What's That Code

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1. Young argues that asking black students to use a different language at school than they do at home is a form of racial segregation. Explain this argument. Do you agree? Why or why not?


I agree with Young's argument. I think that completely disregarding the language the black students use is dangerous if it is a part of their culture. Isolating them and singling them out because of the different language they speak is a form of racial segregation. However, there is the issue of needing to educate students according to the curriculum and languages that are used in the school. It is important to find a way to manage both the original language and the new language.

2. Earlier we asked you to mark places where Pasqualin references other readings in this book. Go back to your markings and consider how he used those sources. What did he do with them? Why did he use them? How do they help introduce his own ideas? Are there any places where Pasqualin's use of other sources seems like a stretch to you?

Pasqualin uses his readings to personalize the writings that he read. He used them to help the reader understand the importance of these texts in a clever way. They help introduce Pasqualin's ideas by providing context for those who are familiar with the readings he is quoting. There was one quote of Sherman Alexie that I had to read more than once to understand so I think that Pasqualin could have done without it.

3.  Pasqualin ends by talking about the fear of going to a new place with "alien literacies". Can you think of a time when you encountered an alien literacy? What happened? Did you conquer it? Why or why not? (Page 243 #6)

When I first entered University I encountered an alien literacy. The content for the course was foreign to me which made writing my final paper difficult. It took me a long time to finish what probably could have been an easy paper. I eventually conquered this paper. This was because I had people that I could ask for help. I was able to complete the assignment and hand it in on time.

4. If applicable, describe some of your own experiences with "code switching" and/or "code meshing". What feelings or associations come to mind when you reflect on these experiences.

I honestly use code meshing and switching all the time. When I speak to my West Indian friends, we code switch and mesh by using  "Patois" also known as broken English to describe things or events. When I speak to my American or Canadian friends, we often use slang to emphasize different things. Code switching is something I have done without realizing that it was a real thing. Dare I say it is natural, it is common and understood in my culture.

5. Name one concept from this lesson that you most struggled to understand. What about this idea is troublesome? What do you currently think it means whether you feel certain or not?

Vershawn Young mentions that people have tried to say code switching and meshing is not about race. This did not make sense to me because when it is talked about it is usually targeting minority races. I struggled to understand how the two ideas could be separate. After reading Young's stand on this topic, I am certain that code-switching and meshing are very much about race and are an important part of many racial histories and experiences.

Readings, Writings, and their Motivations

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1. Which of the readings for this lesson stood out most to you? Tell us your reaction to this reading.

The reading by Sandra Cisneros stood out to me, because I too am an only daughter. I liked her story and understood the goal of wanting to impress her parents. Cisneros wanted her father to be proud of her and her writing career. She constantly felt like she was erased having six brothers. I liked that in the end her father took time to read her work and actually appreciated it.

2. "Cisernos's father supported her in attending college, but for very different reasons than her own. Explain how her father and college were what Brandt terms 'literacy sponsors' (p. 72), and how Cisneros 'misappropriated' the college literacy sponsorship that her father intended." In addition, can you think of any situations when you have "misappropriated" your own sponsorships?

Cisneros father would be both a positive and negative literacy sponsor because one he neglected his daughter, but it was positive because his neglecting to acknowledge her work caused her to work harder. College is a positive literacy sponsor. Cisneros misappropriated the college literacy sponsorship that her father intended because she went to college for educational reasons while her father had intentions for her to go because he thought it would help her find a husband. I have misappropriated my own sponsorships by using things that I have learned in the wrong contexts.

3. Malcolm X asserts that his motivation for reading-- his desire to understand his own experiences-- led him to read far more than any college student. Respond to his claim. Has a particular motivation helped you to decide what, or how much, to read?

The claim that Malcolm X makes is true. For Malcolm X the need to understand why things were the way they were led him to read about the past. Having a motivation to read causes a goal to form and leads to the desire to reach that goal. I have had motivations whether it be deadlines or challenged from literacy sponsor that has determined what I read. These motivations are unique and present new experiences for me as a reader.

4. Have you ever tried observing and imitating the writing moves that others make, as Villanueva describes doing with his English teachers ('Professional Discourse Analysis')? If so, what was your experience doing so? If not, what would you need to look for in order to do the kind of imitation Villanueva describes?

I have tried observing and imitating the writing moves that others make. I have learned that there is not just one way to write. One professor might want you to write one way and another professor might want you to write another way. My experience doing so has been beneficial because it is sort of like telling someone what they want to hear.

5. Name one concept from this lesson that you most struggled to understand. What about this concept, term, or idea was troublesome? What do you currently think it means, whether you feel certain or not?

A concept from this lesson that I struggled to understand was how Cisneros misappropriated the college literacy sponsorship that her father intended. I did not understand how she misappropriated it. I think that she misappropriated the literacy sponsorship because she went to college for a different reason than what her father wanted.

Literacy Sponsorship

1. What do you think, currently, about the primary threshold concept for this project unit? What do you think it means? Have you thought about this concept before reading about it in our textbook? If so, in what terms, or in what way, have you thought about this idea?

I have always believed that writing is impacted by prior experiences. I have thought about this concept before reading this in the textbook but in a different sense. In my third blog post I talk about reading Lord of the Flies by William Golding in high school. The events that occurred during the time that he wrote his book influenced the symbolism that he has in his book. The influences that he encountered played a vital role in how he wrote his book.

2. How does Brandt support her claim that sponsors always have something to gain from their sponsorship? Can you provide examples form your own experience? 

Brandt supports her claim that sponsors always have something to gain by saying that wether it is direct repayment or indirect, literacy sponsors are always receiving some sort of benefit from their sponsorship. In my own experience my literacy sponsors have gained from their sponsorship. A few of the literacy sponsors I mention are authors. These authors have direct gain from the sales that their writing has because of readers like me. 

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manager/an-opportunity-hides-in-every-challenge/article9060929.ece 

3. Giving the examples of Branch and Lopez as support, Brandt argues the race and class impact how much access people have to literacy sponsorship. Summarize the kids of access Branch and Lopez had... and decide whether you are with Brandt's claim. Why do you agree or disagree? Whether you agee or disagree, what other factors might impact the amount of access people have to literacy sponsorship?

I agree with  Brandt's statement the race and class impact how much access people have to literacy sponsorship. Branch had access to literacy sponsorship in both the states that he lived in while Lopez was the minority in her schooling and community and had little access despite them both being the same age and living in the same town. I agree with Brant's statement because opportunity is not equally dispersed in the education system even today. Many times opportunity has to do with "who you know". A factor that impacted the amount of access that Lopez had was English being her second language, although this should not have been a factor.

4. Think about your religious literacy. How was your faith, religious literacy, etc., sponsored for you? What does it mean to be sponsored in religious literacy.

My faith and religious literacy has actually played a role in my literacy. Being sponsored in religious literacy means to have writings such as the Bible, or people, to teach me how interpret or write/speak about my faith to tell others about God's love. In school I used my faith in my writing to draw conclusions and form comparisons with information. The Bible and even devotionals have been influential in helping me understand God and how to draw conclusions about Him through readings. 

5. Name one concept from this lesson that you most struggled to understand. What about this concept, term, or idea was troublesome? What do you currently think it means, whether you feel certain or not?

I struggled to understand the concepts of misappropriating and appropriating the sponsorships of my literacy sponsors. I just had a difficult time figuring out what this meant. I think that to misappropriate a literacy sponsorship is to take advantage of the sponsorship. I think that appropriating a literacy sponsorship is to take what my sponsor has taught me and use it as my own without giving them credit, like plagiarism.

Reflections

Reflect on your understanding, throughout the term so far, of the term “rhetoric” and its related concepts. Provide your revised definition/understanding of the term “rhetoric” and its elements. How does rhetoric apply to you? Be specific where possible, including references to course readings, examples, or other information to support your ideas.

Before taking this course, I had limited understanding of the term "rhetoric". I honestly only knew of rhetoric as in "rhetorical questions". I have learned that it is so much more than that. After reading Doug Downs' text, I thought of rhetoric as," how individuals interact and create meaning for words, language and symbols". While today I would still have the same general definition for rhetoric, I have a new understanding for it. Through Keith Grant-Davie's writing, I now understand that rhetorical situations or what we consider interactions, whether with people, events, or tasks, are composed of different motivations, audiences, and even obstacles. Doug Downs' writings also help me understand that there are different ways of conveying a message (logos, pathos, ethos) to best convey an audience. The readings so far have helped me understand that there are so many components within what I once thought were basic interactions. It has changed my perspective on rhetoric.

Rhetorical Reading

1. Think back to the last time someone gave you some instruction in how to read. When was it?What were you taught? What differences are there between what you were taught and what Haas and Flow say is important to teach about reading?

The last time that someone gave me instruction on how to read was probably in high school. I was taught to not "breeze through" the content but to actually read to understand the content and find a deeper meaning in what the author was saying. There are a few differences in how I was taught to read and what Haas and Flow say is important to teach about reading. Haas and Flow say that it is important to teach students to read rhetorically or in other words, to form rhetorical context to make sense of a reading. I on the other hand was taught to focus the themes of the writing and only paid brief attention to the reasons the writings occurred.


2. Can you identify instances in the past where you've been a rhetorical reader? If so, what were you reading? How was it similar to and different form your usual practice?

In high school, a text I was required to read was "Lord of the Flies". I realized through my english class and the text that it was important to not take the book at surface value and to look at the context of the book in order to understand the various symbols and themes that appeared. This was my first look at "rhetorical reading" and it was very different from my typical reading styles.

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3. Reflect on your own reading strategies. How do you approach a text? How does your approach vary depending on the type of text, your purpose in reading it, or other factors? Would you consider yourself an experienced reader?

I usually approach readings with the goal of enjoyment or to gain knowledge.  However, my approach does vary at times if given specific instructions before reading a text from a professor. For example, if told to look for specific content within a writing I will have an analytical approach to my readings. I would consider myself an avid reader because I like to read and read often, but I would not consider myself an experienced reader because I do not always read rhetorically.


3. What might it mean to read the Bible rhetorically? If applicable, when have you used rhetorical reading strategies when spending time with Scriptures? How have these reading strategies affected your faith, for better or for worse?

I imagine that reading the Bible rhetorically is consciously reading the scripture. Since many scriptures such as Psalms or Proverbs have texts that mean more than what they appear to be, reading rhetorically would determining what the texts mean according to their context. I have read some chapters in the Bible that require me to think rhetorically about the message that the verses are trying to convey. Sometimes trying to understand these verses without context can be confusing, but in other cases, reading the Bible rhetorically can improve my understanding of God.



4. Name one concept from this lesson that you most struggled to understand. What about this concept, term, or idea is troublesome? What do you currently think it means, whether you feel certain or not?

One concept from this lesson that I originally struggled to understand was actually "rhetorical context" and how it helped with rhetorical reading. I now think that rhetorical context refers to understanding the circumstances that a writer had when writing. This means that an author from the 1600s' writings have different symbols and meanings than a writer in the twenty-first century because they live in different eras and have different exigences and overall influencers.

Writing about Writing

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1. Can you imagine a case where a person is simultaneously a rhetor and an audience for the same rhetorical situation? Have you ever been that rhetor-audience? Please share your story or imagined scenario. Alternatively, share why you think this is an impossible situation.
A case where a person is a rhetor and audience simultaneously is when writing in a personal journal or diary. The individual is a rhetor in that they are the one writing the content, and the audience assuming what is writing is only intended for them to read. When I was younger, I did take part in this rhetor-audience scenario. I used to occasionally write in a journal and I would also occasionally read  the old entries.          


2. As a writer, how would it help you to be aware of your rhetorical situation and the constraint it creates? (page 510 question no. 5)

As a writer, my rhetorical situation shapes and forms context around what I write. The constraints that my rhetorical situation creates are lack of understanding of my writing from those who read it.
Being aware of my rhetorical situation helps provide my readers with context on my rhetorical situation in order to help them understand my writing.

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3. How would you define exigence? Why does exigence matter in rhetorical situations? (What difference does it make?

The text defines an exigence as a problem or need that can be addressed in communication. I think that an exigence is the reason that an interaction is occurring. For example, the reason (problem) that a food store is advertising their products is to sell them, and the reason (need) they have an audience is the need to eat in order to function. Exigences are really the basis of rhetorical situations. They explain the reason the situation comes together.


4. Think about Tia Baheri's post, "Your Ability to Can Even: A Defense of Internet Linguistics." How does what Baheri have to say in her post reflect the primary threshold concept of this unit? What connections can you make between this post and the things Downs and Grant-Davie have said about rhetoric in out textbook? When have you encountered ideas such as "the internet ruins language"? What are your thoughts about this idea?

Tia Baheri's post agrees with the primary threshold concept that rhetoric is shaped by technology. Baheri's post focuses on how the narrative has changed for current generations. Her article agrees with both Downs and Grant-Davie. The audience is a determining factor in the narrative that is used. I often encounter ideas of Internet ruining language from adults who believe that all young adults and teenagers speak using abbreviations acquired from the internet. While there is some truth to the convenience and popularity of this method, not all young adults speak this way. Many young adults speak using full words and sentences.

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/2013/11/11huh-could-be-missing-linguistic-link/

 5. Name one concept from this lesson that you most struggle(d) to understand. What about this concept, term, or idea is troublesome? What do you currently think it means, whether you feel certain or not?

The concept that I have struggled with is constraints. I understand that part of the definition that speaks about it limiting the response, but I do not understand what it means by focusing the response if constraints are limiting. Focusing the response can mean that constraints can also limit the outside variables so that the problem is dealt with.

Rhetoric & Writing

1.  What do you think, currently, about the primary threshold concept for this project unit? What do you think it means? Have you thought about this concept before reading about it in our textbook? If so, in what terms, or in what way, have you thought about this idea?

Rhetoric is comprised of seven principles. These are used to explain how we interact with each other. The idea that "good" writing is dependent on writers, readers, situation, technology, and use is supported by these principles. I think this means that each individual defines what "good" writing is for themselves, according to their situation, technology, the use of the writing, and the readers. Before reading the text I did think that each person has different ideas about writing, but I also thought there was a general standard that a writer needed to meet in order to be "good".

2. Considering what you have read about rhetoric in the introduction to Chapter 4 and Doug Down's piece, "Rhetoric: Making Sense of Human Interaction and Meaning-Making." do you think that it is possible to escape rhetoric? Why or why not?

I do not think that it is possible to escape rhetoric. Since rhetoric explains how people interact with each other through language and other symbols, it must be a part of our every day lives. This can include saying good morning to a loved one in the morning, to sending an important email to a teacher or colleague. We are always interacting with other individuals or things and learning how to improve our interactions to make them successful.

3. Given how Downs describes rhetoric, do you think music and artistic works are rhetorical? Why?

Music and artistic work are rhetorical. Downs describes rhetoric saying, "Given that [rhetoric] is an operating system for human meaning-making and interaction, anytime we are making meaning and interacting-- otherwise known as "being human"-- we are using rhetoric" (page 460). Music and art are methods of interaction in the same way that speech and writing are. They are just a few of the methods of rhetoric that can be used. Music and art are a part of the average individuals everyday life and are great methods for conveying meaningful messages.

4. How does rhetoric fit in the life of a believer? How can a Christian use rhetoric in their walk of faith?

Rhetoric is important for believers because of the important interactions we have with non-believers as well as each other. With the important task of sharing God's love with others, it is necessary to use the different methods of interaction to engage with others. Within ones personal life, Christians (readers) can use rhetoric to interact with the writers—more specifically the writings, available such as the Bible and Ellen White. Through these writings believers can create new personal meanings to draw closer to Christ. 

5. Name one concept form this lesson that you most struggled to understand. What about this concept, term, or idea is troublesome? What do you currently think it means, whether you feel certain or not?

The concept that i struggled with the most was the principle of rhetorical interaction being embodied and material. I struggled with this because of the distinction between mindful knowledge and bodily knowledge. I think that this is differentiating what we would call our "gut" and what we know in our mind. Sometimes what individuals know defies what they believe based on their individual experiences.