Reading response: ISMLL 295-311

I never realized the importance of "translation" until my sister joined the law enforcement field, and after reading this text i learned why translation practices are so crucially important. It is also sad to learn that although translation practices are very important little research has been conducted about the topic, "This situation is partly due to partly to the global dominance of English, to its status as the language that is the most translated worldwide but relatively little translated into" (ISMLL). I am a non native speaker of English, and from experience i can say that, yes, this the above statement holds validity; I always find myself translating English to my parents, interestingly yet quite obviously, i never find myself translating my native language into English. What we have here is a major linguistic issue, and yes more research must be conducted to add fuel/feel to this "translation practice" conversation. Correct English is the dominant language, its the "lingua Franca" and this is why its never translated into; when forighners come to the USA they feel obligated to speak English, now isn't that sad? I would hate to state the obvious, but i feel that there is nothing wrong with English being translated rather than English being translated into. Its most translated because its accepted and most spoken worldwide, whats wrong with that? I'm not missing the point; i realize this upsets many people, but if we really want to do something about this then lets make a change....lets research more about here in the USA, and not so much only in isolated courses, creative writing departments, or even in Europe or Asia (ISMLL 294). We should drag this translation issue into "our universities" into "our English departments" this is a good option to push for change.
Aristotle's topoi: This reading was very worthy and advantageous mainly because it touched on the issue that never really occurred to me as "odd." Its a worthy/advantageous text because it contains great information, and really pressures the reader to think.

Reading Response: TSIS 115-32

I was very fortunate to have had the luck to stumble across this reading; this reading connects really well with my thesis proposal, "Informal Writing/Different Writing style." In Chapter 9, "Ain't So/Is Not" Graff and Bikenstein discuss in depth how students can "blend" their everyday language with Standard English, "Because there are so many options in writing, you should never feel limited in your choices of words, as if such choices are set in stone. You can always play with your language and improve it. You can always dress it up, dress it down, or some combination of both" (Graff and Birkenstein 121). Well said! Students should not have to feel like their work must sound "academic"; i am guilty of this to, i feel like what i have to say is limited because i do not do a very good job at expressing myself using Standard English; i feel like i have to use big words to sound "smart" for crying out loud, I AM AN ENGLISH MAJOR! I cant even imagine what other students who are not English majors (go through) when asked to write an essay, these students probably feel like they are being tortured. Every teacher is different, some will not allow their students to write using non standard English, and other teachers will tolerate it, and this is where the education system does the students injustice, all of the rules should be the same across the curriculum. I am all for Standard English, but i feel that students need to be taught how to convert their every day use of language into Standard English; it is not that difficult, it just takes a lot of effort on the teachers part. Tying is Aristotle's topoi, i would say this reading was HIGH ADVANTAGEOUS, and WORTHY!

Reading Response: TSIS 101-14

Like always, i highly enjoyed reading pages 101-14 from TSIS; i really love this book, it is very informative. 101-14 informs the reader how he/she can eliminate disconnected sentences in their own writing, and in their students' writing as well. The book gives Bill's examples; his biggest problem has much to do with him not reading his papers before submitting them, clearly, Bill has many sentences in his writing that just do not "connect." Because Bill does not proof-read his papers, he fails to realize that his writing consists of many sentences that do not "connect." He gets his paper back with teacher comments in the margin that read, "Connect your sentence" (101). Certainly, if Bill begins to "proof-read" his papers his errors will become visible. Graff, and Birkenstien convey to the reader that Bill and his classmates, "Never look back" at their reading, they just, "move forward" ; if such an an act continues, Bill and his classmates will continue to receive low scores on their essays (102). Graff, and Birkenstein recommend that students who are struggling with connecting their thoughts need to be taught "how to connect their thoughts." In other words, they need to be told that it is very important that they connect all of their ideas and sentence. By doing so, they will not mislead the reader (their audience), "It may help to think of each sentence you write as having arms that reach backward and forward. When your sentences reach outward like this, they establish connections that help your writing flow smoothly in a way readers appreciate" (103). Well said! Now, for Aristotle's topoi, this text was highly worthy and advantageous! It's worthy because it teaches the reader a worthy lesson which they can later teach to their students; it's advantageous because it provides examples of Bill's mistakes which the reader can take advantage of for future reference, and be prepared when they do come across a student who has"disconnecting" sentences. When addressing "diconnecting sentences, and how to use transitions" this book can be very resourceful.

READING RESPONSE: TSIS 74-97

This reading truly enabled me to realize how necessary it is to keep your readers in mind( while writing). When i write, i write for myself, and i forget about my readers i just get so amerced in my work. I realize how such a selfish act can ruin my paper; after all, i am writing to entertain my audience (not myself). The text provides the reader with excellent examples of how he/she can incorporate a "naysayer" into the text without truly hurting their text (taking away from the text). I realize the importance of saying, "although i am against ______, i see why it can be important for____ (you get the idea). A "naysayer" should be a MUST for academic writing because like the text says (it makes the reader sound open minded/not narrow minded and to some extent it also makes the writer sound wise).
Wise, this brings me to address Aristotle's topoi (worthy); quite obviously the reading from 74-97 is categorized as worthy. These readings provide the reader with great, vivid, and explanatory examples of why "naysayers" make one's text sound worthy, and worthy enough to read. "Naysayers" do not make the writer sound like their staburn and care for their ideas only, they, in fact, enable the reader to sound like they are open to listen to others opinions, and are willing to take others "considerations " into "consideration."

Reading Response: TSIS 51-75

I love this book! It provides one with awesome advice, and it enables one to learn what a paper's "do's and don'ts" are. Pages 51-75 discuss how to agree, disagree, or a combination of both...and how then to support your assertion. The chapter goes over how a writer should not spend too much time trying to declare their position because this puts the reader to great frustration (Graff/Birkenstein). In other words, the text loses its essence if the reader does not make his/her point in time. I often times have the same problem with my writing, fortunately, this book has made me realize this very fact and has also provided me with the essential tools that i will need to make proper changes to my "agreeing/disagreeing/. Writer's should make it clear to their reader's who is speaking (Graff/Bikenstein 67). It is not the reader's job to try an figure out who is speaking; the writer should make it clear enough (So, and so says....(or) so, and so argues....). When the reader is having a difficult time trying to figure out who is speaking the writer looks like a weak writer, and in result, loses credibility. Tying this reading to Aristotle's topoi, i strongly believe that "The Advantages topoi ties in real well"; this reading provides it's reader with great academic advice that will help a student improve his/her paper. This reading was certainly advantages, well at least i found it to be. The chapters speak for themselves, each provides excellent academic advice; therefore, it is advantageous for it's readers.

Reading Response: ISMLL 143-159 TSIS 39-47

I enjoyed reading from ISMLL; however, I most especially enjoyed the readings from TSIS.
ISMLL reading covered the importance of Textual Scholarship, and what its significance has been in the past, and what its significance is today (in the present). This portion of the reading enables the reader to recognize how an editor’s changes to a text can change the entire meaning of the text. Textual Scholars study the books format, it’s content, and it’s relation to the environment of reading and writing (Marcus 153). This portion fo the reading enables one to realize the importance of (electronic materials books/articles/magazines/ etc). Taking Aristotle’s topoi into consideration, I feel the reading from ISMLL is (good/worthy). Why? It is worthy because Textual Scholarship is very beneficial and useful for the academic field; it helps to shed light on the gray areas of English. In other words, Textual Scholars helps dissect a book, and this enables readers to egage with the book on a different level.
The reading from TSIS was very interesting and beneficial for the reader; this portion of the reading informs the reader about what the importance of (correctly quoting) is. If an individual’s paper has a quote certainly he/she must explain it. The individual should not leave it dangling because this can cause a “hit and run accident.” Surely, the quotes should be explained. When quoting, the following questions should be taken into consideration: why is the quote there? What is its significance? How does it help argue a point? The readings from 39 to 47 also inform writers’ how a quote should (not) be introduced. Attaching this reading to Aristotle’s topoi, I would say, this to, is considered (good/ worthy) because it provides an individual with vital information that can help enhance a writer’s paper. It is also (good) because it is well supported with excellent examples of how to correctly quote and what one should not do with their quote

Reading response: OGLR pages 1-45, 153-175

The OGLR reading from 1-45 was geared towards those who are new researchers such as myself. The reading was very benefical for me; i learned a great deal about "how to go about searching," which source is credible, how to use an encyclopedia and dictionaries, and what portions of it are effective. Internet searches are (ok); however, one must conduct a background search of the source, because most internet searches are not credible. The topoi: I would consider this reading to be advantageous because it provides the reader with excellent and benefical information that the individual can take with them.
The OGLR reading from pages 153-175 gave a brief; yet, specified over view of the "Boolean Combenation," and the use of oprator "AND, OR; it also discussed the importance of quotation marks around words and phrases. I considered this reading to be most beneficial for me because i have always struggled with narrowing my searches. I always end up mixed info (too broad, or too narrow). The Boolean Combenation enbled me to learn how to search accurately (Specifically, Narrow not too Broad). When researching a topic, I plan on using the OGLR as a guide. The topoi: i found this reading to be advantageous. I learned a great deal about narrowing my topics, how to properly search topics and actually end up with what i am looking for rather than jaron.