Brendan Donohue
ENG. 122 B
Prof. Cripps
October 24th, 2017
Framing Statement Literacy Narrative
- Writing as a recursive Process
In actively participating and carrying out the recursive writing process, my final draft was the end result of multiple rough draft copies. My rough draft copies varied from notes on paper in an effort to organize large scale themes of my paper, down to the revision of very minute changes for my final copy. The larger organization and revision process can be seen in Sample One of my notes for the Literacy Narrative. In this stage I chose a theme of the paper, which was discovery of what literacy meant to me, and I began to organize evidence and proof of how that process occurred. I told of specific events and conversations that were intra personal, with my teacher at the time, and my mother. This stage of revision is known as global revision. I began to gather and refine the larger ideas and details and timeline of my story, so that it was understandable and carried a easy to identify theme. Days later, once I began to form a rough draft of my paper, I moved into the process of local revision. I now had the main structure of my paper organized and laid out. I began to review my paper by printing it out and reviewing it myself. I worked to identify sentence structure and transition of ideas from one paragraph to another so the paper was easily read and understood. I also began to correct punctuation and grammar of specific sentences, moving into the final stage of self revision. These changes and edits of my own work can be seen in the rough draft of my paper below, Sample Two, of the Recursive Process.
Sample One- Recursive Process
Sample Two- Recursive Process
https://docs.google.com/document/d/1yaAYD2Pp1V29VluAluCwFupUdN5ayBRU4LocHh1Vokw/edit
- Active Reading, Critical Reading, and Informal Reading Response
- Critique Own and Other’s Work
Another key component of the recursive writing process and editorial phase, is pier review and editing. It is a valuable skill to be able to be receive constructive criticism and make your literary works better as a result. Also, it is important to be able to pier review someone else’s work, as it will give you a better perspective for your own work. In the recursive writing process of my personal Literacy Narrative I had the benefit of having a few of my fellow classmates pier edit and comment on my work. It was very beneficial to receive this type of feedback because these other students have a different literacy background. They were complimentary in some areas and gave me constructive feedback in other areas. Some examples of this include; “Really enjoyed the intro. it flowed very well into that last sentence, personally I think it was a very good way of introducing your moment”, fellow classmate Teddy Miller. Another classmate Natasha Galloway said, “Overall, I feel that the intro is fairly strong. It starts as a broad spectrum of literacy and narrows down to your personal experience, and I like that a lot.” Receiving feedback like this from classmates is very rewarding and inspires to me to continue to participate in the practice of pier review editing, although I know not all feedback will always be positive. During the recursive writing process I also review and edited my own work several times over. I find it beneficial for me to sometimes step away from my work for a few hours or a day, and then review it again with fresh eyes and energy, often this results in me seeing and catching mistakes I had not previously noticed. This can be seen clearly in the early notes of my writing process. One specific example is my efforts try to and frame and insert a quote from my grade school teacher. This new character was just being introduced in my story and I was using the quote as a supportive piece of evidence so the reader could understand her personality. These notes and evidence can be seen in Sample One, of the Critiquing Own and Other’s Work below. In terms of editing my fellow classmates work, I do not have evidence of making comments on their rough draft papers. This is an area that I see has much room for improvement on my future projects. To quote Carol Dweck, I am reflecting on this area and looking forward to my improving on this challenge with a “not yet” mindset. I do however, have detailed audio recordings of my conversations with my fellow classmates while reviewing each one of their works. These conversations and discussions in which I promote the increase in detail and revision for clarity, can all be reviewed below in, Sample Two, of the Critiquing Own and Other’s Work.
Sample One- Critiquing Own and Other’s Work
Sample Two- Critiquing Own and Other’s Work
ENG122B-Personal-Narrative-CONV1
- Control Individualized Error Patterns
This Literacy Narrative writing project is the first that I have done not only with Professor Cripps, but also at the University of New England. Due to this circumstance I am unable to draw connections and relative progress of the Individualized Errors in this project to those of other projects. However, I am aware of the error patterns prior to this course with Professor Cripps, I can admit those same mistakes do make an appearance here in this project. The first Individualized Error Pattern that I have identified for myself is the error of the comma splice. I often create a run on sentence and attempt to break it up with a comma splice. I also often make the error of a comma splice when instead I should use other punctuation such as a semicolon or a period and break it up into two separate sentences. An example of this Individualized Error Pattern, can be viewed at this link:
https://docs.google.com/a/une.edu/document/d/1yaAYD2Pp1V29VluAluCwFupUdN5ayBRU4LocHh1Vokw/edit?disco=AAAABAJnVMM
Another Individualized Error Pattern that I have recognized in myself is the outright effort to always format my papers in the classic five paragraph format. This is a detrimental error because it limits the amount of ideas and evidence that I can provide. It also disables me from expanding on my ideas and evidence at great length by comparing and contrasting in depth. Lastly this is a detrimental error because my paragraphs end up being eight, nine, ten, or even more sentences long. This causes the reader to end up getting lost in the original idea or theme of the paragraph, and put it simple, its boringly long. An example of this Individualized Error Pattern, can be viewed at this link:
https://docs.google.com/a/une.edu/document/d/1yaAYD2Pp1V29VluAluCwFupUdN5ayBRU4LocHh1Vokw/edit?disco=AAAABAJnVMU
