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.

Response to THEY SAY/I SAY

I have mixed feelings regarding the use of templates. I like the whole idea of having students use templates; they will be able to join the “academic sphere” because their writing will sound more effective. On the contrary, I do not view the templates to be as effective as Graff and Birkenstein believe them to be mainly because I believe that the templates take away from a students learning experience: students lose their own voice, they are relying on someone else’s words to fall back on, and their using someone else’s train of thoughts. They aren’t learning how to articulate language on their own. Writing is a process; one will go through many stages before the individual becomes an effective writer. When I become a college professor, I want to see my students make mistakes I want to see them at their worst, because this will help them arrive at the best stage of writing. I do not want to provide them with templates that are useful for a short period of time. I want to help my students learn to use their own voice, their own train of thoughts, and learn to articulate language on their own rather than relying on templates for help. In short, I want to provide my students with a learning tool that they can use throughout their college years and after words as well. As a student, I couldn’t imagine using templates. I eventually use them if I was forced to, but much rather prefer using my own voice to express what I have to stay. I realize that my writing may not sound “academic” but I am in the learning process which means the more mistakes I make the more I am learning. Templates may be very useful for first year students such as freshmens because they need the push. They need the templates to fall back on.
Inclosing, I oppose to Graff and Birkenstein’s idea for the use of templates. The two demonstrate a great portrayal of how templates may be useful for students; however, it was not good enough to convince me that students should begin using them. I find the idea that students should learn to articulate language on their own much more effective in comparison to using templates. Graff and Birkenstein believe the templates are an effective way for students to become critical thinkers, true; however, there are other ways in which students can become effective thinkers such as engaging in class discussions, participating in debates, teaching them how to critically analyze texts , and showing them the tools of how to articulate language. The above will help students become critical thinkers; it will also help them become independent intellectuals.