Class Notes: 11/20

Class Notes: English 1103, 11/20

Responding–Really Responding–to Other Student’s Writing

Peer Review

  • Helping someone develop as a writer
  • Help them reach their goal through their writing
  • Look at it as an opportunity to help, don’t lead them to believe that their paper is perfect
  • Skim over first, determine the content and the writer’s purpose
  • Consider the writer’s interests, concerns, and aims
  • Write in your space, and let the writer keep their’s
  • Glance through the paper quickly first, then address issues that are most important in their paper, at this time.
  • Write comments in the side margins, then add an end note
  • Margins are in the moment, end notes summarize the things you touched on throughout the paper
  • Always be ready to praise, but always look to point to places that are not working well or that are not yet working as well as they might. Always be ready to expect more from the writer.
  • Tell the writer what you like and don’t like.
    • Play back your way of understanding the writing.
    • Temper your criticisms.
    • Offer Advice.
    • Ask questions, especially real questions.
    • Explain & follow up on your initial comments.
    • Offer some praise & then explain to the writer why the writing works.
  • Always be ready to look at the text in terms of the writer behind the text.

Class Notes: 11/13

What is English 1103 all about?

  • Literacy
  • Discourses
  • Context
  • Genre
  • Culture
  • Power
  • Technology
  • Languages
  • Acquisition
  • Connections of Appropriateness
  • Modes of Communication
  • Academic Discourses
  • Textual Media

-There is no set way to communicate

-No specific formula for writing

-Literacy is contextual

-”Proper” grammar

-Grammar is a set of rules

-Good writing vs. Bad writing

-Discourse/grammar is a set of rules that people agree on

Class Notes: 11/11

Genre Theory:

  • The presented genre will affect the non-presented
  • Genre (v)=act
  • Characteristics:
    • Culture
    • Historical
    • Rhetorical
    • Ideological
    • Social-genre chain (one genre sets off a domino effect), (address books vs. contacts lists), etiquette (being considerate of others).
    • Dynamic
    • Situated


  • Culture affects genre and visa versa
  • Genre has many social implications depending on the situation
  • Situation affects genre
  • Using for purpose
  • Fixed and dynamic
    • The reason genres are fixed is because they are historical and ideological.
    • The reason genres are dynamic is because they are rhetorical, social, situated, and cultural.


  • Genre chain
  • Social relates to the word etiquette
  • Certain ways of acting according to genre in certain social situations


Genre cannot be categorized or defined; it can be characterized and described.

Group Facilitation Notes: Textual Media, Discourses, & Literacies

Textual Media, Discourses, and Literacies Notes


Technology in Education:

-We have access to an unlimited amount of resources

-In the classroom, computers, the Internet, and technology have expanded the knowledge of students and contributed to many new opportunities

-Less memorization (calculators, computers)

-Is technology hurting literacy?

-Is teaching the old fashioned way even useful anymore?

-Technology has it’s pro’s and con’s

-Socrates did not support writing, Pluto wrote his stories down and now they are able to be referenced, unlike many of Socrates philosophies

-Technology has definitely influenced communication-people can “hide” behind technology and say things over the computer or their phone that they may not say in person

-Electronic vs. Non-electronic

-Technology affects how one came become more literate in a certain subject

-Being technologically literate can be defined in many different ways


Technology By Age:

Primitive: (Cave Man)

  • Clubs/weapons
  • Fire
  • Cave art


1600’s: (Colonization)

  • First refracting telescope
  • Submarine
  • Method for blood transfusions


1700’s: (Revolution)

  • Cotton gin
  • Steam engine
  • Odometer


1800’s: (Civil War)

  • Transportation, covered wagons, horses, buggies, boat if near water, ride on train
  • Candles and oil lamps
  • Used an open fire to cook or an open fireplace, cooked food in a large cast iron pots
  • Industrial Revolution


1900’s: (Globalization)

  • Radio
  • Internet
  • Cell phones


2000’s: (Modern)

  • Social Media
  • Computer Technology
  • Renewable energy

Facilitation Reading

Class Notes: 10/21

How to Use: Technology

Able to understand

-how to use

-how it works

Basic Understanding


Store Information



Further Education

Develop newer forms of technology

Discourses & Literacies —-> Contextual (surrounding the text, the reason we are able to answer why things are the way they are.)

-Technology is contextual.

-Literacy is not stagnant.

What does it mean to be technologically literate?

Technological literacy is knowledge about what technology is, how it works, what purposes it can serve, and how it can be used efficiently and effectively to achieve specific goals.

Gee’s: Acquisition vs. Learning

-The person who had acquired something has to have both aspects in order to fully understand why we do what we do.

Software vs. Hardware

The relationship between reader and writer.

Learning how to learn?

According to Haliday, what does a blog mean?

Class Notes: Literacies, Academic Discourse, & Conventions of Appropriateness

Class Notes on Group Facilitation: 10/16


Literacies, Academic Discourse, Conventions of Appropriateness


  • School:

Appropriate-casually formal, respectful, focused

Inappropriate-using profanity, talking about drugs/alcohol, improper grammar in emails


  • Professional:

Appropriate-serious, proper grammar, respectful, straight to the point

Inappropriate-hoodrat, sloppy, emotional


  • Family:

Appropriate-open communication, comfortable, school, sports, loving, asking favors, politely asking for money

Inappropriate-stealing money, cursing (depends), disrespect, “bad stuff,”


  • Friends:

Appropriate-anything goes, sarcasm

Inappropriate-gossip about them, hurting their feelings, pushing their buttons


There is appropriate and inappropriate behavior and language to use in certain situations.


Literacies & Academic Discourses: 


Science: Steps, informative, data


History: Important figures or people, factual, important dates and events,


English: Analytical, themes, focusing on grammar and mechanisms


For different academic discourses, when a person writes, it becomes more personalized towards that discourse.

Class Notes 9/23

Class Notes: 9/23/13

  • Language is a way to identify yourself and other people
  • Why is it necessary to identify yourself in 10 different ways with many different languages in such a small region?
  • Our region ties our identity as well.
  • Being the right who, doing the right what.
    • Little d and Big D in discourse was relevant.
  • It was a little inconvenient to translate what she was saying during the reading, but it left an impact and forces the reader to understand what it is like to constantly translate what you are saying and writing in order to communicate with others.
  • Her language was very masculine and dominant so she would say Chicanas rather than Chicano because she was emphasizing that feminism is significant.
  • Gloria is literate because she knows when to switch her different discourses based on the situation she is in and who she is talking to.
  • How To Tame a Wild Tongue is referring to her home language as being a “negative thing,” so it’s interesting that the title of this describes her perspective of her language and how she feels there is a need to defend it.

Group Facilitation 1: 9/16

Group 1: Class Notes 9/16/13


Stereotypical High School groups:


  • Jocks-cocky, popular, athletic, attractive

-”Yo, what’s up bro?”


  • Potheads-chill, hungry, creative, high, smell “earthy” or like essential oils, open-minded, lazy

-”You trynna smoke? I got some loud.”


  • Nerds-smart, geeky, studious, glasses, socially awkward, “tidy”

-”According to my calculations…”


  • Fashionistas-always put together, snobby, well dressed, confident or self-conscious, creative, trendy, thrifty

-”OMG that is so fab!”


  • Preps-opinionated, rich, “monogram everything,” Lilly Pulitzer, chevron, “Polo’s”

-”Lilly sale!”


  • Hippies-no shoes, long skirts, tie-dye, colorful, chill/mellow, carefree, nature loving

-”Yeaaaaaaa man, just chill out.”


  • Scene/Emo/Gothic-obnoxious, dark clothes, dark make-up, intimidating, over dramatic, emotional, normally introverts, expressive, seem depressed, somewhat artsy, loud music



  • Band Geeks-instruments, obnoxious, dedicated, friendly, artsy, typically smart

-”Music theory, scales, notes.”


  • Troublemakers/Rebels-mischievous, manipulative, opinionated, defying the rules, argue, rude, testy, push your buttons, careless, liberal, extreme

-”The man trying to keep ya down!” (Shouting)



Gossip Girl vs. Walking Dead vs. Boy Meets World

  • Literacy, Technology, Place, Actions, Writing, Language, Beliefs, Values
  • How do these stereotypes all come into play?
    • Society changes, skills evolve


  • Why do people adapt to other discourses?
    • To fit in, feel accepted
    • Helps you survive
    • We need other people, we have multiple roles in our lives
    • People deviate from their discourse in the Walking Dead because there is more of a need for survival
    • Position of authority vs. the new guy


  • Once the labels are eliminated, how do we determine who’s on top?


-Speech Acts: verbs that do things


Lauren: “When we are younger, we are more acceptive of things, but as we grow and mature, we begin to label things to help us process, accept, reject, organize, and memorize things.”


Class Notes: George Carlin – 9/9

George Carlin’s, Last Words

  • Relationship with his parents
  • A lot of the reading focused on “Mother Mary’s” primary discourse
    • “My mother insisted and I resisted.”
    • Her love of literature and language sparks his attraction to it as well, even though he takes a totally different approach to it.
  • Her father was an ex-policeman, had many male roles throughout her life
  • Enjoyed the arts and went to the theater on a regular basis 
  • We also learn many things about his father’s primary discourse
  • George’s primary discourse is being a comedian
    • From the beginning, he adopts a comedic discourse and takes big, heavy, life events and makes light of them.
  • His dad was a father, an alcoholic, motivational speaker, husband, etc. and and his discourses are pretty complicated…we are not always predictable…our discourses conflict and take on many different roles. 
  • Nun’s (Seven Words) Why would a religious discourse approve of George’s language and comedy, but his own mother wouldn’t? 
    • His mom’s discourse values self-representation and how she looks, and then the discourse of religion…
      • Religious discourse: help/serve others, don’t judge, don’t use vulgar language. 

Refresher on Discourses:

-Being the right who, doing the right what

  • How you interact with people, tools, technology
  • Dress, speak, think, props, listening
  • Act/adapt
  • Values, beliefs

Notes on Ch. 1&2: Last Words by George Carlin

Notes from Ch. 1 and 2, Last Words, George Carlin

First paragraph=very interesting and unexpected!

  • George Carlin is a comedian who has no filter, doesn’t really think before he speaks on stage
  • Explains how he was conceived in the second paragraph…Rockaway Beach, New York, 1936.
    • Rockaway Beach had been a favorite weekend retreat  for New York’s alcohol-crazed Irish youth in search of sex and sun.

“My father had trouble metabolizing alcohol. He drank, he got drunk, he hit people.” (Father is possibly an alcoholic)

-Mother claims that his father only hit her once..she didn’t consider it abuse because she had four brothers and her dad was a policeman.

“My mother really loved him. The two of them were crazy about one another.”

-George was made from something good and positive, but believes he was born at an inconvenient time in both of his parent’s lives.

  • He begins to explain on the fourth and fifth page that his mother was going to have an abortion when she discovered she was pregnant. She made an appt. and was laying on the procedure table when all of a sudden, she had a vision.
    • Mary (George’s mother) claimed that she saw the face of her deceased mother, in a painting on the waiting-room wall, which she believed was a sign of disapproval.
    • Proceeded to jump up from the table and leave the abortionist’s office and told her husband, “Pat-I’m going to have this baby.”
  • George admits that his father’s drinking contributed to the chaos of the family but his mother’s selfish attitude made things extremely difficult as well—she’d find out how to press your buttons, was spoiled, self-centered, strong-willed, and demanding.
  • Was born on May 12th, 1937
  • The day he was born was auspicious (characterized by success, favorable)
  • Mary, “They would feed you and you would shoot formula clear across the room. You couldn’t keep anything down.” — George, “This remarkable inability to hold anything back and to spew it clear across a public space had served me well my whole life.”
    • Huge metaphor and foreshadowing of who George is, how he speaks, and his job as a comedian.
  • His older brother, Patrick, considered their first home as “opulent,” meaning luxurious, grand, or classy.
  • George’s mother, despite having all of the materialistic things she desired, was still lonely and told Pat the Elder one night, “what good is it having all this nice stuff if we can’t have meals together, blah blah blah.”
    • Mary decided to leave for good after that. She took the boys with her and went to stay at her father’s house, Dennis Bearey, the gentle ex-policeman.
      • They stayed for two months, George was almost sixty days old but his life on the road had already begun.

-Dennis passes away…

-Before he died, when George was just a few weeks old, he would look at his tiny hand and say, “Future district attorney.”

-Mary was the first of Dennis’ six children and the physical strength she ultimately developed was matched by mental toughness.

1. She was small, vivacious, made friends easily, played piano, was a great dancer, laughed loudly…

2. You didn’t want her for an enemy

  1. She took no crap from the world–clerk, waiter, bus passenger, whatever.

-This all served her well in the business world-in 40+ years of work she only had five bosses.

While her friends soaked up the gin, she soaked up culture. She read widely in the classics with a special fondness for-of course-tragic heroines like Hedda Gabler, Anna Karenina, and Madame Bovary. 

Mary almost single-handedly kept the Broadway theater afloat in the twenties and had as well developed a taste for the thin rot of American pop culture as the lowbrows she tried to distance herself from.

-Her pursuit of high culture was also part of a pattern of social ambition-and certainly of her plans for George.

  • George, “I think my early aversion to reading can be traced to the importance she placed on it and to her use of literary references in the middle of an argument.”
  • Mary would say, “How sharper than a serpent’s tooth is the ungrateful child!” or “What a tangled web we weave when first we practice to deceive!”
  • “From an early age, I was unimpressed, which was part of a larger pattern in our relationship. She insisted, I resisted. But one message did fall on fertile ground – she passed on to me the love of language, an immense respect for words and their power. 
  • George’s primary discourse: “It made me proud of him and gave me reason to believe that my own very similar sense of what’s important had come directly from him. It’s a connection, a profound one. I don’t have many.”
    • “As conclusive evidence, it’s scanty, but suggests to me that my father saw through the b.s that is the glue of America. That makes me proud. If he transmitted it to me genetically, it was the greatest gift he could have given.”

-Telegram from his father, “Thank God and you for the sunbeam you brought forth, who I pray will outlive all the ill-founded gossip.”

-His father called him a sunbeam.

Ch. 1 summary: “And he got his wish, though there are very few people alive to whom it matters. Not only did I outlive the gossip-by which I’m sure he meant my mother’s quite public and vocal negative opinion of him-but I lived to write this book which will serve as testimony to my old man’s great heart and soul…

A sunbeam. Imagine that!”

Chapter 2:  Holy Mary, Mother of George

  • His mother’s strategy for advancing her life-agenda and realizing her material dreams demanded careful control of the development of her children.
  • Not moral guidance or practical life-advice, but a code that would make her look good and feel comfortable.
    • “Everything you do is a reflection of me.”
  1. She was obsessed with appearances and dependent on the approval of the outside world, in particular that segment of society for whom she worked and that met her approval, the ruling class.
  2. Her vocab. was full of tripe like, “A manis judged by his wife,” and “When you speak, you judge yourself.”
  3. Judgement, judgement, judgement. Judgement of others. Judgement by others.

-George explains that his mother was never a prude…

-Started watching his comedy shows but was a bit ashamed and embarrassed from the two things she held most dear: religion and commerce.

-However, she was a star’s mother.

  • “When I threw my mother out of my life figuratively as a teen, I threw out the good with the bad.”
    • To make a clean break you eliminate everything, but I still find her ambitions hidden in mine-and they’re not necessarily bad.
  • George was forced to live through his mother’s discourses and reach her standards:

1. I still have this longing to be Mary’s model boy.

  1. She is hidden in every cranny of my workroom, requiring me to do things.
  2. What I have to do constantly is take Mary out of things and leave only myself in them. Then decided if I want to do them.