism is when someone speaks their mind or says whatever is on their mind. A great example used in the article is that of a child. The child is used here as an example of egocentrism because at a certain age children usually talk about themselves. It’s not about boasting though, it is more about self discovery. When a child talks out loud, or figures out that they like ponies and they talk about that certain thing all the time, each day they learn something different. Egocentrism is not about selfishness or boastfulness; it is more about self realization. Writers can benefit with egocentrism because of the fact that it lets them express their beliefs and what they feel is right. I know I was egocentric at one point as a child. When I was about three years old, all I could do was ask questions and speak my mind out loud. Nothing was able to stop me from speaking my mind because I didn’t really care. I could go on and on about ponies and cats. Egocentrism could help a writer depending on the circumstance. A writer can use this to help him create better ideas and learn more things about himself. Egocentrism is like a brainstorm except it includes the person to talk about themselves, to themselves, and to others.
Monday, September 27, 2010
Sunday, September 26, 2010
SQR 5
Mario A. Garcia, Vanessa Magdaleno
ENG. 1301.28
Instructor: Trang Phan
9/26/10
Writer-Based Prose: A Cognitive Basis for Problems in Writing
SUMMARY:
Linda Flower. “Writer-Based Prose: A Cognitive Basis for Problems in Writing”. College English, Vol. 41, No. 1. (1979), pp. 19-37
If a writer is composing using writer based prose, they are not keeping their reader in mind, and writing their ideas in a way that is only understandable to them, such as in reader based prose. Problems that occur with writer based prose are underdeveloped ideas, which then lead to poor discussions. A study was performed in order to study the egocentric nature of a person. It was seen through children telling a story using only body language, that the audience is not kept in mind, and that the children assumed the audience understood what they were doing.
The functional system used in writing is the way a writer manipulates his/her knowledge into some acceptable form of meaning. The structure of writer based prose shows strategies for working with information. The style of writer based prose come from internal thoughts, as well as using code words. Using sematic memory, episodic memory, and short term memory all can help get your ideas across to the reader more effectively.
QUESTION:
What can you do to diminish writer-based prose in your writing and how will this help you to become a better writer?
RESPONSE:
Writer-based prose as we discussed is when a writer focuses too much on a certain subject and makes it only comprehendible to himself/herself and not to people that are reading their work. The best and most certain way to make your writing be easier for others to understand is to have someone read your work. They can give you feedback as to what they do not understand and then you can concentrate on those certain areas and make them more explanatory for your readers. Also using this short term memory technique is very useful when many things are going to be explained. You cannot go ahead and give brief quick examples of all the ideas you have in mind for fear that you will forget what to say. Instead you have to take each idea and give clear examples of each giving all the thoughts you have in mind about each individual subject. When this is done you can still cover everything you want and be able to express your thoughts with enough depth that anyone who reads what you have read will understand your writing. Imagine trying to tell a story to someone without words. The only way to get your point across would be by using body movements. In your mind you are processing so many ideas at a time that you think everyone knows what you are talking about. Instead what you should do is try to gather all the information possible for a certain part of a story and think of the best way possible to act it out. It is the same way with writing. You cannot expect everyone to know what you are talking about when all you are doing is putting down things that only you understand. It is obvious as to how this will make you a better writer. When writer-based prose is eliminated from your writing you know that you are not only speaking to yourself which is the first step to making you a much better writer.
ENG. 1301.28
Instructor: Trang Phan
9/26/10
Writer-Based Prose: A Cognitive Basis for Problems in Writing
SUMMARY:
Linda Flower. “Writer-Based Prose: A Cognitive Basis for Problems in Writing”. College English, Vol. 41, No. 1. (1979), pp. 19-37
If a writer is composing using writer based prose, they are not keeping their reader in mind, and writing their ideas in a way that is only understandable to them, such as in reader based prose. Problems that occur with writer based prose are underdeveloped ideas, which then lead to poor discussions. A study was performed in order to study the egocentric nature of a person. It was seen through children telling a story using only body language, that the audience is not kept in mind, and that the children assumed the audience understood what they were doing.
The functional system used in writing is the way a writer manipulates his/her knowledge into some acceptable form of meaning. The structure of writer based prose shows strategies for working with information. The style of writer based prose come from internal thoughts, as well as using code words. Using sematic memory, episodic memory, and short term memory all can help get your ideas across to the reader more effectively.
QUESTION:
What can you do to diminish writer-based prose in your writing and how will this help you to become a better writer?
RESPONSE:
Writer-based prose as we discussed is when a writer focuses too much on a certain subject and makes it only comprehendible to himself/herself and not to people that are reading their work. The best and most certain way to make your writing be easier for others to understand is to have someone read your work. They can give you feedback as to what they do not understand and then you can concentrate on those certain areas and make them more explanatory for your readers. Also using this short term memory technique is very useful when many things are going to be explained. You cannot go ahead and give brief quick examples of all the ideas you have in mind for fear that you will forget what to say. Instead you have to take each idea and give clear examples of each giving all the thoughts you have in mind about each individual subject. When this is done you can still cover everything you want and be able to express your thoughts with enough depth that anyone who reads what you have read will understand your writing. Imagine trying to tell a story to someone without words. The only way to get your point across would be by using body movements. In your mind you are processing so many ideas at a time that you think everyone knows what you are talking about. Instead what you should do is try to gather all the information possible for a certain part of a story and think of the best way possible to act it out. It is the same way with writing. You cannot expect everyone to know what you are talking about when all you are doing is putting down things that only you understand. It is obvious as to how this will make you a better writer. When writer-based prose is eliminated from your writing you know that you are not only speaking to yourself which is the first step to making you a much better writer.
Friday, September 24, 2010
SQR4
Emily Perez & Monica Torres
Eng. Comp
Trang Phann
09/24/10
Rhetorical Reading Strategies and the Construction of Meaning
Christina Haas and Linda Flower. “Rhetorical Reading Strategies and the Constructions of Meaning”. College Composition and Communication, Vol. 39, No. 2 (May, 1988), pp. 167-183
Eng. Comp
Trang Phann
09/24/10
Rhetorical Reading Strategies and the Construction of Meaning
Christina Haas and Linda Flower. “Rhetorical Reading Strategies and the Constructions of Meaning”. College Composition and Communication, Vol. 39, No. 2 (May, 1988), pp. 167-183
Summary:
Christina Haas and Linda Flower believe reading should be thought of as a constructive process. Using a think aloud procedure they watched as readers tried to make meaning of the text known as “rhetorical reading” page 167. As well as when readers attempt to construct a good statement many things may be required such as “searching, inferencing, and transforming one’s own knowledge”. Page 168.Rhetorical Thinking is when you take something you already and add more to your knowledge by reading more about it. In the article “College composition and Communication” they refer to a good reader as having large vocabulary can, read quickly and, are able to do well in compression tasks” page 170. Other students assume if they understood all the words they’ve read it correctly. When experienced readers write comments on what they have read they use “content strategies” page 175. Comments in which don’t include much detail on the readings are referred to a “function/feature strategies” page 175. There is also a third strategy known as “rhetorical strategies” page 176 these strategies help readers uncover the actual event of the text. In the article, they state their first attempt would be to introduce rhetorical reading [insert something to make it more understandable]. The readers shouldn’t be taught how to read the text but how to understand it well enough to write about it.
Question:
Will these strategies become productive to student readers?
Response:
There are three different strategies in this article and from my understanding they are suppose to help students out. I personally think they will help students out because the article talks and explains how everything is used, and if it is taught well the students will pick up these strategies quickly and use them. The article also lets students know that reading and understanding a fraction of what is read doesn’t necessarily help. Many students seem to have that problem of reading the text and not having a clue on what they just read. In order to help the reader understand better, the student should search and use basic knowledge to become more influenced by the topic. These strategies allow the readers to identify if they are “good readers” and with better ways to fully understand exactly what they read.
Wednesday, September 22, 2010
SQR4
Brie Fenton and Yesi Ontiveros
Eng 1301.28
Trang Phan
09/20/10
Rhetorical Reading Strategies and the Construction of Meaning
Haas, C., Flower, L., “Rhetorical Reading Strategies and the Construction of Meaning” College Compositions and Communication. May 19: pgs, 167-183
When you read text, you make your own meaning of it. We dissect readings and think of how our own experiences relate to them. Trying to understand the purpose of a text requires searching, inferencing, and transforming of what you already know. The “multiple-representation thesis” helps us explain why we need to do this. “It suggests that readers’ and writers’ mental representations are not limited to verbally well-formed ideas and plans , but may include information coded as visual images, or as emotions, or as linguistic propositions that exist just above the level of specific words.” (169). Therefore, it is possible for different readers to form different concepts about the same piece of writing.
Teachers are now focusing on teaching students how to read in a certain way so they all get the same meaning from the same text. Many students paraphrase instead of analyzing the readings to actually get meaning out of them. They read for information rather than constructing representations. Rhetorical strategies go beyond the actual text, they try to find out the authors purpose, context and effect on the readers. Rhetorical reading is an extra strategy that experienced readers use. This is what teacher’s desire for their students to use.
What do you consider to be a “good reader”?
The article explains a good reader as someone that comprehends and understands everything they are reading but they don’t analyze it. They read for information. A good reader does not use rhetorical reading strategies and is unable to read critically. They can identify important parts of the article but don’t connect using their previous knowledge. “They paraphrase rather than analyze, summarize rather than criticize texts.” (170)
In our point of view a “good reader” is any one that can go beyond the actual text, someone that can elaborate into the meaning of the writing. The reader sees the information the author is trying to get across, they understand his/her point of view. A good reader analyzes and criticizes the text. They build representation of meaning and understand intended effects. A good reader is always interested in the topic so they can add on and understand it more. Personally, we do not consider ourselves good readers because it’s hard to analyze a text when you have no interest in it. Many people have different interpretations of what a “good reader” is, we see them as a person who can elaborate on texts and use the ‘felt sense’ to relate to it.
Eng 1301.28
Trang Phan
09/20/10
Rhetorical Reading Strategies and the Construction of Meaning
Haas, C., Flower, L., “Rhetorical Reading Strategies and the Construction of Meaning” College Compositions and Communication. May 19: pgs, 167-183
When you read text, you make your own meaning of it. We dissect readings and think of how our own experiences relate to them. Trying to understand the purpose of a text requires searching, inferencing, and transforming of what you already know. The “multiple-representation thesis” helps us explain why we need to do this. “It suggests that readers’ and writers’ mental representations are not limited to verbally well-formed ideas and plans , but may include information coded as visual images, or as emotions, or as linguistic propositions that exist just above the level of specific words.” (169). Therefore, it is possible for different readers to form different concepts about the same piece of writing.
Teachers are now focusing on teaching students how to read in a certain way so they all get the same meaning from the same text. Many students paraphrase instead of analyzing the readings to actually get meaning out of them. They read for information rather than constructing representations. Rhetorical strategies go beyond the actual text, they try to find out the authors purpose, context and effect on the readers. Rhetorical reading is an extra strategy that experienced readers use. This is what teacher’s desire for their students to use.
What do you consider to be a “good reader”?
The article explains a good reader as someone that comprehends and understands everything they are reading but they don’t analyze it. They read for information. A good reader does not use rhetorical reading strategies and is unable to read critically. They can identify important parts of the article but don’t connect using their previous knowledge. “They paraphrase rather than analyze, summarize rather than criticize texts.” (170)
In our point of view a “good reader” is any one that can go beyond the actual text, someone that can elaborate into the meaning of the writing. The reader sees the information the author is trying to get across, they understand his/her point of view. A good reader analyzes and criticizes the text. They build representation of meaning and understand intended effects. A good reader is always interested in the topic so they can add on and understand it more. Personally, we do not consider ourselves good readers because it’s hard to analyze a text when you have no interest in it. Many people have different interpretations of what a “good reader” is, we see them as a person who can elaborate on texts and use the ‘felt sense’ to relate to it.
SQR4 Fernando Miguel & Marco Potrillo 9-22-10
Rhetorical Reading Strategies and the Construction of Meaning
In this article they go on talking about these different processes and how writers and readers have their own aspects and mind sets that sets experienced and inexperienced apart. They go on talking about Rhetorical reading and how experienced writers use their past and emotional experience to make a topic come to life. And the inexperienced writers like students we were taught different to use strategies, strategies that will get us a picture on what the topic was about to help make the paper meet certain standards. The certain strategies will only help meet standards not ones that we wish to surpass like those of a well experienced writer. This article also goes on to talk about “multiple-representation thesis” which explains a certain change and the process of constructing. This was shown when they experimented on three students to see how they think when they read to see if they understood what they read . In function/feature strategy it talks about readers and how they can pin point the important parts and words or sentences for example "This is the main Point” or “This must be an example” or “I think this is the introduction” while in content strategies it explains what the text was saying but in function/feature were used to name what the text was doing “ here he is contrasting” “ this part seems to be explaining” this is how the reader is relating to the text itself being able to ask and question the text.
Question: What is “Good Reading”?
Response: What is good reading? Didn’t even know there was such a thing but according to the text its how we understand it and how we read critically. Like how now a day we students use bigger vocabulary words, read faster and recalling what we read but that’s not what good reading is all about. It's about comprehending the writing in multiple levels to help us understand the writers intention of the writing and the point he or she is trying to make. And it's not all about forcing your brain to make it read the topic, anybody can do that, but it's about how you can relate to it and try to make it as interesting as possible so you can understand it.
In this article they go on talking about these different processes and how writers and readers have their own aspects and mind sets that sets experienced and inexperienced apart. They go on talking about Rhetorical reading and how experienced writers use their past and emotional experience to make a topic come to life. And the inexperienced writers like students we were taught different to use strategies, strategies that will get us a picture on what the topic was about to help make the paper meet certain standards. The certain strategies will only help meet standards not ones that we wish to surpass like those of a well experienced writer. This article also goes on to talk about “multiple-representation thesis” which explains a certain change and the process of constructing. This was shown when they experimented on three students to see how they think when they read to see if they understood what they read . In function/feature strategy it talks about readers and how they can pin point the important parts and words or sentences for example "This is the main Point” or “This must be an example” or “I think this is the introduction” while in content strategies it explains what the text was saying but in function/feature were used to name what the text was doing “ here he is contrasting” “ this part seems to be explaining” this is how the reader is relating to the text itself being able to ask and question the text.
Question: What is “Good Reading”?
Response: What is good reading? Didn’t even know there was such a thing but according to the text its how we understand it and how we read critically. Like how now a day we students use bigger vocabulary words, read faster and recalling what we read but that’s not what good reading is all about. It's about comprehending the writing in multiple levels to help us understand the writers intention of the writing and the point he or she is trying to make. And it's not all about forcing your brain to make it read the topic, anybody can do that, but it's about how you can relate to it and try to make it as interesting as possible so you can understand it.
Tuesday, September 21, 2010
SQR4
Hiram Lopez, Jason Pena
ENG 1301.28
Trang Phan
9-22-10
“Rhetorical Reading Strategies and The Construction Of Meaning”
Christina Haas and Linda Flower. “Rhetorical Reading Strategies and the Constructions of Meaning”. College Composition and Communication, Vol. 39, No. 2 (May, 1988), pp. 167-183
Summary:
The authors discuss a point at the beginning of the article,.. “reading should be thought of as a constructive rather than a receptive process”(167) I took the “meaning “as the reader should gain something from a piece of work rather than just reading than just reading it just to read it. It’s a somewhat complicated theory. Similar to past articles, a case study is taken “think-aloud procedure” where they “watched as readers used not only the text but their own knowledge of the world, of the topic, and of discourse conventions, to infer, set and discard hypothesis, predict, and question in order to construct meaning for texts”(167). This allowed them to see the vast variations of interpretations that the readers had on the same text. The article suggests that the readers and writers’ mental representations are not limited to verbally well-informed ideas, and plans, but may include information coded as visual images or as emotions. All this means that most readers/writers visualize what they are reading or writing rather than having “well-informed ideas and plans”(169), beforehand. The article continues about good reading, but basically its saying that being a good reader depends on intellect, not in those words say, but that the meaning behind it.
Question:
What can someone get out of reading something rhetorically?
Response:
Before, I read this article I didn’t really have an idea of what rhetorical reading was, and now that I know about it I can use this form of reading so I can actively attempt to construct textual context of the text and make sense of it. I think that this form of reading can help someone, because by reading this way they can like I said, “before make sense of the text” and learn more from it because they will be paying more attention to the text and gaining a better understanding of what the author is trying to say. They can do this by recalling past images, emotions, and experiences. In doing so, the reader can come up with a hypothesis and they will be able to come up with questions about what they read, and understand the author’s feelings about the writing and the audience it was intended for. By doing this I believe people can get more out of the reading.
ENG 1301.28
Trang Phan
9-22-10
“Rhetorical Reading Strategies and The Construction Of Meaning”
Christina Haas and Linda Flower. “Rhetorical Reading Strategies and the Constructions of Meaning”. College Composition and Communication, Vol. 39, No. 2 (May, 1988), pp. 167-183
Summary:
The authors discuss a point at the beginning of the article,.. “reading should be thought of as a constructive rather than a receptive process”(167) I took the “meaning “as the reader should gain something from a piece of work rather than just reading than just reading it just to read it. It’s a somewhat complicated theory. Similar to past articles, a case study is taken “think-aloud procedure” where they “watched as readers used not only the text but their own knowledge of the world, of the topic, and of discourse conventions, to infer, set and discard hypothesis, predict, and question in order to construct meaning for texts”(167). This allowed them to see the vast variations of interpretations that the readers had on the same text. The article suggests that the readers and writers’ mental representations are not limited to verbally well-informed ideas, and plans, but may include information coded as visual images or as emotions. All this means that most readers/writers visualize what they are reading or writing rather than having “well-informed ideas and plans”(169), beforehand. The article continues about good reading, but basically its saying that being a good reader depends on intellect, not in those words say, but that the meaning behind it.
Question:
What can someone get out of reading something rhetorically?
Response:
Before, I read this article I didn’t really have an idea of what rhetorical reading was, and now that I know about it I can use this form of reading so I can actively attempt to construct textual context of the text and make sense of it. I think that this form of reading can help someone, because by reading this way they can like I said, “before make sense of the text” and learn more from it because they will be paying more attention to the text and gaining a better understanding of what the author is trying to say. They can do this by recalling past images, emotions, and experiences. In doing so, the reader can come up with a hypothesis and they will be able to come up with questions about what they read, and understand the author’s feelings about the writing and the audience it was intended for. By doing this I believe people can get more out of the reading.
Rene Reyes
Edward Aranda
English 1301.28
Trang Phan
9/21/2010
Summary
Rhetorical Reading Strategies and the Constructions of Meaning
Christina Haas and Linda Flower. “Rhetorical Reading Strategies and the Constructions of Meaning”. College Composition and Communication, Vol. 39, No. 2 (May, 1988), pp. 167-183
Reading is a constructive process not a receptive process. Meaning is not received through reading, but constructed by building your representations. Constructive process works by using “rhetorical” reading strategies. Reading rhetorically is to analyze the author’s intention of their writing. For example, the writing’s purpose, the audience it was intended to attract, who the author is, and the effects the writing should have on the reader.
Also, combining it with critical thinking and experience you should be able criticize or agree with your beliefs. This is a type that helps writers understand what they are writing the article also tells us about another strategy “multiple representation thesis” which it’s a certain change and the process of constructing this was to see if the reader understood what he read and how fast they read.
Question
What does it mean to have "rhetorical" reading strategies?
Response
To use "rhetorical" reading strategies is to analyze the author’s intention. Using rhetorical reading strategies is to read between the lines and find out the purpose of what your reading. Also, its described as a discourse act, a conversation between the read and the writer. Some things you will agree on while on other things you won't. "These examples demonstrate some of the range of rhetorical strategies: comments concerned with author's purpose, context or source, intended audience, and actual effect."(pg.176) I’m going to use a Women's Health article as an explanation to try to explain more clearly. When most students read this kind of article all they do is learn about women's health. However, you have to think about who is the author. Is it a women specialist type of doctor how wrote this or just some woman how did her research and wrote about it? How is the author's intended audience? Of course it’s going be women that are concerned about their health because this information mostly like would be useless for a man or child. What is the purpose of this article? To inform women about health problems and healthy behaviors and habits. Which in effect it should persuasive the reads of this article to change their habits and behaviors to healthier ones. However, some readers might criticize that some of the subjects this article talks about are not problems and the advice it gives them isn't much useful.
Edward Aranda
English 1301.28
Trang Phan
9/21/2010
Summary
Rhetorical Reading Strategies and the Constructions of Meaning
Christina Haas and Linda Flower. “Rhetorical Reading Strategies and the Constructions of Meaning”. College Composition and Communication, Vol. 39, No. 2 (May, 1988), pp. 167-183
Reading is a constructive process not a receptive process. Meaning is not received through reading, but constructed by building your representations. Constructive process works by using “rhetorical” reading strategies. Reading rhetorically is to analyze the author’s intention of their writing. For example, the writing’s purpose, the audience it was intended to attract, who the author is, and the effects the writing should have on the reader.
Also, combining it with critical thinking and experience you should be able criticize or agree with your beliefs. This is a type that helps writers understand what they are writing the article also tells us about another strategy “multiple representation thesis” which it’s a certain change and the process of constructing this was to see if the reader understood what he read and how fast they read.
Question
What does it mean to have "rhetorical" reading strategies?
Response
To use "rhetorical" reading strategies is to analyze the author’s intention. Using rhetorical reading strategies is to read between the lines and find out the purpose of what your reading. Also, its described as a discourse act, a conversation between the read and the writer. Some things you will agree on while on other things you won't. "These examples demonstrate some of the range of rhetorical strategies: comments concerned with author's purpose, context or source, intended audience, and actual effect."(pg.176) I’m going to use a Women's Health article as an explanation to try to explain more clearly. When most students read this kind of article all they do is learn about women's health. However, you have to think about who is the author. Is it a women specialist type of doctor how wrote this or just some woman how did her research and wrote about it? How is the author's intended audience? Of course it’s going be women that are concerned about their health because this information mostly like would be useless for a man or child. What is the purpose of this article? To inform women about health problems and healthy behaviors and habits. Which in effect it should persuasive the reads of this article to change their habits and behaviors to healthier ones. However, some readers might criticize that some of the subjects this article talks about are not problems and the advice it gives them isn't much useful.
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