Today's portfolio work...

I've decided that the best way to organize my paper for right now is into categories of introduction, the insider's debate, text vs. discussion, my synthesis, and conclusion. When I reach that point, however, I may decide to put my synthesis and conclusion together if the ideas overlap too much. So far, I have a working introduction, I wrote out the insider's debate, and am almost through the text vs. discussion part, but I still want to incorporate two sources. I may further divide that section into a sort of "what the experts say" and "what the professors/students say." That is one issue I am facing right now.

Today, I will finish the text vs. discussion portion, and before I go any further, I want to print a copy and read through it altogether for coherence. After that, I will continue to synthesize my own ideas and perspective on the issue, probably into a very rough outline of ideas and use that to follow for the last two sections of my portfolio.

still working on the paper...

I got a lot written today, but I need to go back into Elbow's argument and really figure out how it works with my other points. I plan to do that by Friday. Then, I want to go back and make sure everything is really highlighted the way I want it to be.

Working on the paper...

Today I worked on the part of my paper concerning Bartholomae's and Lamott's arguments. I got through that part, incorporating quotes into it as well. Now I want to go back and review Royster's argument before I go into that part of the paper. After I get all three written out, I will go back and add more of my own conclusions based on the three synthesized arguments. After that, I will move on and work with my other sources and on the other side of my argument. I did get a lot of work done today, but I know that I am going to have to go back over my argument several times as I lay it all out, in order to make sure I have not overlooked anything, and that it is cohesive.

Annotated Bibliography Revisions

After looking over my annotated bibliography, and the comments about my bibliography, I want to definitely try to re-organize my sources into more clear classifications that show which sources add to which side of the argument. I may even find it beneficial to use three different classifications. I also want to look at my introduction again and make sure that I have fulfilled all of the requirements and that it is clear where my paper is going. Overall, I want to look at what the best organization for my paper will be, and from there decide how to best organize all of my sources and possibly look into even more sources.

Inquiry Contract

Inquiry Contract

Developing Your Own Voice

1. The issue I am thinking about researching is that of voice; specifically the implications and results of people oftentimes having to assume authority in situations in which they cannot or do not actually have that authority. What I want to know about this topic is how voice is developed and how it can be used in the most beneficial manner possible. The motivating factor for me to know more about this topic is that I think voice is the key to writing. It gives it style and personality, but when someone takes on a voice that is not theirs to assume, I believe many communication errors occur and that creates dissonance between the writer and audience. I want to look at the repercussions of doing just that. How does one feel when they must assume a voice in a certain discourse community that is not particularly their own, and how do the people of that community feel as a result? I also want to try to decide whether this is unnecessary, or a necessary part of the learning process. On a more general level, I want to look at how writers start to develop their own voice, given that they oftentimes have to mock another’s voice in the beginning stages of writing.

2. I think that when someone assumes a role that is not theirs already, they end up coming to conclusions based upon stereotypes and generalizations because we tend to fill in the unknown with our own perceptions based on past experiences. Therefore, everyone’s view is uniquely their own and might be based upon or influenced by misconceptions. Based upon my own past experiences in classroom settings, I know that when someone makes a comment which is not the majority view of the rest of the class, it oftentimes tends to create a lot of tension within the classroom and some people feel provoked to talk and defend their own views, while others become quiet and do not want to communicate their feelings with the rest of the class, even though they may have strong opinions, nonetheless. Furthermore, I believe that we are constantly asked to assume another’s voice, as students, trying to fit into an academic discourse community in which we might not feel as accustomed to. I think that in writing, however, some people feel more open to communicate their views than they would in an open discussion. Still, others might be more worried about their audience when writing than when the audience is a classroom of peers. Oftentimes, too, classroom discussion provides a springboard for writing.

3. Two questions I would like to answer in my paper include: When one assumes authority of a discourse community (in discussion or writing) in which they are not a part, does it create unnecessary tension, or is it a necessary part of the learning process? Also, how does one really develop his or her own voice, given that we are asked to assume the position of another so often in the learning process?

**Possible Sources include: Royster’s essay in Cross Talk, Bartholomae’s essay in Cross Talk, Journals printed from J-Stor (I have a few printed but will look into more as well), books concerning the topic of voice and developing voice in writing, and even possibly interviews with students or teachers about classroom situations. I know that I could interview students in my honors capstone course because we often have heated discussions that prompt us to assume a role in which we could not actually have (i.e. that of an African American experiencing racism, or a minority feeling stereotyped). I think another valuable source might be to talk to our instructors for that course and see their point of view, as they generally facilitate the discussion and then see how it relates to our writing since they are the only two who read what the entire class writes in their papers.