Annotation Blog #17: Ch. 1-3

1) Summary/ Main Ideas

• Chapter 1:" THEY SAY- Starting with What Others Are Saying"
• writer needs to clearly indicate what the their thesis is responding to
• order in which things are said is important
• remember you are in a conversation
• you shouldn't keep your readers in suspense about the main argument for too long
• look beyond what others say directly and consider assumptions
• keep in mind wha "they say" throughout your writing 
• Chapter 2: "HER POINT IS- The Art of Summarizing"
• you have to put your own beliefs aside
• you won't suspend your own beliefs
• you have to go back to what others have said in a conversation in writing
• write summaries so it fit your own agenda too
• requirers balance between was they said and your own interests 
• 
  
• Chapter 3: "AS HE HIMSELF PUTS IT- The Art of Quoting"
• its not just what they say but also your words
• don't make quotes too long or too short
• frame every quote as a quote sand sandwhich
• blend the authors words with yours
• don't overanalyze a quote

2) Quotes & Responses/ Reactions
"To write a real good summary, you must be able to suspend your own beliefs for a time and put yourself in the shoes of someone else" (31).
I think this quote because summaries are hard for me but I didn't notice you don't put your own opinion in them because I never thought about doing that.
-" Be careful not to select quotations just for the sake of demonstrating that you've read the author's work; you need to make sure they support your own argument" (43).
I need to work on following this.
-"Another way to introduce the views you're responding to is to present them as your own"(24).
I don't understand this quote, I had to read it couple of times.
3) Questions for Discussion
-Should summaries be integrated into your quotes?
- Do you always have to use a "they say" in every conversation even personal narratives?

Annotation Blog #18: Ch.4-7

1) Main Ideas

• Chapter 4:"YES/NO/OKAY,BUT- Three Ways to Respond"
• 1) agreeing
• 2) disagreeing
• 3) combo of both
• start direct and state whether you agree or disagree
• when you disagree you need to explain why
• when you agree you also have to bring something "new and fresh to the table" (61).
• you can agree and disagree at the same time by saying "yes, but..."
• Chapter 5:"AND YET- Distinguishing What you Say from What They Say"
• see who is saying what
• clearly state who is saying what
• incorporate "X's" argument into your sentence
• Chapter 6:" SKEPTICS MAY OBJECT- Planting a Naysayer in Your Text"
• tells readers what other people will say to question your thought
• don't come across "closed-minded" when writing a counter argument if you don't explain them
• naysayers= the people that will question you
• make objections even
• answer objections
• Chapter 7: "SO WHAT?WHO CARES?- Saying Why It Matters"
• don't leave these questions unanswered
• to adress "who cares" question your own writing
• appeal to something your readers already cares about
• hook your readers
• you are urging your readers to keep reading and care

2)Quotes & Reactions/ Responses
-" If you take it for granted that readers will somehow intuit the answers to "so what?" and "who cares?" on their own, you make make your work seem less interesting than it actually is, and you run the risk that readers will dismiss your text as irrelevant and unimportant" (100).
I think I can relate to this quote because the so what is the hardest for me to incorporate in my essays.
-" We are urging you to tell readers what others might say to you, but our point is that doing so will actually enhance your credibility, not undermine it"(79).
I like this quote because I have always liked the affect that a counterclaim has in an article. When I rebuttal them in my essay I feel smarter and more persuasive.
-" But do be aware that whenever you agree with one person's view, you are likely disagreeing with someone else's"
I like the way they put this because if you agree with something someone believes it doesn't mean your agreeing to everyones point of view so that gives you a counter claim.
3) Questions for Discussion
- when's the right time to use a counter claim?
- do you use the "okay, but" as you agree and disagree or just disagree?

Practice Write 11/29/16

I think I am doing well in this class. I have missed couple practice write and one late annotation blog, but other than that I've tried to stay caught up. I was very happy with my essay #1 grade, but I'm having a harder time writing essay #3/4. I think after essay #2 and #3 I may end this class with a B or A-?

Book Club Blog #2: chapters 9-16

1) Summary

• Ch. 9: 
• Olivia and Simon fight about never talking
• they make up and talk 
• Olivia finds Simon's novel about Elza
• they fought again and want a divorce and he moves out
• Oliva attends Kwan's 50th birthday party alone and sad
• Ch.10:
• Kwan tells Olivia that she had a pass life
• in her pass life she loved someone before Simon
• Kwan talks about General Cape
• Ch.11:
• Olivia tells Kwan her and Simon are getting divorced and she wants them to stay friends
• Kwan asks Olivia to go to China
• Oliva invites Kwan out to lunch
• They talk about changing their last names
• Ch.12:
• Oliva, Kwan, and Simon fly to China
• Kwan talks about visiting her mom's grave
• Kwan talks about the town of Changmian
• Ch.13:
• They are in China
• sees a cage of birds
• walks into town and gets breakfast
• first time Olivia has seen Kwan's resentment towards someone thats treated her wrong 
• Ch.14:
• gets in a taxi with a driver named Rocky
• Rocky talks about moving to America and working
• they pass a bus accident
• they get to Changmian
• Olivia recognizes it from Kwan stories
• Kwan sees Big Ma's Yin and says she died from the bus accident
• Ch.15:
• Kwan claims to have known George in her pat life as Zeng
• Kwan tells a story from her past life
• Ch.16:
• Olivia has to take pictures of Big Ma even though she's dead
• Olivia meets a women names Du Lilly
• Du Lilly looks really old (70) but Kwan explains that she thinks she's her daughter
• Olivia takes a picture of her and she gets mad because she looks old

2) Quotes & Reactions/ Responses
-"Im sick of hanging in as Elza's lousy replacement"(143).
I think Olivia's whole marriage has been surrounded by Elza and Simon's love for her. Olivia's last straw was finding the novel he write about her.
-"Can you fucking believe this? he whispers, and squeezes my hand"(229).
I think when Simon said this it reminded Olivia of all the happy and positive memories they had shared and misses his excitement when he's with her.
-"Your American's... you're not used to seeing tragedies"(227).
Rocky says this after Olivia sees the bus accident and wants to stop and help. He tells her their nothing to do to help them and kept driving. When I read this I found it really harsh and sad that this was no big deal to him and normal in China to happen without anyone helping.
3) Questions for Discussion
-Will Olivia and Simon get back together?
-Will Olivia connect to China and her Yin eyes more?
4) Reflection
Im still really engaged and want to find out what's going to happen at the end and how everything connects. Im excited to see how Kwan's story relates to Olivia and how their China trip will reveal.

Practice Write 11/17/16

This Thanksgiving break I am going to be back home doing a lot of relaxing. Some weekends I go home but it doesn't feel like home home. On the weekends I only get part of Friday and Saturday so I feel like I have to be super productive to make it count. Now that I have all next week I can hang out with my family and boyfriend more, which I'm super excited for.

With my family I plan on watching movies, do some shopping with my mom and a ton of eating good home cooked food. I think I miss that the most living on my own. However, thanksgiving is supposed to be small this year because my sisters not coming and usually she bring her boyfriend so it may just be me my mom and dad... but still fooooodd. I can't wait to go home because I don't have as many responsibilities compared to living on my own.

Even though break is going to be spent doing mostly nothing I do still plan on doing some homework so I don't get too behind but Im not going to try and cram because it is still my break.

Overall Im super excited for Thanksgiving break, but it feels like its going to be a little bit of a tease. a weeks too short I want winder break!!!!

Interview Video Notes 11/8/16

• Kid interviewing President Obama
• Dresses in a formal suit
• Starts by thanking him first
• Asks him about his big speech first
• Relate a question to his town
• Asks a funny-ish question about school lunches
• They start having an informal conversation 
• He asks a personal question to Obama
• He doesn't waste Obama's time (question after question)
• Makes eye contact throughout the interview
• Asks him about his job (being the president of the United States)
• He sometimes gets off topic but then asks more questions on topic
• Thanks him after the interview
• He didn't take notes
• Interview was in a quite location
• Described the setting/surroundings
• Asked open questions

Practice Write 11/8/16

I have not done any interviewing but I know that direct and formal questions are needed. When I think of interviewing I mostly think about interviews or job. Some things an interview might ask/ note:
-name
-position
-their opinion on the issue
-how they relate to the topic
-their ideas how to make the issue better
-something they might not agree with about the topic/issue
-examples of how they personally relate
mock interviews is an important idea of "ethnology"

Research Outline #3

Author: Deborah Britt Roebuck and Samia Siha
Article Title:  Faculty Usage of Social Media and Mobile Devices:  Analysis of Advantages and Concerns
http://www.ijello.org/Volume9/IJELLOv9p171-192Roebuck0859.pdf
"T'opic: Author;s Main Argument and Your Working Thesis: Social media and Mobile devices are useful in classrooms.

Q1: "E"evidence/ Example: Key Quote #1 from your Annotations of the Article that supports "T"
"The use of social media and mobile devices in the classroom to improve student engagement and to increase interactivity has been reported to be useful (Aviles & Eastman, 2012; Bansavich, 2011; Chao, Parker, & Fontana, 2011; Crews & Wilkinson, 2010; Enriquez,2010). A study that focused on the use of tablets in the classroom showed an increase in students’ active participation during lectures, an enhanced ability to evaluate student learning, and a robust method for providing immediate feedback to im- prove student performance (Enriquez, 2010). " (172).

“A”nalysis/Explanation: How the Quote Relates toYourWorkingThesis,Inquiry Question,and/or SoWhat? How the Quote Helps you Build your Argument

Technology such as tablets are a good tool during classes for students to use which is why when you have access to one you success more.

Q2: “E”vidence/Example: Key Quote #2 from your Annotations of the Article that supports “T”

"Use of social media tools to complement face-to-face classes was shown to enhance learning and engagement particularly among freshman and international students. "( 173).

“A”nalysis/Explanation: How the Quote Relates toYourWorkingThesis,Inquiry Question,and/or SoWhat?How the Quote Helps you Build your Argument. 

This is another advantage of incorporating  a form of technology in classrooms.

Q3: “E”vidence/Example: Key Quote #3 from your Annotations of the Article that supports “T”

"When respondents were asked if they had used any social media tools (Web 2.0) in their teaching, 63 per- cent responded yes, which is a similar finding to that of Blankenship (2011) who found 80 per- cent of professors using social media in some capacity, and more than half are employing the tool as part of their teachings" (175).

“A”nalysis/Explanation: How the Quote Relates toYourWorkingThesis,Inquiry Question,and/or SoWhat? How the Quote Helps you Build your Argument.

This statistic shows that technology has already impacted classrooms because teachers are teaching using it. School districts should allow all teachers equal access to technology as a tool to teach students.

Research Outline #2

Author: Larry Cuban, Heather Kirkpatrick, Craig Peck
Article Title: High Access and Low Use of Technologies in High School Classrooms: Explaining an Apparent Paradox
http://0-www.jstor.org.opac.sfsu.edu/stable/pdf/3202504.pdf
"T'opic: Author;s Main Argument and Your Working Thesis:
Both teachers and students use technology in the classroom.
Q1: "E"evidence/ Example: Key Quote #1 from your Annotations of the Article that supports "T"

"There were students whose lives changed with increased acce technology. We called them "open door" students-their computer tence enhanced their self-confidence and motivation to do well i hence opened doors to" (823).

“A”nalysis/Explanation: How the Quote Relates toYourWorkingThesis,Inquiry Question,and/or SoWhat? How the Quote Helps you Build your Argument
Students find technology beneficial and engaging towards their learning. "Open door" students is a really useful term to describe students that are exposed to technology through their learning.
Q2: “E”vidence/Example: Key Quote #2 from your Annotations of the Article that supports “T”

 "It's how you use the tool," Piro says. "If we are only using it to word process then we may as well have typewriters" (814).

“A”nalysis/Explanation: How the Quote Relates toYourWorkingThesis,Inquiry Question,and/or SoWhat?How the Quote Helps you Build your Argument. 
A teacher is saying that technology is useful as a tool as long as you use it properly. If you only use word doc your not exploring the other benefits of technology. 
Q3: “E”vidence/Example: Key Quote #3 from your Annotations of the Article that supports “T”

 "Policy makers believe that creating abundant access to new technologies in schools will lead to increased teacher use in classrooms, which will lead to better teaching and learning"(816).

“A”nalysis/Explanation: How the Quote Relates toYourWorkingThesis,Inquiry Question,and/or SoWhat? How the Quote Helps you Build your Argument.
 The increase of access to new technology would help both the students and teachers. The teachers could connect with the students to engage them on lessons.

Annotation Blog #15: Tinberg

1) Summary/ Main Ideas:

• He recommends the use of ethnography in writing classes
• Focus of ethnography= "language"
• He has essay assignments such as: speaking and writing"by the context or situation in which they occur" (80). The second assignment was "that successful communication derives from a knowledge of rules governing such situations" (80).
• The assignment should "engage students to discover and describe a speech situation i which they were 'at loss'"(80).
• Speech community categories: proverbs, folk-tales, myths, and jokes
• Bring examples of "regional and nonstandard dialects into the classroom" (80).
• students should "record and transcribe their own speech for dialect analysis"(80).
• through interview students can become listeners and interpreters of others' speech
• He recommends students to do "mock" interviews in class
• Ethnography can extend to community's social institutions and customs
• ethnographers= "study of language in more senses than just the linguistic" (80).
• work draws people together
• "doing ethnography" is doing research and connecting to the research

2)Quotes & Responses/ Reactions:
-" Interviews with the townspeople showed Veronica that it's more than geography that keeps these people together" (81).
I agree with this quote because every town has a certain community vibe that makes them connected. I lived in Davis so bikes and farmers market keeps us as a community.
-"Moreover, in using ethnography teachers send a clear message to students that their communities are worthy of study even in, of all places, the classroom" (82).
-"I recommend that students engage in 'mock' interviews of each other in class" (80).
I recognized the word "mock interviews"  on learn because thats an activity we will be doing in class. I also think they are going to be helpful.
2) Questions for Discussion:
- Is ethnography used in actual classrooms?
- What does it mean when he said "at a loss"

Annotation Blog #14: "From Inquiry on Thesis Statements"

1) Summary/ Main Ideas:

• thesis- "an assertion that academic writers make at the beginning of what they write and then support with evidence throughout their essay" (99).
• thesis is: clear, focused, and supported, reflected on writers opinion of the issue, and is in the beginning of the essay
• working thesis- " your first attempt at an assertion on your opinion"(100).
• three models- misinterpretation model, gap model, modification model
• "thesis must set up a context for the writer's claim" (104).

2) Quotes & Reactions/ Responses:
-"never accept your working this as your final position" (100).
I like this quote because I get nervous when writing my thesis because I always feel pressure writing around it. When I learned what a working thesis was I was relieved to hear that you can change your thesis based off your idea, even when they change.
- " Misinterpretations model: 'Although many scholars have argued about X and Y, a careful examination suggests Z'"(114).
I think this model is easiest to use when writing a research paper and a counter argument. I liked this model the best.
-" The thesis penetrates every paragraph, holding the paragraphs together, just as a skewer penetrates and holds the ingredients of a shish kebab together" (99).
I found this metaphor interesting because I have never thought of a thesis that way.
3) Questions for Discussion:
-Do you aways have to put it in the beginning of the essay?
-Can you use all the models in your essay without contradicting yourself?

Workshop 11/3/16

Working thesis:

Looking back at my experiences with technology and how I learned with it throughout my life inside and outside of school leads me I ask how does access to technology in high school help students learn if access is limited in schools? I think students that have access to technology advance more than students who don't have access. Some students don't have access because of unequal funding in school districts. I think this isn't right because it puts them to an unfair advantage to school districts that are able to provide more helpful tools for learning in the classroom.

Practice Write 11/3/16

What do you Know:

• beginning of essay usually
• makes you main point clear that you are write about
• your thesis is then supported with examples 
• working thesis= your first attempt to a thesis

What I learned about Thesis statements:

• there are 3 types of models when forming a working thesis (misinterpretations model, gap model, and modification model)
• working vs definitive thesis 

Proposal

Starting  in elementary school we had a 30 minute typing class to introduce yourselves to computers. Moving throughout Jr. high and high school the internet and computers felt like a necessity. However, my high school didn't allow us to use our laptops and iPads in class so we had to have designated research days in the library and type all our essays at home or have in class essays. I thought that it was a waste of time to move our whole class to the computer lab, check out the computers, and log in. These library days weren't taken very seriously in any class because it was such a short period of time to use electronics that we can just take out of our pockets.

Last year I did a peer tutoring class for the elementary school next door, and I got the honor of tutoring the kindergarten class. One day the teachers needed to work on individual assessments with each of the students so they occupied the rest with iPads. The tech guy at the school rolled in a cart of iPads with thick rubber cases on them for the kindergarteners to use. My job was just to walk around and help them if they needed, and of course they didn't need help. I was so shocked that my school had useless amazon fire kindles while the elementary school kids got brand new iPads to use for games and learning apps. I felt like if they weren't going to give us useful tools in high school classrooms we should at least be  able to bring our own. 

I found a love in technology back when I was little when I got computer time at home. I've always been  fascinated that google can answer everything. I was always the one in my family that everyone went to for computer and cell phone help before I had my own computer and cell phone. Looking back at my experiences with technology and how I learned with it throughout my life inside and outside of school, so I ask myself how does access to technology in high school help students learn if access is limited in schools? I think students that have access to technology advance more than students who don't have access. To answer this question and prove my theory I will do scholarly research from the SFSU website and conduct an interview to get an outside point of view.

Practice Write 11/1/16

Proposal:
Starting  in elementary school we had a 30 minute typing class to introduce yourselves to computers. Moving throughout Jr. high and high school the internet and computers felt like a necessity. However, my high school didn't allow us to use our laptops and iPads in class so we had to have designated research days in the library and type all our essays at home or have in class essays. I thought that it was a waste of time to move our whole class to the computer lab, check out the computers, and log in. These library days weren't taken very seriously in any class because it was such a short period of time to use electronics that we can just take out of our pockets.

 Last year I did a peer tutoring class for the elementary school next door, and I got the honor of tutoring the kindergarten class. One day the teachers needed to work on individual assessments with each of the students so they occupied the rest with iPads. The tech guy at the school rolled in a cart of iPads with thick rubber cases on them for the kindergarteners to use. My job was just to walk around and help them if they needed, and of course they didn't need help. I was so shocked that my school had useless amazon fire kindles while the elementary school kids got brand new iPads to use for games and learning apps. I felt like if they weren't going to give us useful tools in high school classrooms we should at least be  able to bring our own.

Research outline #1

Author:
 Suzan Duygu Erişti,Adile Aşkım Kurt,Muhterem Dindar
Article Title:
 Teachers’ Views about effective Use of Technology in Classrooms
( http://web.b.ebscohost.com.jpllnet.sfsu.edu/ehost/pdfviewer/pdfviewer?sid=63aa2e97-717e-4c3b-9389-d6380659eab3%40sessionmgr107&vid=1&hid=129 ) 
"T"pic: Author's main argument and your working thesis:
Effective use and successful integration of technology increases productivity in classrooms
“Effective use of technology in educational environments and its successful integration increases the productivity of instructional processes”
My working thesis: Technology should be integrated into classrooms as a tool for students to learn.
Q1: "E"vidence/example: key quote #1 from your annotations of the article that supports "T":
“learning should be supported when learners have to solve real-world problems; when their knowledge or their readiness levels are activated in the process in a way to establish the basis of new knowledge; when information is presented to the learner in the framework of concrete indicators; when the information is applied by the learner; and when the information is integrated into the learner's world effectively” (31).
"A"analysis/explanation: how the quote relates to your working thesis, inquiry question, and/or so what? how the quote help you build your argument:
The quote is explaining the "instructional models of basic principles of an instruction process"(Merril). The models really emphasizes the importance of students applying learning to the real world. Technology helps students because now in this day of age everything deals with some form of technology. By integrating technology with learning, students are gaining practical skills.
Q: Q2: “E”vidence/Example: Key Quote #2 from your Annotations of the Article that supports “T”:

"Within the framework of these interactions, it is expected that multimedia tools should develop classrooms in terms of education; that access to network sources especially in smart classrooms should increase the student-content interaction and thus the meaningful and in-depth learning potential; and that use of theatrical and multimedia presentation techniques should increase the student-teacher interaction (Anderson, 2003)" (31).

“A”nalysis/Explanation: How the Quote Relates toYourWorkingThesis,Inquiry Question,and/or SoWhat? How the Quote Helps you Build your Argument.:

Technology brings several benefits into the classroom by forming better interactions/ connects between student and teacher. With technology in the classroom students are more interactive to lessons.
Q3: “E”vidence/Example: Key Quote #3 from your Annotations of the Article that supports “T”:

 "In this respect, spread of use of such technological structures in course activities as multimedia and Internet technologies is important. In order to increase the quality of education given in our schools, it is also important to support students willing to carry out such activities" (39).

“A”nalysis/Explanation: How the Quote Relates toYourWorkingThesis,Inquiry Question,and/or SoWhat? How the Quote Helps you Build your Argument.:
 This concludes that schools technology should act as a tool in schools for students to use. Multimedia and the Internet has become so useful in the job force and essential  for students to learn for the future. If students pay attention and work better with technology integrated into three learning, then schools should support that by giving computer time, using learning apps, etc.