My writing process has been easy as long as I take my time with it. What usually works for me is grabbing a couple sheets of paper and just writing everything out on that, then I get on my laptop and just type what I wrote while editing my rough draft as I type. It's always worked for me.
With this second draft, I just threw out my previous draft. I started all over, still sticking to what I wanted to prove, but completely restating everything. I found it much easier to just start all over. After peer editing our zero drafts, I realized what I needed to accomplish as a story, not a definition. The prompt made it really easy to just define what literacy means to us an how it's had an impact in our life, in a story. My essay was just a long definition and so dry.
My biggest struggle was making it longer. I didn't want to seem like I was saying too much, doing a lot of repeating. So in my final draft, I need to find a more creative way in making my essay longer but not boring. I was much happier with this draft and will be more content with my final draft.
My strongest part of my essay would probably be my paragraph on how I explain education in general and that it's meant for everyone, not just a certain race. Peer editing has been SO helpful, it was a way to discover what I needed in my essay through someone else's eyes. It helped me bring out what I really wanted and needed through a little guidance.
When I turn in my essay, I hope to accomplish a sense of relief and confidence in my essay. I now know what I have in store for this class and what the professor looks for, so I'll be ready for the next
Watching the TED video with speaker, Ken Robinson, speaking on school's killing creativity, I believe he was completely right when he said that schools really only focus on the mind, education only sees that the brain to work with, to develop, to grow.
He speaks about how children have the capacity of innovation. I know that my younger cousins are way more innovate than I a.m. They have the capacity, the ability to come up with the most incredible games, stories, etc. I say ability as well, because I believe that school strips away our ability to be creative, and express our creativity. Capacity, referring to space in our mind for being creative, is no vacancy. I had my phase where I wanted to be a photographer, painter, sculptress. I then started focusing on how I needed to make sure I was on point with my A-G requirements to not only graduate, but go on to a university as well. When it came down to doing my Visual and Performing Arts credit, those were the classes I struggled the most with. I wasn't good at drama or computer designing. In my core classes, I had straight A's. Give me a math book, Economics and Civics, English, I'll solve your problem, speak politics and money, I'll write you an essay. But I just couldn't grasp those art classes. I wasn't creative enough. My "capacity" was full due to grasping the "important" things I NEEDED for life.
School teaches us to be right, solve everything correctly, analyze this essay correctly. But Sir Ken Robinson says " If you're not prepared to be wrong, you'll never come up with anything original." Definitely, I hate being wrong, I am the kind of person that needs the right answer, I have to be right. But I can't think of three original ideas of mine.
He also says " We don't get born into creativity, we grow OUT of creativity." Again, I most definitely agree with him. When I was younger I'd draw and make up a story as I drew my characters and settings, now, having had taken Creative Writing in high school, it was so difficult to write about whatever I wanted, making up a fake animal, drawing a fake animal. I couldn't do it. With a prompt however, I could write pages on what someone else already had to say.
Because of this video, and realizing how out of touch I am with my creativity, I will take an art class here at CSUN.
" All children are born artist. The problem is to remain an artist as we grow up."
I've always been a strong critic of myself, but revising has always been a tough assignment for me. Even doing feedback on essay's of the students I'd tutor in AVID, I didn't know what to say, how am I supposed to fix someone's views on something? I know it's different than suggesting to add some words or take out something, but feedback/revisions has always been a little tough for me.
After reading my essay over and over again, I had fifty different things to say, wanting to start over, fix a few things, completely change myy views on everything, etc. but I think I actually like this essay I've written, I know it'll be different when other people read it. But I much rather have someone else's suggestions than my own because I am very indecisive. I'm sure there's ideas I couldv'e added or replaced, but overall, I actaully liked my zero draft, and saved it as my first draft.
Through peer editing today, I hope to have feedback on things I can fix or leave alone, whatever feedback is given, I will take into consideration. So, during peer editing, I hope to grow in my writing through constructive criticism.
When writing, I always considered the obvious, introduction, body, and conclusion.
My introduction always being my biggest struggle. The body of my essays are much simpler. It’s so easy to talk about something, and express all of it rather than a sneak preview, which I feel the introduction to be. It’s much easier to tell someone how good of a movie is, telling them the whole movie, rather than having to convince someone it’s a good movie through few words. Conclusion’s can be simple as well, and repetitive. I tend to get confused with my conclusion because I have no idea whether or not it was a good idea to restate what I wrote in my introduction.
But in class when we learned about the “GAP” formula, genre, audience, purpose, it kind of made my writing process a whole lot easier. The genre is the whole thing, what category it goes under, my audience and addressing my audience can be the introduction, and finally my purpose is the body. It makes sense to me, which makes it easier to stick to my brain for my future writing.
The writing formula was definitely what clicked the most this week. It was a nice clarification as to what our writing should always consist of, not only in our English class, but every class.
One of my biggest struggles I have with writing, is getting started. I really don't know how to start off anything. Kind of how I was having a hard time trying to figure out how to begin this blog entry. So, introduction's is most definitely something I want to not only improve, but master. I always want to able to know what to say, and how to say it. So if any of you guys have any tips for introduction paragraphs please let me know! Anyway, that's really my main goal this semester, as well as really sticking to the readings, always being prepared with the readings that will be due in class.
This week, I really enjoyed the reading selections. I thought they were all very intriguing. The David Sedaris one was really funny and was very compatible. I love when an author makes it compatible for the reader to understand and relate to what they write, Though I can't relate to a sharp pencil to the eye, I can relate to strict teachers.
That's the other thing I need to practice on, being able to stick to one idea and not roam around the essay with different ideas. Remaining consistent, with all my idea(s). So please, if you guys have any tips for writing, feel free to comment with them.
I am really late with this post but, I just want to talk about how great class was today! I love that we have discussions in there. It's so easy for students to get lost while a professor just lectures all class. With discussions, we are always prepared for what's coming next. I must say, our professor is great!
I am aware that this post is kind of all over the place, again, one of my struggles that I wish to overcome. So hopefully by the end of this semester, introductions and consistency will no longer be something to be afraid or nervous about.
Hey guys! I was born in the valley, and lived in the valley for 4 years before I moved to the Antelope Valley. Growing up, I spent every weekend at my grandma's house here in the valley (Arleta) and always wanted to come back to live here, and go to school. Many people believe that CSUN is such an easy place to get accepted to, that this school is "convenient". For a little bit, I thought they were right because so many people from my school was going to attend CSUN. I finally realized that, it really didn't matter to me. I always wanted to attend CSUN to be a teacher, ever since I was in the second grade, many people say, "Really, CSUN?" as if it was so cliche, or stereotypical for a hispanic girl to attend a school in the valley. I ignored what I was told, because to me, furthering my education is not cliche, or stereotypical, it's right for me. My first week at school showed me how incredibly wrong everyone was. CSUN is one of the most beautiful, diverse, campus I have ever seen. Honestly, everything there is so beautiful to me. My classes are great, everything is great; life just feels great.
As for my living status, I live in the valley with my grandparents, and (ideally) come home almost every weekend. I happen to be very close to my parents and younger sister, so it was hard just one week without them. Luckily, FaceTime has been our best friend and allow us to keep each other updated. I kind of wish I lived in the dorms just to experience what college is really like, with having such easy access to the campus all the time.
I am looking for a job and a car so that way I don't have to depend on people for rides or anything like that. So I am currently applying everywhere with my fingers crossed tight in hopes of landing a job and a car soon.
So, this is pretty much what's been up with my life lately. I'm definitely happy with everything, and look forward to making some more friends.
See you guys in class Tuesday! :)