In Gloria Anzaldua's article, "Tlilli Tlapalli: The Path of the Red and Black Ink," she starts by giving her background as child.  She would stay up late at night, reading under her covers.  She tried to hide this from her mother, but sharing a bed with her sister, she was threatened.  Her sister told her that if she would not read her a story every night that she would tell mother she reads under the covers.  One story soon turned into two stories a night.  Gloria explains that you could coax any Mexican into telling a story just by nudging them.  Gloria tells the reader how writing makes her cope with things easier.  If she does not write for a period of time it sickens her, yet she finds herself getting caught up in seventeen hours straight of writing.  She uses writing as a symbol or a way to explain things in her every day schedule.  Some societies accept art differently, or the way of writing.  In saying this, she is speaking of the Western and tribal cultures.  She reconstructs ideas through writing, making them as images or 'scenes'.  Gloria says this heals her, and makes her have great joy.  Sometimes she will shut herself out from everything, put headphones on, cover her eyes, and just connect the images in her head to writing or soundtracks.  To write or be a writer, Gloria believes a person must trust and believe in themselves as a speaker.  A lack of belief in the creative self is a lack of belief in the total self.  Images, words, and stories must arise from the human body to be transformed into different ways of writing.

COMPARE
     I would compare Gloria's article with the video we were shown towards the beginning of the semester called, "Beyond the Red Ink".  While they may have similar titles, that is not why I would choose the two.  The video we had watched not only explained the way a paper could be graded, but the meaning behind the words.  When a teacher grades a paper, they might be using red ink.  The red ink is not what is important, but the words behind the ink.  Gloria's article goes into agreeing with this, because behind the red and black ink comes images, stories, personal experiences.  Once the ink is written on the paper, there is meaning behind the words.  It is up to the reader to figure out the puzzle of what the words mean, and how they affect them in a positive or negative way.  When grading a paper it could be the positive or negative depending on how well the paper is written.  When reading a story it depends on how passionate the writer feels about what he or she has written.

QUESTION
      I understood her article, and what she meant by her use of examples.  I did have one question, and that is what did the different languages in her writing mean?  I wish they would have been translated, and I could know more of her ideas.  I understand that is her language and culture, but to reach out to everyone it should have been translated or expressed where everyone could understand it.


OPINION
     Overall, I enjoyed reading this article, because she used a personal experience.  I appreciate when a writer uses a personal experience when expressing their ideas.  It gives their reading background information.  It could also help to show why the feel so strongly to write what they are writing about.  Towards the end, I was kind of thrown off as to why she talks about a pregnant woman being up all night.  I then came to terms that she used that as an example to express how writing could keep her up all night, just like an unborn child could keep a pregnant woman awake.  She used very useful examples to help me understand her reading, and gain a little of knowledge from it as well.

VIEWPOINT
The Laugh of Medusa
Helene Cixous

     Overall, I hated this reading.  I understand she is talking for a woman's perspective, but I found her to be sexist.  I barely understood it, and I find it hard to believe she even knows what she is writing about.

     My question would have to be, Does she think women are not able to voice their opinion? I think man and woman are just as nervous as each other.  I also believe, that men and women both express their points in giving it their all (their body, as she says in her writing) if they are passionate about what they are speaking of.

     In David L Wallace and Jonathan Alexander's article, "Queer Rhetorical Agency: Questioning Narratives of Heteronormativity" they explain how some English teachers may not be prepared to teach about the LGBT community.  They also talk about how homosexuals are placed into a discourse community, and that it may be different from other communities.  They can be ridiculed by the public, and it might be harder to understand their kinds of writing.  In their article they help the reader to understand how writings may be different from a homosexual's point of view.  It may be harder for a teacher to explain and teach this to a class, because it is not as widely studied as other compositions in English.  They use different scholars and their articles that we have read from in the past to help explain their reasoning. 

     I would compare this Malinowitz article, "Queer Texts, Queer Contexts," because she also talks about the lesbian, gay, bisexual community.  She talks about how they were also treated differently by other discourse communities. 

     I found this article to be interesting, because not many people talk about the LGBT community.  Some people may find this a little awkward to talk about in a matter of if someone else were to get offended.  This reading felt a little longer than usual, but it had a good point of reading.  I agree that teachers should make a little more of an effort to help students learn more about this type of discourse community.  It would make classrooms a little more easy going with the subject, and this way children could learn about this at a younger age.  It is everywhere in today's society, and keeps growing as the years go on.  Children might as well become more educated at a younger age, because it is something they will see no matter what as they grow older.  It could also help a child who might have mixed feelings to realize that it is alright to feel certain ways, and they are not alone.

     In Lisa Delpit's article, "The Politics of Teaching Literature Discourse," she explains the racism and the ability of a person to adopt different discourse communities.  She was reading Gee's article and was concerned by two major ideas.  She thought it was odd that just because the way a person has been brought up they are put into a specific discourse community.  This is because of their background.  She also found it hard that a group of people or an individual might be required to become part of a different discourse community.  This would cause that person to be forced to share their values and beliefs.  She notices this is mainly for the women and minorities, which play into the racism role.  Many women in older days were expected to fall into the discourse of what their husbands believed true, whether they agreed with the idea or not.  She brings up Bell Hooks, (which she did not capitalize in the book) and how she was one of the only blacks in her class, yet would write in her manner of speaking.  Her teacher and colleagues agree with this, and liked it, telling her to write more like this.  Overall, she does not so much agree with Gee when she analyzed his work.  She feels this makes it so that people can not as easily educate poor children or children of color.  Teaching should not be exciting for the teacher, and want to teach any child no matter what race or how rich or poor they may be.

     In Geneva Smitherman's article, "God Don't Never Change":Black English from a Black Perspective, she explains basically what it is like to be black with a 'black english background.'  This is not widely accepted, and she talks about how other people expect everyone to write the same way as the 'white english.'  There are a lot of grammatical and punctuation errors in her writing if you follow the way I was taught in English class.  She makes a statement on page 192 of a boy turning in his paper about his thoughts on the Vietnam War.  His grammar is not what would be expected of the English teacher, and is handed back to him.  Geneva finds this horrific, because she said the teacher is not teaching what is at hand.  The grammar should not be the first thing noticed, but the thoughts of the boy, and how he feels within his writing.  He is expressing his feelings through his own 'voice' even if it is grammatically incorrect.  He writes the way he speaks.  At the end of her article she explains what is expected of 'speaking proper.'  A rich man could be singing one thing about God, yet a poor man could be singing another in the same tone of voice, yet they both mean something completely different in the way they speak.

     Out of the two articles, I personally like Geneva's article the most.  I liked it, because I was reading someone speaking through a different voice, even if it might not be correct punctuation or grammar in my eyes.  Everyone is different when they speak or write, and she owns up to her writing.  It makes me realize the teachers in her writing seems almost racist, because she tells the college student to redo his paper, because of his grammar.  This is the way he speaks on a normal basis, being this is the way he writes.  He is still expressing his thoughts and feelings as well as all the other students, just in different spelling, and sentence structure.

                This past weekend I had a very odd learning experience that I had not expected to happen.  I decided to go home this weekend to spend time with friends and family I had not seen in a while.  I got home around Friday afternoon, and did not plan on leaving until Tuesday evening, since I do not have any classes until Wednesday. 

                On Saturday night, my boyfriend and I got invited to our friend Brandon’s house for a party with some old friends.  We spent time with our families through the day, and decided to drive to Brandon’s house around eight in the evening.  The party was in a field by his pound in the back of his house.  About twenty people showed up before nine.  As the party was getting started, Brandon brought out his Razor (to explain in detail, this is like a miniature jeep with a roll cage, that can be used for riding in the woods during hunting season or for recreational activity).  I had rode in a Razor before, but never with Brandon.  I had assumed he knew how to drive it carefully, and asked if he would take me a ride on it through the field.  As soon as we had gotten into the Razor, he started to speed up a hill.  I did not have time to put on my seatbelt, because I had no clue we would be going so fast.  As soon as we got to the top of hill, we seen a few deer run across the front of us.  I yelled for Brandon to slow down, and instead of slowing down he made the sharpest turn possible.  If there would not have been a small ditch in the ground, we would have been fine.  There ended up being a ditch, and he had turned to sudden, causing the 1,000lb Razor to flip on my side!  As soon as the Razor started to flip, I realized that we were falling to my side, and I had no seatbelt.  I started to panic, because I was not sure if I was going to fly out or not.  I pushed upwards on the roof as hard as possible, and slunk down into the seat.  As soon as the car slammed to the ground, I could not hold my body any longer, and fell to the ground onto the roll bar.  I had fallen on my back, and seen Brandon above me.  Brandon fell straight on top of my chest, causing me to lose my breath, and it became very hard for me to breathe.  He crawled out, and I slowly made my way out behind him.  Not until I got up and tried to walk did I realize how injured I actually was.  Since we were over the hill, nobody had actually seen us flip, and had no clue what happened.  I had to walk back for help, and finally everyone had realized what happened.  A few of the other guys helped flip the Razor back over, and tried to restart it.  My boyfriend Cory had to rush me to the emergency room, because it started to become harder for me to breathe, and I was unable to breathe in or move my neck.  It was a rough ride to the ER.  As soon as we got there the hospital did everything wrong they could possibly do.  They did not put me in a neck brace until an hour later, which should have been done right away.  The guy putting my IV in did not wear gloves, until I had thrown a fit about how unsanitary this was, and failed to keep my IV in the first time, collapsing my vein.  He tried a second time in a place he was later yelled at for trying, because it is not a good place, and the third time someone else was asked to come in and give me the IV.  I was given many different types of pain medicine, mainly Morphene.  I had to get a few X-rays done, and spend most of my night in the hospital. 

                I was finally released about six hours later, and learned my lesson to always wear a seatbelt no matter what kind of riding device I am in!  I also learned to always stay aware of what is going on in the hospital, because not everyone is sanitary and knows what they are doing. 

***This actually IS a true story, and did happen to me this past Veteran’s Day weekend.  Everything in the story is true, without any dramatization.

     In Victor Villanueva's article, "Memoria Is a Friend of Ours: On the Discourses of Color," he aims towards students towards the end of his article.  He talks about racism and the discourse community of different races throughout America.  He is Puerto Rican, and he talks about his mother having an Italian name, yet he doesn't give his mother's name.  He explains different stories and writings about different individuals and their race, and how it might not have been accepted.  He explains that each different race is almost like a discourse community.  Even though these discourse communities might not all share the same goals, they are individuals that are looked at in the same aspect.

     I would compare this article with John Berger's article about women self-surveying themselves or men doing this to the women.  I would compare these two, because men surveying women could almost be considered sexist, because they are judging the woman by her looks and they way they think she acts, rather than by her personally.  In Victor's writing he explains that people could also judge someone by their heritage, color of their skin, or ethnic background.  He explains that these people are placed into a discourse community, sometimes without even realizing they are part of it just because of their physical appearance.  This could be classified as racist, and plays a kind of similar role as being sexist.

     I found this article kind of hard to follow, because the way it was written.  I found it hard to decipher when he was telling his own personal view, to when he was talking about a writing someone else had previously.  I did like the part when he talks about what he told his kids to do.  He tells them to talk to their grandfather, and get every bit of information out of him that they can about his heritage.  He does this, because he does not want it to be lost, and anyone forget about their history.  He tells them to ask about his father, his childhood, the army, etc.  He tells them to also ask their grandmother, which is his mother.  He makes it clear that it will not be as hard to get her talking about it, because she loves to talk. 

     In Paul Heilker and Melanie Yergeau's article, "Autism and Rhetoric," they talk about autism, and how it is defined by people today.  They make it clear that some people are not even sure what autism is, or if it should be labeled as an illness, disease, or disability.  Doctors are still unaware of what even causes autism.  In the article Heilker shows his personal experience with autism, because his son is autistic.  Melanie also has a very personal experience, because SHE is autistic.  She explains how even being autistic she can prove scholars wrong, because she can still read and write in some of the same manners as others do everyday.  She even proves this by the article her and Paul have written together. 

COMPARE
     I would compare this article with the last article we had read, being Elizabeth Wardles, "Identity, Authority, and Learning to Write in New Workplaces."  I would compare it to this one, because they both discuss the identity of an individual.  The also show the authority a person can have on their own way of reading or writing, and how they comprehend things.  Also, people who may be autistic could be learning to write in new workplaces everyday.  It might be a struggle for them more than others, making it a harder task and they need to keep learning. 

     I personally liked reading this article.  I found it very interesting, because both Paul and Melanie have their own share of personal experiences within the topic they wrote about.  I found it easy to keep reading, because you can tell how passionate they both are on the topic, because it touches them in different ways.  I have a younger cousin who is autistic, and I see him struggle with some things that others might be able to learn very quickly.  He is a very smart little boy, but I understand the struggle of being autistic, especially at his young age.  I am glad that there are articles written about things like autism and reading/writing.  It's something we face everyday, because it is around us all the time, even if we want to accept it or not.

     In Harriet Malionwitz article, "Queer Texts, Queer Contexts," she explains how gay and lesbian was not known in the classroom as early as we may think.  Many teachers did not teach upon this, or let students write about it in essays, research papers, etc.  It has come to the realization that sexual orientation whether welcomed or not, is in the classrooms.  It is there, because it is part of some student's identity.  Harriet herself, is a lesbian teacher, who just came out to her students maybe four years before publishing her article.  She talks about having some students who still have the same fear that she shared about coming out about being gay or lesbian.  She has talked about giving students gay related essays, and some of the rude laughs that at least comes from one of the students who are not as familiar with how widely ranged the gay community has become.  Some people in their writing try to categorize what it means to be lesbian or gay in their writings, which is not always accurate by calling this a person's personal identity.  This is still a growing topic in human society, and will keep growing as time goes on.  It has grown so much over the past few years, and is started to become accepted by all different states in the U.S. 

COMPARE
     I would compare Harriet's article to Elizabeth Wardle's article.  I would compare the two, because they both discuss the discourse communities.  Harriet talks about the discourse community of being gay or lesbian in a classroom.  Elizabeth Wardle uses Alan as an example in her discourse community.  He can not become a part of the community he wants to become a part of, because he won't accept the things around him.  This could come into comparison with Harriet's article on how some students can not become part of the discourse community of the classroom, because they do not accept the gay/lesbian community. 


     I personally found this article very interesting.  It is one of my favorites I have read so far this year.  I have a cousin who is gay.  He has been gay for as long as he remembers, even though he was a young child and did not like other men, he always leaned more towards the girly ways of things.  I wish it was more accepted in every classroom, and there was not that 'one kid in the classroom laughing and making jokes,' just because they don't understand or relate to the gay community.  I also, found this article interesting, because we are learning more about the gay community in my anthropology class.  We are learning about the heterosexual (liking the opposite sex), homosexual (liking the same sex), and bisexual ( liking both sexes).  We have been talking about this, and going more in depth for the past two weeks.  We had researched a specific court case involving the state of California, in a battle to see if same sex marriage could be legalized.  There were many issues involving this case, that I had never understood until doing my project on it.  All in all, the state of California was over-ruled, and now same sex marriage is legal in that state.  Hopefully, it will become legal in the rest of the states in the U.S. that have not yet accepted this issue.

Project #3
     I have chose softball as my discourse community.  I picked this completely at random over the weekend, while looking through some old pictures.  I played softball as a young child, but do not remember much of the sport.  I played for about two years with my cousins on a team called, the Dolphins.  I will base my research off of a specific team (major league or a campus team).  Also, I have a few friends that I live with that play softball/baseball.  I could interview them, and learn more about the sport in general to get a better understanding now that I am older.  I will try to find different ways to research this sport through websites, biographies on different players, and even books at the Alden Library.

     In Amy J. Devitt, Anis Bawarshi, and Mary Jo Reiff's article, "Materiality and Genre in the Study of Discourse Communities," these three writers put their ideas all into the same article so the reader can compare and contrast between the three. 
     In Amy's aritcle, she explains how different discourse communities collide through legal genre.  She uses things like tax forms, ballot questions, and jury instructions as an example.  She explains that these three different genres depend on human actions, and the the cooperation participants for different communities. She ends discussing that these simple things have a serious effect on people's lives. 
     In Anis's article, she tells the reader that the word genre comes from the French, and means "sort" or "kind".  Anis talks about a patient's medical history form is a commonly used medical genre, and is a good way to understand how doctors function and how they treat their patient.  She uses the student Michael as an example, and says he learns to play 'the language game.'  He becomes part of the community within social work. 
     In Mary's article, she explains how Charles Bazerman describes genres as 'road maps,' and student writers have to navigate the landscape.  She puts her article into different goals, and genres.  She uses Susan, a pre-law student as an example as she would carry her mini-ethnography on the law community.  To understand the people's different values, beliefs, and knowledge of the communities, Susan considered genres as opinions, deeds, contracts or wills.  Ethnography is both a research and an approach to genre analysis. 

COMPARE
     I would compare these three readings put into one with the readings this past week talking about the different discourse communities.  I would base this mainly off of James Paul Gee's article, because they all explain their views and ideas on how discourse communities are based, whether it is on values, believes, wills, etc.  This article has put three different perspectives into one, while Gee puts his perspective into four different categories, such as dominant, non-dominant, secondary, and primary discourses. 

     Overall, I enjoyed reading the three different articles.  They made sense to me, and gave me more of a clear understanding of discourse communities, and different perspectives which they could be viewed as.  I really liked how instead of just clumping the three ideas all together, they used different subheadings, titles, and told who had which idea, and thoroughly explained.  It would be almost possible for someone not to be able to follow the article.

BEFORE YOU READ
   Since I have been in college, my identity has changed drastically.  It has changed, because I am now more aware of different aspects around me.  In English in general, I have always had a good understanding of the topic, but everyday I hear about new ideas and opinions in someone's writing.  Reading the articles we read every few days for our assignments shows me not only the different point of views, but how many people share those same ideas that I never even had thought of as being an issue.  It gives me a more in depth understanding of the research and time put into different ways of writing. 
     In high school, English was a very important subject, because it kept growing from year to year, and it is always changed or progressing.  I don't think students take English as serious as they should until they are in college, and they need to write papers or give speeches.  You need English to complete all of these in a formal manner.


     In Elizabeth Wardle's article, "Identity, Authority, & Learning to Write in New Workplaces," she wants to learn how people learn to write as adults among different discourse communities.   She breaks this down into three categories of how people try to belong to a group; engagement (common enterprise), imagination (process of expanding..etc), and alignment (negotiating perspective..etc).  She does a study on Alan, who is a computer specialist.  He refuses to work within the writing conventions that are necessary for his line of work.  He would not be accepted into part of the discourse if he does not abide by their regulations, and at the end is forced to search for a new job.  Wardle makes this clear, that even if someone has a degree, it does not mean that they are accepted.  Just like everyone else, you have to give what is expected of you by your employer.  Two major roles that are played within this reading are the differences between identity and authority.  You need to know your true self, and know what authority you have and can take, without pushing the limit.  New members of a discourse community should always be willing to want to learn new ways to belong for their new line of work.  This would make it easier on them, and give what is expected of them. 

QUESTIONS FOR DISCUSSION
3) Alan did not go about his problem in the right way.  He seemed to be rude, not even willing to try and make an effort to give them what they needed from him.  He was very stubborn, and hard-headed.  It also might of been a factor that he is only 23 years old, and if he is already making waves, what he might do in the future if he stays employed by the same people.  This could of been handled by him not being so rude, and having more of an open mind to what was asked of him.  If he didn't agree he could have tried to reason, instead of just refusing.

5)  I agree with both, mainly Wardle, because a person is not always going to be happy with what they are doing.  Sometimes, people learn to deal with it, because it is something you have to do.  Not everyone is going to let you do whatever you want your whole life, there are times when a person needs to realize they're not the ones running the show.  Alan did not seem like he even wanted to make an effort, and that was a huge problem.

COMPARE
     I would compare this reading with James Paul Gee's, because they both talk about discourse communities.  Even though Gee placed his into the four categories of dominant, non-dominant, secondary, and primary, they both share the outlook that each person needs to have some kind of background or want to learn about the discourse community they are trying to be a part of.  Gee also says that discourse gives people instructions on how to talk, act, or write.  This goes into agreeing with Wardle's article, because she explains that certain regulations and tasks are expected from an individual.

     Overall, I enjoyed reading this article, because I like when the writer gives examples.  I think Alan was a good example, and it made the reading much easier to read through the article.  I liked how she explained the three interrelated modes of people trying to belong to a specific group as being engagement, alignment, and imagination.  Lastly, her article helped me to realize that just because a person might have a degree, does not mean they are specifically accepted into the group. 

BEFORE YOU READ
Typing in, "what is 'mushfake' on google, I kept coming up with the same answer from ChaCha and the Urban dictionary, there was no specific definition.
     Mushfake- prison slang for items owned by an inmate that may be legal to buy, but 
                       were obtained through illegal means.
OR   Mushfake- making due with something less than the real thing that is not available.

     In James Paul Gee's article, "Literacy, Discourse, and Linguistic: Introduction", he talks about the different discourse's.  These are the primary, secondary, dominant, and non-dominant discourse.  He explains ways of talking about literacy and linguistics, and the differences between the lowercase and capital 'D' in discourse.  Gee explains that within the writings, it is not the language or grammar that is important, but the writing itself.  He uses the word mushfake, meaning readers can make do with what they have or are given, what is available to them.  Discourse gives people instructions on how to talk, act, and write.  He is basically saying, we need to give people what they expect.  As an example, he uses an interview with two women.  The women who gives the answers that are more likely to be expected will probably do better at the interview, possibly because she seems to be more honest.  Also, it could be for the reasoning that she is more comfortable in certain situations, and knows how to handle them in the type of situation she would be placed in, or the type of area she is in general.

QUESTIONS FOR DISCUSSION
3) He places discourse in four different categories; primary, secondary, dominant, and non-dominant discourse.  He explains that the difference between the capital and lowercase d in discourse.  The capital 'D' is what is important is not language or grammar, but saying (writing)-doing-being-valuing-believing combinations.  Discourse with a little 'd', means connected stretches on language that make sense, so "discourse" is part of "Discourse." 

13) I want to be part of the discourse community as an Ohio University Alumni.  I know I will eventually become part of this, but it is something I will need to work towards.  I would be an apprentice to this in the future, but for now I have not yet graduated yet.  The hardest thing about learning to be apart of a discourse, is to learn all of their shared values, goals, etc.  The people that aid me the most in becoming an Ohio University Alumni are probably the advisers of Ohio University that help me schedule classes, get tutoring if needed, and let me know about upcoming activities for my major.  I wouldn't say that I feel like a "pretender."


COMPARE
     If I had to compare this article with another reading I have read this semester, it would have to be John Swales' article, "The Concept of Discourse Community," because they both discuss discourse communities.  Like Gee explaining the four different categories, Swales uses six characteristics to explain his writings to the reader.  


     Overall, this was not my favorite article to read.  It did not stand out to me as much as other ones had before.  I did like how he explains the differences between 'discourse,' and 'Discourse.'  It made a lot of sense to me after I read how he put them into the four different categories of primary, secondary, dominant, and non-dominant discourse.  Another thing that helped me to understand, was when he used the two women as an example while they were getting interviewed. 

BEFORE YOU READ (Writing about Writing)
     A time I have felt out of place was not too long ago.  I had gone to a hockey game with a few friends.  I don't know very much about hockey, at all.  This made it hard for me to follow the rules of the game, understand what was going on, or engage in conversation with my friends.  I wanted to be able to talk about the sport with them, but I felt like I didn't know much about it to even know where to start.

    In John Swale's reading, "The Concept of Discourse Community," his audience are students, or anyone who wants to learn about discourse community.  He argues that there are six different characteristics that make up a discourse community.  He uses a study group that he tried to become a part of as an example in his reading.  It was called the Hong Kong Study Circle.  He came to realize that this was not a group that you could just join, and was denied admission.  He explains that discourse communities have shared languages, goals, and purposes.  He discusses how literacy is always changing, and we change to fit into other groups.  We learn their teachings and ideas so we can go into conversation, and be apart of their ideas too. 

QUESTIONS FOR DISCUSSION
5.) A discourse community I am part of is my church back home.  I am part of St. Mary Catholic Church in Martins Ferry.  We all share the same goals whether it would be raising money for poor families around Christmas/Thanksgiving, or even by helping direct a play for a certain holiday.  I would have to say the genre would be Catholic, because that is the type of religion we are following; the Catholic religion.  Lexis is the stock of words in a language.  This could be when the priest sings they hymns in different languages through the Roman Catholic Church.  This could also be brought up for when the priest talks about people in Jesus' time talking in tongues.

      In Cathy B. Glenn's article, "Constructing Cosumables & Consent: A Critical Analysis of Factory Farm Industry Discourse," I was really bothered by this article.  Her audience is anyone learning about discourse community.  She focuses on the widespread use of "double-speak" to describe particular processes internal to the industry.  She also talks about the creating of "speaking" animals in advertisements to sell the products of the industrial processes.  A main point that stood out to me, was when she talked about if a piglet was a runt, it was often beat to death.  The piglet would usually not die the first time it was slammed against the wall, so it was brutally beaten.  This does not just happen to piglets, but cows, chickens, etc.  She talks about how animals are basically used to promote business, but in reality the way they are portrayed in a commercial is not the way they are actually cared for or handled.  It is much more brutal than a person may think.

QUESTION FOR DISCUSSION
2.) A commercial I found on youtube, was for California Milk.  It showed a talking cow in the commercial.  The cow is known to being slaughtered and killed for its beef, but not for milk.  I think this would still fit for the question, because in the end, the cow is always killed after it is no longer in need of milk.  I normally would have not reacted to this commercial in any certain way, until this question was asked.  It in a way, bothers me, because children watching this probably think that the cows are just used for milking, and live a nice peaceful life.  In reality, the cow is being used for its products, and butchered when they are no longer needed.  This cartoon, story time, talking icon is in reality, just a used, soon to be killed farm animal.  They try to make this animal seem human, because she talks to the wife about her "mom pants," and gives her advice.  She is also, in the house just like a person would be, yet she is a cow. 

     The reading that stuck out to me the most was Cathy B. Glenns.  I am a HUGE animal lover.  I honestly got very upset when I read about the beating of animals, especially for them being runts.  I personally, have a puppy I had gotten from the shelter, who was the runt, and it just upsets me to think of that happening.  I don't want to sound like a hypocrite, because I do eat meat, but I try not to think about those things, unless brought to my attention.  As it may be cute for a commercial to have a talking animal, it also hurts to know that while this animal may be portrayed as a happy talking human-like being, they will soon be killed just for their products.  It is not as happy as people may think, and it is basically a front that a company puts on to get you to want and buy their product.



    

5 Quotes from Anne Frances Wysocki's Article

1.) When I look at the open landscape before me, my self reaches out to the horizon, which separates the lake from the sky.  Turning around I see at a shorter distance the woods and the house, and even more close by the ground beneath my feet.  All these sights are experiences as being seen from the seat of my self, and they group themselves around it in all directions.
- Rudolph Arnheim

     My thoughts on this quote is the separation of everything.  Anne uses this quote from Arnheim, because it explains the two different sides of looking at things.  Just like separating the two articles on the first page, he talks about separating different things.  The sky and lake are farther distance away, showing the huge difference.  He says the woods and the house are a closer distance, this could show closer similarities in comparing with her ideas.

2.) Since the middle position is the place of greatest importance, the viewer attributes weight to whatever he finds in that position.
-Rudolph Arnheim

     In Anne's article she explains how the women's middle section, (her butt and stomach) are the main things we focus on.  People look to that first, because it shows the curves of the human body, and we relate more to spherical shapes, than pointed shapes.  Since the women's midsection is the middle, more features are added to it.  In the article she explains how there is more of a clear light in the midsection, making this the first thing someone would focus on.  It could either be the start of someone looking or the finish, because they can't turn away from what they are seeing.

3.) We easily see that, in saying it is beautiful, and in showing that I have taste, I am concerned, not with that in which I depend on the existence of the object, but with that which I make out of the representation in myself. Everyone must admit that a judgement about beauty, in which the least interest mingles, is very partial, and is not a pure judgement taste.
-Kant

     I think what he is trying to say is that we make an image we see into the likeness of ourselves.  He makes out his own representation of what he sees.  This might mean he is relating the object to himself.  He is making a point to show that when people look at something that is articulately classified as beautiful, that we might not all see the actual beauty in the object that it is truly supposed to represent.

4.) Is this "beauty" real beauty? Of what use is it? [...T] hin, grizzled hair, toothless, wrinkles, tainted breath; even long before the end all becomes ugly and repellant; visible paint, sweat, foulness, hideousness.  Where then is the god of my idolatry? Where is beauty?
-Leo Tolstory

     He questions what real beauty is, and explain that in time everything turns ugly.  Beauty lasts for only so long, and then it disappears just like everything else.  I think he is asking where the true god of his idea of beauty is.  He wants to know where true beauty hides.

5.) ...art exists that one may recover a sensation of life; it exists to make one feel things, to make the stone stony. [...] the technique of art is to make objects "unfamiliar [...] art removes objects from the automatism of perception.
-Victor Shklovsky

     Art has been made to make people feel the realness of things.  I think he is trying to say when we would look at a painting for example, possibly a painting of a house he wants us to feel what it is really like to be there; the air around, the grass, trees, the house itself.  He is trying to explain that everything has meaning, the meaning of life.  When he talks about unfamiliar art, he might mean when we see things that are unfamiliar to us it could possibly give us a different understanding or even confuse us to think we are seeing something else or that we are looking at something different.


I enjoyed this reading and found it interesting, because it made me think of the reading from blackboard talking about the women's body and how women self-survey themselves.  The pictures on the first page of Anne's article are basically getting surveyed by everyone reading the article.  It shows what people really focus on when they see advertisements.  I really thought it was interesting when the naked women in the article with her thigh high shoes was compared to the mother feature, because of her midsection.
    

BEFORE YOU READ
     I believe technology is anything that can keep growing into something even better than what it started out as.  As an example, a computer started out with only being able to do a few works, such as paint, playing card games, and looking up a few documents on the internet.  Now the computer can do much more than that like finding maps, ordering items, doing research papers, even as simple as ordering and paying for pizza, and having it delivered to your front door.

     In Dennis Baron's article, "From Pencils to Pixels: The Stages of Literacy Technologies he wants to prove writing as a technology.  He wants to show the good side of computers, and how they have come so far in the last fifteen years.  The concept of writing can be so tiresome, and slow that your hand may start to hurt after writing so much.  This is where the computer comes into play.  It is much easier to type a one page paper than it is to write.  This could also be helpful, because for most people type faster than they write.  Writing is slow, and ideas are quick.  So, what if you forget the ideas you had, because you could not write them down quick enough before they slipped away?  Baron starts to talk about how pencils were not made for writing in earlier years, and how they came farther into the picture.  They are now used for writing, and looked at as being an old fashioned form.  The phone was also not made for what it is used for today.  The phone was made to transfer writings and readings.  It clearly does so much more than that today.  Computers have so many different features than they did when they were first made that we can not begin to imagine the things they will have ten years from now.  As the years go down, prices also drop drastically in the making and buying of these products.  This makes it accessible to be in almost every middle class home.  Baron's main point is that as old technologies seem automatic to us, we look forward and focus more on the new than the old. 

COMPARE
  Baron's article could go in conversation with James Porter's article, "Intertextuality and the Discourse Community," because they both show how things can progress.  While Porter is explaining how newer writings can contain traces of older writings, Baron shows that new technologies can contain traces of older technologies.  In both article they are showing how things progress from old to new, but yet keep some part of the original on which they were based upon. 

QUESTIONS FOR DISCUSSION
5) Baron focuses so much on fraud and authenticity, because research is so much more accessible now and easy to copy.  If I needed to figure out something to write a paper on, I could type it up on google and get thousands of websites.  Some people might just copy the text they see on the screen, and be done with it.  He basically is pointing out that fraud is very easy to participate in now, especially considering the fact that fake money has been printed, and used.  Nobody even realized until it became an issue that there was counterfeit money.

META MOMENT
I have always thought of writing as a technology, even before reading this article.  I have thought of it this way, because I look at technology as anything that can progress.  Writing clearly progresses everyday of our lives.

     I found this article to  be very informative on certain technologies that have progressed over they years.  I never knew that the telephone was not made for what it is used for today, or that the pencil was not used to write in the beginning of it being made.  He states the obvious in explaining how much computer have progressed over the years.  That is clear to anyone who has ever used a computer as a child to now.  The graphics, speed, etc are so much better on computers than they were even just a few years ago.  Every couple of months there are new computers made and sold on the market.  This just goes to show the fast growing process of computer technology.

BEFORE YOU READ
     Before starting to read this article, I had never known who Malcolm X was, or what he did.  Now I know, he was a black male who dropped out of school his eighth grade year, because he was told by a teacher that he could not read, and would not ever be able to become the lawyer he ended up becoming.  He replaced his last name with an "X" symbolizing slaves and how he was called, "Little" by the slave master.  He shares many of the same ideas as Deborah Brandt, and this shows through his writing.  He was assassinated in about 1965.

     In Malcolm X's article, "Learning to Read," he talks about his own personal experience when he was in prison.  He is always reading, and loves to read any chance he gets.  He talks about the British and English, and how they came to have the "opium war."  He speaks on how the Chinese were killed with their own gunpowder, and taken control over at one of their weaker times in history.  He says that no matter who it was, they would never be able to steer him away from a book.  He would even read at night when all he has was a small light that shone in his cell at night. 
    
      The part I most liked about this article was when Malcolm X talks about how he wrote the whole dictionary down in his time at prison.  That takes a lot of time, and shows how dedicated he was as a reader.  It shows how much he wanted to learn, and what he gained from his experience.  I strongly agree with his point that college has too much distractions, and makes it harder for students to read and understand.  There are so many parties, frats, sororities, and socialites that just take too much time away from the actual study in the college life of a student.

BEFORE YOU READ
     When I learned to read, I was about four years old, almost five.  My dad was the first to teach me how to read a book, and my mom was the parent that helped me learn my spelling.  If it was not for my mom teaching me how to spell, and put words together, I would have never been able to pick up so quickly on how to read and write.  If my parents did not teach me how to read small words and sentences at such a young age, I probably would not enjoy reading and writing as much as I do now.

     In Sherman Alexie's article, "The Joy of Reading: Superman and Me," he explains that a superman comic was the first thing he ever learned to read.  He does not remember which one it was, who did what, but he remembers that is what he read.  He talks about the construct of paragraphs being like a fence for different sentences.  He compares this to his family, being seven paragraphs since there are seven people in his family.  It is stated two times in the article that if he was not an Indian child from the reservation he would have probably been considered a prodigy, not an oddity.

     What I mostly enjoyed about this article was that he explains that he was saving himself learning to read.  He loves the fact that he is a smart indian boy, even if his classmates will not own up to it.  He is not afraid to show how smart he is, and will not put on a front just because other do this.

COMPARE
     In both Malcolm's and Alexie's article I have noticed they both come from a very poor family.  Neither of them are expected to go anywhere in life within the reading and writing construct.  They both share similarities to Brandt's article.  They prove that they, unlike the others can make it possible to become smarter and to learn more than expected.  They taught themselves how to read and write, given the conditions in which they lived.

     In Bell Hook's article, "Writing Autobiography," she talks about moments that happened in her past as a small child.  At the start of her autobiography she wants to 'kill the Gloria of her childhood,' but does not know if she can.  She has been struggling for years to write down the events of her childhood.  She thinks it has taken her so long, because she can not emotionally let the happenings go.  She talks about the black man she had an affair with, and the two memories with him that made her go back to her childhood days.  The first is when she talks about him being a smoker, and she was not and did not like to be around the smoke.  This made her think of her Uncle Pete.  She had never really met him, but she remembered him as a smoker, and a tight embrace that she also shared with the man she was with.  In the end of her article, Bell explains that she no longer wants to kill the childhood of 'Gloria,' but has not rescued her, and can live a peaceful life knowing she has come to terms with things that had happened in her past.

COMPARE
     In all three article, I have come to the conclusion that they had all come from poor families, with little to show.  None of them are white Americans.  Malcolm X was a black male who converted to Islam, Alexie was an Indian boy from a reservation, and Hook was a black female.  They all had either had trouble reading in the beginning, or were put down and not expected to have been able to go anywhere with reading or writing.  They all proved this wrong, and learned to read and write, and produce their own short stories, novels, autobiographies, or poems.

     Overall, I enjoyed each article.  My favorite was the first article with Malcolm X.  I found this the most interesting mainly, because I have heard about him, but never knew exactly who he was, what he did, or why he did it.  This article has helped me to better understand who he is, and what he stood for as a person.  I have a lot of respect for him for going to prison, and instead of just sitting around, he betters himself as a person, and proves everyone wrong.  He makes himself a better person than half of the people in America as my personal opinion.

BEFORE YOU READ
        Some sponsors of literacy throughout the U.S. are all schooling systems.  They clearly want children to learn how to read, and promote this.  Libraries are also one of the biggest promoters of reading and writing.  They make this possible and more helpful for children by having "book night," or having different educational reading or writing programs for children.  Mostly all libraries have some kind of open club that any child could join and be welcome into, so they can learn to better read and write. 


     In Deborah Brandt's article, "Sponsors of Literacy," she attempts to explain the change between literacy, and how the standards have changed dramatically.  She also explains how teachers or sponsors could teach reading and writing skills.  There is a lot of competition between various literary sponsors.  Many different groups are trying to make it easier for people to learn to read and write with a better knowledge of understanding.  She uses two different people to compare, Dora Lopez, and Raymond Branch.  Dora comes from an immigrant family, and Raymond is a more wealthy white male.  They both live in the same area, yet they both have a different understanding to the basic of reading and writing.  Race, gender, and class could play a major role in this in certain areas. 

QUESTIONS FOR DISCUSSION
1.) She describes literacy sponsors as people who have more knowledge within literacy terms.  She explains some of these sponsors could be known as teachers, priests, military officers, editors, influential authors, and usually more rich.  The characteristic of a literacy sponsor are knowing more about reading and writing than the average person, and being able to teach and explain it, so that people will be able to understand. 

APPLYING & EXPLORING
2.) I had a teacher who tried to with-hold literacy from me in a sense.  I was reading the book, "A Child Called It," at a very young age.  I started reading chapter books at a very young age, and enjoyed them.  I was not sure what the book was about, but she said the book was too mature for me.  Besides that, I ended up taking it home, and just did not read it in class.  I have been forced to read certain books I did not care for in school that were on the school list for the year.  I did not enjoy the book, "Island of the Blue Dolphin" so much, but it was required to have been read by my fifth grade year in elementary school.  If i ever needed to find a good literacy sponsor when I was younger, I always went to the school library, and talked to the librarian.  She was an older nun, and always referred me to books that probably would have been expected to be read by a more mature age, but she knew how much I loved to read. 

SUMMARY
     Brandt's article could fall into comparing with Michael Klein's article about teaching students to write like researchers.  Both authors are trying to teach you something new, and push you more towards how you should learn to do this.  Brandt is explaining to the reader how literacy sponsors can help to promote the way you read and write.  Klein has been the author in the night library and probably would understand how literacy sponsors work, and how they can influence students to spend much time in the night library, just like he had caught himself doing.

     I personally found an interest in this reading, because I had never really thought about how literacy sponsors have such an impact on certain people.  I understand that gender and class can play a major role in the reading and writing of two separate individuals.  It is always talked about, especially when elders are telling children they should be thankful they know how to read and write, because there are still many people who do not know how to do this.  I especially liked that she used military officers and priests as literacy sponsors.  I personally never made this connection, until reading her article.  She opened up my eyes to a few new ideas I never thought of before.

BEFORE YOU READ
     When writing the two sentences in different forms, I realized I used different punctuation.  I switched words around to make it all in one sentence.  I used commas to help organize my ideas.  Sentence two seems like it could just be added into sentence one.  When I added them together, it looked like too long of a sentence, but reading it aloud made sense.

     In John Dawkin's article, "Teaching Punctuation as a Rhetorical Tool," he gives solutions on ways people construct rules through grammar and punctuation.  His audience are teachers and student writers.  Punctuation marks can be used in all different ways.  It helps to learn to connect or separate ideas.  He give sixty-nine examples through his article.  Students should not be worried about making errors, but by creating and personalizing ideas.  Punctuation is rhetorical and can be chosen to use.  Even good writers sometimes ignore punctuation to better their ideas for their readers.

QUESTIONS FOR DISCUSSION
     I think about punctuation a lot of the time when I write.  I do worry about this, because in earlier years teachers would take off numerous amounts of points if we did not have the correct grammar or punctuation in our papers.  My point of view on punctuation has stayed the same even after his article, but that is probably because we share many similar points in our idea on the subject.

     In Bill Bryson's article, "Good English and Bad," he explains the idea that every word can have so many different meaning.  He talks about ellipsis, and explains it with an example.  My example would be if an individual had just told their friend they went out and bought a new car.  They might answer with the questions, "Why?," "When?," "How?," etc.  With these words they created three different sentences.  Even though the only word spoken was 'why' we know they mean, "Why did you buy a new car?" or "When did you buy your new car?" or "How did you buy your new car?" or "Where did you buy your new car?"  We automatically know that by making the sentences into one word it still has the same meaning.  His audience are basically to everyone, because not just one single person does this, it is the English language as a whole.

DISCUSSION QUESTIONS
 Prescriptive is forcing rules on correct usage on someone.  Descriptive is to explain or describe something through writing.  I have encountered many different grammar instructions on how to write in the past.  I have been told to use commas, sentences, and explain my readings while restating the question I have been asked.  I have had many teachers show their prescriptive side by telling me how I should write, and what I should write, whether they believed it was right or wrong.  When in the long-run it is my paper in the end, and if I feel like my writing is correct then it should be, because they are my ideas, and should not be changed because someone does not agree with them.

COMPARE
     Dawkins and Bryson's articles are very much the same.  They both have the same idea that teachers or peers are pushing students at times to feel like their writings have to use correct words and phrases and nothing should be shortened.  They both explain that even famous writers have bent the rules to help better their points and ideas to make readings easier.  Sometimes writing the way we speak is better.  It makes the flow or writing AND reading much easier.  Making words capitalized when they don't need to be explains to the reader how serious the matter at hand could be. 


     I found both of these articles very interesting.  I agree with many different points in both.  I really made a connection with Dawkin's article and how he makes a point to explain most students are so worried about making errors that all their ideas do not ever even get to make it to the actual paper itself.  Yes, I think it is important to teach students to use correct grammar and the correct usage of words, but I also do not think they should be penalized for not doing so.  This can be very discouraging and make a student feel like they can not personally express and explain in vivid detail the thoughts and ideas they have in their writings.

     The video, 'Beyond the Red Ink: Teacher's Comments Through' is about the comments teacher's make on student's papers through the year.  Students take things to heart and want to be appreciated for the time they have taken to finish their work.  Some students might feel like all the red markings on their paper are embaressing.  This could be a huge let down for students, and not make them want to try any harder.  Sometimes students take so long to try and figure out what the teacher's comments actually mean it could be like a whole class in itself.  Most students have the right to chose if they want to go into college or not, meaning if they are there they want to learn.  Wonderful comments from teachers are like gifts, and make a student want to keep going through the semester.  There always needs to be an equal balance thought, just to steer the student in the right direction.  This means leading off with a good comment and 'suggesting' to make some changes to help the paper become a stronger reading.  Suggesting gives the students some kind of control of their paper, so they don't feel like the whole paper was changed right before them.


(^Points made from the speakers in the video)

     I strongly agree with the whole concept of this video.  Students take teacher's comments to heart more than they probably should sometimes.  They should not worry so much, because most of the time the student does not know the exact way a teacher's comment should be taken into context anyways.  I would recommend this video to any student on campus.  It might help students to relax more and realize they might just be over-analyzing things at times.

     In Stephen A. Bernhardt's article, "Seeing the Text," his audience are teachers, which leads to their student writers.  This article helps them teach the different texts of writings.  This varies from symbols, numbers, illustrations, patterns, punctuation, etc.  Stephen wants people to understand the meaning and diversity of the text even thought it may be written in other forms.  He talks about what makes the texts appealing to the reader.  Bernhardt explains how different margins and axis divide the page to make things more explanatory to a reader and better to understand and follow.  He discusses how spacing displays structure and similarity expresses the color, shape, size, or directions.  Stephen tells you the rhetorical controls, (Visual Gestalt, Development, Partitioning, Emphasis, Subordinate Relations, Coordinate Relations, Linking/Transitional Relations, and Sentence Patters) and how they are visually informative and non-visually informative. 

COMPARE
     Scott McCloud and Stephen Bernhardt's articles seem very similar.  McCloud uses a cartoon comic to explain and prove his article.  He uses certain symbols and icons to express his writings and make them easier to understand.  His writing is easier to read, because he does this and it also makes the reading more interesting.  Bernhardt uses examples of charts comparing non-visual and visual informatives.  This makes his writings easier to read.  He uses lines to divide the thoughts he has from one another to make his point stronger.  He uses different headings and subheadings like he talks about in his article.  They both show that while not only writing their article, but also proving their point and giving an example in their own writings.

DISCUSSION QUESTIONS
1) An advantage of the way a paper is set up helps not only the writer, but also the reader.  Setting up a paper with different headings could make it easier to read if it is put into a certain format.  Dividing the information among the paper can help to be better understandable to see which points go with one another.  This makes it easy on the writer, because it can help them keep their thoughts together in an organized manner. 

2) Sometimes, I feel like I am writing the same paper over and over again, because I do not know how to properly place my thoughts and ideas in the writing.  I can stop the repetition by adding visual cues to help place all my ideas into certain categories so my writings flows together.  Bernhardt might tell me to make the paper into different sections, add subheadings, check the grammar to make sure if reading the paper aloud that it would make sense to someone who is listening.  He might tell me to develop my paper in a manner that even a child could understand, because it is so well organized.

     I believe, the reading was very helpful to someone who does not know how to properly organize a paper or read the text the way it is given in the article.  It helps people to understand how numbers and symbols can help to put everything into place where it should be so that everything makes sense.  I like how Bernhardt named all the rhetorical controls and put them into a chart and explain the visual informative and the non-visual informative.  He is making an example of what his article is about.  I felt like his article was easy to read with his examples, and charts.  That is exactly what he is expressing in his writing that things are easier when they are grouped together and in an organized fashion.

      In Jame's E. Porter's article, "Intertextuality & the Discourse Community,"  he attempts to explain to students and writing teachers that all articles or writings contain traces from other texts.  He discusses that it is harder to decipher if the work is plagiarized or someone's personal work.  He compares to Thomas Jefferson and how as people may believe he is a very skilled writer, he was actually an effective borrower of the traces Porter talks about in his writing.  James Porter believes Thomas Jefferson would have been charged with plagiarism in a college environment if he would have submitted the Declaration of Independence.  He questions the fact of if creative writers were genius or just plagiarizers of their work.  Porter believes all of our writings come from ideas of other things we have read before. 

BEFORE YOU READ
     The difference between an author and a writer in my personal opinion, is that to be a writer you do not have to be a professional.  A writer can be someone who just keeps a simple journal every night before bed.  An author is someone who has published or writes articles on a particular fact or reason, because that is what they are assigned or they want to get their point across for outside opinions.  They are not just keeping the 'journal' of what they are writing to themselves, they are clearly showing it to over people.

QUESTIONS FOR DISCUSSION
4) The way I thought writing should be evaluated before I read Porter's article was to figure out if the work was plagiarized.  If the work is plagiarized it should not be accepted, because it was not the writer's idea.  I do not so much feel this way not, because I see his point of saying almost everything is technically plagiarized.  Every writer or short story comes from an idea that has been sparked by something before the writing occurred.  My writing has been evaluated in the past on grammar, punctuation, and as I got older it also got checked to make sure the work was not plagiarized. 

APPLYING & EXPLORING IDEAS
1)  Lately, I have seen a few different beer commercials.  I have not noticed until this article the intertextuality.  It seems that no matter which commercial for a drink they are always competing about the most fresh, tasteful, or smooth drink.  I feel like all commercials compete with each other and steal words from one another and try to throw them all into one commercial at once, because they feel like this will make their product more wanted.  The cultural intertext is that most beer commercials, like we said in class have a girl modeling, posing, or drinking the beer, because the commercial is aimed mainly towards men.  I believe this has something to do with the gender area of cultural intertext.

META MOMENT
     Porter's article has changed my way of thinking on writers, but not so much in a negative way.  It just helped me to see that not even writers can make a whole article out of nothing, but their own thoughts.  They need to see or read other people's thought to base their writings off it and to create an argument.  Every writing has to have an argument to get a good point across. 

     This article was interesting to me, because it shows that articles written either by a writer or an author go through the same steps that students to when learning to write.  Their writings get checked on to make sure they are not plagiarized as well.  People even watch to find the mistakes in major author's articles or research papers.  I never realized how even big time writers have to watch their own back and make sure their sources are sited, and their ideas are made their own ideas and not someone else's thoughts.  The only thing I did not agree on was the fact that he believed that students are taught to imitate writings they have seen previously.  In high school if we were told to write a paper, our teacher had always shown us a printing of an author and explained their hard work and effort.  At the end of class thought, she would always tell us she does not want to see the same work, but something new and different brought to the topic we were given.

     In Peter Elbow's article, "Voice in Writing Again: Embracing Contraries," he explains that the voice is the true self and rhetorical power.  The goal of teaching writing is to develop the self.  Every student has their own voice of writing.  It is the way an individual writes from their own personal thoughts and how they understand ideas and facts.  There are always differences between people on what information they take away from an article or something they have read.  With this being said, he states that if a person wants to be heard they "sing the limited notes," but if you sing other notes you will not be heard.  I believe he is using this as an example of writing a research paper.  With practice people can learn to write papers that have "voice" or "sound like a person."  When a paper is constructed in this form, it is easier to grasp, because it is almost as if you are having a conversation with the writer. 

COMPARE TWO ARTICLES
     The reading I would compare to Peter Elbow's article would be John Berger's article, "Ways of Seeing."  I would put these both into the same category, because I feel like they both have the example of voices inside your head.  Peter Elbow has the voice of reason inside your head as you are writing.  John Berger talks about women consciously self surveying themselves.  Elbow talks about the writing out of note that nobody will listen, and the writing in the correct notes that people will listen.  Berger talks about if women keep a charismatic attitude and carry themselves well, men will pay attention, yet if women carry themselves poorly and do not treat themselves with worth, men will overlook them completely. 

DISCUSSION QUESTIONS
1.) When I listen to a passage rather than reading it silently I can sometimes grasp it better.  It depends on the topic I am reading.  If the topic is something I am interested in then I will stay focused on listening.  If the topic is something I am not so interested in, than I will more than likely wonder off.  If I read something to myself silently it is easier for me to understand, because I am making a personal connection reading it to myself.  I am then forced to pay attention to whatever it is that I am reading at the time.  "Ear training" has effected me in the past from classes that involved lectures.  Like I said, if I am not interested in the lecture, then I will not be interested to pay attention.  There really is no advice that can be given for this, besides if you are not interested try to base the lecture on something more personal to yourself that way it fits in with your lifestyle and you will pay closer attention.

2.) I believe Peter Elbow is playing his own "doubting and believing" game, because I feel like he is questioning either the reader of his article or himself to bring more ideas out of his writing.  I think he is unsure of the two of which would be easier for a person to comprehend is by the "silent voice" or the "spoken voice."

      This article did not so much stand out to me as other articles I have read before.  I did think certain parts of it were interesting, and it did make me realize a few things.  After starting to read about the voice, I noticed in my head while I was reading it is almost like a voice explaining the words to me.  It is my own voice, but I almost read aloud what I am typing or reading to myself as I do it.  Everyone does this, and just does not realize when they are doing it.  If you take a second to start reading something, it is very odd to stop and re-read thinking of yourself reading it aloud.  You start to notice a voice in your head repeating the words to you as you scan across the paper.  This might not be the best way to explain, but it is a hard concept I just realized with myself.  Another point I did find interesting was when he tells the future writers if you do not write and stick to one point of your writing you will lose readers, yet if you stick to the writings you are supposed to you will keep the readers paying attention.

     Out of the three articles I read, I most enjoyed Steven King's article, "What Writing Is."  It is so easy for me to read, because he starts out talking to you about how his week is going, and what happened.  How his son came home early from college, yet his wife is sick with a virus.  It makes you feel like you are present to when he is reading.  The funny thing is he is writing this article in the winter of 1997.  He is trying to explain telepathy to the reader, and he does this very well.  He explains different things to the reader, a rabbit, cage, and a cloth, and the number eight.  He talks about other things and at the end he tells you that we basically all have the same image, even if it is twenty years later that we are all imagining the same thing.  The only difference might be the shade of the red cloth, or the fur of the rabbit, but no matter what we all remembered the same number eight.  It was not any other number, just the number eight, and that is because it is a specific number.  He went into detail of there being only one number eight.  He explains that writing is business, and if the person can not get down to business they should just leave the reading now, and amusingly tells us to try washing a car.