Google Chrome is being stupid... [Post #7]

My stupid browser is being lame and not loading all of the class blogs... or FaceBook for that matter. Or my email. It took forever to just get this up.

Anyway, the point of this entry was the ramble about the portfolio introduction. When I opened a new Word document and was all set to begin this end, I realize I have no idea how to start. Are we supposed to be formal? Introduce ourselves by saying, "Hey, hi, I'm (insert name here) and I'm in CIS Composition and this is the final portfolio"? Or just jump in and talk about how we've changed? Are we writing as if it is a letter to our future selves? To Ms. Mork? To a general audience? Are we writing an essay? Or like a cover letter? I have no idea how to begin this. I've Googled a few things but they're pretty specific towards a certain audience and I have no idea who my audience may be--maybe Ms. Mork?

So uh, guys, any thoughts? Ideas?

Also, I can't seem to revise my papers. AGHHHHHHHHHHHHhhhhhhhh

Freewriting [Post #6]

I'm tired. It's late. Actually, it's only 11:18, but it feels later and I feel more tired because I woke earlier than usual. I usually try to sleep in as much as I can... And I always stay up longer than I tell myself to. I shouldn't end with "to", but I do, anyway because it's the way I speak. I have lotion on my desk. I should study for my Economics final. I actually like the class, I'm rather surprised. I didn't think I'd like the class, but it's interesting. Especially the freakonomics stuff. I'm not sure if I spelled that right and I'm too lazy to fix it. But asking questions like "why do brown eggs cost more than white eggs" is interesting. Interesting is an interesting word. People pronounce it different. People pronounce a lot of other words differently. In-ter-resting, in-ters-ting, in-ner-resting... Huh. Fascinating. Okay, now I'm just tired. I hate writing "okay" as "O.K." I think it's weird and... I just don't like it. I like writing it out like this: "okay". It just looks neater too. "O.K." to me is too informal. I used to type "l1k3 t41$" until I realized how stupid it looked and forever it took to type. I also used to type in various shapes and forms that I wish I hadn't. Stupid little ole me, haha. I still have candy canes on my desk. The drawers are covered in post-it notes. That have little notes on them. Which are reminders that are never going to be remembered because I pretty much ignore it. Which I shouldn't. I'm a messy person. My desk is completely covered in random things and my dad's always saying how I need to clean up. He's a neat freak. My sister is too, but less so. She plays saxophone. Has it been ten minutes yet?

Dreams [Post #5]

I once had a dream about my teeth. Sort of. It was about my braces, more specifically. I dreamed that although I had braces and wore my rubber bands accordingly, when my braces were taken off, my teeth were horribly crooked still! I was terrified, actually. No need for dream interpreters for that one.

Another dream I had was a really long one. It involved a boat, or a measly raft and a long wooden stick. For some reason, I was standing on said raft and rowing myself along a river. It was a deep and rushing river, too. I don't remember much of it, but it was really strange. I only remembered bits and pieces of it because I remembered it was long and...epic? It was like an adventure story, or a fantasy RPG, I think.

My sister often had dreams about life-or-death situations. That or about what would happen the next day. She once dreamed about getting a new tennis racquet--which came true a few days later. But its the life-or-death situations that interest me. They're usually almost like a Harry Potter adventure... Is this normal?

Forgetfulness [Post #4]

I have everything set up. The window to my browser, Google Chrome, is opened. The document on Blogger.com is opened. But all of a sudden, the thoughts that had previously surrounded me shatter and I'm left with a blank.

I absolutely detest it when that happens.

And it happens quite often to me. I find myself staring at the white that is the document and I'd try typing something only to later delete it and give up.

Other times, I write as much as I can but feel I can't post it because it's either a bunch of random nonsense or even too personal to post in public.

Excuse me while I go and eat a banana that's lying on my desk.

Toes [Post #3]

Toes are strange things. There are five of them; five toes, varying in size, on each foot. The big toe, the next two with a similar height that seems to stick together, the fourth toe curves in, and the last, short and stubby toe at the end. When you wiggle them around, you can only really move the ends. The middle are stuck and seem inseparable.

Interesting.

Writing Prompt [Post #2]

I found this prompt and decided it would be fun to try to write.

You're late for work because you overslept, but your boss hates over-sleepers. He does love entertaining stories, so create the most outlandish excuse as to why you were late.

O-Oh, h-hello there, sir! How are you? N-No, no, sir, I did not oversleep. N-No, of course not, sir. In fact, I was just up and about at the right time--what was that, sir? Yes, sir, I got up at precisely six in this morning. W-Why am I late, sir? Why, sir, that is a most interesting story.

You see, sir, I woke up at precisely at six in the morning, and, like any other human beings, I was tired and decided to mull around for a while. A minute or two later, I managed to push myself off my bed and get started on my morning routine. HOWEVER, sir--

It seems that I had left my window open over night, so when I awoke this morning, I awoke to piles of newspapers--tossed everywhere in every shape and form on my white carpet. Of course, sir, you know me--I have issues with this type of thing. I set about to cleaning them up and made my way over to close the window. W-Where am I getting at, sir? Well--

As I piled all the newspapers into one corner to sort out later today and closed the window, I finally managed to get back to my morning routine. However, I noticed that I was a few minutes off schedule, and thus, I began to hurry. Things seem to be going against me this morning, for I nicked my chin. And, sir, you know me--

I absolutely am faint at the sight of blood. As I ran around, trying to tame the vicious flow of the thick, red liquid, I became light-headed and thus, made my way over to my bed where I lied down. When I was finally able to think once more, I noticed that the window was open--what was that, sir? Get to the point? But, sir, I am, or I will!

You see, sir, a flock of birds had flown right through the open window! Each bird was the size of my thumb, and each one could peck my eyes out. Thus, I ran around, once more, trying to lure the flock of birds into another room where I could lock it.

However, upon reaching my study, I discovered a small, red and white ball. Curious and frantic, I grabbed it and threw it at the flock of birds. The ball burst, bright light shone through and a creature came out!

Yes, sir, I am absolutely telling the truth, sir. A creature! It was the strangest animal I had ever seen, possibly not even a creature, but perhaps some genetically mutilated one. Bright yellow with red, circle cheeks, long, thin ears with a thick, black stripe; brown stripes on its yellow back, small paws and a long, zig-zag tail... this creature saved my life! I don't know how! I closed my eyes because of a bright light, heard a sizzling, and when I opened my eyes again, I found that the flock of birds had left my study.

Sir, the creature turned to look at me and I was afraid it would go for me next... So as I huddled in a corner and willed it to go away, I happened to chance a glance at the clock. When I saw how late it was, I immediately rushed out--regardless of that creature. To be honest, sir, it wasn't very fast. Perhaps it is still waiting for me back at my house...

Hmmm? What, sir? Well, yes, that is all, sir. What? Oh, t-thank you, sir... I won't...over sleep next time.

Film Critique [Post #1]

I've just finished my film critique outline. Before starting it, I had no idea how on earth I was supposed to begin this paper. However, after finishing it, it suddenly became a lot easier to understand how to form the film critique. Wow, that really helped!

I also looked over my notes today--from the other day when I viewed my film and took notes. I hadn't realized it, but I took five pages. Huh, that's a lot more than I had thought. But, as I skimmed through it, it was very hard to read. Note to self: must learn how to write notes fast and legible.

On another note, I can't believe there's only six days left! Eekkk!

Film Critique [Post #6]

In the end, I chose to do Bill and Ted's Excellent Adventure for my film critique. I remember watching part of it in AP European History last year, but I never finished it due to... I think it was a Link Crew meeting, but now I'm not sure.

In any case, I was really interested in the plot. I love time traveling stories and history is entertaining when you loop time traveling into it. Plus, the two main character's language amused me. (And I actually happen to have it!)

I don't really own a ton of movies nor do I watch a lot of movies either, so I figured, why not?

I've finished taking notes just a few minutes ago, but I didn't get a lot of the lighting, camera angles, and such. My notes were more on my reactions to the story and the actors/actresses. Perhaps I'll watch it again and this time, pay more attention to the technical details.

Three-Quarters Done [Post #5]

This past week has felt extremely slow and while I am glad that three papers out of four are complete, I wish I could have had more time to work on the ethnography. It feels great that we'll be turning it in tomorrow, but I'm extremely nervous. I want to do well in this class and these papers are really the only things that's counted. Also, since it's graded as if it were a college paper, I'm not sure how my writing in comparison.

With the ethnography almost out of sight, the film critique is next. I remember in band about two or three years ago when our music teacher would actually assign us a concert critique. That was really the only experience I had with that sort of writing so I don't really have much of an idea on the film critique.

I'm actually thinking of pulling my copy of the third Harry Potter installment, since I've seen it several times and I could easily access it. However, I feel like I should write my critique on something else. I don't really own a ton of movies so my choice is limited. Any suggestions? I think my domain is centered around time and/or age now.

Class [Post #4]

I found today's class to be very helpful. Reading the two ethnography(s) and comparing what makes one particular one better than the other gave me a good understanding on how I should write.

The sentence structure workshop was interesting. As Ms. Mork ran through the workshop, I vaguely remembered sections of it from previous classes. Maybe even back in elementary! (I'm not quite sure; I failed much more at English back then.)

Although it was interesting and probably extremely helpful under certain circumstances, I didn't think I'd actually ever use any of the terms we learned. When I edit, I make sure sentence sounds right rather than it is right. Basically, I just read it out loud and test it that way. I'm not sure how other people do it though.

Your thoughts?

Dramas, A Mini-Rant [Post #3]

My mom enjoys watching the Asian-version of soap operas, something my friends and I call "dramas". They're usually Korean soaps--the usual cliches, with various eye-rolling and predictable scenes. Yet, it's strangely addicting to watch. Perhaps it is the music.

Well, my mom, being not-Korean, chooses to watch them in a horrendously done Vietnamese-dub. Sometimes, she even watches the obviously low-budget Vietnamese dramas. The acting it in is terribly exaggerated and much too unbelievable.

These dramas usually consisted of pale, skinny woman who wore heavy make up and thick, red lipstick. Although I find the Vietnamese language to be almost musical, their voices, I cringe and try not to cover my ears, are atrociously high and nerve-grating.

(Sorry for the random post that seems out of place.)

Writing Prompts [Post #2]

I looked through the 501 writing prompts. Most of the prompts were interesting, amusing, and I wanted to try answer them. However, there were so many of them, I didn't know what to choose and when I did try to choose a prompt, I blanked out on what I wanted to write about.

So, I decided to write about writing prompts. I remember back in Creative Writing, about two years ago, every morning, we'd take out our notebooks and Ms. Kronzer would randomly choose a prompt for us to warm up by writing. After our warm up, some of the students would share what they had written. Some were funny and others were poetic.

I thought that was really fun. It was also one of the only times when I could just write whatever I wanted to. Not research papers, or an analysis on a book we'd read in English.

Well, our English class is a writing class. If you know what I mean.

This is called a road block, dear friend, or otherwise known as writer's block. [Post #1]

I am at my wit's end. The term is quickly approaching and I'm scrambling around, trying to gather all of the information needed and finish everything. There's too much to do in so little time.

Of course I'm talking about the ethnography. Oh why must it be so hard to write? Oh, go on. Ignore me, bemoaning about my pitiful struggles with this paper...

Let's have at it--another attempt it shall be.

Also, my writing group is strange.

Ethnography [Post #7]

It is nearing eight at night and I have yet to start my ethnography (other than the first contact story). As I ran through the blogs, I found that a lot of us are confused and/or worried. And I'm a bit glad that I'm not the only one is as well.

This ethnography sounds pretty fun and it is--but I've yet to see it. And then there's compiling the eight hours worth of notes into a well-written and thoughtful 10-page paper.

Damn cursor.

On another note, are there any playwrights around here? I stumbled across this website. It's called Script Frenzy and the basic idea is that you can sign up and send April writing a 100-page play, but you only get the month of April. Sounds fun, right?

Time to tackle this paper...

TCE Chapter 9: Writing and Using Ethnography [Post #6]

As I read this chapter, I paused at the section titled "Choosing a Thesis" and realized that the example they had chosen on how not to write it is very easy and could be me. I'm afraid of that happening, of writing like that. However, this chapter is very informative in writing an ethnography. Combine this and class today, I've got a pretty good idea on how to write. I'm just unsure on how to start it.

I especially like the little sections on how to write each part. I found that especially helpful since it's very detailed in that aspect.

First Contact - Ethnography [Post #5]

There's only a little over a week left, Leyen! You've got to put your foot down and do it! Just do it! It can't be that hard!

My fumbling fingers stumbled over the now-warm keys of my laptop. It seemed to hum comfort to me.

"Hello," I typed and paused. What should I say? How should I start this? Frowning, I continued to type:

"My friend and I are doing an English project. It is what is called the ethnography..." I smiled and nodded to myself as the words rolled off my fingers and crashed into the email document.

"Thank you," I wrote, "Sincerely, Leyen Trang" and grinned at my accomplishment.

There--that was that. I sat back, spinning around in anticipation. Well, I won't be getting a reply in a few seconds... However, within the hour, I had gotten a reply.

With shaking fingers, I moved my mouse over and opened the message. My eyes skimmed its contents, but I only knew one thing:

I was still waiting for my reply.

They hadn't directly answered my question, instead, choosing to tell me that they had forwarded the email to the staff of the Brookdale Library.

Great, more waiting.

Finally, Tuesday the week before it was due, Pakou and I decided we couldn't wait any longer and took matters into our own hands. After school, we met at the Brookdale Library where we marched over to the Information Desk.

Voice slightly shaking and nerves bundled into a jumble, we introduced ourselves to the lady at the desk and told her about our English project and how we were doing an ethnography (without saying ethnography). She raised her eyebrows and directed us over to Alicia, the teen volunteer coordinator and our would-be cultural broker.

Once repeating the story over to Alicia, she laughed and told us that they had just been talking about us and our project in a meeting before. She walked us back over to the Information Desk and introduced us as the ethnographers.

That afternoon seemed to fly over my head. Alicia helped set the dates we would meet and observe and without further ado, she bade us good day and waved us off until Thursday afternoon.

TCE Chapter 8: Cultural Themes and Cultural Adaption [Post #4]

Is it bad that when I read about Ruth Benedict's description of the Hopi Indians, I thought of Spock's people? (I can't remember what they were called...)

This chapter talks about how there are different mini cultural groups within the subcultural group you are looking at. That makes me a bit worried since PK and my own ethnography group doesn't seem to really have a subcultural group--wait, actually, I think I've just thought of it. They're divided into three desks: the Service Desk, the Information Desk, and the Children's Information Desk (although the Information Desk could be called the adult's information desk). One of the workers there (not technically a librarian) mentioned that although they all worked at a library, the workers up at the Service Desk were doing a completely different job than the others in the information desks and thus, were not called librarians.

Huh, interesting.

Well, I shouldn't spill too much.

Young @ Heart [Post #3]

The ethnography we watched yesterday and today, I thought, was absolutely amazing. I loved every bit of it. The people in it were amazing. The way they are so devoted to their music and songs and their "choir" group makes me a bit envious.

When they lost two of their members and kept going, just that act was phenomenal. I know a lot of people say, "go on without me" or "whatever happens, the show must go on" and all, but I'm not sure how many times others actually listen to that and continue on. This really showed how tight-knit their group was.

TCE Chapter 7: Ethnographic Detail and Cultural Focus [Post #2]

This chapter starts out asking yourself about which direction to take the ethnography questions after the person interviewed starts restating facts. Based on just the first paragraph, I think it should be really helpful. However, I also think that this chapter probably should have come in earlier since it talks about interviewing.

I liked the bulleted list and examples. It's clear and I noticed that one of the bullets: collect stories. I tried that earlier today but the person I asked didn't seemed to remember anything of significance. Maybe I'll try again...

As for the focus, I'm not yet sure on what the focus on my ethnography will be. We're probably supposed to have some idea but everything is still muddled and sketchy in my head right now.

TCE Chapter 6: Discovering Meaning [Post #1]

This chapter kind of focuses on how to ask the right questions for the interviews. I found this helpful since I was unsure on how to ask questions for the interviews. I am also rather stuck for that and wondering how I am going to be able to get the interviews in.

Could an email interview work? I was a cultural broker twice before for my friend's ethnography project and both of them sent me emails. I think it might be clearer since the answer is written down in front of us and in their writing style. Also, they probably are less likely to forget things when they can re-read it themselves.

However, the problem is that we can't really ask follow-up questions. Unless, we wait.

TCE Chapter 5: Discovering Taxonomic Structure [Post #6]

What do you do next in the ethnographic research process once you have completed your first interview and typed your field notes?

Good question. I suppose a lot of the notes would be just overwhelming to look at. I've never really heard of the word "taxonomic" before--or at least--used in an English class.

The analogy of the cars in a parking lot used it a lot made the introduction to the chapter easy to understand. I wasn't sure what this chapter was going to be about (but I could guess: something of organizing the notes) and so this introduction makes it interesting.

As I read further, I find myself slightly confused. I understand that it could be split into four types: kinds of, parts of, ways to, and steps in, finding that definite relationship between these four types and our ethnography project is unclear. Am I over thinking it? Or am I just not reading it thoroughly enough? Hopefully, a lot of this will be explained in class tomorrow.

Ethnography [Post #5]

Now is a good time to start panicking, right? So PK and I have only done half our hours so far and we were supposed to have sixth done on Monday (finished by Wednesday night), however, it seems someone forgot to mention she had work.

Well, hopefully our cultural broker won't mind us coming in our Tuesday instead.

In any case, the both of us have gotten down a ton of notes. I reviewed my notes just yesterday and they're all over the place! I guess I'd have to rewrite and organize them.

Research Paper + Ethnography [Post #4]

Tomorrow is the due date for the research paper and I'm unsure on my feelings about this. On one hand, I'm glad to get rid of this paper, yet, on the other hand, I think there could be more work done on my paper.

Today's little mini editing workshop made me realize that there was a lot more to English than what we already know. It seems like there's--as Miss Mork puts it--another language we're learning.

Well, today PK and I finally went to our ethnography group--the librarians. They seemed very entertained at the fact that we were observing them in their "natural habitat". We got a lot of notes down and I was surprised to find that asking follow-up questions are a lot easier than I though at first. Our next observation is on Saturday, so until then.

Research Paper [Post #3]

I had something in my head that I was going to type down for today's blog, but due to my sister's distraction, I've forgotten it.

Oh well.

I guess I'll just catalog my progress while I wait for that spark to come back.

Research paper--I'm on the fourth draft and I think it's about done. I just want to hand this in already. Then I've got to go and redo my annotated bibliography. Although, I noticed on easybib.com, there was a little button at the button that says "annotated", I think. I don't remember but I remember it looked interesting and I intended to find out what it was (forgetting later if you hadn't guess).

It hasn't come back yet. I'll just leave it at that then.

Ethnography + Research Paper [Post #2]

Tomorrow is Wednesday and that means that the field notes for our ethnography will be due the next week. This makes me panic. However, it does not make me run around in circles screaming like a headless chicken. This would be because PK and I have finally gotten around to getting down the specific dates for our adventure! The last two hours will actually take place that Wednesday night, though, so I hope Ms. Mork will be alright with that.

In any case, I can't wait to get started. We're heading into the wilderness on Thursday!

As for the research paper, the third draft is due tomorrow. Tonight, I've added in the internal citation. The problem is, however, I've forgotten most of what part of the information came from where. That and when I tried to open my Word document for my notes, for some unknown reason, the document would not open. It stated that it was corrupt, which confused me because I don't remember doing anything horribly to my jump drive.

In other news regarding my research paper, I've added a bit more things, cut a few things, changed the title, and decided against rearranging the paragraphs.

Let's take a deep breath, guys.

Research Paper [Post #1]

Dearest research paper, why are you so difficult to write?

I am having a tough time writing things out. I can't seem to concentrate on reading the details, the notes, and actually thinking things through to write my paper. I'm itching to write, to draw, anything, but writing something like a research paper is like pushing pins up the soles of my feet.

In other words, I'm stuck. There's a block, a large brick wall in front of me that will not move no matter how hard I try to push it. It's just there and I'm lamely standing in front of it, wishing it will crumble into dust.

Research Paper [Post #5]

Oh dearest research paper, why has your introduction evade me so?

It's already half past seven and I've yet to start my research paper. Maybe, if I just write, I can clear my mind and focus on the research paper then. Alright then, here goes:

Fingers twitching, itching, and writhing, wanting to write and yet, cannot. There's that damn tingly, crawling feeling again, sending shivers and chills down my spine. Like spiders. That's what it's like. Creepy, long legs skipping across the thin veil my skin is. Fidgeting, shifting from one foot to the other. Restless.

How on earth do you even start a research paper?

On another topic, I finally remembered to ask this question that has been plaguing me since the beginning of the term. Does anyone here actually look over their blog post and edit it before they post?

FSTI Chapter 27 [Post #4]

Persuasion and argumentative papers. I remember last year in AP English, we had something like that going on. PK and I worked on a topic involving nudity in art, which we both agreed that the topic was very interesting and different. It was a lot of fun, learning what people thought.

This paper seems more formal and I guess we can't really choose any topic at our discretion (based on our domain). Still, it looks as though the two are similar in their format. Beginning with the background, then moving onto the thesis, argument, rebuttal, and finally, the conclusion.

(I thought we were doing a trend paper, though. Wait, what's the difference?)

FSTI Chapter 34 [Post #3]

I liked that there was this one part that said you shouldn't overwhelm your audience with an overload of information. I tend to do that--I want to get everything done into my paper and so I write with my eyes on my notes and string each piece of evidence to the next. I guess it isn't the best idea.

So, like PK, I have hit many dead ends and have finally decided upon the trend of children and teens affected by ADHD. Actually, now that I think about it, I might change to the trend adults because we just don't see that as often.

When I said I was looking forward to this earlier, I meant it as though we could pick some random topic that sounded interesting. Although ADHD is interesting, it's definitely not something I'd choose to research in my spare time. Now, I just want to rush this paper.

Which brings me to another dilemma: the ethnography. Did I mention I wasn't going to go to PK's workplace anymore? I'm not sure I can dig up a good enough report... and PK thought we should work together. I agreed and now we're stuck.

Edit: Of course I go and read the wrong chapter.

FSTI Chapter 33 [Post #2]

This chapter was relatively short and concise. It began with telling us that we should organize our notes. Before taking this class, I'd never really thought much about the organization of notes. Sure, I took notes and rewrote them so each piece of evidence fit with the other. But I never really went out of my way to cut out large pieces and actually sorting them out.

We spoke a bit in class about organizing notes. This, I liked. The suggestion of copying and pasting evidence onto word documents with the source right by it was a neat idea that I immediately took to. I'll be trying that for this research paper.

I remember back in 10th, my English teacher spent a lot of time talking about how we should write in quotes. We'd spend the period writing and I remember her overhead--the one with the quote cookie sandwich. I think I remembered it clearly--clearer than other lessons--because she brought in Oreo cookies. Me and my stomach. The point is that she taught us how to stuff quotes in our papers and that's how I've always written it.

Alright, so the chapter continues to talk about the thesis, "developing a design", and finally the outline. Of course, I should hope that the class knows how important the thesis is. I don't really think there's much to say about it other than that, yes, it is important and our paper centers around it.

I think the design development is the hardest. It's like trying to begin your personal narrative again, only with a different topic. Still, with the outline, it might be easier than the personal narrative this way. The research paper has loads of evidence and we have a support: the outline while the personal narrative has nothing but our fading memories.

FSTI Chapter 32 [Post #1]

Chapter 31 starts with a comparison between the techniques the authors would be discussing and learning how to write for the very first time. It's a rather neat comparison. I can't remember writing for the first time but when I sit and sift through my old writing work books, I muse on the differences in hand writing. I remember my mother, wanting me to be perfect, had decided that making me practice my hand writing every night would help. (Now that I remember it, it makes sense... since Chinese was a lot harder to perfect and she was used to that, I guess...)

The chapter later goes on to talk about how to skim a book or text. This is unusual because when I skim, I let my eyes run over the words waiting for a key word to jump out at me. But their method is very different. I think I might try it.

I giggled when I saw the right way and wrong way to take notes. I hadn't known there was a right and wrong way. The clear cut differences the text lays out definitely shows and helped me see how I've been doing in comparison to that. I guess I had been taking notes the wrong way.

I've always heard that paraphrasing was a good thing, but there's a wrong way for that too?

I might try the practices later or some other time.

FSTI Chapter 31 [Post #7?]

There are too many topics out there that a person can research. FSTI says you should choose something that interests you but there are too many things that interest me. Still, the guidelines they have for choosing a topic could be helpful.

1. What do I want to know and why is it important?

2. What do I already know?

3. How do I find new information?

4. How do I evaluate what I find?

5. What have I learned?

Alright, so that's what we need to think of while working on the research paper.

The part about working in solitude is ironic because while reading that part, at that moment, my sister was studying her history with her music on full blast. (Of course I had to read it out loud to her.) While I understand a lot of people are like that, I'm not. I need an absolute silence to work on subjects, or to even think. Sometimes, I can manage to tune out the surroundings though.

The evaluation part reminds me of AP European History last year when we did our DBQs. In that, we wrote an essay based on a series of documents. There was this one part where we had to evaluate a document's credibility or biasness.

Hopefully this research project will turn out well. I'm actually a bit excited to learn about a specific topic of my choosing (which, again, reminds me of European History last year. Those historical investigations...).

FSTI Practice [Post #6]

From chapter 7, page 80, practice number 1.

1. Try some thumbnail sketches--one- or two-line descriptions of people you observe. Try to reveal something about character by focusing on physical details, speech, or actions.

She slouched into the couch, curled into the warmth of the blanket and fast asleep. The T.V. blared soundlessly across from her.

She leaned closer to the screen of her computer, eyes narrowing into focus. Minutes pass and she was still attentive.

His fingers dance across the metals, playing with each part and trying to piece them together. He sticks his tongue out in concentration, pushes up his glasses, and continues to work.

FSTI Practice [Post #5]

From chapter 2, page 23, exercise 1:

1. Revise each abstract "telling" that follows.

b. The party was awful.

Jake stumbled over his large feet as he made his way over to find some place he could hide. His head pounded, as if someone were ramming a hammer into his brain methodically. His heart thumped wildly; he was sure that someone would hear the constant allegro of his organ. He frowned to himself, trying to keep the room from spinning as the terrible tunes of old '80s rock blared from a set of broken stereos.

"Move it," he grumbled to a group of guests. He shoved them aside and ignore them as they cast disgusted looks at him.

c. She dresses funny.

At precisely 8'o clock on Monday mornings, Evelyn would walk into the cafe and ask for a cup of hot tea. She was a strange woman. She would enter with a style, a flourish that no one had. It was something of a dance, of a light tip toe as if she were afraid of the floor falling beneath her step. Her shoes would always be mismatched. Once she came in wearing a red heel and a green one on the other foot. Sometimes, it would go terribly wrong and she would come in hopping slightly because of the height difference. Other times, she would even mismatch her socks.

She sometimes wore a skirt--it would always be homemade, she proclaimed proudly. Sewn from dozens of different fabrics collected over the years. Other times, she wore a pair of brightly colored jeans or shorts. Despite the brightness, she managed to pull on a top that worked well with her style. Colorful beads, a top with a long neckline, dozens of bracelets--neither matching nor making sense--and she even wore a hat at times.

[Post #1, 2, 3, + 4]

I haven't posted in a while but here I go...

First off, personal narratives. Since it is due on Friday and today is Wednesday, I am nearly complete. Or, I could be. Before this class, my revisions consisted of merely reading over once or twice and correcting a few words, deleting some phrases, and checking the spelling and grammar. That was it. However, with this class, I learned many new techniques that have become extremely helpful and will continue to use. Never have I written and rewritten a paper so many times. I am on my fourth revision! And that's not including the first crappy draft. It's strange yet I feel a lot more comfortable with my essay as each revision passed.

Today's workshop was also helpful. I'm sure many of my classmates knew some of the things we talked about, but there was a lot of things that I hadn't noticed. Commas are so tricky and I had a lot of trouble with that and still do! The writing groups were also extremely helpful. At first though, we were still in a daze and unsure of what to do, so there wasn't a lot of modifications. However, with the second workshop, I got a lot down and fixed. I also realized that I did repeat a lot of words but when reading them aloud, it seemed even more prominent.

On the subject of papers, I have started ethnography just today. Since I've never done this, I was unsure and uneasy as to how to even begin. Mainly, I just walked around to get the feel for it and watched the employees of Chuck E. Cheese--PK's work place. There were not a lot of people there; it was only Wednesday.

Finally, research papers. The research, I think, is due next Wednesday, right? That leaves less than a week to find a topic (if not already done so) and finish the research. I am unsure about my topic at the moment. I kind of want to do one on how age affects the ability to learn new languages. But that may be tricky--I'll poke around some more and hopefully will find something that interests me.

Field Day! [Post #5]

Today's visit to the University of Minnesota TC Campus was exciting. Listening to Ms Shandy speak and rushing to take notes gave me a bit of insight on how college would be like. I thought, "Ah, I guess college classes are going to be like this" and rushed to finish my notes. She was an interesting speaker and I enjoyed the activities she had us do as well as her demonstration on how two people's interpretation of the same thing could be vastly different. I definitely liked the panel of students/instructors at the end. Hearing what students have done and what they have written definitely gave me a boost and got me eager to start.

PK and I discovered a pair of revolving doors. Guess what we did?

Overall, I definitely enjoyed this field day.

TCE + Ref [Post #4]

This chapter was extremely helpful. When faced with the prospect of an ethnography, I found myself at lost as where to start. This chapter focused on asking questions, when to ask those questions, what kind of questions, and how as well as there is the possibility that the culture you are studying has their own "secret language".

This is for my own reference, but if anyone finds this helpful, feel free to take a look at it or use it. There were too many of them to really remember them all.

Cultural categories: based on the supposition that knowledge is stored as a system of categories in the human brain

Folk terms: informant's language used when speaking about or with their microculture

>analytical terms: researcher's name for tacit terms used by people in microculture

>translation terms: words that members of a group may use when they talk about their group to outsiders

Descriptive questions: questions intended to elicit folk terms

How?

• Ask what they do and say, what things look like and what they are called.
• Put questions to context.
• Avoid asking "What is a...?".
• Don't ask why.

Types of descriptive questions:

1. Grand tour questions: most general; ie: "Could you take me on an imaginary tour of the office and point out everything I would see?"
2. Mini tour questions: questions that ask for more details concerning a folk term, etc; ie: "Could you describe how you...?"
3. Story questions: questions asking for actual events or places associated with microculture; ie: "When was the last time...?"
4. Native language questions: designed to check if certain words are actually folk terms; "Do you use '____' to describe this place to other people within your group?"

Field notes: written accounts of what transpired

TCE + Class [Post #2+3]

Chapter 3 of TCE was much longer than the previous chapters. There was a lot of good details and suggestions about finding a cultural informant and who that person should be as well as who it should not be. I thought the list of what makes a good informant was informative and also liked that the authors explained how many there should be.

Still, the consent form in the back of chapter 3 raised questions. Must we actually write out a form and have our cultural informant sign it?

Today's activities dealing with leads and sets was really helpful. Although I thought my leads were alright, after today, I realized that they could use a bit of work. The activity with designing the sets, however, were especially helpful. I never realized how important the set was and how detailed we had to try to make it! The whole idea of comparing it to building a set for the stage, for a play, gives a new perspective. It's not just an essay anymore. It's an art form.

FSTI [Post #1]

I understand that developing the characters is an important thing when writing but I never realized that a writer could show how a character is in as few as a sentence. Just the dialogue alone can tell the reader a lot about the character. For example, an American person might try to "recreate" a British accent by changing the spelling of certain words or using different words. "Wot is it?", maybe.

It's interesting and pretty awesome to know that you could create characters. I think that it would be amazing to bring to life fictional characters by just words because the writer is essentially giving their "children" traits of themselves. It's like the writer is the mother of the characters.

I was mildly confused on the emphasis in chapter 8 on light. I understand that light can reflect the mood of the scene or give the reader an image, but is it really that important? Still, I really liked the examples the two authors gave us to show what would be good and what would not be so good.

Chapter 9 was very illuminating. While I knew there were different ways to approach a personal narrative, I did not know how exactly to describe it or the most direct approach was. This text and the examples for each organization was very helpful. "Zooming in", "zooming out"... The examples, too, gave me a clearer idea of what the authors were trying to say.

Practice [Post #4]

Reveal the character of someone you don't know through his or her actions. Actions may be as small as gestures made by the hands or as large as decisions made in the face of a great crisis.

My sister sat at her desk. Her computer played music, foreign lyrics echoed from the loud speakers and filled the room as she bent over her desk, pencil in one hand and tediously scratched in her math answers. In another hand rested a calculator, solar-powered, and ready to do the math. Suddenly, she placed the calculator on the desk and reached up to scratch at an itch on her head--it might have been due to her winter hat. She wore her winter hat sometimes inside, especially if her hair was wet, to keep the wild strands tame. And then she was back to work again. This time, she curled her legs closer to her chest, in a fetal position almost, and looked up just as the song switched to another.

FSTI [Post #3]

Skimming through the first three chapters of FSTI, I noticed that the topics were of things we discussed in class: observing, language, perception, and voice. Often, we don't really notice the little details in our lives and that is what the first chapter points out. I could understand to "need" to look at things carefully because just a few days ago, I had only just noticed that one of my friend's eyes was lighter than I had first thought! And we had known each other for...quite a while.

It points out that we can miss the tiniest details and when writing, that little detail is very important.

We've heard a lot about "showing" versus "telling" in writing and here it is again--in chapter two! However, I especially loved the clear cut examples this book shows us. From the first step of merely telling to the final, detailed sections of showing the audience. I took a look at the exercises in the back of chapter two and would like to try it out sometime.

I remember we briefly discuss voice in class and I do agree. Although I believe that essays should show some voice, some character, it should remain focused on the larger task.

The final chapter, "Facing the Blank Page", is the one that interests me the most. I...write a lot and I enjoy writing, and therefore I often find myself glaring at the blank Word document with its cursor laughing hysterically at me. My methods usually included to just get away from writing. I would stop, completely, and go and do something else. I would wait for something and come back and write anything. It didn't matter what I would try to write, be it the work-in-process or a new piece. Other times, I would turn out a bit of music--however, I usually find that very distracting since I tend to listen and sing along to the lyrics (or try to, at least).

I like the list of the habits of writing. It seems interesting and I have attempted once to make writing a habit (guess how that turned out). Maybe I'll try it again...

Ethnography [Post #2]

Ethnography. My first encounter with this word was actually on another blogging site. I happened across it, and curious, skim the contents. The whole project was done through online messaging, through the internet. Fascinating. It was actually on an online fanbase, a small community of fans who gathered to discuss their common interest.

As I watched my friends flutter frantically about due to their English ethnography project about a year later, I became interested. A study of a subculture was something I hadn't thought of before. Pretty soon, they managed to rope me into helping them with their project.

Now, I find myself nervously tapping my feet and excited to work on this project. The only problem was on what. I have absolutely no idea what subculture or group (or culture for that matter) I would study--oh joy, the stress.

Still, reading TCE made me realize certain things that I never actually gave much thought to. For example, when I read that some people said that "green" and "blue" were the same color (as an example for tacit culture), I realized that my parents do that. To them, the words for "green" and "blue" are the same.

Continuing on, TCE began explaining Microcultures, which, before this day, I have never thought of. (Google Chrome does not recognize the word "Microcultures", random thought there.) A culture within a culture--makes sense, yes? Most people don't think of that though. They don't think that say, a basketball team is a culture. I agree, but that might be because most people don't know what culture is exactly.

Which brings us back to the first chapter and the explanation of cultures.

The First Day [Post #1]

I was absent yesterday, so I've only just begun reading the very first assignment for this class and although I've only reached page two, I felt the need to write something.

In the introduction to FSTI, we're comparing the graceful and beautiful Korean pottery with the Japanese. I thought this was an interesting way to begin. As I continued on, I thought, yeah, this does make sense: the process, rather than the product, is the key. This may perhaps be because there are times when I would find myself searching up tutorials or a video of an artist to explain the process of a piece. I'm rather used to this, however I've never really noticed or compared it to the process of writing. Sure, I might have known somewhere buried in my mind that authors/writers/poets have a hard time writing too, that they spend countless hours sitting behind an empty screen with that accursed cursor mocking them. But that thought was never really compared to writing an essay for an English class.

(Random thought: I noticed that in Exploring the Subject, when the author(s) used the business executive example, they used the pronoun "she" rather than "he or she". What does that say? This would also be the place where I would insert an emoticon.)

It's interesting that they say to really look deep into the subject matter one is writing about. And yeah, it does make sense, because most students--and maybe some teachers--don't really dive into their subject matter. This is almost like they're picking apart the process and trying to show how to write--ugh, I forgot my train of thoughts. Maybe I'll come back to this.

I like how they compared writing to a stage performance with the process being the practicing of lines and such, and then the finished product being the final performance or act. It gives a new perspective on how and why you write. Or at least, for me.

I hate to say it but I think I really disagree with the assertion that poetry is not spontaneous because I completely agree with Wordsworth. To me, poetry is exactly that and it's not right if it's organized. That's what prose, or an original story is for. That is much more organized and formatted so that the reader has a much easier time enjoying the story rather than looking at how the words are organized.

Editing: That's what thesauruses are for. (Insert another emoticon here. Can I at least put a smiley?)

"The writing process is the beginning of movement from sight to insight." Why does that sound like there's going to be a revolution or something?

(I also would like to apologize for the over using the commas. I tend to vomit commas.)