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."