BLOG 9

            As classes go on I see that I am doing great in all of them however I can do even better (POW 1).  We have just gotten through half of the semester already and have had our mid-terms but there is still a lot to be done. People struggle with the fact that we are already through half the semester and they have some much work left to do (POW 2).  As a junior in college I can tell when people struggle and they try to cheat on exams. One guy tried to cheat on the exam-but got caught (POW 3). This happened my freshman year when I was taking an exam. Isn’t cheating on exam illegal in college (POW 4)?  But still we see it happening all the time because students don’t know how to study. Is there a way the university can enforce rules to stop cheating or at least have a punishment for it when caught (POW 5)?  It seems like students try to cheat the system. We as students would rather see people get punished for cheating than have them not, then students will rather study then get kicked out of school (POW 6). To me, this seems like a big issue for universities because when coming into school as a freshman, students try to take advantage of the school system then try to improve themselves. But it doesn’t work (POW 7).

            All and all we see that students need to improve themselves by finding better study habits and ways of learning new material in classes otherwise students will fail out of college and there parent will be really upset (POW 8).

BLOG 8

I have been super busy lately with all that is going on but I had a great dads weekend. THERE IS DADS DRUNK OFF THEIR ASSES, UNABLE TO FUNCTION, FALLING EVERYWHERE (SENTENCE SET OFF BY COMMAS). This became hilarious because all weekend guys and girls were just as bad as their dads. We could tell that Pullman went hard and that their is nothing more to do in Pullman but drink. DADS WENT TO THE FOOTBALL GAME (ROWDY AND DRUNK) LEDING TO DADS STUMBLING AND BUYING MORE DRINKS (SENTENCE SET OFF BY PARENTHESIS).  We could tell that it was going to be a rough morning for students and their dads.  ONE DAD WOKE UP-EYES GLAZED-UNABLE TO SPEAK (SENTENCE SET OFF BY DASHES).  I could tell that he was going to throw up because of how he was looking. THE DAD PROCEEDED TO GET UP UNRESPONSIVE: FOLLOWED BY PUKING IN THE TOILET, THEN DRINKS WATER, BUT THEN GOES BACK TO PUKING (SENTENCE SET OFF BY COLON). Overall I had a great weekend with my dad even though we did not drink. My dad and I felt like we were the only ones not drinking but we were ok with that. THE DADS, WERE BRIGHT AND CHEERFUL, BUT NOW AFTER THE WEEKEND, DADS ARE TIRED AND SICK (SENTENCE SET OFF BY PARTICIPAL PHRASE). In the end all the students have to get back to school and do homework. STUDENTS SIMPLY STRUGGLE ON A SUNDAY, FEELING GREAT BEFORE THE WEEKEND (SENTENCE SET OFF BY ADJECTIVES OUT-OF-ORDER).

POWS

In the future, I plan to be a Secondary English teacher. I am still far away from that job especially when it comes to grammar, Though my time in school I have wrote essays, structure papers, and novel papers. [Sentence with a interruption of though]. As a writer I still have areas that I can learn from especially when it comes to the grammar portion of it.

My first issue is run-on sentences because it’s hard for me to end a paragraph when I still have so much to say; but that can change.  [A compound sentence using a semicolon; a longish sentence connected to a very short one with a semicolon.] [Pattern of Week]. I understand that we are college students and should know this stuff by now, but it still confusing especially when you try to go back and fix it with commas, dashes, etc. For example, we could be writing a paper on ethnicity and so it goes like this. A learned cultural heritage of history, values, language, habits, religion, and/or beliefs shared by a group of people; usually by people from the same nationality and sometimes from the same race. [A compound sentence using a semicolon, the two sentences mirroring each other, with repeated parallel structures] (This was something from awhile back ago; it was sort of a definition). To me it seems like a good sentence, but then again I never really know. As bad as it sounds, occasionally I rely on word check because they can usually pick up mistakes. [Sentence started with a because clause]. I feel like this area can be fix with just some more practice of writing because I can learn more hands-on. Maybe by learning to put in colons and dashes and parenthesis I’ll be able to fix this mistake.

Another issue I have is structure, organization, grammar, breaks, and fluency. When in writing I tend to lose my focus and ideas mesh together. Nor do I ever correct these mistakes. [Sentence started with a Nor]. This creates one hell of a paper to revise. When I am writing my paper I seem to try and organize the paper correctly in an orderly manner but sometimes it doesn’t happen. Because if I start a paper late I feel the need to be in a rush to get it done. [Sentence structure started with a because]. My grammar comes out bad because I am saying the wrong meaning by it like-Their or There. To me, I know they are different but at the same time when I am writing a paper really fast, it just comes out wrong. It then comes down to fluency because if it doesn’t sound good to me, then it definitely will not sound good to the teacher especially if it doesn’t make sense. My example above also can work for this issue to because if the sentence isn’t fluent or has the proper grammar, then the sentence isn’t structurally sound. Also putting in breaks in papers is also difficult to me because it’s hard to know when you should move to another paragraph. When you have a lot to say it becomes difficult even through you can just make it into two paragraphs instead.

I definitely feel that after this class is over, I am not going to be having a lot of mistakes as I usually do when writing my paper. We will probably end up going over a lot if not all the issues of grammar in class, because everyone has their own mistakes.

POWS

 “Dora Learns To Write”

(DIDN’T USE THE STRUCTURE)

The teacher actually does enough to help Dora out with her punctuation at the end of sentences. What the teacher did at the beginning was have Dora reading aloud and talk about what she had wrote. The teacher, WHOSE (POSSESSIVE PRONOUN, THE REVISION WAS MADE TO SHOW WHO IS INCHARGE) goal was to get Dora to think, would ask her questions about her writing because Dora wrote all of her words together. The teacher and Dora framed each word to show Dora that each word had ITS (POSSESSIVE PRONOUN, THE REVISION WAS MADE TO MAKE A POSSESSIVE PRONOUN INSTEAD OF IT BEING PLURAL) own place. Dora learned from one of her friends at the writing table that by putting a dot where she thought the word ended would help her separate the words, she seemed to get it. After awhile the teacher told the entire class that those are periods not dots in the sentence. The teacher helped Dora by having her talk about why she put a period there, even though the teacher knew it was a wrong spot for the period. “Let’s read YOUR (POSSESSIVE PRONOUN, THE REVISION WAS MADE TO SHOW HOW THE TEACHER GOT DORA TO INTERACT) writing,” (Cordeiro) the teacher said to Dora. The teacher talked about Dora’s story and how when we are reading our voice will drop down and that’s when we will put a period down. So they would talk about each sentence to see if it was a good place to stop and put a period. Her teacher pulled out Dora’s story book that she had been reading and told her that periods happen at different places on the page, then she had Dora go back through her story and find where the periods go. She worked on this problem for a long time; she had to read with meaning. After Dora started reading with meaning, she started to understand that you have to go with the flow, otherwise it would sound awkward when she stopped at some of her periods.

            What the teacher doesn’t do to help Dora is occasionally check back in with her because she just assumed she was doing it the right way after that. Dora seemed to have to figure it out on her own when she was reading. But at the same time the teacher needs to help all of her students out. The teacher seems to help Dora out in the beginning but as time goes on, the teacher seems to forget about Dora and not show her how to correctly punctuate her sentences. Well the teacher does but gives Dora all the information at the beginning, and kind of overloads her.

            It takes Dora a long time to apply the concept of sentence-end-marking because the teacher overloaded he with a lot of information at the beginning, then kind of lets her be after that, while sometimes checking back in with her. Dora figures most of it out by trying to apply the teachers concept with her story book because she had liked that book a lot and she seemed to use that book and relate it back to her story. Finally once she got the concept the teacher had finally come back to see how she was doing and had her read her story to the class. OVERALL THE TEACHER USED HER KNOWLEDGE TO HELP DORA AND THE CLASS UNDERSTAND THE LANGAUAGE OF WRITING (Compound sentence).

Dora Part 1 Revision "Dora Learns To Write"

“Dora Learns To Write”

The teacher actually does enough to help Dora out with her punctuation at the end of sentences. What the teacher did at the beginning was have Dora reading aloud and talk about what she had wrote. The teacher, WHOSE (POSSESSIVE PRONOUN, THE REVISION WAS MADE TO SHOW WHO IS INCHARGE) goal was to get Dora to think, would ask her questions about her writing because Dora wrote all of her words together. The teacher and Dora framed each word to show Dora that each word had ITS (POSSESSIVE PRONOUN, THE REVISION WAS MADE TO MAKE A POSSESSIVE PRONOUN INSTEAD OF IT BEING PLURAL) own place. Dora learned from one of her friends at the writing table that by putting a dot where she thought the word ended would help her separate the words, she seemed to get it. After awhile the teacher told the entire class that those are periods not dots in the sentence. The teacher helped Dora by having her talk about why she put a period there, even though the teacher knew it was a wrong spot for the period. “Let’s read YOUR (POSSESSIVE PRONOUN, THE REVISION WAS MADE TO SHOW HOW THE TEACHER GOT DORA TO INTERACT) writing,” (Cordeiro) the teacher said to Dora. The teacher talked about Dora’s story and how when we are reading our voice will drop down and that’s when we will put a period down. So they would talk about each sentence to see if it was a good place to stop and put a period. Her teacher pulled out Dora’s story book that she had been reading and told her that periods happen at different places on the page, then she had Dora go back through her story and find where the periods go. She worked on this problem for a long time; she had to read with meaning. After Dora started reading with meaning, she started to understand that you have to go with the flow, otherwise it would sound awkward when she stopped at some of her periods.

            What the teacher doesn’t do to help Dora is occasionally check back in with her because she just assumed she was doing it the right way after that. Dora seemed to have to figure it out on her own when she was reading. But at the same time the teacher needs to help all of her students out. The teacher seems to help Dora out in the beginning but as time goes on, the teacher seems to forget about Dora and not show her how to correctly punctuate her sentences. Well the teacher does but gives Dora all the information at the beginning, and kind of overloads her.

            It takes Dora a long time to apply the concept of sentence-end-marking because the teacher overloaded he with a lot of information at the beginning, then kind of lets her be after that, while sometimes checking back in with her. Dora figures most of it out by trying to apply the teachers concept with her story book because she had liked that book a lot and she seemed to use that book and relate it back to her story. Finally once she got the concept the teacher had finally come back to see how she was doing and had her read her story to the class.