SO, this project was my biggest success and the most work. It took me, like, more than 20 hours to do and gather everything i needed, and then to create the video.

I think what worked the best was the integration of imovies and the technology. I wasn’t super literate with my mac book before this project but boy did I learn about it quick. I also think the posed questions both worked and didn’t at the same time.

What worked what how I asked the questions; it allowed me to edit a lot of things seamlessly and it had a really cool end effect with the quick cuts. But, it also made for a lot of the same answers from everyone, where, if i would have posed the question differently, i may have gotten more unique and individualized answers from everyone involved.

The thing that worked the least with this project was how dependent on my fellow classmates I was to really make it not only work but to also be cool. I only accounted for one class period to record everyone, but we ended up canceling class after only 15 minutes that day because of a communal exhaustion and overt excitement for thanksgiving break. This led to me having to seek people out at their internships, or depend on them to find me. Overall, that lack of control over my own project led to only a few of my classmates being featured.

I really am happy with how it turned out, though. I do wish I could have filmed more people, especially the 30e students, but it turned out pretty okay i think.

 

What do Sommers and Saltz say about novice writers who write OUTSIDE of academic settings? How/why do we think this will help with their writing IN an academic setting?”

—> think deeper than the the superficial answer.

 

 Weaker writers speak with a greater passion than strong writers when surveyed?

why is that? In relation to your internship, do you find this to be similar or different to your students’ views of writing?

 

 What do freshmen think of courses with no writing? What is their explanation? Are you in agreement?

 

 How did the polled freshman class feel about courses with no writing? Why do we think that is?

 

 Explain Maura’s paradox. What are the problems with such practices? What, If any, benefits can be found in asking this of students?

 

 What defines a novice writer?  What changes occur during college development that redefine the skill of the writer?

 

 What does Sommers and Saltz say is involved in being a novice? How do students who refuse to admit to being novices struggle? What are these students critical pitfalls?

 

 How and why was Justice such a beneficial class for freshmen?

 

 Who/what effects the students most crucially during their freshmen year writing courses? why/how?

 

How is exploratory work an important writing skill despite not being a source of “good grades” for the novice student?

 What can we learn from Jeremy’s personal investment in nearly all of his papers during freshmen year?

Hi guys! Sorry about the late intro post, it’s really been a rough weekend.

Anyways! I’m Chelsea Gallegos, and i’m a first year transfer student from Stockton, Ca. I have an AA in English, and another in interdisciplinary studies for humanities. Until very recently, i really didn’t quite know what path I was going to take, but it’s slowly becoming more clear and concrete (thank god!) Chico has been really great to me these first couple of month and i’m looking forward to the next couple of years here.

 

On to the reading..

One passage that stuck out to me and my group was on page 34, in which the author writes “The generality of any form of knowledge always lies in the power to renegotiate the power of the past and future in constructing the meaning of present circumstances.” This specific paragraph was about how general knowledge or even specific knowledge gained from on situation (situated learning experience) can and will carry over into situations that are not exact replicas of the one where such knowledge was learned.

We thought of that idea in very general terms, like that of our own well being. For instance, if one touches a hot stove, the power of reflex and then the knowledge gained from experiencing such pain carries into other situations where, say, ones hand may be harmed by something but your ability to recall knowledge for burning yourself will basically force you to not do the same. The group also spoke about carrying that knowledge and perpetuating it to another generation, like younger siblings for instance. This one very specific situational learning experience has now penetrated your mind so deeply that it influences behaviors for many years to come.