thlog 4

Thlog 4

In class this week we took some time to dissect the student pancake paper, we focused on the importance of staying on topic on each paragraph to help the reader have a clear idea of what is to be expected within that section of the paper. We then highlighted parts of our own papers in order to see if each topic sentence still connects with the thesis statement. This was very helpful because it's clarified where there was fuzziness and where i got off topic. By highlighting sources in green i've used made me realize that i wasn't using enough sources to back up my argument but i did use terms i just need to go back and pick quotes that are relevant and essentially makes my argument stronger.

On wednesday we started WP2 which focuses on analyzing and evaluating genres of scholarly pieces. The activity that we spent a bit a time on was writing in a role to different audiences. It really clarified to me that without thinking, we take roles in our writing defined by what is being asked. I find that i do this often when when writing for different classes. For example my latin american studies asks for weekly journals where we do not summarize but just reflect on the reading. Which gives students liberty to express themselves while interacting with the material. But on the other hand when i read all the sections on the sunday newspaper it clearly is divided by its context and purpose. For instances it would be bizarre to find a whole column on a car for sale in the classifieds section, only because it's not necessary. When thinking about the intended audiences, the structure of writing changes to accommodate the purpose and context properly. I'm looking forward to wp2 because academic classes and majors are a reoccurring topic with my friends, thus i think i can really connect with what i'm writing oppose to writing just for a grade.