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.

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: 10/10

Starts off with questions:


Discourse Community-text and language (little d)


Communities of Practice-other stuff, values, etc. + little d = “D”

  • Shared interests, involvements


Discourses come from Communities of Practice


Social, Political, and Recreational Communities: 

  • Communities are separate from communities of practice
    • If you’re not involved in some ways, you’re not involved in that community of practice.
    • Example: Moving to a different state and joining a new church, a different community of practice. 
    • John’s says that different ideas and viewpoints develop within a community of practice, since we are all part of different discourses, we bring those in with us. 
    • There would be no growth is everything was the same. We challenge each other and push each other. 


Want to target audience to be very focused and narrow so that you are able to determine the discourse.


Academic communities texts are supposed to be heavy and slow down the reader, you should have questions after reading them.

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

Class Notes on Discourses: 9/4

Class Notes: 9/4/13

Discourses, Gee:

  • Who we are and how we act
  • How we want to be seen
  • Grammar we use
  • Being the “right” who doing the “right” what

Little “d:”

-Language: writing, speaking, grammar

-Set of rules recognized by a set of people, within a discourse

Big “D:”

-Everything in little “d,” but influences identity as a person

-Acting, interacting, valuing, dressing, thinking, and believing with other people, objects, tools, technologies, and props

“Discourses describe what literacy is.”

Mrs. Cook: “Discourse = Language + other stuff”

He makes a big statement when we says we can separate ourselves from Discourses. We are all multiple types of who’s.

Primary Discourse: home, the discourse you are most comfortable with

Is your primary always the same?

-No but you always know what your primary is but what is most primitive and feels most comfortable.

Secondary Discourse: English 1103, college student, employee, daughters, sons, clubs and organizations, friends, etc.

Why aren’t we just the same person in every single context?


1. Acceptance

2. Fitting in

  1. To get things

Learning vs. Acquisition:

    1. Learning can’t continue without acquisition
    2. You are not aware that learning is taking place with acquisition
    3. With learning, you are very aware that you are learning
    4. We have acquired a lot, but that doesn’t necessarily mean that we know

-Just because you know something, doesn’t mean that you are going to know how to do it/be natural.

-Gee says that it’s important to know both!

-How can we describe literacy outside of a discourse?

-Legally Blonde: First Day of Law School

  • The way she was dressed-blonde hair
  • Everyone else had a computer
  • Wasn’t prepared for the assignment

How do Discourses relate to writing?

-You have to write for a certain audience