Be
sure to post the four digit course section at the top of your blog
posting. There is no need to include the ENC 1101 part; Just put the
four digits of the course section. After you post the course number, you are welcome to give your posting a title if you so choose.
For this week's posting, I want you to imagine that you are privileged to have a conversation with either Perl or Rose, the two authors we are reading for this week's work. What questions might you ask them and how would you interact with them? What aspects of their research lines up most closely to your own experiences? For example, you might note that your experiences line up closely with one of the subjects that Perl studied. You might also look at particular aspects of the arguments put forth in one of these texts to see how these claims have held up after thirty years has passed. The important thing to consider is this: your posting should demonstrate critical engagement with at least one of the texts. It is not sufficient to simply rehash the arguments presented, but you should focus on analyzing specific parts of an argument or specific methods of the study to reveal something interesting. Can you connect portions of the reading to your own experiences?
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The second part to this prompt calls you to imagine how your think-aloud protocol will work. You are expected to complete a think-aloud protocol as you compose your literacy narrative assignment. What recording device will you use to do this work? How will you transcribe it? Will you use voice to text technology? If you are using voice to text technology, how effective is it? Will you listen to the recording and transcribe it yourself? Do you have a quiet place you can go to do this, or do you need to use a private library study area? How many times will you stop to vocalize your thoughts? Will you use a timer to remind you to vocalize your thoughts?
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Your next task for this section of the blog posting is to make a simplified version of Perl's think-aloud protocol coding system. What aspects of Perl's coding system do you think are important? How will you be able to use the coding system to make sense of the data you have collected?
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The last task for this blog calls you to describe your writing process and how it functions. Imagine this part of your posting to be potential evidence for your unit two paper and see this section as an opportunity to brainstorm about your own writing practice. Don't give a simplified version of your process, but really dig into your composing process and examine how you develop the writing you do.
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This is an extensive blog posting that covers several components, and I want you to post your response as one complete blog, but I want you to draw a line between different sections of the blog.
The blog posting is due on Sunday, Sept. 2nd by 11:59pm (Eastern Standard Time). Your response to a peer's posting is due no later than Tuesday, Sept. 4th by 11:59pm (Eastern Standard Time).
If you have any questions about this discussion blog or anything course related, please email me at joseph.longhany@UCF.edu
0M08
ReplyDeleteIf I was having a conversation with either Perl or Rose, a question that I would bring up is if the personality of an individual can affect writer's block and if so, how? Do you think that after about 30 years your studies are still relevant or should they be retested? How exactly do you define an unskilled writer? One last thing I noticed was that on page 193 under "Design of the study" it stated that students were selected for the study on the basis of two criteria: writing samples that qualified them as unskilled writers and willingness to participate. Wouldn't this introduce bias? I believe that people from all groups should be studied to allow for better comparison. Although I'm not 100 percent sure how I would interact with them, it would mostly be like an interview where I ask them questions. I would like to hear more background information in further detail about the subjects used for the studies done. The aspects of their research that lines up closely to my own experiences are represented by Laurel and Ruth's cases. Ruth was taught in high school that a good intro is what will grab your readers attention and until you had that, you shouldn't go on. I always had a problem starting off because of this. Teachers always told us to make up a good hook to grab attention which consisted of a random story that had absolutely nothing to do with the topic and then we had to tie it back in somehow. Although this left room for creativity to come through, it was difficult to come up with an introduction knowing that you couldn't move on unless it grabbed the attention of the reader first. Laurel was taught that a paper should make at least three points to be considered strong. Teachers would instill this idea in our heads and we wouldn't get credit if we didn't have those three or more points made. Coming up with the first two points was never a problem, but since I had difficulty coming up with a third point, I would usually throw in something irrelevant and try to tie it back in like Laurel , or I would basically rephrase one of the other points which wasn't beneficial at all . When I finally went into senior year, I was penalized for actually having that extra point made as it did nothing for my paper. In fact, it made it worse. Thus, it was really easy for me to connect my experiences to those of Laurel and Ruth as we had those specific rules in our heads that caused the block.
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For my think- aloud protocol, I would probably use a basic recorder with simple features since that is all my budget consists of. It most likely will not be as accurate as Perl's coding method but it will be similar. I will take notes when I am planning in general, commenting, questioning, talking and writing or just talking alone, when I'm editing and when I am silent. The tape probably won't be able to catch the sound of only my pen writing so I don't expect to capture that part of it. I don't currently have a device that can use voice to text technology, so I won't be able to do that. I will listen and transcribe it myself, because I know that it will be more accurate that way. I have a place that is quiet enough to do this so I won't need to go anywhere private. I will probably stop to vocalize my thoughts every 2-4 minutes or so and I will use a timer to keep track of this.
I seem to understand where Zahra is getting at with the point about a bias being created, however, I disagree because Perl had already noted that studies had been done on more proficient writers. Her main focus was to study the composition process of unskilled writers and in order to do so successfully she needed to narrow in on a specific group. Otherwise, everything else seemed quite legitimate.
Delete0M08
ReplyDeletePerl's coding system basically labels certain behaviors produced by students in the composing process and this information is then charted. Talking, writing, and reading and their different forms are the main divisions in this coding system They distinguish these forms with different abbreviations or codes representing what they are exactly doing. For instance, PL means general planning whereas PLG means global planning and T->W means talking leading to writes while TW means talking and writing at the same time. Periods of silence would be denoted by the letter "s". It's important to be able to distinguish when the person is hesitating or somehow struggling to organize a thought or idea. This can be shown by their voice, whether they are writing as they speak or not, if they're making any comments, using repetition, or even if they're just silent. To make sense of the data I have collected, I will have to rely on the talking more than the writing aspect of this system. Using the coding system, I will label when I am commenting, questioning, repeating, writing aloud, local planning, and when I am silent.
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My writing process usually depends on what I am writing about and who I am writing for. If I am writing a research paper, I follow certain steps that usually help guide me through it but I don't strictly go by them in a way that can limit the freedom of what I write. I get all the information I can about the topic to make sure it is something I am able to write a lot about and I try to choose topics of interest to me since we can usually pick from certain categories. After I have gained enough knowledge about the subject and got all my sources, I don't really do too much planning unless it is asked of me. On note cards I organize and write the information from my sources and put them into categories. The category with the most note cards will probably go first. Once I've done that, the rest just flows and when I am finished I make adjustments and corrections needed. I usually have someone look it over to make sure it makes sense to others. If I were asked to write a creative story, no heavy brainstorming is involved goes into this. It's easy for me to just make up something random and to just improvise as I go. I don't put any limitations on myself for when I'm just being asked to create a story of my own. After I finish my draft, I'll look it over and see that some things don't fit and go ahead and change it. Now, if I'm writing a paper for school not necessarily involving research, but any essay based on a certain prompt I stumble. I read the question several times before I can start to plan. As I'm reading it to myself, ideas start to come to mind and I begin to jot them down. I then choose the best 2 or 3 and make sure I can present a good argument for each of them. Starting off the paper is the hardest part for me but once I can get a good thesis going, it's easier for me to transition into my other paragraphs. I was always taught to try to use as much high vocabulary as I can and not to repeat the same vocabulary so I sometimes end up stumbling if I can't think of a good word to use. I pay attention to the way I transition from one paragraph to the next because it needs to be able to connect smoothly. My writing process has changed a lot over the years due to different things I was told by my teachers and I believe that it held me back. Now that I can do this independently without being graded on my planning, I feel that my writing has improved.
0037
ReplyDeleteI would choose to talk to Mark Rose about the study he conducted on the students who suffered different cases of writers block. His research and his findings were much more detailed then I would have expected; maybe if he saw my writing process, he would be able to find ways of making my writing better. I would ask him to perform a similar analysis on me and my writing, as well as ask him his views on teaching “rules” versus teaching concepts to writers.
As it was shown in his study, some students who are taught using “rules,” develop blocks that writers who are taught using concepts do not have. I believe that writing is a free thinking sort of activity and that it should not be taught with severe structure. I would ask Rose to elaborate on the results of his study, particularly the results of Sylvia. Rose stated that all the individuals benefitted from Rose’s tutorials except for her; perhaps Sylvia’s structured writing techniques were too ingrained to be explained or restructured. That would be the main focus of my discussion. I have been taught for years that writing is more of a concept, so for me, trying to understand her style / method of writing is very intriguing.
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I imagine my think-aloud procedure to be as hectic as my writing process is. I can already picture myself in the middle of a sentence and saying, “never mind,” as if I were deleting that sentence off of my word document. I will use my phone as a recording device for when I have to complete my literacy narrative. I will not use talk-to-text technology because I speak too fast for it to capture everything my mind is thinking. In fact, a lot of the time I think too fast for words to convey anyway, so I can just imagine that scenario will be worse. I will transcribe everything myself in the quiet of my apartment room. If I stay focused on transcribing my thoughts, then I will not be bothered by anything else. Also, I don’t think I will need to set up a timer to remind myself to speak; once I start thinking I won’t be able to stop. I’m sure the same will apply to me speaking my mind.
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To be honest, I thought that Perl’s think-aloud coding system was confusing. I saw the structure and the purpose behind such a code; however, I thought that it made the writing process too structured. I know it was meant as an analysis tool, but simply asking a writer to voice their thought process and analyzing their body language would be a simpler equivalent of this code.
Despite my opinion of the code, I thought that the aspects of vocalizing edits, commenting on ones work, and the periods of silence were the most important. As a psychology major, I find these aspects to be the most intriguing and the most beneficial to understanding ones mental writing process. If the writer can express how they feel or what they think is wrong, then it helps to better explain the steps the writer goes through to achieve a piece of writing that they approve of.
I will use Perl’s code as more of a guideline than an actual code. The structure of it makes me cringe. In the same way that I would ask writers to explain their editing process and comments on their own work, I will analyze my own writing method.
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1101-0M08
DeleteI completly agree with you on thinking that Perl's code was confusing and incredibly structured. I think I used the word mechanical. We both chose to talk to Mike Rose for the same reason which I think was pretty cool, it makes me feel less alone in the whole writer's block situation. I feel I relate more with Martha in his study however.
0037
ReplyDelete-continued-
My writing process functions as a way for my mind to unwind; expressing myself artistically (I consider writing as an art form, and therefore do not believe in structuring it) is mentally freeing to me even though I may be writing about a topic I do not necessarily enjoy.
Before I start writing, I mull over the question to be answered, or the subject in which I must write about. If I have no clue how to begin, I research the topic for a bit. However, once I have an idea in my head, I grab the pen (or laptop) and begin to just write. Most of the time I do not face writing blocks; however, beginning the paper is always the hardest for me. Until I know exactly how I want to start, I will not write a single word; all the ideas bounce around in my head, waiting to be written down, but can’t be until that first sentence is written. Afterwards, my ideas begin to form in prose and take life with the words I use. Some of what I write is useable, while some other parts of it is erased, put somewhere else in the paper, or edited to fit a new idea. I use all the words I wish to; I do not face that struggle of people wanting to use a certain word but not using it in their composition as it was described in Perl’s study. I feel that my writing methods are face paced but thorough; my message is made clear without boring the reader to tears.
0M08
ReplyDeleteIf I had a chance to interview Perl or Rose I would ask them would the topic of a subject change the way someone writes. Could this be a factor in when people develop writing blocks? Also since it has been thirty years would they reconsider testing people in a newer generation? Does personality play a key role in how someone develops their writing? This would be mostly like an interview to ask them specific questions on what how they developed their research. The experiences that match up with me were Laurel’s experience because she was taught in school that her papers should consist of three key points in order to build the body for a paper. Sometimes I can’t develop a third point and adding something in that wasn’t as good as my first two points sometimes takes away from my story. I felt that at times my stories and essays were better and stronger with just two key points. I was also taught this in school and this would lead to a writing block because I felt like I couldn’t start writing without developing three key topics to write off of. Ruth’s experience was something I could relate to because she was taught in school to grab the reader’s attention in the beginning. This had to be done by creating a captivating hook. My teachers taught me to begin my papers with something questioning that would make the audience want to read even more into the paper. Sometimes this stumped me and made it difficult for me to begin my paper because I couldn’t think of things that were questioning or random stories that somehow tied into my topic. Mikes experience is also something I can relate to when it comes to offering too much information for an assignment when only some of it is needed. I tend to overthink and put too much thought in some things which leads to unnecessary information.
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For my think aloud protocols I would use a video camera that way I have sound ad graphic image. This way I can see better when I stop to think, pause, and begin writing since I do not own a tape recorder that could precisely pick up all the sounds in the room. This is a little bit more accurate because I can see my actions and hear them. I would be able to see when I begin writing and when I stop. The aspects of Perl’s coding system that I find important is the intervals that determine when breaks are taken, and when the writer resumes writing. I would watch the video and transcribe it myself that way I can anticipate what is going to happen next since I will be watching myself do something I already performed.
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Whenever I am about to begin writing I immediately try and connect a personal experience into my writing that way I can go into more detail about the subject. I love writing so I never do a rough draft because I know I will write too much and then I won’t have anything to go off of . I never plan my writing because I will spend countless minutes thinking of something that will never come. My ideas don’t unravel until my pencil hits the paper. I think of some topics to discuss then write down a few words that I plan on using to back up my topic. I always start my opening paragraph with something ironic to make people question what I’m talking about. Then I start writing a few sentences to go with my introduction. After my first paragraph is formed and I have my reasons I begin thinking on what transition word I can use to begin my body paragraph. I then pause and let my brain start using its creativity. From then on I go on making sure I include examples and details for my body paragraphs. When it comes to my closing I like to include a metaphor or simile. I try using a lot of figurative language throughout my writing because it helps paint a bigger picture.
Brittan Petty 1101-OM08
ReplyDeleteIf I was given the privilege to have a one on one conversation with either Sondra Perl or Mike Rose, a question I might ask is, does personality directly affect writers block? Do you think that if this study was to be conducted in today’s society, would the results come out the same or would they differ? Is it possible for someone who doesn’t know how to generate thoughts or ideas to learn how too? Another concept that I might raise if I was talking to Perl would be about how she selected students to participate in the study. Did she think her selection process was an effective one? Do you think if you were to have selected students random, would the results be less biased? Although I’m not completely sure how I would interact with Perl or Rose, I would imagine that I would ask them questions in an interview style approach. I believe my writing experiences relate with Laurel, Ruth, and Sylvia, but more so with Tony. I remember being taught in elementary and middle school that all good essays begin with a hook. No hook? The answer is simple: your essay is doomed. This simple rule always left me with a sense of hopelessness. I would spend hours upon hours coming up with a catchy hook. When standardize testing day rolled around, I was screwed. Those test are timed. How was I going to finish and get a good score in an hour? Laurel was taught to have three points in an essay. I remember being taught this as well. A good essay must always have three points: no more, no less. If you didn’t abide by this rule, your essay wasn’t strong. However, in tenth grade, my teacher explained to my class that a good essay may have only to key points, but those points better be strong. Laurel, much like Ruth, had the idea of the first paragraph being everything. Another rule Laurel faced was the use of “adequate transitions.” This often left me stuck between sentences and paragraphs. Without these transitions, the essay wouldn’t flow smoothly. How could it possibly be so hard to find a simple transitional phrase? In Tony's writing, he often stopped to reread part of the essay or the whole thing, edited the essay as he wrote, and faced writers block when the topic wasn’t “close to home.” I have all of the rules listed previously drilled into my head. As I write this blog response, I’m stopping to edit before it’s complete. It was really easy for me to connect with Ruth, Laurel, Tony, and Sylvia because as I was reading I could see myself connecting with their writing problems.
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For my think-aloud protocol I will most likely be using my computer as my recording device. With my computer I can video tape myself and watch what I do when I write. I can see myself stop, erase, and begin writing again. This will allow me to accurately describe what I do when I write. I will also use a recording device to just record sound. I will transcribe the video and voice recording myself as well as have a friend do it. As I watch and listen, I’ll take notes on what I do, say, and look like when I'm thinking, writing, and blocking. I’ll also have a friend take notes so that I can compare what they see to what I see. This will help me get accurate results.
Brittan Petty 1101-OM08 Continued
ReplyDeletePerl’s Coding system was pretty confusing to follow at first. I read that part of the weekly reading over and over again, and then I finally began to understand it. I think her concept behind this process was genius. From my understanding, the coding system was basically charting the subjects’ behaviors and the time spent on certain essay parts. The coding process is basically abbreviations for what that one person it doing. For instance, “C” represents when someone is commenting on the subject, “RD” is reading the directions, and “TW” is talking and writing at the same time. These are all put into brackets in the order they fall depending on what part of the essay the subject was working on and the time line behind it. The 10-digit interval was used to record the time, and the brackets above the interval explain what part of the essay is what (i.e. prewriting, writing, and ect.) and this also groups the times together (prewriting = 2 minutes). I plan to use this process when I am coding my think-aloud protocol. I will write down when I am talking, writing, silent, or planning. I believe this process will also make more sense when I am coding my own protocol.
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My writing process does not typically change from paper to paper or essay to essay. I tend to follow the 5 five steps of writing that I learned in fourth grade: prewriting, drafting, revising, editing, and publishing. Within these five steps, there are certain guidelines that you can follow, and this is where I tend to change the process a bit. A typical research paper is going to have more detailed steps within the five steps of writing than a literary analysis essay. This is pretty common, seeing as a research paper is more involved than an analysis. The first step that I follow is the prewriting step. This is where I decide what topic to write about and whom I am writing for. I tend to ask myself numerous questions in hopes of finding a solid thesis statement. For example, three questions I might ask are: “Where do you want this paper/story to go?” “How do you want it to end?” and, “Are there any personal accounts that relate to this topic?” In the prewriting stage I tend to write my first paragraph, but I never stick to it. I always end up changing it over and over again, but it still retains the same Idea. If I were writing a research paper I would conduct research in this step. As I read each book or article on my topic, I highlight or circle information that I may use later on. With each source, I also tend to write little summaries summarizing the key points. With an analysis or any other essay, I also tend to highlight and make notes on the passages I am going to be relating back too. The second step that I follow is the drafting step. This step never really changes for me. As I said before hand, the first paragraph is usually changes here. After writing the first paragraph, the words tend to just flow onto the page. Revising is the third step in my process. During this step I reread the entire essay/paper and see which parts flow and which parts lag. I take out unnecessary or repeating information, rearrange either parts of a paragraph or entire paragraphs, and I add in information in order to ensure the question/topic is answered thoroughly. Editing is the last step before publishing (handing in) my essay/paper. During this step I usually insert my in-text citations and create a bibliography. I also use grammar and spelling check as well as have multiple people read through my essay/paper. This step is the same for every paper I write. Publishing is the last step in my process. It’s not very involved and requires little to no thinking in my opinion.
0037
ReplyDeleteBoth Perl and Rose diagnosed students with writer’s inefficiency. Perl run an experiment to see exactly what an “unskilled” writer does. Contrary to Perl, Rose approached the students in an interviewing way. Rose conclusion was that all of the five students were block because of the writing rules and planning strategies. The only question I have would be to Perl, “How do you classify an unskilled writer?” To me, Tony has plans and strategies to be considered a skilled writer. He knew that he had to plan, draft, edict, etc.
I can most relate myself to Ruth, Laurel, and Sylvia. Every teacher in my high school put a lot of emphasis on the first paragraph; it must be consisted of three topics and it must grab the attention of the audience or else the rest of the paper is flawed. I used to spend hours writing my first paragraph down and it still won’t be good enough. I eventually venture away from such rule because I find it impossible. Like the “Non-blockers”, “I’ll write what I can,” became my motto. This motto came to me when I was a senior; majority of my classes where math heavy and I only had one writing class. Surprisingly, I end up having a better grade in that one writing class during my senior year than any other year (Now that I went back and look at my grades).
The worse writing class I ever had was World History. The first paragraph must have three related topics between two cultures. I had to somehow relate two distinct cultures with three of these topics; politics, economics, religious, social, intellectual, or artistic. In there, I was supposed to grab the audience attention and list one example for each relationship of the three topics. My thesis statement also must restate the whole paragraph. Even though my rules do not conflicts with other rules like in Perl’s study, I still get writing blocks like the students in Rose’s study because of the overwhelming rules.
For the think-aloud protocol, I would probably use a tape recorder because I already own one. I would transcribe my thinking process myself; since I know what goes through my head. I would probably voice what’s in my head every minute or two and if I notice myself editing when drafting (I tend to do that a lot). The best place for me to do think-aloud protocol would be my room. I feel at peace there and it’s quite enough for the recording.
0037
ReplyDeleteLike Perl, before I do the think-aloud protocol, I would have abbreviations of what I would say to represents what’s going in my writing or thinking. I would follow Perl structure of prewriting, writing, and editing. Since I would be doing my own transcribing, I can even code in Thai. I think one of the most important things would be the pause, since I do not have anyone to write down what I’m doing, I would try my best not to pause. After collecting my data, I would interview myself and ask why I did what I did. This should be sufficient enough to see my own thinking process.
(Sorry, I don't know how to put lines here)
Before I write, I usually give myself a couple of minutes just to think about the paragraph. Like what am I going to say in the paragraph or how am I going to back up what I’m going to say. I usually write down my thoughts write into the paper when I have a good idea of what I want in the paragraph. When writing, I often go back to the previous sentence and see if it fits and flow with the sentence I’m writing now. If not, I rewrite the sentence I’m writing, and I also try to edict the sentence before the one I’m writing when I’m writing the sentence. When I finish a paragraph, I usually go back and reread and edict right away when the material is still fresh in my head. I also look for flows in my writing, if I keep repeating a certain structural way of a sentence; I try to reword that sentence.
I’m not quite sure how I developed this process of writing. It’s just something I do. The weaving between thoughts, the back and forth writing, the flow, it’s natural. The hardest part for me is editing the whole thing. Since I already edict while writing, there is very little correcting that I can do beyond this point. I believe when I go back to edict, I’m “miscuing”. Like Tony, my brain is already wired to see what I wanted to see when I’m editing.
0037
ReplyDeleteThere are a few questions I would ask Perl and Rose. First, I would want to know what they classify as an unskilled writer. Perl experimented on individuals to find out how unskilled writers wrote, but the reader doesn’t know exactly what classified them as unskilled. Rose diagnoses five students with writers block, and on page 238 he says that this could be caused by anxiety, fear of evaluation, and insecurity. I want to present to him a cause that he doesn’t state, personality! Everyone knows that certain people have outgoing, flamboyant, loud mouth personalities while others are shy and awkward. How do we know those five students weren’t just introverts while the rest were extroverted? Ruth and Laurel’s experience probably relate to a lot of students. In High School and even in Middle School when I first learned to write I was taught to create an intro that would suck the readers in. Then I needed three body paragraphs that each presented a new point. Laurel was taught just like me, it was instilled in our minds that we needed three body paragraphs with three separate arguments. This is the way I still write today, an intro paragraph, three body paragraphs, and a conclusion that wrapped everything up. Even thirty years later Laurel’s experience still connects with a lot of students today.
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My think aloud protocol will not be as in depth as Perl’s coding method because of the multiple subjects that were in the study, however it will represent my thoughts in great detail. I will most likely use a recording app on my Ipod touch; I don’t think the technology is 100% accurate with the voice to text yet so I won’t use one of those. If I can find an app that does both, that would work well. I will listen to my recordings back and write or type everything out on paper. My dorm room is quiet enough to do this, but at times I might need to find a quiet study area to record myself. I will try to vocalize my thoughts as much as possible by using a timer on my Ipod to make sure I don’t have long gaps between recordings. I want my think aloud protocol to be as accurate as possible.
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Perl’s coding system is set up in great detail, which makes it a bit confusing. The design of study table on page 195 shows that there are five sessions, each with different directions for the student. Perl’s coding system has an abbreviation for everything. PL is general planning, Q is questioning, W is writing silently, etc. An important part to Perl’s system is the fact that he studies both oral thoughts and silent writing. Some people struggle to keep a thought when writing, but orally they can convey what they’re trying to say a lot better, and vice versa. This important part of Perl’s coding system will help me better understand the data I collect.
Hi Cole, I noticed that there were a lot of similarities in our responses and it's good to know that someone has some of the same thoughts and questions as I do. Our writing strategies are quite similar as well, except I let go of the whole into then three body paragraph idea because it's not necessary. I will agree with you that Perl's coding system is set up in great detail, but this makes it more accurate. The sessions are confusing, but once you look it over it's not that difficult to understand, it actually makes a lot of sense in my opinion.
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My writing process usually starts off with me brainstorming in my head for a few minutes until I know what I want to write about. Once I start writing I usually can keep ideas coming into my head. For a research paper or long essays I will write my thoughts and topics down on paper before I start writing so I can expand on what I want to say. My writing process is definitely dependent on what I am writing about. If I am free writing about a topic that I like, for example, sports or basketball, my ideas will come to me easier and I will have a lot to write. If I am forced to write about a certain topic I have to do research in advance. In my history class I have to write about a battle that happened hundreds of years ago. This requires a lot or pre-writing research and preparation. When I write essays like this I will brainstorm and create an intro paragraph first. Then I will create three sections for three separate topics and I will research as much as I can on those topics so when I begin writing I won’t have to stop to research more information. Before I write anything, in my head, I go through exactly what I’m going to write about and where in the essay I’m going to put it.
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ReplyDeleteEvery personality of every human being differs in infinite ways, causing writing style, angles and perspective to change accordingly. Through Mike Rose’s study of student with and without writing blocks, we see these personalities come into play through procrastination and planning, though while reading I have come to the conclusion that Rose does not fully comprehend the impact that personality can have on a particular work that is either being hurried or planned out. If I had the privilege to have a conversation with Mike Rose, I would question why his paper “Rigid Rules, Inflexible Plans, and the Stifling of Language” only demonstrates a small change in behavior among the group of blockers or the group of non-blockers and why he believes that the rules that blockers make are so inflexible that they do not change significantly even when another obstacle may present itself. According to the results of Rose’s study I should be classified as a blocker because of my tendency to procrastinate. However, my thought process is clear as day when I rush through my papers. I see all the possibilities and every way I can take a paper as I hurry to meet the deadline. Personally I have found that taking my time on papers often makes me backtrack too far and change my paper for the worse. I am not saying Rose’s argument is invalid, but it is attempting to find a general solution that is simply not generalized due to the trillions of unique personalities of the world.
Think-aloud protocol calls for a writer to record his or her thoughts and ideas as they are inserted into a particular idea. For my think-aloud protocol I will be using the voice recorder on my iPhone so that I not only monitor my thought process but also compare the sections where I am engulfed in my work and the sections when I am spontaneously pulled out of my stream of thought by a random text message or phone call. This study will be taking place in my dorm where I will be alone and able to concentrate on my thoughts, untouched by most unforeseen distractions. I will not be using voice to text technology because I would rather hear my voice and the amount of time I take between each thought instead of reading solely what I said and not hearing how I said it. This study will not be timed, allowing me to have a constant flow of thought that is not influenced by time boundaries.
Perl’s think-aloud protocol coding system, like Rose’s study, would differ from person to person but is a near perfect coding system to measuring the process a person goes through as they talk about their thoughts as they write. When I follow in Perl’s footsteps for my own study I will not differentiate the coding that she had made. I would like to know about how I personally go through my thought process and I believe her code captures about every element there is in the process. I will use her system to somewhat “trap” the mystery of how my mind works as I write and think, while also seeing the effects my personality has as it differentiates from the study that Perl conducted on her student Tony.
My writing process will be different then the process of most people( or so I imagine) with few similarities. As mentioned in the first section, I am a procrastinator that does his best work when he is rushed. The time that I spend on my papers reflects a great deal of my personality; for example, the reason that I write better in a hurry instead of taking a great deal of time is that I am not the most patient person in the world. If I take my time in an essay and make a neat, organized outline I tend to have new thoughts that I don’t put in the essay because they do not follow the course of the outline. This is opposite of Rose’s results, seeing as though in his results more time ensures a writer to be flexible on their rules while taking my time makes my rules less like a flexible rubber band and more like a sturdy brick wall.
I like that you aren't going to change the coding system when you have to write a paper. I think it's an excellent idea to use Perl's instead of coming up with a whole new one. I also like your writing process. I am very much like you when it comes to writing. I love feeling rushed and will write a near perfect essay when being rushed.
Delete0M08
ReplyDeleteWhile reading this weeks passages I found myself saying to myself ‘I do that too!’ quite frequently in the explanations of the studies of unskilled and blocked writers. There were so many little things about my writing that I would have never picked up on as a hindrance to my writing, rather I thought of them as rules that made my writing better and made sure that I was following a certain structure. One question that occurred to me throughout reading these works is if people are destined to be unskilled and blocked writers or is this simply a phase that everyone starts of at this point and with instruction and practice they become skilled writers? This would be a question that I would pose to both Perl and Rose to see if they both have the same answers or if they would disagree upon the matter. Some of the characteristics that I saw from the subjects in the study and myself are hypercorrection, miscue and following the rules. I find myself reading and rereading anything that I write looking for possible mistakes that I made and often making too many corrections and often making the paper worse off than it was. In high school, my teachers always said that if it sounded write when it was read aloud then it was right grammatically. However I am starting to find out that there are cases when this isn’t always the case, which then puts me in the position of how do I know when its right? I really feel that I spend more time editing my work than anything else. When I compose I often first orally dictate what I am going to write and then when I go to transcribe it on to paper, I will use a wrong ending or homonym for the words just like the unskilled writers from the reading. Finally another characteristic that I saw that I know from my own experience is following rules as if they were rigid and not to be broken versus using them as guidelines that can be amended as needed.
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For my think aloud protocol I will be using my cellphone to record my work and I will use my laptop to transcribe my recordings. I think this is the best solution for me, because on occasion I do tend to slur my words together and for voice to text software it might not be able to pick up the words I am saying and transcribe a completely different word and completely change the overall meaning of the thought. For the actual recording process my dorm room is quiet enough throughout the day where I would be able to record my think- aloud session in my room and be able to clearly hear what was being said. As for vocalizing my thoughts I don’t think I could set a specific number on the amount of times I will stop and vocalize my thoughts because I think I will just vocalize them as they come across and use that as my rule on vocalizing my thoughts to just say them aloud as them come. Normally in my writing process I tend to talk a lot if the environment permits so I don’t feel as if I would need a timer to remind me to talk throughout the process.
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In the interest of making Perl’s code less cumbersome I think there are a couple of aspects that can be merged if not deleted for the sake of simplicity. I think that general, local & global planning could all be merged into just a planning heading. I also think that questioning could be put under the code C for commenting. The way Perl distinguishes between the different types of reading that takes place throughout the writing process I feel is important because it shows where the most time is spent and the difference between reading for understanding of the prompt and reading for revision purposes. When I use the think aloud protocol to precisely map when I switch over from planning to actual writing I think this will come in handy. I will also be able to use this coding system to identify areas that I get hung up on the most.
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(0M08 Part 2)
ReplyDeleteWhen I write I always make sure that I have a hard copy of the prompt so that I will be able to mark or highlight sections that I have questions about, I also make sure to highlight the actual question in the prompt. This makes the question stand out for reference purposes as I am writing my response and it helps me to keep on track when I am thinking of what to write next. While in my planning stage I usually tend to just say whatever comes to mind about the topic and try to just let whatever comes to mind out, while I am doing this I write notes on what I am saying to be able to refer to it later. From this I will cross out ideas that will not be used in the essay or ones that done make sense or ones that will not fit in nicely with the others. Once I have found my topics I write details about them and try to flesh them out as much as I can. Then I read the whole essay from beginning to end and cross out again phrases that don’t make sense or ones that don’t relate to the highlighted question. After repeating the last step a couple times I finally read through the work again to correct for grammatical errors. This usually takes the longest because I would consider grammar to be one of my weaker areas as a writer. And once the long process of grammatical checking is over I finally consider an essay to complete. First orally planning essays always seems to work best for me being able to plan out everything and make sure that everything that I want to say is covered.
1101-0M08 (Part One)
ReplyDeleteMark Rose would be my first choice to have a conversation with. The in depth detail of his study intrigued me and kept me wanting to know more. I would interact with him much like a student would with a teacher, I would ask questions to hopefully get answers and then learn from the answers I got. Specifically I would ask when in a writer's career would the constraints about writing become a hindrance to the writing and why are only some people affected by writer's block due to these constraints taught while others are not? This question would lead to my next question being, how should writers themselves get over worrying about all the rules of writing to improve their writing while still writing correctly? This question I feel was answered in the sense of a professional helping the writer overcome the obstacle of writing constraints, but not the writer self-consciously thinking about it on their own terms. I would also ask the question: Since writer's block can often times be a wrong self-diagnosis, what is the actual definition of writer's block? Being a biomedical science student, I felt that I connected to Martha in Rose's study. I make huge diagrams such as flow charts or concept maps and then try to squeeze it into a small essay, which never actually works the way I intend it to. I also have the same problem as her in the fact that I add to many extra unimportant or irrelevant details, they make sense at the time to me, but my audience rarely ever understands them.
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When I do my think-aloud protocol I will more than likely use the recording device on either my iPad or Macbook. If I record it with my iPad I will more than likely convert my verbal recordings into short hand notes or bullet points and then write my drafts of my paper using both the recordings and short notes. If I use my Macbook I will use the voice to text technology it posses. I feel this would be a more effective way for me because when I write I like to speak it aloud first and feel that I am less likely to have grammar mistakes when I speak. I wouldn't need to go anywhere for somewhere quiet, my room is quiet enough. A timer will also not be needed for me, I like speaking what I am thinking rather than silence so intentionally or not intentionally not speaking won't be an issue. With this said vocalizing my thoughts will be the majority of my think-aloud.
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I felt Sondra Perl's coding system was structured to the extreme almost mechanical, one size fits all. Sure, everyone in the study would have various processes they go through to write, however I felt the coding was far to in depth for any one person's writing person to stand out. To simplify her process I would break it down into the most important parts of anyone's writing process, reading, interpreting, planning, writing, editing. I don't think her emphasis on silence is important for the reason, silence in a writer can be done during any of the parts I mentioned above, it doesn't need to be a category of its own. Also, silence in another person is so unknown to the observer. Being silent could have nothing to do with the writing or it could have everything to do with the writing. Making sense of the data in this sense would be difficult, I would have to rely on processes in the writer's different drafts of a final paper in order to get their full process of writing.
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1101-0M08 (Part Two)
ReplyDeleteWhen I write whether it be a paper or just for enjoyment, I look at my topic sentence and first annotate the sentence. Then I google quotes and inspiring life stories than have to do with whatever my topic sentence is telling me to write about. I look into the history of the topic and I come up with a connection from one of the stories I have found and connect it to what I am writing about. This general ends up being my "grabbing the audience" moment leading into the thesis of my paper. From here I do not begin writing. I immediately create a concept map which pulls my abstract idea into what I'm actually supposed to be talking about. Then I write an elementary five-paragraph essay which I then "beef" up a bit to make it a more age appropriate writing. Rarely do I go back and edit for the simple fact I am never happy with what I have written and will end up deleting the whole essay, which I never have time to do because my papers are usually being finished right at the deadline.
Concept maps? Wow, I've never thought to try and make them for the papers I write. Most of the time, I just write what comes to mind and see where it gets me. I might have to try one soon and see if will work for me.
DeleteCatherine Rucker
ReplyDeleteENC 0M08
If I was given the chance to ask Sondra Perl about her research, I would probably ask her more about the prewriting process. From what I read from her paper, it seemed as though the students she studied all seemed to somehow benefit from writing their ideas down before actually coming up with the actual text. What happens to those of us who don’t benefit from that? She presents the idea on page 205 saying that those students, who had no clue as to what to write about, were able to write down a rephrased version of the text and “enabled them to plan what to write next.” Afterwards, they were able to plan, and continue writing and expanding on their points. I would ask her what would happen to the students who still struggle with what to write. I can’t count how many times rephrasing has done nothing to help my writing process, and I wonder if it’s because I don’t know the subject well enough or because I literally cannot begin writing.
I mostly identify with Ruth and Sylvia’s stories in Mark Roses’ research. I always seem to become stuck at the start. I’ll try to begin with rephrasing the question, which gives me at least one sentence. But afterwards my mind’s blank. If I’m lucky enough to produce five or six sentences, I always end up erasing half of it because I just don’t think it’s any good. So usually takes me about fifteen to twenty minutes to come up with a first paragraph that I’m satisfied with, but even then it doesn’t seem like enough. I’m never satisfied, and it’s scary because although I believe I could probably do better, I don’t know how to go about fixing it. In my senior year of high school, I had a lot of classes that tried to get us to make use of transitions to “smooth the writing process” and to get us to get rid of the idea of ‘hooks’ because the people reading our papers didn’t give two cents about it. It helped a little, but the idea of ‘hooking’ the audience still had its roots in deep. Instead of just focusing on the one or two attention grabbing sentences, it moved to being an entire paragraph to try and evoke some kind of response. It lessened the pressure somewhat, because now I had an entire paragraph to get my thoughts together, but it was still a challenge.
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For the think aloud protocol, I would probably use a recorder of some sort. Maybe I’ll use the recorder on my phone, and I’ll write everything else down on paper. I’ll probably do this in my dorm room because it’s quiet all of the time; my roommates and I don’t really bother one another. Frankly we hardly ever see or talk to each other, so it shouldn’t be a problem. I most likely would use a timer to remind me to vocalize my thoughts. I don’t ever talk while writing. I just feel it isn’t productive and if I do, I’ll just end up muttering to myself, or veering off topic completely.
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Perl’s think-aloud coding system labels actions and behaviors of students in the composing process. These symbols are then charted and give the researcher and idea of how long they spend on certain sections of their writing and what they do (whether editing, writing, reading, or speaking) continuously during the session. These actions are abbreviated and then placed into time intervals. I think the abbreviations are important parts of her coding system. They give a lot of information in a very small amount of space and are also very detailed in describing everything that goes on during the composing process. With that information, the interviewers can make suggestions that can help the students improve their writing skills. The coding system seems very extensive due to the many symbols and abbreviations. I believe that if I were to use them, I could see how often and how long I take editing a piece of writing, reading the instructions, or not writing at all.
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ReplyDeleteIf I was to sit down to have a conversation with Perl or Rose, I would want to talk to them about the effects that one’s personality has on their ability to write. I would also like to inquire their opinion of what they classify an unskilled writer to be. Lastly, I noticed that there is bias in the report with one of the basis criteria involving the willingness of one to participate. This would be my final point that I would enjoy to question. In addition, we all have different learning curves, interests, background, and sponsors that have guided us to the writing capabilities that we possess to this day. Like Debbie, I learned in high school to form my essays in the same structure as she did, “…I was given a formula that stated that you must write a thesis paragraph with only three points in it, and then develop each of those points” (page 245). I also learned, like Ruth, that a strong attention grabber is key for any piece of writing. My teachers did not see the point in stressing it as much as Ruth’s teachers stress however, the importance was still there. When I would not be able to think of a clever way to start my essay and experience writer’s block, I have a tendency to do the same as Ellen when she is having the same issue. I too have a general outline of what an introduction paragraph should look like and I go from there. I would bring up this issue to Perl or Rose during our conversation and see if they had any suggestions for me.
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For my think-aloud protocol, I will be using a recording app on my iPhone called Dragon Dictation. It is a voice to text app so the translation will more than likely be off. To counter act this problem I will only record a little at a time and edit what the program has written for me that I did not say. I also have the ability to copy and paste everything that the program translated. I will be able to do this in the common room on my floor because it will be quiet enough to record and focus on this assignment. I will be sure to also space my recordings out in 10-minute intervals so that I have enough time to think about the paper as well.
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Perl’s code is a very in depth system for her to remember what has happened in the session without going into detail of writing. Her system includes common themes that would occur in all of the sessions. This is helpful so that Perl does not need to expand her code anymore for different sections. It is almost its own language to just record a session with great accuracy. It is also extraordinarily challenging to read if you are unaware of the way that it works. When using the coding system, I will be able to gain the knowledge of when I am doing one of her operations.
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When I compose a composition, I analyzing the prompt and mentally think up a game plan for how I plan to “attack” it. I will occasionally look up an interesting quote or fact about the subject matter that I am prompt to write about now. I will then focus on my three main points that I will use for my body paragraphs and tie those into the thesis statement. Once I get past this point of the writing, I have a tendency to “wing it”. At this stage, everything comes to me naturally and I can complete the essay with great speed. After I complete the prompt, I will then reread my work and check for grammatical issues. If I am satisfied with my work at this point I will then submit my work.
Catherine Rucker
ReplyDeleteENC 0M08
Part 2
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My writing process is not very good, to tell the truth. I don’t like to write, period. Ever since I can remember, I’ve never really been good at it. However I’ve been told by many of my English teachers that I am a very good writer, it just takes me a while to get started. I do read a lot though. I love to read, and can attribute any ‘writing style’ I possess to the types of books I read. When I do write, I don’t use pen and paper. It just makes me feel like I’m going so slowly, and makes me nervous because I feel like I never write enough. I’d rather stare at my computer screen, wait for inspiration to hit me, and type to my heart’s content. Plus typing goes faster, and I’m not a very patient person. Being somewhat of a perfectionist, I always get frustrated with myself when I can’t get my thoughts down the way I want the first time around. So that leads to erasing over and over until I feel that I’ve done a pretty decent job. Research papers and creative writing I can do, because I’m either presenting facts or making something up. In class essays, however, I struggle with the most. I just don’t like being given a prompt and being told that I have to write about it because every time I freeze up and don’t know what to say. That ultimately leads to worrying until my head hurts and staring off into space trying to find my thoughts that don’t show up until the last minute.
Catherine, I find it interesting that you aren't a big fan of writing because you don't feel as if you are very good at it because I am the same way but with reading. Every way you feel about writing I feel about reading and how you feel about reading I feel about writing. For example, I LOVE to write but I try to avoid reading as much as I can because I always feel like I am going to interpret it the wrong way or I just feel like I am not smart enough to grasp the concept. By reading your posting I see that you are also interested in Perl's per-writing process, although you don't agree with it as much as I do, I feel by how I understood your post that we both agree that once the per-writing is all finished and we understand what to write about, everything is a lot easier and the process becomes smoother. On another note what I do to make the writing process more fun is I try to relate my prompt to my life, that way I can feel like I understand it more and have a better grasp on the subject matter, maybe you could try that too? I wish I could get some tips on how to make reading more intriguing to me!
DeleteKristy (Kristina) Fudge ENC 0119
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DeleteCatherine, the question that you would pose to the author I feel is a very good one. I know for myself that planning what I am going to write never really works as well as just doing it and letting it progress on its own. I remember becoming very frustrated when teachers would tell me to plan out an essay before I would write it and most of the time I would write the essay and then fill out the planning sheet for credit. So I do find your point very valid. And as for writing, I completely understand what you are talking about. I will read for days on end but when it comes to writing, I would just rather not.
0119 (Part One)
ReplyDeleteIf I were to have the opportunity to interview Rose, I would ask him for more information on the personalities of the students being studied. Perhaps there are two different types of personalities involved in the study: those who require a cookie-cutter set of instruction, like myself, and those who prefer to “wing it.” These traits go deeper than just how the students write, but play a part in their everyday lives. While it is possible that those who can write independent of one specific rule are more successful, I think the determining factor in whether or not a student is a blocker or non-blocker is their writing skill. Although these were all college students, the level of confidence in each student’s writing skill caused some to succeed in their methods and others to struggle. Only in the blockers did each student’s writing tendencies become apparent. The students who were confident, skilled writers did not experience any blocking and therefore made it less apparent whether they needed to stick to a set rule or if they could freely piece together a complete essay. Ruth and Sylvia are good examples of how either writing style, cookie cutter or free flowing, can be blockers. With Ruth, she likely held onto her “catchy intro” and “grammatically correct” rules to make up for a lack in content she felt she had in her writing. She sees these rules as a sort of life raft which she instinctually holds on to when she doesn’t know what else to write. Sylvia on the other hand has more than enough rules to choose from, but doesn’t have enough experience to properly choose which ones to use. Both girls have potential to become non-blockers, but both will require a bit of guidance. Ruth needs someone to show her other rules she can utilize, and Sylvia needs someone to tell her in which situation she can use the rules she already knows. Despite Rose’s inability to help Sylvia, I feel the only way she can improve is through guided practice to demonstrate when to use each rule.
I find that my writing is similar to Ruth's. When I lack a substantial argument or evidence to support my though, I back away from the body of the report and try to build a strong introduction with great metaphors and though provoking questions. While writing this intro, I hope to either have a spark of inspiration, or amaze the reader enough that they will overlook my less than impressive body paragraphs.
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For my think-aloud protocol, I would use a simple voice recording app and transcribe the audio myself. Voice to text technology, while advanced, isn’t perfect. I feel there would be fewer mistakes if I were to type it myself. This will also allow me to listen to myself verbally plan out my work and will let me hear at what points I was writing. If the audio was already transcribed, I wouldn’t know at what points I stopped to think or hesitated on a sentence. I won’t need to find a private study room because my dorm is already quiet enough. I don’t think a timer would be necessary because, when I’m by myself, I tend to speak allowed while writing.
0119 (Part Two)
ReplyDeleteFor my think-aloud protocol, I would use a simple voice recording app and transcribe the audio myself. Voice to text technology, while advanced, isn’t perfect. I feel there would be fewer mistakes if I were to type it myself. This will also allow me to listen to myself verbally plan out my work and will let me hear at what points I was writing. If the audio was already transcribed, I wouldn’t know at what points I stopped to think or hesitated on a sentence. I won’t need to find a private study room because my dorm is already quiet enough. I don’t think a timer will be necessary because, when I’m by myself, I tend to speak allowed while writing.
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While reading the rules of the coding system, I couldn’t help but feel that some parts were too extensive. The editing code, for example, is extremely specific and overlooks the idea that each edit to the text could have more than one reason behind it. I also feel the Perl’s coding system would benefit by being integrated into the paper itself. While the timeline format is useful, small annotations throughout the subject’s paper denoting where in the paper each action took place could be useful for later review. By using Perl’s coding system in my own writing, I could see at what points I had difficulty with, whether it was transitions, details, or another aspect of my paper.
0119
ReplyDeleteIf I were to have a conversation with Sondra Perl I would ask her if she found some of the same things that Rose found in his writers block experiment. Things like rule following and if she noticed any of her participants seemed to be getting stuck because they were trying to follow strict rules of essays. I would like to know if she had any participants that planned things out so much that it caused them to get stuck and they had trouble thinking outside the box. On the other hand, if I were having a conversation with Mike Rose I would ask him what he thinks about Perl’s research and if she is digging too deep into the problem and is trying to solve heuristics problem by using algorithms and numbers. When reading about Tony, one of Perl’s subjects I immediately thought how I also struggle more when I am faced with a topic that I can’t relate to as much. But when I get a topic I am more familiar with I feel like it is much easier for me to come up with ideas and my paper flows much better.
Although it has been 30 years since Perl published her findings, I feel like her information is still accurate today. The less amount of time I take to plan and the more time I am actually writing, the more words I am able to produce. I feel that by planning for a longer amount of time I end up putting myself into a box and I have a hard time of thinking outside of it.
When I go about writing my literacy narrative assignment, I will use my phones voice to text capabilities to make mental notes. Every few sentences or so I will stop and record what I am thinking at the moment. Then when I am through writing the rough draft I will go back and review these mental notes and see if I need to further explain my point that I was making. I will be able to do this in my dorm most of the time but if I feel that I am getting distracted I will go to the library or somewhere quiet to focus.
What Perl’s goal was when she created the think-aloud protocol coding system was to see when the subject was planning, writing, or if they were stuck and had writers block. To simplify the system I would combine all the different planning’s into one big category of general planning [PL]. I would keep commentating [C], and questioning [Q]. I would also add two categories one for a pause [P] and one for rereading work that they wrote [RE]. When I use this encoding system I will be able to see when I am thinking, when I am reviewing work, etc. This will give me a better understanding of how I put my thoughts together when I am writing and what triggers me to think of them.
My writing process depends on the type of assignment I am doing. For example my approach to a FCAT type of paper would be to plan it out and write 5 paragraphs since that’s exactly what they are looking for. If I am instructed to write a book report I will go out and gather research, then organize the information to where it makes the most sense. If I were to write a story about my life I would immediately start writing and not do much planning so I don’t feel like I am stuck inside of a box with my ideas and it allows me to elaborate on what I am saying easier. Sometimes I will begin writing the second paragraph or even my conclusion paragraph because for me the introduction is the hardest part of the paper to write.
I was taught the exact same thing and I feel that is not a good way to teach children how to write. We gear ourselves for college but in the end college writing is substantially different than any writing I ever did in high school.
DeleteCynthia Lapham
ENC 1101 om08
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ReplyDelete0119
ReplyDeleteIf I were to have a conversation with Sondra Perl I would ask her if she found some of the same things that Rose found in his writers block experiment. Things like rule following and if she noticed any of her participants seemed to be getting stuck because they were trying to follow strict rules of essays. I would like to know if she had any participants that planned things out so much that it caused them to get stuck and they had trouble thinking outside the box. On the other hand, if I were having a conversation with Mike Rose I would ask him what he thinks about Perl’s research and if she is digging too deep into the problem and is trying to solve heuristics problem by using algorithms and numbers. When reading about Tony, one of Perl’s subjects I immediately thought how I also struggle more when I am faced with a topic that I can’t relate to as much. But when I get a topic I am more familiar with I feel like it is much easier for me to come up with ideas and my paper flows much better.
Although it has been 30 years since Perl published her findings, I feel like her information is still accurate today. The less amount of time I take to plan and the more time I am actually writing, the more words I am able to produce. I feel that by planning for a longer amount of time I end up putting myself into a box and I have a hard time of thinking outside of it.
------------------------------------------------------------------When I go about writing my literacy narrative assignment, I will use my phones voice to text capabilities to make mental notes. Every few sentences or so I will stop and record what I am thinking at the moment. Then when I am through writing the rough draft I will go back and review these mental notes and see if I need to further explain my point that I was making. I will be able to do this in my dorm most of the time but if I feel that I am getting distracted I will go to the library or somewhere quiet to focus.
------------------------------------------------------------------What Perl’s goal was when she created the think-aloud protocol coding system was to see when the subject was planning, writing, or if they were stuck and had writers block. To simplify the system I would combine all the different planning’s into one big category of general planning [PL]. I would keep commentating [C], and questioning [Q]. I would also add two categories one for a pause [P] and one for rereading work that they wrote [RE]. When I use this encoding system I will be able to see when I am thinking, when I am reviewing work, etc. This will give me a better understanding of how I put my thoughts together when I am writing and what triggers me to think of them.
----------------------------------------------------------------My writing process depends on the type of assignment I am doing. For example my approach to a FCAT type of paper would be to plan it out and write 5 paragraphs since that’s exactly what they are looking for. If I am instructed to write a book report I will go out and gather research, then organize the information to where it makes the most sense. If I were to write a story about my life I would immediately start writing and not do much planning so I don’t feel like I am stuck inside of a box with my ideas and it allows me to elaborate on what I am saying easier. Sometimes I will begin writing the second paragraph or even my conclusion paragraph because for me the introduction is the hardest part of the paper to write.
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ReplyDeletePart 1:
As I place myself in this hypothetical conversation with Sondra Perl I am imagining her face of which can be seen on page 191, and matching that face to what I think would be a fitting voice to the picture and picturing her and I in a nice bistro somewhere in NYC as tantalizing aromas and busy streets are keeping us intriguing company. As we begin to interact as old friends who are catching up after a long while of not seeing we would engage in an depth conversation, then my curiosity would begin to arise and I would have an itch to ask many questions to her. These questions would begin to be simple run-of-the mill questions such as 'what/who were your literary sponsors?', 'what made you want to become a writer', 'what was your child-hood like', and 'who are your inspirations for writing?' Sondra would answer them in an upbeat manner while having a warm bubbly smile on her face, then I would tell her how I read about her research in The Composing Processes of Unskilled College Writers. Intrigued to be talking to a fan, Perl and I would begin to talk about her work of which I just read. We would discuss her reasoning behind doing her research other than what the article talks about then she would be the one with the tickling itch to ask questions. She would begin to ask how her writing related to my life and my process of writing, since well, I am a college writer. My response would be that I completely agree with her take on pre-writing. For example, I would explain to her that when I am trying to think about how to write a paper I first keep rephrasing the topic, I think about the topic and analyze it until it becomes more manageable and relatable to my life. For example, when pre-writing I think about a past experience that can be compared to the topic of what I am supposed to write about. Perl's other strategy of pre-writing can also relate to my own process of pre-writing, that being I as a writer take my relation from the topic and my take on the topic, which is typically vague, and break it down into smaller bits of information and points to prove my view on the topic. Also, when it comes to Perl's research on pre-writing I would tell her that as a student I clarify ideas in my own head and turn them into thoughts then process them into words until my writing process began to come naturally. I would use my research paper I wrote my Sophomore year on the discovery of DNA and how it has affected society as a whole as an example. When I first began to think about what to write when that project was assigned (the prompt was research any finding in history and talk about its benefits) I was so overwhelmed, until I related the topic to my own life. For example, I loved science and the Discovery of DNA always interested me so much so I thought I should use that to be my main subject. Then I began to break it down. I knew a lot about the medical field because of my mother and her job, and I knew a lot about the criminal justice system because of my father and his job so thus I related the discovery of DNA into how it affects medicine and criminal justice so thus, my past experiences helped me relate to the paper and then turn large vague subjects into tiny points until the paper was complete. This is just one example of many that describes how I work when I am pre-writing so I completely agree with Perl's research on the subject matter.
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For my think aloud-protocol I would most likely use my iPhone as a voice-recording device. I would not use voice-to-text technology because I don't find it always 100% accurate and I believe it is vital to hear your own voice and listen to your own thoughts as they move from your mind to your mouth. After I listened to my recording a few times, I would slowly type it verbatim! My favorite place to do work is a Starbucks, but I would probably feel a little awkward recording my voice in public so I would record it in the privacy of my dorm, then probably go to a local Starbucks and listen to myself with ear phones and begin to type up my words (and people watch of course). I would probably stop constantly to vocalize my thoughts just because I am a thorough person with my work but I wouldn't use a timer as a reminder, I would find that distracting and annoying, almost like a nagging mother telling me to clean my room or wake up.. ehh.
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Part 3:
In my opinion, Perl's think aloud protocol was a tad over the top, I understand why it was used it as a tool for her research, the purposes behind it, and how it helped her research but other than that I think a simpler version would suffice. For example, I don't think her coding system is necessary. I think that listening to ones voice and taking notes to how one's voice sounds would be just enough. When one is struggling with their work or experiencing a touch of writers block they would have a certain denotation in their voice, when they are having good flow with their thoughts the sound and flow in their voice would show it, lastly if they were silent and in deep thought the lack of sound would be heard on the recording device and such behavior could also be noted. A lot can be said by a person's tone of voice and I feel as if it could be useful to use one's common knowledge and understanding as a social being of what voice patterns mean to unlock and show how a person's thought process works.
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Hmmmm... My writing process... Hmm Hmm Hmmm... Well typically my writing process starts with me seeing who I am writing to. I think about what they are looking for to be courteous to them as a writer, but I also think about what their limits are. I like to almost bend the rules with them, not to annoy them but to almost shock them as a reader that I would take slight risks and get their attention. I think about who they are. What do they like. What do they not like. What do they find appropriate and inappropriate? How could I help them enjoy my writing while I also enjoy writing for them? After I get a firm understanding of whom I am writing to I then begin to think about the topic of what I am writing about. If it is a narrative then I just begin to ramble about whatever my mind can whip up and always add a dash of humor to it. If it is a topic to do with research then I OVER analyze my topic like crazy until I know it backwards and forwards then I relate it to my life experiences. Through relating the topic to my life experiences I can not only make my writing enjoyable to read but I can make it enjoyable for me, rather than having a bland paper where I ramble about something that I am not passionate about in the least. After I find a few experiences I can relate to, I break them down into smaller subsets and start to think of specific examples I can use in my writing. Depending on the length of my paper I try to find about 3-7 subsets to write about. After that my actual writing begins as I begin to type up or write out my topic and subsets into organized well-thought and researched paragraphs. Lastly, my editing process occurs after every paragraph and typically is an "exercise of error-hunting" paragraph by paragraph. After I do all the editing I find necessary, I then have a few peers read it and comment on it, then I begin to fix it up a little bit more by adding better grammar and syntax. After that I then try to bring it to my instructor for constructive criticism and then vamp up the weak parts he or she would like to see improved. After all is said and done I then present my masterpiece to whomever I was writing it to. <3
I like the way you compose your writings Kristina. You and I seem to have similar writing styles where we overanalyze our topics and relate to our audiences. I like the way you relate it to past experiences also so that your own writing becomes a passionate piece of literature as opposed to a forced topic that our professor told us to write about. I find that an almost necessary factor in the composing process because all stories would be "bland", as you say, if there is no passion involved. I also find your form of using subsets or small sub topics within your paper to be very tidy and organized and I hope you don't mind but I might add that little trick to my composing technique. :)
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ReplyDeleteIf I was having a conversation with Perl, I would ask her what she has done with her coding system since 1979. Many times throughout the text she states, as she does on page 210, that the students like the ones she studied are labeled “remedial” by normal society standards and that teachers struggle with bringing out the skill in these writers. How does your coding system allow for teachers/researchers/etc. to use it and learn something from it? It is a good system for measuring the composing process of a student, but how does it apply for practical use in allowing the teachers to break down those barriers with the students? In her summary on page 205, she describes that certain student’s lack of proficiency is due to trying too hard to edit their work while doing it, instead of just flowing with their creative processes. What can a student, who has this automatic “correct everything” function, do to get over this hurdle and allow themselves to become the writer they really can be? Perl’s findings are still relevant now, thirty years later, because of the questions I asked above. Researchers and society in general still do not know how to access certain people’s writing abilities. Many people are incredibly creative in certain art forms of their lives; whether it is art, music, or literature. The million dollar question is how to access it for those of whom literature does not come naturally. I do not relate to any of Perl’s subjects in the sense of the case study because I have always felt confident in my writing skills and ability to convey my thoughts into typed words. Rarely do I feel myself making grammatical errors, pausing to re-do whole sentences at a time, or having an inability to convey my thoughts into words.
For my think-aloud protocol, I will use my iPhone video camera to record my thoughts as they happen over the course of writing my literary narrative. I will listen to it over and over and transcribe it by typing it on my computer, word for word, since I do not own anything with voice to text technology. I will be able to do this in my apartment. I have my own room and my roommates will be quiet and respectful of my need to be quiet if all I do is ask. I will vocalize my thoughts every three minutes. I will set a timer on my watch to go off every three minutes, at which I will record myself expressing my thoughts for a period of thirty seconds. After that thirty second is done I will wait another three minutes.
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ReplyDeletePerl’s think-aloud coding system is, in a word, confusing. It would take a dedicated mind many hundreds of hours to fully grasp its concept and be able to use it without error. For us students, however, we can simplify it into a more understandable, user-friendly system that still gives beginning users the ability to get the general idea of at what stage the writer was at in their composing and what they were doing. We could simplify it by eliminating the specifics of each category. For instance, in the [PL] planning stages there is [PL] general planning, [PLL] talking about what idea comes next, and [PLG] discussing changes in drafts. For a simplified version of her coding system, if a writer is in the process of planning what they are about to compose, just put it under a general [PL] for the planning stage. [W] for all stages of the actual composing of the piece, [A] for assessing, interpreting or questioning their previous composition, [RT] for reading related to the topic, [RW] for reading related to what the writer has actually written themselves, [E] for editing of all sorts, and [S] for periods of silence. To simplify anything from the original state is to make omissions, and to simplify her coding system is tantamount to having to lose some of the ability to specify more clearly what the writer is doing. But at the same time her 16 letter system, which is difficult to understand and use, has been cut by more than half into 7 broad areas, making it much easier for a beginner to use. I will be able to use Perl’s system when I write my narrative by using a simpler one, similar to the one I have described above. By using an easier system I, as a beginner, will be able to be more accurate in recording my words into code. Were I to use Perl’s exact system, I would make too many errors in transcribing my words into each correct category of hers. A simpler system, in my case, means better results.
ReplyDeleteMy writing process is a pretty straightforward, simple one. I love writing papers and I feel as though conveying thoughts into words on paper comes very naturally for me. In my high school writing courses I was frequently called upon by my peers to help them with their papers, and my teacher even commended me for being able to write such well-done papers while spending so much of my time helping my classmates. In a nutshell, writing comes easy to me. Even this blog posting, which I have been dreading all day, has flowed from me in no time at all. It just comes naturally to me. So my writing process is indeed simple, at least to me. I start by reading what I am assigned to do. In the case of the blog, I look over many times what requirements you are looking for out of me and I try to memorize it as much as I can. Then I begin typing, without brainstorming or prior planning. I frequently check to make sure I am staying on subject and what I am saying makes sense to the topic. I will only go back and check sentence structure and grammar once I am done with the paragraph. I do not wish to be like the students Perl studied where their own inability to write without editing hinders them from their full potential. I don’t worry about corrections until I feel I have completely answers the specific question I was on. Once I am finished with my paper I re-read it fully two or three times. This is when I make all grammatical changes one time through, the sentence structure changes the next time, and the final time is one last hurrah to make sure everything is correct and how I want to be.
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ReplyDeleteIf I had the privilege to speak with either Perl or Rose, a question I would ask them is what exactly defines an unskilled writer? What exactly do you notice in a student's writing that classifies them as "unskilled"? I would speak to both authors about my experiences as a bilingual individual. If English is not my first language, can this affect the research in any way? Could I have "writer's block" because some rules of the English language may confuse me? It would be an interesting conversation to have about people who are fluent in more than one language. I would ask Perl more about her method of coding, which seems confusing the first time we hear about it since lot of factors are taken into consideration. In addition, I believe students can relate to these articles. However, I would ask the authors if they believe some of their arguments have lost their validity since 30 years have passed. What suggestions do you have for teachers in the 21st century? When most students are used to writing informally thanks to social media and text messages?
I would speak to Rose mostly about Laurel, whose main problem was including exactly three points in an essay. In the state of Florida, many high schools teach students to write for the FCAT test and we are taught that every essay should consist of three points. I would think of that when writing papers back in high school. Now in college, I understand the importance of including the necessary ideas to support your thesis. It is acceptable to have two points and elaborate, or to even have four or more, depending on the messages you want to give your audience. In the case of Ruth, it is understandable that she wants to capture her audience in her first sentence. However, if I am not sure how to start a paper, I usually start with the body and later on come back to the introduction to come up with a strong opening to capture the reader.
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For my think-aloud protocol, I would use my phone as a Voice Recorder. I will not use voice to text technology since I feel that I would speak too fast for it. I will just listen to it after. I have never recorded myself composing a paper and I can imagine myself changing things constantly, or thinking about a lot of things but not writing fast enough on my paper to write all of my ideas down. Also, I will have to go to the Library or a study area in order to have a quiet place where I can record everything. I believe that once I start thinking out loud, I will just keep doing it and rarely stop. I do not think I will need a timer to remind me to vocalize my thoughts.
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As I mentioned earlier, I believe that Perl's code is confusing at first. I had to re-read how it worked before I could fully understand how everything was recorded. I would try to simplify it so it would not look so much like a code. I agree that it is important to analyze all of the operations listed such as general planning , questioning, interpreting, etc. However, when it comes to the timeline, it should be easier to visualize all the time intervals in a way that it doesn't look so much like a math number line, and helps people who are more visual and creative than math people. Maybe giving different codes to certain operations could help visualize the actions of the students while writing.
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ReplyDeleteBefore I start writing I make sure that I fully understand what is being asked. I would think about the topic for a while rather than start writing right away. If I have trouble coming up with an interesting way to open the paper, I jump to the body, or at least think about the main points I would like to discuss and then think about a creative way to engage the reader from the beginning. I always take into consideration who my audience is. In high school, I was part of the theatre program and our director always taught us to take into consideration your audience when performing or writing your own script. I think of essays the same way. Instead of who is watching this play and what is appropriate for them, now the question is who am I writing for? My intended audience plays an important role when trying to make the topic relevant to them. Unlike high school, I do not think about how many points I have to include but rather how many do I need to support my thesis and communicate the message I am trying to communicate. In addition, just like Tony in Perl's study, when a topic is familiar, or when I can easily relate it to my own experiences, the faster I would write. It is a lot easier to elaborate on things I am already familiar with.
Mairim, I liked your questions for the authors. I too wondered how more personal experiences would influence an individual's writing; the question you proposed on bilingual students seems like it would make for a very interesting study. I also noticed that you, like most of us, dealt with the constraints of the three point essay we were taught to use throughout school. Eventually, I learned that this method just seemed to strain my writing. I also saw that we have similar writing styles. I've found that it's a lot easier to just go ahead and begin developing/writing about your main points rather than sitting for 20 minutes trying to come up with an "attention grabbing" introduction. I also agree with the point you make about writing for your audience. For me, this is the most important things to keep in mind with writing.
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I would like to talk to Rose about his methods. To really trust his evidence and conclusions the research would have to be performed in a scientific way. He says that his procedure is “more clinical than scientific.” I would first ask him how he chose his subjects. Anything other than a random sample would make me dubious of his results. I would also like an in-depth explanation of how he questioned and evaluated each subject. He provides a “stimulated recall technique”, that is very unlike the way he interviewed the students. While his results seem to make sense I would wonder why he didn’t use a more scientific strategy to make his study more trustworthy.
With that said, I feel like Rose’s main points about blocking fit in with my experiences. All throughout grade school I had been taught the five-paragraph FCAT style. This includes a catchy first paragraph and three main points in the thesis. One year I wrote four paragraphs for FCAT writes instead of five. I couldn’t come up with a third point that would be convincing enough. Even though my two main points were substantially developed, I received five out of six points on the essay. This discouraged me from writing anything but five paragraphs for most of my high school assignments. Therefore, I can see how this constraint can be a significant factor contributing to blocking among Floridian students.
Rose points out how Martha believes she must present a wide variety of things into her set structure. With a set amount of time and only five paragraphs it is very hard to include all of the ideas I would want to. In planning my essay, I may think of a great piece of evidence that would not fit into the paragraphs I chose to write. These extra ideas that definitely would have given more to my essay are left out and make the finished product seem less than sensational.
Rose’s essay is still relevant today. Many students could relate to how rules seem too confining, like algorithms. The claims he makes would probably be even more applicable today with our nation’s obsession with standardized testing. It would benefit teachers to know what blocks students and to instruct them accordingly. The distinction between heuristics and algorithms should be made to students early on to hinder them less. As far as planning, students today could be allowed to learn what works best for them instead of being taught only one way.
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For my think-aloud protocol I will borrow a digital voice recorder from my mother. I will transcribe my recordings by typing while listening to them. I can do all the recording and transcribing in my room without being disturbed. I will try to vocalize my thoughts while planning a thought and after I finish that thought so I will not disturb my flow. This should definitely be an interesting experience, but hopefully give more insight into my writing process.
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I will use parts of Perl’s coding system to see when I am planning, commenting, assessing, reading the directions, reading my own sentence, or editing. This list could change if I find another important operation along the way. During my think-aloud protocol I will try to vocalize these things as much as possible. The parts of the coding system I have mentioned are the most important because I have recognized them in my writing process already. For example, I read the directions after every paragraph to make sure that I have stayed on topic and made a strong point. I will use the system to find patterns and better ways to work on my writing.
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When I begin planning I try to find the most important aspects of all the ideas in my head. I would make these the major points of my writing and write down some sub-points to elaborate on. If there are any specific examples I know I want to use I would write them down.
In the past if I was writing an essay I would begin my essay by relating the prompt to my point of view. This would lead me to develop a thesis on-the-spot with my three main points.
While writing my body paragraphs I focus mostly on the organization of my evidence and elaboration to make my writing flow. The content should stand out more than anything else. My style is very succinct, so I try to leave out unnecessary words and phrases.
When I conclude an essay I try to sum up my work without restating the thesis and make some real-world analysis of the thoughts that I mentioned.
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ReplyDeleteAs I read Rose’s essay, I found myself occasionally nodding or chuckling in agreement, applying his statements to my own past experiences with writers’ block. It was Rose’s piece that I found most applicable to myself, so I would choose to have a conversation with him. The difference between thinking of writing in an algorithmic way versus a heuristic way was something I struggled with in my history classes in high school. Composing a history essay was a completely foreign concept to me, and so I tried to focus on a plan of attack, much like Mike, but which never went as intended. I’d be taunted with a blank mind as I struggled to formulate words and ideas that would match my intended plan. But like Rose’s “Non-Blockers” I eventually started to see these history essays in a more fluid way. I think why people experience these bouts with writers’ block really say a lot about the person. To speak for myself, I believe I experience this problem because I am more unsure of myself, more self conscious of my writing or what I am writing about than anything else. This leads to me to stop writing all together, even if I am only writing for myself. If I am not certain that what I am writing is good enough for me to truly take pride in I will simply stop.
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To create my think-aloud protocol I plan on using my laptop as a recording device and will transcribe the recording myself. I don’t think it would be helpful for me to ramble aimlessly for twenty minutes straight, so I plan making a recording in two or three minute increments, using my phone as a timer. Trying to find a private place to do this in will most likely be the most difficult part of the think-aloud protocol. My suite ranges from loud to incredibly loud at any given point in the day, so I will most likely need to go to the library, or a bit more public a place where the noise level will be a low rumble.
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I don’t think Perl’s coding system is something that I could effectively utilize. His whole system is very confusing to me, and far too concrete. There are too many facets of his system for me, and my pattern of thinking while I’m writing would not have anywhere to fit into his system. However, I think that dividing the system into three separate parts, writing, reading, and talking are helpful to organizing ideas. Even if these are not the specific categories I use, breaking the sections of my recordings into categories can help me keep my ideas and concepts organized, even minimally.
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My writing processes actually vary depending on what it is I am writing. When I’m writing an essay for school, my process is a bit more rigid and focused than when I’m simply writing for pleasure. Writing for myself, for pleasure, involves a lot of independent research before I begin. When I write stories, I research cultural background of my characters, of the settings, and devote a lot of time to making sure that whatever I write is a realistic and true to facts as the piece can be. I focus on painting the picture, creating a backdrop on which my characters can fit perfectly. Only once this backdrop is created can the story make progress and action can begin. When writing essays I typically begin by creating a tone for myself. I try to make it something intriguing, whether that means funny, grave, informational, I try to fit the tone to the audience. After the appropriate tone is created I begin with the meat of my essay, providing the information, the opinions, and the arguments. I find that talking to others about what I’m writing helps as well, gathering ideas, and really brainstorming with other writers about the endless amount of possibilities and turns I could take with my writing. Listening to music also helps with hunkering down and really getting work done. I can focus more when there is noise and it helps me realize the amount of time that is passing as I write, so if I’m working on a schedule I know how much time I have left to get the work done.
Gille, 0037
ReplyDeleteAfter being in ENC 1101, professor Longhany explained to us that soon enough, we will need to have a literacy narrative assignment. Through this, we will be doing studies like what Sondra Perl studied in her writings of The Composing Process of Unskilled College Writers; where she had a student write different papers and record their voice while writing. One aspect of her research was to review Tony’s voice records while writing, to view his behaviors during the process of writing. Viewing Tony’s biography, of being an ex-Marine, divorced with a child, my question to Perl would be: why did you choose to review and study Tony’s writings? I loved reading about his challenges of writing because I completely related with the results and findings of his emotional attachment and connections to his writings. The topics that Tony was most connected to and he could relate to were the ones he took interest in and the ones he did the very best on, while the others that he had no connection to, he didn’t do as well. I see myself in his shoes, not only in writing, but in reading. To be involved, I must connect completely with what I am working on. Although I will do my very best while writing, I may not have the best results in the long run if I was never connected emotionally.
The think-aloud protocol is a very interesting concept for me and I am excited, yet nervous to try it out. I am anxious to see what patterns I fall into while writing and how often I hit the writer’s block. I know for a fact I will need to set alarms to record what I’ve written about and what I’m thinking, because thinking aloud while writing isn’t something I think I’ll be a natural at. I won’t have the same technologies as most people since I have the oldest iPhone that doesn’t have the voice-to-text option, so I will have to record myself, then listen to it again and write my patterns and what I say. I will have to go to the library or somewhere quiet so that I can focus to get the “best results”.
In the coding of the composing process, there are labels to provide a means of viewing it as a whole. The five provided in Perl’s writings labels the different behaviors, observing the different processes of patterns, and sequences the movements through time. This method is important because it records the patterns of difficulties of the writer and what may motivate him or her while writing. The other important method is in the chart which shows the different strategies used for prewriting, the amount of time between writing and speaking, the behaviors of stuttering, repeating the topic and idea in mind, etc. I will use these charts and directions while I create my own think-aloud protocol so I do things correctly and be able to study the patterns that I fall into while writing and how I can improve.
In my writing processes, I have noticed that I tend get personal with the prompt and topic I’m writing on. As I said in the first paragraph, I resemble Tony in Perl’s research. I need to connect to my writing topic to complete a whole paper and feel satisfied. Without my connections to reading and writing, I will have no intentions of finishing it to the best of my ability. I find myself becoming distracted easily and not being able to focus on my topic, which is my biggest problem that holds me back. I’m thinking that experimenting with the think-aloud protocol will help me stay focused and keep me on task, because my alarm will keep me accountable to begin recording myself about what’s going on in my head before, while, and after reading. While writing, I will most likely repeat the prompt quite often to remind myself of what I’m writing about, and to keep me from getting off track and lose the main idea of the topic in my writing. Although I often hit writer’s block, recording my voice will probably “wake me up” and it will help me remember what road I was on and what I will need to say to complete the paper.
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ReplyDeleteIf I could have the privilege, I would choose to talk to Mike Rose. His study and experiments on writer’s block were unique and engaging. I would ask him whether or not he too suffered from writer’s block at some point during his life, which influenced his work or want to create this study. I would also ask if he believes that it is better to follow certain rules or to rather let your creativity just flow. If able to I would ask if he were able to analyze my writing and identify any errors or occurrences in it that reflect the writing of the members he studied. This could help me become a better writer, while growing up; many of these “rules” that were impeding several of the writers causing them to hit a “writer’s block” were taught to me as well. For Mike Rose to analyze my writing he might be able to tell if I too am being constricted by these rules or if I am able to successfully implement them as the other writer’s did. Mike Rose’s research lines up with me in two ways, I have grown up learning the rules that were causing writers to hit a block, but at the same time, during my writing process I have sometimes been able to work my way around any problems. As I began writing, like Sylvia, I would put much emphasis on the writing of my introduction of my paper. This would cause me to try and think of every idea and theme and try and condense it into my introduction while making it interesting. At first, this would cause me to spend a lot of time crafting this first paragraph, but since then I have moved on and let my creativity and composition flow more freely. The aspects of Rose’s writing has stood the test of time, it is as relevant now as it was then. Many of the rules that were causing the students to lose their composing flow, have been taught or at least mentioned to me during classes. Just as Ruth, as a kid, I was told that you need to “Grab Your Audience” so that they’re interested in your writing. This would cause me to always start off with questions or statistics. That is not always the case to create good writing and should never be weighted so much that it, slows or even stops your writing.
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For my think-aloud protocol I will most likely use my phone, it is already capable of recording and does not cost anything more to use. While recording my thoughts aloud, I will try to transcribe them onto paper or type them into word, so that I am fulfilling two parts at once. This will allow me to write down exactly what I want, whereas if I were to use voice-to-text technology it may not correctly transcribe what I have said. This will make my writing more accurate and help it to coincide with my thoughts. I will use my dorm room to perform the assignment because it is quiet and private, rather than having to go to the library. I will stop to vocalize my thoughts every time I have a breakthrough Idea for my paper or after a certain period of time. This will allow me to vocalize most of, or at least the important parts of my paper.
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I believe that Perl’s think-aloud protocol coding system was very detailed and accurate to what was occurring. It was able to timeline what the writer was doing and what processes came after what. This allows for a detailed analysis of the writer and their composition. However, I agree with Rose’s perspective that writing cannot be judged or crafted through algorithms or complex models. Ross says, “So although these complex models and constructs tell us a good deal about problem-solving behavior, they are still laboratory simulations, still invoked from the outside rather than self-generated.” (Ross 241) I do believe however that parts of Perl’s coding system was important, Planning is a necessity for studying how people begin to write and construct their ideas, this would lead to Talking leading to Writing so that we would know how the writer got from their initial plans to what they are now thinking, and beginning to write. The final two most important parts are Reading and Editing, these two show the writer’s opinion on their own writing followed by what they would change. Knowing when the writer is reading aloud then editing, would allow to know what they are changing and why. I would make sense of the data by looking through these major points to get a simplified idea of what patterns writers of a certain quality form while composing.
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My writing process begins with the topic, followed by the audience that I am directing it towards. If I have an immediate connection to the topic or audience, I am able to more freely plan and brainstorm ideas in my head and being writing almost instantly. This allows my writing and composition to be more smooth and free. I begin to organize my ideas, usually putting the strongest ideas first, so that I am able to focus the reader’s attention on my paper. As I get to the end of my paper, I try to begin to prove my point more and more. Once my paper is finished, I proofread it trying to find any errors, revise any sentences I no longer like, or add something I may be missing. Then, I ask someone that I have confidence in to read my paper as well and receive their opinion on it. However, if I am writing a paper on a topic that I am not enthused about, my process becomes difficult. I must then, find more information and try to make a connection towards the topic or become interested in an area the topic covers. This causes me to try and create more planning and take more time before I begin writing. My writing process in these situations is not as fluent and becomes subject to pauses as I try to tie my ideas together. From there, once my paper is started, and I have mapped how I would like to write my paper it is about the same as before. In all my writing I try to find the best word to describe what I am thinking. This causes me to take brief pauses to think or even remember the word that I want to use, which hinders my composition and flow. My writing style has very much changed over the years, and I think it has progressed. Through the help of my teachers I am able to more successfully convey an idea or point and write an overall better paper.
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Cynthia Lapham part 1
ReplyDeleteENC 1101 oM08
I would elect to have a conversation with Perl. I have many questions to ask her: What are the background are these students? Are they literate? Did their parents read to them? What did education did they receive as a public student? The results from these students match what I met in life. Students from any background who don’t receive help from home and at school are at a disadvantage in life. Just like learning a language from a young age the acquisition of a language at a later age is incredibly difficult if downright impossible if the heart isn’t in it. Learning literacy skills is the exact same; learning literacy as an adult is incredibly difficult. I’ve observed roommates and fellow peers who have rarely read, even though they are competent to graduate high school, write poorly. Analytically they think just as poor as they write. The situation has grown steadily worse from the 1970s. Larger numbers of students of all cultures have become more illiterate even with more money placed in the school system. Public education, by and large, has failed the youth of America and in turn the future caregivers of the nation. Parents need to spend large amounts of time reading and writing with their children who know how to read and write already. The frequency of literacy problems is compounded by ever greater numbers of subpar students through no fault of their own but by the system perpetuated by the state. Coming from a mix-family on my mother’s side being first generation Americans from the Texas-Mexican border, these people are at a tremendous disadvantage. Even if their parents read and write they don’t comprehend the skills to do so at a competent level even if they might believe they do so. Education is two parts—assistance at home and at the public school system. As a child growing up on the US-Mexican border I have seen this first hand. Perl’s argument, illustrated on page 202, of reflective/distinctive indicates that people write the way they think and higher level thought are a direct result of intellectual proficiency. If you have read and thought a lot on the world or in subjects in particular, critical thinking is greatly expanded.
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When I do my think-aloud protocol I will use a recording device on my phone or computer. I want to be able to hear myself and jot down the emotion behind each sentence. I wouldn’t want to have to interpret or remember my thought process. I would want the memories to be verbal so I would understand how I felt at the time if my view would to change. When I speak aloud I might have more fragmented sentences but I feel I could correct the way I presented my arguments once I reheard my thoughts I could write them down coherently. I would stay in my room where I felt most comfortable. I wouldn’t want the distractions of random passerbys or the call of unwelcomed noises. I wouldn’t want a timer; I would want the thoughts to flow when they popped in my mind. I speak aloud as it is but with a directed argument I would speak more so than normal. My think-aloud process would be my inner-voice constantly speaking with no controls.
Cynthia Lapham
ReplyDeleteENC 1101 oM08 part 2
Sondra Perl’s coding system is very complex and requires education to even be able to decode her structured system. The complexity of her structured system was incredibly in-depth and showed great insight of a mental process that had been educated to delve into the minds of writers and pseudo-writers. In the final analyses her coding system doesn’t correct the flaws that have been inculcated in these students their entire lives. Undoing their incapacity in education at the start of the student’s educational life can be identified by the coding system but not corrected. A scientific coding system attempting to identify deficiencies in education will never render the results we require. The answer her coding needs to identify is excellent education early and throughout the student’s life facilitated in an equal part by parents at home by reading in a child’s life from inception.
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As I write I like to get in the mentality of a writer. I have my mind focused on the end goal and don’t really think of anything negative that mind hinder my progress. I have never had writers block nor do I plan on ever experiencing it. To me the very idea of not completing an assignment never crosses my brain. When I compose my composition I focus solely on the task at hand and wonder what I would like to read if I was only perusing through a magazine. I want to make my work interesting and I try to instill that in every writing. I never have a set number of topics I will address; I’ve taken numerous courses in college that have required me to write a fair amount. My first paragraphs completed are always my introductory paragraph and my concluding paragraph so I know where to end at. I never have a set goal in mind as I write; I just complete. My writing is natural and unforced; I revise as I go if I see fit. I reread my work to ensure I am happy with the product and tweak it if something new comes to me. Revision is very important as ideas come after you have completed a section that were not there before.
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ReplyDelete0119
ReplyDeletePerl’s main argument is that teachers need to analyze student’s writing process and that’s how the students would learn. Perl explored the gap between what is taught and what needs to be taught through her method of open-ended interview and a-loud thinking with “unskilled” writers. I would ask Perl what constitutes an unskilled writer, and if their environment has an impact on their writing process. If their environment does have an impact on their writing, then how can teachers enhance their writing process? In one of Perl’s arguments she describes the experience of Tony, a Puerto Rican from the Bronx, she examines his writing process. He would have recursive movements where he would re-read what he wrote and alter things. Since he is Puerto Rican, does that affect his English in any way and causes him to have recursive movements or is it from previous teachers. Perl addresses teachers that they should identify these problems because if they just try and teach new methods then it will only hinder a students learning process. My experiences line-up closely with Tony’s; personally, I lack grammar and syntax in my writing. Tony would edit his paper and still be left with words misspelled. Tony made 234 changes in his paper which shows his doubt, which I also exhibit in my writing. Perl’s miscue argument also applies to both Tony and I because I may read something aloud, but write it down in a different manner. I believe that since I have Jamaican parents my grammar skills may not be as polished as they need to be because I will sometimes write as I say things. Perl’s argument will hold up in 30 years because in order for a teacher to be able to teach, they should know how each student operates in order to help them.
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I would use my iPhone for a recording device. I will transcribe it through listening very carefully then transferring it by typing it on my laptop. I will then identify each process and time how long it takes me to complete them. I do not wish to use a talk to text app because I need to hear myself and the pitch of my voice. I would need to be able to identify if I say a word and I do not end up writing it or write down a similar word. My apartment is relatively quiet; however, if it is not quiet I will go to the campus’ library.
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ReplyDelete(Cont'd)
Perl’s think-aloud protocol coding system involves numerous aspects. There are three main components of Perl’s coding system: talking, writing, and reading. These aspects are important because it observes the components of the writing process. In a simplified version of Perl’s think aloud, I would eliminate the construction of a time line and a numbering system. Knowing how long it takes a person to complete each section is crucial, however, I feel as though it can be simply timed without the intricate numbering system and the duration of beats and a counter. Furthermore, the operations I feel are needed are general planning, talking and writing at the same time, and repeating. These operations are important because as Perl explained in one point of her argument that breaking down the planning stage is crucial. Students demonstrated that they use three different types of pre-planning: rephrasing, turning the large topic into two separate pieces, and using word association. By determing which one you use you can further enhance your writing process. The talking and writing process is the main part because that is where your writing occurs. Perl explains the Miscue analysis that students may speak complete ideas, but not write them, omitting plural markers and suffixes, and writing an incorrect word in place of the correct one. Finally the repeating stage is important because students will reread their work and ask themselves if something sounds “right” but may still end up being incorrect. When I am transcribing and listening to my think-aloud, I will separate my words into these operations, then, time how long it takes me to do each of them.
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My writing process begins with reading the topic. From the topic I use word association to see what ideas it brings. Subsequently I will brainstorm and try to formulate new ideas. There is typically no order to my brainstorming, just writing down anything that comes to my mind. After I write these ideas I will group them together and try to get subtopics and overall argument for the main topic. With these subtopics I form my thesis. Composing my thesis is probably one of the hardest components of my writing process. When I write a thesis that I feel is acceptable I will continually read it and fix errors, rearrange ideas, and polish it. When I complete my thesis I begin writing my work. I normally take pauses in between my writing to gather my thoughts and re-read what I wrote so far to ensure that I am not being repetitive. When I am done, I will re-read my piece a loud and fix any errors.
0M08
DeleteI enjoyed reading your post and wanted to add that I have a similar writing process as you. I always brainstorm a few ideas, never andy order, but it's always in my head. When I write it down, it's there to stay. I elaborate on each topic to fill out an essay and give more interesting information. Then like you said, I take these topics an reveal them in my thesis to grab the attention of the reader. The thesis statementis definitely the hardest part of the whole writing process. You take a 50/50 chance on making a reader want to continue or be bored just in the beginning.
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ReplyDeleteIf I was given the privilege to speak with either Perl or Rose, I might ask them if there is a possible connection between the standardized method for the writing process and the writer’s personal interests and ideas. This may quite be the catalyst of writer’s block. I was very surprised with Perl’s detailed work when I began to read and comprehend the coding system developed to distinguish the several types of writing. The continuum charts are highly successful at explaining how each student wrote. It is hard to imagine how I would communicate with either Perl or Rose due to their educational superiority, but I most likely would attempt the conversation with an interview-style approach. One component of Perl’s research that parallels with my own past experiences is Tony’s writing case. Like Tony, I spend a greater portion of my composing time proofreading and editing. Based on the information gathered from the Perl’s research, I have determined that my greater strength lies in the reflexive mode of writing. The majority of blocks I experience while writing papers appear when I attempt to compose the first paragraph. During my previous years of education, I have been brainwashed the notion that an essay must have an appealing hook otherwise the audience will lose all interest in it. This mainstream idea has strongly influenced the way I write essays and has, in some ways, inhibited my writing style.
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To complete my think-aloud protocol, I will use a basic voice-recording program on my computer. After successfully completing the series of voice recordings, I will then transcribe the voice into text by replaying the audio clips. I will record and transcribe the audio in my dorm room since the outside noises will be at a minimum. Also, I will vocalize my thoughts every 2 to 3 minutes using my phone’s timer to stay on track.
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Sondra Perl’s intricate coding system consists of coding each writing behavior exhibited by the student and then charting that behavior onto a timeline. The coding system includes several categorical operations that include writing, reading, and speech. I believe that the continuum component of the coding system is very important because it explains how the student wrote at different time intervals. This coding system may be too complex for me to use effectively, but the main categories are important to think about when planning and organizing an essay.
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Before I initiate my writing, I like to take a few minutes to brainstorm about the topic. Once I feel ready, I start assembling my first paragraph with a catchy opener and thesis. After the introduction is completed, I am able to write at a faster pace and all of the transitions fall into place. All of the essays that I compose revolve around three main points pertaining to the topic. In each body paragraph, I put forth the effort to use vivid descriptions to assist the audience in getting an enhanced idea about the subject matter. After that is complete, I like to conclude the essay with a solid sentence reviewing the key points of the essay and possibly a question, which leads the reader to contemplate on the subject of what he or she has just read. I enjoy listening to music while I write because it helps me get the creative juices flowing and keeps my mind active. Allowing enough time to complete the essay is critical so that I don’t rush or leave out important components of my essay.
Richard Cruise 0037
ReplyDeleteIf I was given a chance to talk to one of these authors, I would choose Mark Rose. His study on writer’s block really interests me since I often times suffer this handicap. I would ask him how he developed his procedures for his analysis? Did he at some point in his writing career suffer from this condition? If he did, how did he overcome this problem and did that offer insight for him to help those in his study? Is this what got him interested in studying how this block works? Finally, I would ask him to study my writing process using his methods and help me remedy my struggle with this ailment.
As was stated before, I often suffer from this condition. Like Ruth, I was taught throughout high school that if the beginning of my writing does not grab the audience’s attention, I might as well not even go on. I spend hours on starting my paper structuring the introduction until it is perfect in my mind instead of letting my writing flow. This limits me in my creative process since I feel that I must stick to exactly what I said in the intro because I spent so much time on it. To relieve myself of my writer’s block, I should write my paper first and then go back and edit my intro after and mold it to fit my paper instead of letting the intro rigidly hold my paper in place and force me to write to please the introduction. I also was taught, like Debbie, that when you write your thesis statement, you use only three main points. Whenever I believed my thesis needed more or less than three points to convey my message accurately, I was disabled by this rule. However, I was eventually able to overcome this when I had to write a very long research paper. I decided that I would need to disobey this rule to write a good thesis statement even though it went against everything that was ingrained in me from the time I was in second grade. When I received a good grade on the paper, I decided I would not be limited by this awful rule anymore in my writing. This supports Rose’s idea that “questionable heuristics made algorithmic” can turn writing into a “mechanical lockstep.”
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My laptop has sound recording capabilities so I will just use that. Whenever I pause writing, I will say stop and when I resume, I will say start. In order to transcribe what I am thinking aloud, I will use the voice to text capabilities of my phone. I haven’t had any problems with it before and it seems to be very accurate. Any mistakes that are made can be fixed by listening to the sound recording on my laptop. I believe my dorm room would be sufficiently quiet to do this, but I would rather get a private library study area just to be safe. I will set a timer for every two minutes to force me to stop and think aloud.
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Perl’s complex system of coding consists of labeling behaviors with abbreviations and charting them to give an outline of what the student did while they were composing. I would simplify this system by grouping the behaviors into broader groups. For example, I would put writing silently and writing aloud into one group with one abbreviation. In both Perl’s and my coding system, commenting on ones work, interpreting, and the periods of silence are the most important parts. Commenting on ones work helps the writer progress through their writing process, interpreting helps the writer understand what they are writing about, and the periods of silence occur when the writer is struggling to move forward in their writing process. Once I collect all the data, I will arrange it onto a chart much like Perl did to help me visualize the process as a whole.
Richard Cruise 0037
ReplyDelete(Continued)
I start my writing process by reading the prompt or topic several times over. Then I start to brainstorm by thinking of different ideas and then jotting them down. After I feel like I have assembled enough ideas to present a valid argument, I pick the ideas that will give my paper the strongest argument. Beginning the writing is usually the most testing part of my process. I sometimes will sit for an hour just going through my first paragraph in my head without even putting pen to paper. After I am satisfied with my first paragraph and thesis, it is usually easy to transition from one idea to another in my paper. After I’m done writing my paper, I go through it myself and make changes that I feel strengthen the paper. Then I usually give both my original draft and my revision to someone to go over. I ask them to tell me which one they like better (usually the revision) and make changes that they suggest. In order for me to write, I have to be in complete silence or else the smallest things will pull my focus from my writing and I will have to get my mind back into the creative process.
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ReplyDeleteIf I had the opportunity to speak to Sondra Perl about her study on unskilled college writers I would definitely have a few questions for her. I would first ask her what her inspiration was to start studying the subject before realizing that other researchers hadn’t been very successful. Also, I would ask her why she used a coding language to explore the decisions in the mind of a college writer. Something I noticed when reading about her study is that my writing style is quite similar to the writing style of the man she talked about known as Tony. We both think faster and ultimately write faster in the reflexive mode as opposed to the extensive mode, we just find writing about something we personally can relate to as opposed to writing objectively for a purpose.
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In creating a think-aloud protocol, I would make mine be primarily a digitally recording device and utilize voice to text technology. Ideally, it would be a product that could be mounted between you and the paper or computer you are writing with. The technology would be programmed using integrated technology just as would a microwave or any product you would use and that technology would transcribe the words you write as you speak them out loud, the effects of pauses in your writing, as well as the overall fluency of the writer. The use of this product would require quiet space or the attachment of a microphone. Like most things programmed, a built-in calculator calculates all the data surveyed in the writing process and separates the data into its’ appropriate category.
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Perl’s coding system is definitely effective but could be revised to simplify the overall program and take out what isn’t necessarily important. One thing I find unnecessary is the continuum, or time line. If the text is put in order like it should, I find that the time line’s use in invalid. Also I would change the name of variable T-W to something that less resembles the variable TW, since they are similar but used in different situations. This coding system would work similarly to the one described in Perl’s study, without/clearing up a few things.
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When I write I start about by thinking about everything I’m going to write about, including all the details, before I dive into the first paragraph. So I have a good idea of what my writing is going to consist of, who the audience is, and why I’m writing, I began to write the introduction. In my introduction I try not to say everything I’m going to be writing about, but I usually hint some things in there. My introduction is usually the hardest part for me to write since I have so many ideas and information bursting in my mind and I’m trying to contain them until the next paragraph, but still write an introduction that is relevant to the topic. Once that is finish, I proceed to the meat of the writing, and I really pour all my ideas and information into the writing. This is something I can usually write at a decent speed, at least twice the speed I usually write the introduction. The conclusion of my writing usually sums up what I wrote, but also goes into detail of why and how I wrote what I wrote. I also often, if possible, put moral or important sentence at the end of my writing, to kind of leave the reader thinking or sometimes just let the leave with full understanding, that special sentence adds that.
If given the opportunity to speak with Sondra Perl I would first ask her about her test subjects. In one section of her paper, Perl provides a case study of Tony, one of the unskilled writers. She also noted that Tony was able to write better when he could relate to the topic with his own personal experience. While reading this, I wondered why Perl included it in her paper and if she had any thoughts on whether the personal experiences of the writer had any effect on their writing skills. Later, Perl also makes her hypotheses, but states that whether or not they can be applied to “studies of different types of writers remains an open question.” Would she ever try to conduct a similar study with skilled writers or maybe even the same writers as they become more proficient? What are her personal hypotheses on a study like this? She also goes on to state that what the writers needed were teachers that could “see through the tangles” of their writing process. I would ask for her to elaborate on this. What would she suggest on the teaching styles of these teachers? If I were to speak with Rose, I think that I could relate closely with the students he tested. His paper elaborated on what many of us have experienced throughout schools: very rigid composition rules that we’re forced to try and work within. My questions for Rose would be those pertaining to Perl’s study. In his paper, Rose denounces information-processing models as “too rigidly sequenced” to apply to real world problem solving. I would want to know his thoughts on Perl’s think-aloud protocol model. How well would he think these models could apply to real writers?
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For my think-aloud protocol, I will be using my phone to record my thoughts and actions as I write. As I listen to my thought process for writing, I’d also like see when it is I stop writing to think or get stumped and how long I actually spend writing versus reflecting. I do not have voice to text technology and will not be using it for the assignment. I don’t think I will have a set time to record my thoughts but rather voice them as they come. I will view the recordings and transcribe them onto my laptop myself. I will probably need to find a quiet place to do this (like a private study area) away from distractions at home.
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I agree with a lot of your suggestions for Perl. I would like to see a follow up study using her methods of research on similar writers and also writers who are considered already proficient. Then we might be able to better compare and contrast these different writers and their styles.
Delete0M08
ReplyDeleteIf I had the chance to have a conversation with Rose or Perl, I would ask exactly how personality affects writers block, and in what ways? My next question would be, how would the study be converted to fit today's generation? But instead of questioning them like an interview I'd much rather just listen to them speak on what they've learned from experiences and through studies.
I believe my writing experiences related to Ruth mostly. I began writing in elementary school and worked my way up to essays in middle school. The always had a certain style they wanted them in or they just weren't good enough. The first paragraph was always the toughest because that was where you had to grasp the reader and make them interested in what you had to say. The thesis statement took the longest for me and the "body" paragraphs usually came easy. One thing I had in common with Laurel was the need for adequate transitions. That was a really tough one for me cause my transitions didn't always flow right on. Then I have to pause and it'd be hard to get back going again. Tony and I are similar in the fact that sometimes I like to go back and re-read what I wrote to make sure it made as much sense written as it did in my head. Just like everyone listed we all have our own writing problems and writer's block is very common. It happens to all of us at some point in our writing, and it's usually when it is on a topic we aren't so familiar with. We all relate in some ways, because we're all in our writing processes.
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For the think-aloud protocol I would use my phone as my recording device. I can use it to film myself as I write to see exactly how I go about my writing process. It'll show me how much time I spend on what and about how long my writing blocks can last. Since I'll be doing the writing I can set it up in my room around my work desk to show exactly what I do. I'll get the feedback from it to express exactly how I go about completing a writing assignment.
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Perl's coding system was definitely a confusing one to follow. The layout is set up into 5 sessions, each one gives the student different rules to follow. The system is made up of abbreviations to make it a bit less complex. Something I found very interesting was that it studies not only oral thoughts was also silent writing.
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My writing process is simplistic. I think of topics to highlight my essay and where I can take each one to elaborate and explain. The first step in my writing process is sitting down. I am an extremely active person and hate writing essays or anything to do with school that is long. The only thing I will sit to write are notes to friends or loved ones, lyrics, or thoughts I just can not forget. So once I know what I must write, I then have to start writing it. I focus first on the catchy first paragraph the reals in the reader and makes them interested in what follows. Once that is finished I go with the flow for the body paragraphs, I rarely get caught up on those. But when I start to reach the finish line I usually obtain writer's block. That conclusion always gets me. So I take a look back at my introduction and feed from that. Once it's all complete I take a breath of relief and usually take a nap to relax my brain that was hard at work.
I thought that Perl’s coding system was pretty easy to follow once you got down the abbreviations, and the full diagram was not very difficult to interpret either. While I thought that Perl’s separation of various composition procedures was important to understanding the unskilled writer, I don’t feel I would need to use it to the extent that Perl did. For instance, Perl uses very specific operations (for example, reading the directions, RD vs. reading a question, Rq). In my own think-aloud protocol, I would rather focus on the general operations of reading, writing, planning, and talking of each section/paragraph of writing. I would also lengthen the time interval.
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Throughout my years of composition classes I was taught in a way that Rose’s paper would describe as “rigid and inflexible”; in other words, my teachers crammed as many rules on rhetoric, planning and composition into our heads as a 45 minute class would allow them. However, I prefer to use this information as guidelines rather than rules. “Do at least 15 minutes of planning and create an outline.” This is how I was taught to begin composing my essays, and quite frankly, I cannot remember the last time I used an outline. I found that this rule has created more problems with my writing in that my focus falls more into how my paper will look rather than the analysis of the actual content. Generally, my planning will come simultaneously with my writing of each paragraph; in other words, the physical act of writing helps me develop ideas that I would like to address, I will stop for a minute to think about what I would like to say about it, and then continue. From this point, I can separate my ideas into sections of my essay and write. While developing these ideas, I don’t usually refer back to specific rules (“are there at least 5-7 sentences in this paragraph?”, “did I use a sufficient transition?” “did I spell that correctly?”), but rather “am I making my point clear enough?”. I like check each section with this question and move on. I find that this gives me some guidance and structure for my writing but still allows for a free flow of ideas. It is usually after I have finished writing that I like to go back and edit for grammatical and syntactical errors so as not to disrupt my thinking.
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ReplyDeleteIf I had the opportunity to speak with either Mike Rose or Sondra Perl, I would speak with Mike Rose about his study on writer's block. His research interests me because I too suffer from writer's block. I would ask him "Do you think of writer's block as a serious problem?" and "Have you ever suffered from writer's block?" Since I suffer from writer's block, this piece intrigued me. I not only learned some of the reasons why I have writer's block, but also how to fix it. My biggest problem in writing papers is the beginning, so my personal experiences tie in with Ruth from Rose's piece. I constantly spend most of the time I write papers focusing on the introduction paragraph. Which not only leaves the rest of my paper seem rushed, but also ends up causing me stress as I try to finish on time.
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While doing my think aloud protocol, I plan to use my iPhone or MacBook Pro. Not only do both of these devices have the ability to record my voice, but also have a way to transcribe what I say into words. In order to prepare, I have tested out this technology. I plan on using Dragon and it works great when I speak at a normal pace. Luckily, I have my own room so I have a quiet place to record and also analyze what I say. I plan to do this every 20 - 30 minutes while I write my literacy narrative. I will try my best to remind myself to record, but will set an alarm just in case I forget.
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Perl's coding system works but is extremely difficult to understand. Almost all of the aspects of her system are important, but there are some things that could be revised. A lot of the symbols she uses are very similar to other symbols in the system she uses. I would change some of the abbreviations (such as General planning being PL to GP, or Local planning from PLL to LP) to simplify the system and make it easier for people to understand. I would also try to make it so that instead of the code looking like a fraction, it would be closer to a straight line.
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When I start to write I think of every thing I could write about. I then write all those ideas on paper, and circle the ones I like the most. Then, I think of specific details about the ideas I circled. I then start to think of an introduction. This part takes me the most time because I like to make an introduction that captures the reader. I then write the introduction and inside the introduction put the thesis with my main points. Once I finish the introduction I try to think of any more supporting details about my main points. I then read over my introduction to make sure it not only sounds good but has some idea of what I'm about to write about. Then, I start writing. Almost everything I say in this portion of the paper is backed up by facts and personal experiences. Once I finish most of my essay, I read over it to make sure I not only got my point across but also had no grammatical errors. I then finish it off by writing my conclusion. I try to wrap everything up and remind the reader of everything I said. I then finish off the paper with a way that gets the reader to think (most times a question). I then read over the paper as a whole, fix any errors I find, and then save the paper for when it's due.
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ReplyDeleteIf I was privileged enough to speak to Mike Rose I would ask if he can explain in more detail why he wasn’t able to alter Sylvia’s behavior to help her reject certain rules and use others. I would want to see how that ties in with “disequalization”. For Sondra Perl, my question would be if she kept doing research on the writing process, how she would have changed the styling sheets from the seventies to present day as technology improved. The aspect of Rose’s research that most closely lined up to my experiences was when he talked about struggling with the first paragraph of an essay because, like Sylvia and Ruth, it usually takes me a long time to get my papers started. I often get frustrated and mentally exhausted because I over-think it. In paragraph 44 of Perl’s article I found myself being part of the group mentioned that reads the directions and has no idea how to start or what to write. Like them, when this happens I tend to rephrase the question asked and place it in my first sentence then go from there. That typically helps me get started and rolling. I believe that these claims presented, especially writer’s block, relate to many students even after thirty years.
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For the think-aloud protocol I will probably have to buy a recording device because my non-smartphone can only record for a minute. I will not use voice to text technology, so I will have to listen to my recording and transcribe it myself. This will take me some time to write down because I might speak fast in random moments. But I will try to speak as clear and steady as possible. I will have to kick everyone out my house to do this because if I don’t there will be too much noise and distractions. I will use a timer to remind me to vocalize my thoughts.
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Sondra Perl’s coding system lets the researcher recognize a pattern in the process as it happens. The method consists of coding the behavior and charting it on a time line with a numbering system. The three divisions in the coding system are talking, writing, and reading. However, more operations were seen within those, but that was solved by labeling them. To be able to see patterns more easily, the labels needed to be shown graphically. That is where the time line and numbering system came in. There are twelve different things that can be determined from these charts, so they were quite effective. It was a little confusing at first to understand all the information about how this “composing style sheet” worked, but now I understand it much better. I will definitely consider using a process similar to this when I do my think-aloud protocol, but mine will be much more simple for me to understand.
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The beginning stage of my writing process consists of a key word that just sparks my writing engines, and then I just take off full-speed from there. However, that spark might come quickly or take forever, or at least seem like it. Back in middle school I used to outline what I was going to write, but now it seems just a waste of time for me to plan. Once I get my first paragraph down, everything else is easier from there. If I start and I am unsure or not confident about what I am writing, I will start overthinking many sentences I write from that point on. I will usually tend to stop and refer back to the topic, then write again. When I feel like everything is flowing, I still re-read the paragraph I’m on to see if I can add anything to make it better or take something out that is irrelevant. When I re-read my paper I focus on spelling, grammar, and sentence structure. Two things I’d say I have to improve at are content and connecting to the audience.
0119
ReplyDeleteResponse 1:
Sondra Perl is a very intelligent and extremely resourceful writer that cuts no corners when it came to her essay on composing processes. The piece of literature, though tantalizingly in depth, was interesting and sparked a kindle of curiosity within me to learn more and how the composing process works. Perl specified many times (including in the title) that the writers were unskilled. But what exactly gave these 5 students the label as “unskilled writers”? Perl merely mentions at the bottom of pg. 193 that the students fit the criteria by “writing samples that qualified them as unskilled writers” but I feel like that information should have gone deeper. I would ask her over a warm tasty Pei Wei lunch of honey seared chicken, “What writing samples did the students undertake at first to qualify them as unskilled?” Our interaction with her would be one of kind, honest words seeing that I was just a curious fan that thrived off the input of more information. I might have also asked her about the code she created and the continuum used to convey that said code. They are both very intuitive and creative forms of expressing data and I would have asked her what motivated her to create such a labeling tool in her study. After all the questions I probably would have conveyed some of my own personal experiences onto her and how her study tied in with my thoughts and ideas. For example, Perl’s study showed that Tony (one of her case study students mentioned on pg. 200) has a problem with fluid, creative writing. He tends to write for a paragraph or two then reviews and revises everything as if what he wrote was awfully terrible. My style resembles Tony’s in some way that I strive for the perfect writing immediately, but all great writers know that there is no such thing as a perfect draft. Every text can be rewritten into something better. Also, Tony had to “focus in and narrow down the topic” which is exactly what I do until some occurrence I remember about myself or another pops into my head and gives me a foundation for the start of my paper. So I would convey to Perl that her study helped me to realize how my writing style is similar to her case subject and that it helped me understand how to better myself personally as a college writer so my essays become more brilliant than I could ever imagine them to be. Wooed by my admiration to become better, Perl would take me out to get some frozen yogurt and we would part our separate ways.
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Response 2:
ReplyDeleteI’m very anxious for the literacy narrative we have coming up mainly because I have never really partaken in a think-aloud protocol before. My writing is one of quiet thinking mixed with constant re-editing so this will be quite a new and exciting experience for me. Honestly, I do not know what recording device I will use. I know for a fact I will not be using something with voice-to-text technology (i.e. iPhone or Microsoft word program) but I believe my laptop has a recording device built in so I will probably utilize that. However, I do not know how to access it or do I know if the microphone is clear enough to use if I were to talk normally (fluent speaking). If I can’t figure it out I’ll just invest in a handheld voice recorder from Amazon or the bookstore. When it comes down to actually transcribing my work, I’ll probably handwrite all my work then retype it so it’s neat. I tend to mumble sometimes so I might need to listen to the recording multiple times. My dorm will be the site of my work as it’ll be incredibly embarrassing sitting in a public place placing a voice recording of yourself aloud over and over. I would take the time to vocalize what I’m saying and actually analyze my own thought process to get a better idea of how I compose my work.
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Response 3:
ReplyDeletePerl’s code is old but in no way outdated in the least. I like the way she coded the composing process and I honestly feel it is a great tool for scholars to use to better themselves and identify how you compose literature. However, to some it can be a tad overwhelming and misunderstanding because it is so in-depth so there are some changes I would do to make it clearer to a reader or writer who is scanning over it. For example, “Commenting” and “Interpreting” could each be symbolized by one symbol because both fall into each other. If the writer is judging the topic of their writing they are also rephrasing it at the same time. Also some of the editing additions could be taken out and a simple “E” whenever there is editing would suffice. There are things that shouldn’t be touched in the least though. The abbreviations for writing aloud or planning along with repeating oneself and periods of silence are all important codes that should stay as they are things that happen every time someone writes. When I write my literacy narrative I will definitely utilize this key and code to analyze my writing. It is extremely helpful and if I can learn the abbreviations by heart I can analyze in a snap where I struggled writing new ideas within my draft and where my creative juices were flowing like crazy. All in all the code is very unique and highly creative which is why I feel it can be fine the way it is (and has been fine all these years) but I can understand why it can confuse those that do not take the time to view the key.
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Response 4:
ReplyDeleteMy writing process is fairly easy to understand. I can never just automatically start writing. I’m that student that takes 5-7 minutes to brainstorm on a 10 minute writing assignment. The reason being is because I’m in a constant mental struggle about which audience I should appeal to. If it is to my professor or a person of higher respect I treat the paper as completely professional and something that must be intuitive, logical, and flawless. If it is a paper to be read by my peers or fellow students I tend to relax and just write things that randomly pop into my head that relate to inside jokes, pop culture, common annoyances, or embarrassing moments. My reason for writing immediately flip-flops depending who is reading it, from the formal to informal with just the simple change of who is reading my work. I tend to try to entertain when my audience is younger or my age, and I am not weary to use profanity at times or small crude remarks. Likewise in formal papers I’m all business, with the goal of “WOWing” my professor as opposed to giving them a small laugh or snicker. Once I figure out whom I’m writing for I breakdown the topic given and try to think about an experience of mine that relates to it. Most of the time I am given topics I have no idea how to start or write about, but once I relate it to a past experience I can’t stop writing! That’s basically how I get down to writing but I never settle for a shitty first draft. I always edit it myself and if somehow, someway I can’t find anymore mistakes I have a peer or teacher read over my work until it is perfection (or as close to perfection as you can get it by the due date). That’s how I compose all my writings up until now but maybe I will learn over the semester how to compose a new way and expand my writing potential. Only time will tell.
Caleb Campbell - 0037
ReplyDeleteUpon analyzing the two readings from this week’s assignment I have come to the consensus that I would very much enjoy the opportunity to sit down with Sondra Perl and discuss the composing processes of “unskilled writers.” At first glance, her argument seemed rather strange and unclear in the fact that she was trying to structure a way to assess the skills of unskilled writers. I became puzzled with the question of “How are you going to assess the skills of someone who may not necessarily have the skills at all?” Surely enough, Perl went on to elaborate on how she planned to obtain her analysis of unskilled readers in a way that made complete sense. I found myself time after time looking for some flaw to her system but was never able to discover an aspect in which she hadn’t covered. Even when I thought I had broken through with a new idea it seemed as if moments later she would prove me wrong with a new addition to her argument. One of Perl’s statements that I was able to relate to most was when she said that unskilled writers will “rephrase the topic until a particular idea can be connected with the individuals’ personal experience.”(205)It’s actually quite comical to me because when she introduced the case study she had done on Tony It was like a light bulb had turned on my entire thought process. I was easily able to relate the ways that Tony wrote right alongside my own processes. Perl showed that unskilled writers aren’t necessarily bad writers but often have trouble with transcribing their thoughts into words, and then, of course, from there onto paper. This was where I was able to relate most because making these types of connections is where I struggle most. Ultimately, Perl’s argument brought light to many issues that still stand true today in unskilled writers.
As far as my think-aloud protocol I would most likely end up using my cellphone voice recorder. It will be rather easy to transcribe by simply playing back my thoughts aloud and writing them down as one free verse piece. I believe stopping to vocalize my thoughts wouldn’t be as effective only because some thoughts may be lost along the way if they aren’t recorded. My room in my apartment would be the perfect place because it provides a quiet setting with no distractions.
This last portion of the blog was rather easy after reading Sondra Perl’s excerpt from the book. I am a complete mess when it comes to putting my thoughts down on paper. Often times I do best when I am able to vocalize my thoughts to an audience. My points come across clearer in a face-to-face type setting. I seem to think I am a lot more fluent and my style is a lot smoother when I am able to use words instead of having to write them down on paper. I also agree with the concept that many of our most effective material for are arguments is lost when we go back and edit our work before moving on. However, on the other hand if we do proceed to go one without first checking for mistakes we often overlook them the second time around. I use to find myself puking back the prompt in order to sprout new ideas. For some strange reason or another I am now the complete opposite. I end up losing my ideas if I fail to write them down immediately. Ultimately, Perl was able to bring out some very influential perspectives and I feel as if it will help me dramatically down the road.
Jones, Brandon 0037
ReplyDeleteA question that I would pose to Perl would have to be what is specifically contained in their literary past. As we learned last week, literary sponsors can shape the sponsored in a number of ways, for better or worse. This can lead to extreme bias in her experiment. Just like the subjects in the “Sponsors of Literacy” piece, people come from very different backgrounds and her definition of an unskilled college writer may not be the same as someone else. Writers can use many of the tricks of the trade that they’ve acquired from practicing their writing and these tricks may make a person seem more astute than the next, however their writing may not pose any structure, message, or overall point to it.
My think-aloud process would be as difficult as the writing process, if not more difficult. I find it easier to write down notes when I am brainstorming an essay and build something significant out of the small details. For my think aloud process, I will use the voice recorder on my smart phone which is very efficient. This way I can either choose to use ‘Text to Type’ technology or I can use the built in microphone. I will stop to vocalize my thoughts every 5 minutes, which should be enough time for me to brainstorm, write, and record what I thought. I will repeat this process and perform it in the comfort and quiet of my own dorm room.
To develop my writing, I take about 5-10 minutes to brainstorm and think deep into my own personal experiences and how I can relate them to my writing. Whenever I think of a small detail I write it down and continue to build on these small details as I said before. I try to make sure I use verbose vocabulary and keep the reader enthused by using attention grabbing syntax. To make sure that I stay organized, I make several drafts before I make a final product that is worthy to publish. Most of my process is thinking and it often takes long for me to compose something because of this. I try to focus and keep my focus throughout the writing so I don’t sway off topic.
0M08
ReplyDeleteIf I were to speak with Perl, it would be in the form of a friendly discussion based on her material. I would like to be able to share my ideas about her report and hear some of her explanations and responses. I think the conversation would be very interesting given that the material being discussed was written more than thirty years ago. Many of the questions I might have would be derived by the this gap in date: What are some of the changes in the teaching of writing you have noticed since your research was completed? How have the advents of certain modern technologies helped in the advancement of teaching? How have they inhibited?
I felt that a few of the strategies employed by the test subjects in Perl's research were similar to strategies I might use in my own writing. However, I also feel that I am more able to carry out such strategies. Perhaps, these strategies are more applicable to my writing style. Some of the strategies I noticed to be similar to mine were the re-reading of the topic and beginning to write prior to a full idea about my writing has been formed.
Perl mentions that the writers in her research were often worried about the appearance of the writing rather than the meaning. They focused on grammatical structure and spelling errors and less on the overall focus of their writing. Something I have noticed in my experience as a student is a shift as I moved from lower levels of education to higher levels. In the lower levels (i.e. elementary school and middle school) there was more of a focus on the grammar with in the writing and less on the writing style of composition as a whole. Moving up into high school, I think there was a shift to a focus more on the writing style.
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The think-aloud protocol sounds very interesting, and I look forward to it. It is an activity/experiment I have never done before. For my recording device, I think I would like you use a video camera to capture both audio and video. I would be interested in seeing my body language and visual behavior during the activity as well as what I say. Most likely I would transcribe the audio myself and not use any voice to text program. Working in the library would be a good idea for this or in my dorm. I think using headphones would help to optimize my work. I'm really not sure how often I would vocalize my thoughts or whether a timer will be necessary or not.
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I think the best way to simplify Perl's coding system would be to make it easier on the eyes. Based on the the example provided in the book, the coding looks a bit complicated in that it seems condensed and unappealing to look at. It almost looks like sheet music, and I can't read sheet music. In order to simplify it, I think I would like to see it expanded a bit, and perhaps add a bit of color coding, so that things don't appear to run together as much.
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ReplyDeleteMy writing process can vary depending upon the situation, type of writing I am doing, or even the time I have to write. Certain situations might call upon me to write about a topic or theme with certain restraints on the amount of words I can write. If there is a maximum amount of words for the prompts, I might try to get my point across as concisely as I can. If there is a minimum, I might do my best to expand on my ideas and broaden the spectrum of my writing. If I'm writing a an essay for a professor, I might try to follow the prompt as closely as possible while limiting grammatical error. Adversely, If I'm writing a YouTube comment, all regard for grammar goes out the window, and I focus entirely on getting a concise point across. Time restraints can also affect my writing style. When writing for the ACT, I did my best to form ideas and get them down on paper as quickly as possible. However, If I have all day to write, I might take my time in forming complete ideas and think of the best ways to convey these ideas in writing.