Beruflich Dokumente
Kultur Dokumente
Professor Graves
Language 120
28 August 2017
Victor Villanueva Jr. Bootstraps. National Council of Teachers of English. Urbana, Illinois 1993.
In this excerpt from the book Bootstraps, the author, English professor Victor
Villanueva Jr., describes his personal experiences and uses pathos to convey the difficulty of
learning as a minority student to professors. He uses first person and third person narratives to
tell the story of his own journey as a minority student. Published by the National Council of
Teachers of English, this book aims to teach professors that rhetoric comes in all forms.
Depending on your background, rhetoric can look and feel very different from your own form of
it, but that doesnt make it incorrect. Villanuevas professors often commented on his different
approaches to assignments and he credits this to his Puerto Rican heritage and his background.
By conveying his feelings towards his professors and showing the separation between students
and teachers that he felt during his time in college, Villanueva aims to bridge this divide between
professors and students, especially the minority students. He explains if he were to ever
become a professor it, would make sense to me, what matters most is what the reader finds.
He understands, unlike his professors, that rhetoric is unique to the individual and if more
teachers were able to understand this, the separation felt by minority students could be
eliminated.
Amy Tan. Mother Tongue. The Opposite of Fate: A book of musings. 1989.
In this essay taken from the book The Opposite of Fate: A book of musings, written by
Chinese-American writer Amy Tan, Tan describes personal experiences to show immigrant and
minority readers the complex role non-native English speaking family play in ones development
in the English language. While describing her educational development as a child, Tan notes
that her mothers broken English had a significant impact on her ability to speak and learn
English as well. Although she admits feeling ashamed of her mothers inability to correctly form
grammatically sound sentences in English, Tan realizes that broken English should have no
impact on the overall meaning and message her mother tried to get across. Without following
the numerous grammatical rules of the English language, her mother was still an incredibly
smart woman and Tan disliked how people looked down on her academic abilities simply
because she wasnt a native English speaker. Tan noticed her teachers pushing her towards the
subjects of math and science, and away from studies of English. Without a solid background
and home base of English, Tan found it difficult to take standardized English tests and she
relates this to her lack of formal English at home. By understanding that her relationship with
English would be different than those who went home to native English speakers, Tan was able
to accept her challenge and overcome it. Although broken English was spoken at home Tan
was able to adapt how she spoke depending on her audience, allowing for less formal speech
when her mother was around, and more formal speech when surrounded by her peers. Her
ability to learn English was influenced by her mothers broken English but Tan used this only
Tony Earley. The Quare Gene. Somehow Form a Family. Algonquin Books of Chapel Hill. 2002.
In the excerpt, The Quare Gene, taken from the book of compiled narratives,
Somehow Form a Family, American novelist, Tony Earley, aims to address how he discovered
himself and how his Western North Carolinian roots shaped him. By addressing his own history
and how he came to find the world for himself, Earley aims to show lost readers the way to be
found in life through your familial roots. Earley starts this narrative by providing background on
his heritage and Western North Carolina dialect by talking about his experience with the word
quare. Deemed archaic by scholarly dictionaries, quare still had great significance and
meaning in Earleys family home. The use of this one word gave Earley a greater insight to his
familial roots and he began to understand why he spoke differently than his classmates. Earley
began adjusting his speech depending on his audience and he found this uncomfortable and
difficult. Worried what others might think, Earley was forced to make cautious decisions while
speaking, thinking carefully about the pronunciation of each word and grammatical basics. He
started off his early life with a strong dialect, using words many wouldnt normally use, but
ended up adjusting his speech and exiling words like quare in his everyday vernacular. He
found the end to the era of his familial tongue starting with himself. At first Earley feels guilt and
remorse for his disregard for his family's dialect, but he reflects on it shaping him identically as
his genes had and how it connected him to his family. Although he did not make a point to
increase the dialects through another lifespan he knows his tongue holds him just as true to his
Writers
Nancy Sommers.Revision Strategies of Student Writers and Experienced Adult Writers. College
the College Composition and Communication textbook, author and director of expository writing
at Harvard University Nancy Sommers, aims to bridge the gap between the revision of
experienced writers work, and student writers work. Sommers describes her efforts to
understand the different forms of revision by writers with different experience levels in her study
on students and professors. Both were asked to write different types of essays and revise each
three times. Sommers observed that student writers mostly revised word choices and sentence
structure, focusing on small parts of the entire essay. On the other hand Sommers found
experienced writers reviewed the essays as a whole and looked at the overall form and
message of the essay. This contrast between experienced and inexperienced writers can be
seen in their writings and Sommers study aims to address these differences and help both
students and teachers understand how to better revise their work and understand the revision
Teresa Thonney. Teaching English in the Two-Year College, vol. 38, no. 4, May 2011, pp. 347-
362.
In the essay Teaching the Conventions of Academic Discourse, taken from the
textbook, Teaching English in the Two-Year College, professor of English, Teresa Thonney,
tries to dispel the theory that general academic courses arent beneficial to college students and
their discourse writing. After analyzing twenty-four different pieces of academic writing from
different discourses Thonney came to find a general set of rules academic writers follow and
general concepts they include in their writings. By analyzing these different texts Thonney
hopes to reach out to other professors of English and encourage them to keep students
engaged in their general writing courses. Using the central ideas she found in each of the texts,
Thonney supports her claim that although academic writing varies, there are ways to teach the
basics and help students be more prepared for writing within their intended majors. Thonney
mentions teaching students to notice how academic writing is dynamic and how it differs from
discourse to discourse. She also talks about helping students practice academic writing
principles. Using different professors beliefs, and her own discoveries about academic writing,
Thonney creates a compelling argument for the use of general academic writing courses and
Write
Linda S. Bergman & Janet Zepernick.WPA: Writing Program Administration, vol. 31, no. 1-2,
In this essay, taken from Volume 31 of the Writing Program Administration textbook,
authors and teachers of writing at the Midwestern technological university, Linda S. Bergman
and Janet Zepernick, use the evidence from their in depth study to analyze the way college
students perceive writing in English courses and first-year introductory English courses. By
identifying central ideas college students have about writing in college, the professors aim to
teach other professors how to teach English better, in a way students will carry the information
with them in the long run. The study determined that most students found English courses as
trivial and they denied learning much from them. The creative and personal writing served no
purpose for their studies later on and they took nothing away from their first-year English
classes. Students preferred writing in their field specific classes, and said that they gained much
more relative information about writing in those classes as opposed to English classes. By
presenting this information, and the implications surrounding it, Bergman and Zepernick hope to
make more teachers aware of how students are learning English in their classes. This essay
aims to draw attention to college classes, specifically English classes, and how professors can
change their teaching style in order for students to better gain important writing skills and
techniques.
Annotated Bibliography of Factors Associated With Meniscus Repair in Patients Undergoing
Ronald W.B. Wyatt, MD, , Maria C.S. Inacio, PhD, Kate D. Liddle, BS, Gregory B. Maletis, MD.
The American Journal of Sports Medicine. Vol 41. Issue 12. Pp 2766-2771.
Doctors throughout the medical community have had to address the increase of anterior
cruciate ligament (ACL) tears within the past ten years. A collection of doctors put together a
study on the association between meniscus repairs within an ACL surgery and external factors.
These factors include but are not limited to; the age, sex, and race of the patient, along with the
level of experience of the doctor performing the surgery and the available resources within the
hospital in which the surgery took place. After putting their results together and analyzing them
doctors Ronald Wyatt, Maria Inacia, Kate Liddle, and Gregory Maletis published their study in
The American Journal of Sports Medicine. Their attempt to draw attention to the factors that
influence meniscus repairs were aimed at other doctors within the medical field. By displaying
their results in graphs and explaining the meaning of them the doctors aim to show their findings
to the medical community in order to put into light the large number of menisci that have to be
repaired along with the ACL when it is torn. When meniscus tears are ignored there are often
many more problems down the road for the patient. Ultimately the goal of every doctor is to help
their patients and this study aims to make this attainable for ACL tear patients.
Annotated Bibliography of Writing from Sources, Writing from Sentences
Rebecca Moore Howard, Tricia Serviss, and Tanya Rodriguez. Writing and Pedagogy, vol. 2,
The use of sources can be a tricky concept in writing. Although sources add depth and
credibility to claims made by a writer, sometimes they arent used correctly leading the reader to
question the writers integrity and knowledge on the subject. Three English professors, Rebecca
Moore Howard, Tricia Serviss, and Tanya Rodriguez address this concern in their essay
Writing from Sources, Writing from Sentences, published in Writing and Pedagogy, vol. 2.
Using results from their study, the writers address the use of quotations and information from
different sources in 18 academic essays written by students. They found that the use of
paraphrasing and patchwriting has a very fine line between honest academic writing and
plagiarism. When writers use information from other sources often times the message may get
mixed up or analyzed incorrectly. This brings into question the knowledge of the writer and
whether or not they truly understood the quote they were using or if they were simply using it for
credibility. With the results of their study these professors aim to address this writing concern to
help both teachers and writers use sources more efficiently and accurately in their writing.
Annotated Bibliography of Annoying Ways People Use Sources
Everyone aims to make their writing better in some way or another. A good way
to do this is to look at your audience to see what they want and how they will react to
your writing. Professor of writing at Rockford University, Kyle Stedman, aims to address
this aspect of writing in his essay Annoying Ways People Uses Sources, published in
common comparison to slow drivers driving in the fast lane on the highway, Stedman
aims to show how writers can be annoying in their everyday writing as well. Stedman
mentions six different ways writers can change the use of quotations in their work to
make it less annoying for their readers. Things like when quotes come out of nowhere,
or when paragraphs start or end with a quote, or when too many quotes are used are
some ways writing can be particularly annoying to readers. He says the best way to
address this is to anticipate a readers uneasiness in regards to quotes, in order for
them to get the best overall view of your writing. Often times writers dont intentionally
use quotes incorrectly, but by addressing this concern, Stedman hopes that this will
shed some light on the issue in order to make writers more aware of how they use
Similar to many writers, when growing up and first learning how to write the use
of the first person pronoun I was absolutely unacceptable. Many remember their early
English teachers scolding them for being informal and improper when they used I in
Wilmington, Mckinney Maddalena, tries to refute this outdated theory of writing without
the use of I in her essay Why I Need You to Use I, published in the textbook Writing
academic writers incorporating I in their work to show writers the use of I can be
appropriate and better support your claim when writing. Maddalena hopes the use of I
will no longer be taboo in writing and will be a more commonly utilized tactic. She
argues that I helps writers with clarity, integrity, ownership, and rhetorical
sophistication. Through examples of I writing Maddalena aims to convince writers that
the use of I is okay and she encourages writers to implement this in their writing.