Preparation outline and checklist

Speech Topic: Discuss the Spanish language and its influence on the world. Touch on its origins, where it is spoken, and its global and economic importance.

Purpose (speech goal): To explain the influence Spanish has on the world

Introduction: Spanish is the world's 3rd most spoken language, after Chinese and English. With more than 400 million Spanish speakers in the world and growing, its global and economic importance is undeniable.

First Main Point: The Spanish language originated in Spain and was carried to the Americas and other continents through Spanish conquest.

Second Main Point: Spanish is the official language in 21 countries and the second most-common language in the United States after English.

Third Main Point: The Spanish language is extending its global and economic reach yearly

Conclusion: The Spanish language has grown from its birth in Spain to the outreaches of the world. As the world 3rd most spoken language, its global and economic power will continue to grow and influence the world we live in.

Real world blunder - Week 14

This is an easy one. One of the latest blunders in the news was from President Obama on the Jay Leno show. He compared his low bowling score to that of someone from the special olympics.

Below is the youtube clip:

http://www.youtube.com/watch?v=vE0yAEvVsUo

When you hear a blunder like this it makes you wonder if the comment reflects the personal feelings of the person or was just based on jokes heard in our pop culture. Clearly this was a disrespectful comment towards anyone with special needs and I read an article that said the President apologized before the show aired. The question remains, "Does the President really feel this way or not?" You be the judge.

Gendered and unbiased language - Week 14

In my literature class last week, we were watching the film “Much ado about nothing” with Denzel Washington. At the end of the movie the teacher asked us what differences we noticed from the book and the movie. One of the students raised their hand and said, “I didn’t expect Don Pedro to be black.” This was a valid point in my opinion, but the teacher looked at the student in a shock and said, “The politically correct way to say that would be African American.” I’m not sure what the politically correct term is anymore since I’ve heard some people say Black American is more politically correct than African American. Either way I don’t think the student meant to offend anyone and we continued to talk about possible reasons that Don Pedro could be black. We came to the conclusion that Don Pedro demanded a prominent actor and Denzel Washington fit the role. We also talked about the fact that Don Pedro was from a part of Spain that was pre-dominantly inhabited by the Moors.

Real world advertisements - Week 14

Three good real world advertisements

1. Contains headlines that are not lengthy but get the point across. "Want great buys?" "Check these out" "Hot brands at hot prices"

The theme of the message is highlighted twice and sticks out to the reader. "Hot" (in bold) twice.

Reader understands what they are getting from the add. The "percentages off" by each item clearly explains this.

2. Important message "20,000 GIVEAWAY!" is in capital letters and shows the purpose of the advertisement.

The sentance "ENTER TO WIN ONE OF FOUR $5,000 ROOM MAKEOVERS!" is spaced out over three lines which breaks up the message.

3. Headline is broken into to motivational statements. The first "Go Green" states a benefit of buying, and the "Go Newegg" states the company who is offering this green benefit.

The advertisement is visually pleasing to look at. It contains small icons that are not too loud, but at the same time represent the theme of the ad (going green).

Two bad real world advertisements

1. Contains reversed type which makes it hard to read the headline "We are expanding!" since it's in front of two black shirts. The messages are hard to read because they are set agaisnt reversed colors.

Isn't visually pleasing and is too loud. Isn't attractive to all audiences and is very loud. Not professional.

2. The headline is not visually interesting. It is easily to read but as the article says, "If it's too safely legible, you mights as well just lay the type out like a textbook page.

Nothing in the advertisement makes the reader want to buy the item being featured. There's no flashy buttons to press or statements telling the reader how much they are going to save.

Week Twelve: Parallelism, Modifiers, and Research Papers

Comment from teachers “Real World Example”

In the real world example, it seemed to me that the writer was not trying to persuade the reader to join the group, but more inform them. By adding bullet points such as their website and contact number, it appears more as information or some type of awareness. This information could have easily been listed at the bottom of the flyer and the bullet points could have contained more persuasive and motivational information.

Original “Real World Example”

We will pay the Utah sales tax.

Plus, get six months interest free.

Plus, new lower pricing on our clearance items, including bedrooms.

Re-written “Real World Example”

We’ll pay the Utah sales tax, give you six months interest free, and extend you our new lower pricing on clearance items, including bedrooms.

Week 11 Assignments

The three main ideas I was able to gather from the text were the following:
1. The basis of everything we know, believe, and learn comes from the many research hours of others. Through technology, research is now being funneled into one large database where the whole world can benefit from the endless data that exists within. The book mentions that “Research is in fact the biggest industry.” If we are unable to use this large source of data we will be left behind in an ever expanding world.

I have always understood the importance of research and the great contribution by researchers to make this information possible. What I learned from this idea was the fact that we need to adapt to the way research is being distributed to be competitive these days.

2. It is important to make a good argument, but not the typical argument one is used to. Your argument must pre-conceive the questions that will be asked beforehand. By writing in this format you are not forcing your argument on the reader, but helping the reader understand the truths you are trying to convey.

This idea put into perspective how important it is to think both as a writer and a reader. In many of my papers I try and force my arguments on the reader and don’t focus on how to actually convince them. By trying to answer the questions from a reader’s perspective, it gives me a new way to convey my arguments.

3. Creating a plan or outline is a vital part of writing a research paper. In some way or form you have to write a first draft and however this is done, it needs to be organized in a manner that will benefit the reader. Some of the books suggestions before creating a first draft were:
A. Know who the readers are and why they care about your problem
B. Know the reasons supporting your evidence or claim
C. Know the questions and objections that your readers are likely to raise

I’ve always know that a plan or an outline was important, but I sometimes don’t do it. This idea helped me understand what I need to know before I even begin an outline so that I am able to write one effectively.

Possesive Practice Questions:

1. homes’ of my sons-in laws
2. rivers’ of Arkansas
3. house of Jim and Joan
4. research of the Ph.D.’s
5. advertising of McGraw-Hill, Inc.
6. estimate of Fred the electrician
7. idea of anyone else
8. depositions’ of the witnesses
9. the upper level of the airport
10. the daughter of one of my friends

1. The tree surgeon could not save the white spruces’ limb.
2. The user’s manual for the new software package was so confusing that most consumers returned it to the company.
3. Windows intuitive commands make it easy for users to move from one application to another.
4. I will be in Hawaii on Mother’s Day, in New Mexico on April Fool’s Day, and in California on Veteran’s Day.
5. Grover Cleveland was the people’s choice.
6. Each participant filled out the Readers Comment Form.
7. Now that he has his bachelor’s degree, he plans to get his masters, and possibly his doctorate.
8. The National Secretaries Conference will be held in Houston this year.
9. For appearance sake, the feuding vice presidents kept their differences to themselves during the monthly staff meeting.
10. My brother’s-in-law idea was to have the family reunion at the spa.
11. We have been invited to a holiday party at the Roth’s.
12. The telephone company’s president’s idea was to offer discount rates to seniors.

Integrating Sources into a Paper

Section 1
The knowledge in your writing never stands alone. You need sources to support your arguments. There are two types of sources:
-Primary sources – functions as un-interpreted data that doesn’t discuss or analyze your subject
-Secondary sources – discusses your subject and makes claims about it which you may accept or challenge.
Documenting your sources makes your argument stronger. It‘s also an obligation, a service, and an advantage. It suggest to your reader that you are a trustworthy analyst who acknowledges others opinions in your search for truth
Section 2
There are three basic principles to integrating sources into your paper:
-Use sources as concisely as possible. When possible summarize the source being used so your thinking isn’t crowded. This can be accomplished by paraphrasing or quoting.
- Make sure your reader knows the difference between when you are talking and when you are citing someone else.
-Point out how each source you use has a direct correlation to your argument. You can do this by mentioning the nature or professional status of your source.
Rules of quoting:
-Quote only what you need or is really striking.
-Construct your sentence so the quotations integrate smoothly.
-Announce quotations in the words preceding it.
-Make sure your announcing verb is neutral.
Section 3
When to cite:
-When you use factual data.
-When you use two or more words in a row.
-When you summarize thoughts formulated by somebody else.
-When mentioning an aspect of someone else’s work.
When not to cite:
-When source and page locations are obvious.
-When using common knowledge.
-When using phrases of everyday speech.
-When using ideas from a conversation with another person.
There are several ways of citing information. These are sequential notes, in-text citing, and coding.
They may also be times where you will need to acknowledge uncited sources such as those from teachers, friends, or class discussions.
Section 4
Plagiarism is considered an act of lying, cheating, and stealing. It entails one stealing information, ideas, and words as your own without acknowledging the source.
It can entail:
-An uncited information or data source
-An uncited idea
-A verbatim phrase that’s not quoted
- An uncited structure or organizing strategy
Don’t do it.
There are many other ways of misusing sources which include misinterpreting evidence, improper collaboration, dual or overlapping submission, and abetting plagiarism.
Online sources must be fully disclosed when referencing ideas and material.
There are disciplinary consequences for plagiarism and it is considered of a serious nature.
Section 5
There are many styles of acknowledging sources in your paper. If you cannot find a method of disclosing specific sources refer to the different styles listed in section 4.1

Summary of They Say, I Say

Chapter 1 “They Say”

Writing needs a point.
You need to clearly indicate your thesis and the larger conversation it is pointing to.
Explain what you are responding to.
Start with what others are saying and then introduce your ideas as a response

Chapter 2 “Her Point Is”

Create a good summary that includes balancing the authors point with your point.
Enter the habitat of the conversation you are trying to join (put yourself in someone else’s shoes).
Create a summary that uses the authors view but proves your point
Use vivid and precise action verbs when summarizing

Chapter 3 “As He Himself Puts It”

Integrate quotations into their new textual surroundings.
Quote relevant passages that are relevant to your key argument
Present quotations in a way that makes them relevant and clear to your readers.
Introduce a quote, enter the quote, and explain the quote

Chapter 4 “Yes / No / Okay, But”

Learn to agree, disagree, or do both at the same time. Declare your position early.
Take a strong stand and explain why.
If you disagree offer a persuasive reason why.
If agreeing open up some difference that the author didn’t mention.
Agreeing and disagreeing can demonstrate integrity as a writer.

Chapter 5 “And Yet”

Make sure the reader understands who is saying what to eliminate confusion.
Referencing someone argument can be better than referencing the person.
Use voice markers to keep from confusing your readers.
Utilize multiple perspectives in your writing.

Chapter 6 “Skeptics May Object”

Tell your readers the objections that others might say about you to enhance your credibility.
Try not to stereotype, but try to use broad ideas.
Take objections seriously so the reader respects you.
Make sure your argument is not more convincing than your objections.
Chapter 7 “So What? Who Cares”

Address why your argument matters. This may include naming specific people or groups who have stake in your claim.
Link your argument to a larger matter that readers deem important.
Make the reader understand how the argument affects them.
Continue to answer the “Who cares?” and “So What?” questions even though the reader may already know the answers.

Chapter 8 “As A Result”

Don’t force the reader to try and connect your sentences and paragraphs together.
Use transitions to transfer from one point to another. Make them unobtrusive and unnoticeable.
Use pointing words to refer backwards to a previous concept.
Repeat key terms and phrases throughout your writing to keep your argument focused through the entire length.
When repeating key terms and phrases do it in a slightly different way without being monotonous.

Chapter 9 “Ain’t So / Is Not”

Academic writing should be relaxed, easy to follow, and a little bit fun.
Blend academic and professional language with popular expressions or sayings. This will give your writing a political statement.
Don’t feel limited to the choice of words or expressions you can use in your writing. Consider your audience and relate to them.
In order to succeed as a writer in college you need use a blend of formal and non-formal language.

Chapter 10 “In Other Words”

Make a claim and then tell the readers how to interpret it.
Stating your argument in a clear and concise manner may still be confusing to readers. Use metacommentary to keep misinterpretations to a minimum.
Use titles as metacommentary because they will persuade the reader to explore your writing.
Use transitions to generate metacommentary to create a relationship with the reader and explain your argument and why it’s important.

Response to the "real-world" grammar example

I found the real world example very boring and plain. It didn't stand out to me and since most of the information was cheesy in the first place it was hard to make it any better. I felt like the writer was first, trying to convey that eating seafood was healthy. Second, lots of Americans love seafood. And lastly, that there are lots of strange and interesting facts about seafood. I reorganized the message in order by these three categories mentioned above. I broke out the health facts with em dashes. I also added parenthesis to pieces of information that weren't attention catchers. I feel like this format gives the message a better presentation. Below is how I re-organized everything.

Seafood Festival
Did You Know?

— Seafood is:
an excellent source of protein
low in calories and sodium
the most significant source of omega-3 fatty acids.

— Eating fish provides vitamins A and D,
which help form strong bones and teeth.

In 2001, shrimp passed tuna as America’s
favorite seafood. (By 2002, Americans
were eating 3.7 pounds of shrimp per capita.)

— Flamingos are pink because they eat shrimp.

Crabs have 5 pairs of walking legs
(the first set is also used for defense).

Shrimp starts out as males, then change
to females later in life.

Annie Dillard discussion questions

1) Dillard's process—at least as she describes it on pages 49-52—involves trying to work herself up into a fury, drinking multiple cups of coffee, putting herself in a vise clamp (metaphorically), and smoking multiple cigarettes. In short, she engages in the physical manipulation of the self in order to attain a “writerly” state of mind, to find the “lions” so to speak. Do you engage in any physical rituals as you prepare to write? How much does your physical position affect your ability to write? Do you have any pre-writing rituals? If so, what do they accomplish?

Writing for me is a long process. I usually have to sit down, open up Microsoft Word, write a paragraph, and read it over and over again. An hour later I find myself reading that same paragraph, however, it has significantly changed, and now I can start with the next paragraph. I wouldn’t say I do any physical rituals other than stress myself out, because I feel like I’ve wasted so much time. I guess if I really loved to write I might try and manipulate myself more so the end product would be that much better.

2) In the opening chapter, Dillard describes writing (or perhaps more accurately rewriting), as a process of knocking out bearing walls. When you write or rewrite, how often do you knock down those bearing walls? If we can think of bearing walls as the necessary structures that support, yet also put limitations upon, writing, who creates these foundations/limitations? That is to say, are the bearing walls to which Dillard refers generated by the writer, or by social constructions?

After I finish writing a paper, every time I re-read it, I have to re-write it in some way. I think this is essential in writing a paper because as you read and re-write you tend to express and refine the ideas and purpose of the paper. I think the bearing walls are generated by the writer, because after a significant number of re-writes, you begin giving form to the ideas you originally intended writing. I guess the social constructions could stem from so many rules about writing structure and form that have been drilled in our minds throughout school.

3) Dillard uses myriad metaphors to describe the process of writing—Inchworms, bees, construction sites, exploding typewriters, etc. Do you find any of her metaphors particularly salient for—or applicable to—your own perception of writing? Do you have (or can you come up with) any metaphors or images that seem to describe your own writing process? Do you consider metaphors useful in this sense?

Like a child who doesn’t want to do his chores. I enjoy writing and expressing my ideas. However, life is really hectic right now and for me to do something right, like writing, I have to set aside a lot of time so the final product comes out well. I feel like a child who always wants to play outside, and becomes frustrated because he knows that doing his chores will rob him of this time.

4) Part of the reason Dillard uses so many metaphors (I think) is that she seems to take a “mystical” view of writing. Do you share her sense of mysticism when it comes to writing? If you do, it might be a line of narrative worth continuing. If you don't, then how do you view writing in more concrete terms?

Obviously there are different types of writing that don’t require a mystical process. However, I think that a personal narrative is a type of writing that most definitely requires a special mindset in order to capture ones ideas on paper. In relaying the “personal” message, the reader must feel and understand your emotions. In order to relay the feelings and emotions, one must leave their body at that point in time and relive the moment they are trying to express.

5) It is possible (and I am truly not sure) that Dillard's thick prose, mystical descriptions, and constant use of metaphors are meant more to entertain and intrigue us than to say anything concrete about writing? It may be a mixture of both. Dillard is considered a very talented writer, as this book and other books show. But she seems determined to maintain a certain vagueness when writing about writing. Why?

Writing really is an art. With that being said, there’s no one-size fits all formula that produces good writing. I think Dillard is vague about writing because she understands that the art of expression can only being influenced and not forced. I think she gives us tactics and tools to deepen our understanding of the writing process, but at the same time understands that it can only go so far.

Analyzing “real-world” grammar

First of all I’d like to ask the following question. When do grammar rules apply to the real-world? This depends on the type of real-world application you are seeking. In the five real-world grammar examples we studied, the motive of creating the ad is to entice or persuade the viewer to either buy or confide in a particular product. I think we talked about this at the first of the class, but in the real-world (outside of school and sometimes work); people don’t follow too many grammar rules. With that being said, the viewers these ads are targeting are literally the real-world people. It has a lot to do with marketing and likening your product to the consumer buying it. The commas in these ads just seem to sound a lot better the way they are written. Let’s take for example when Marie Callender’s says, “The story of our sweet, creamy, delicious success. In this sentence they are trying to focus on three ideas: Sweet, Creamy, and Delicious. Using the commas where they are accentuates these three ideas therefore making the saying catchier. Creating a slogan in this case outweighs the need to use correct grammar.

Study abroad in Spain

While reading, “Inventing the University” it reminded me of the study abroad program that I participated in this summer. The program took place in Spain and was something that I’d always wanted to do. Being a Spanish major, I knew and understood much of the history of Spain and was really looking forward to being there and experiencing that same history in person. The program consisted of three classes: Spanish art, Spanish history, and Spanish film. I thought to myself, this is going to be a breeze. I’ve already studied most of these subjects and any homework, papers, or tests will be easy. I soon found out that I lacked much experience in writing papers about Spanish film because this was something that was foreign to me. The terminology in Spanish film spoke about different filming angles and tactics that not even myself could express in a paper. Just as “Inventing the University,” mentioned, I found myself inventing much of the techniques and ideas I was trying to express. I didn’t understand the audience I was writing to and found myself many times asking the teacher for help. She was very helpful and showed me what she was looking for and what actually made sense from a film-critics point of view. This experience in Spain taught me a lot about investigating and studying your audience in order to write an understandable and applicable paper.