Thlog Two

On our second week of Writing 2, we did a range of things to get ready for our Writing Project #1. The first thing on our agenda was to free-write answer Zack’s two journal questions. Personally, from my PB1A, I learned how a broad textual genre could get so specific, and also how a genre can be determined by the analysis of its audience, context, purpose, style, and tone. My thinking/writing process was structural, as I initially free-wrote everything about my thoughts of the instagram caption genre and its conventions. I thought of a thesis statement that incorporated the main question responding to the PB1A, and then I analyzed my textual genre. Student ID#11 wrote how they never had analyzed twitter in such a way, learning the complexity of writing a tweet. They also learned this generation’s obsession with others’ perceptions and public image. Their description of their writing/thinking process was very expressive. They wrote how they are still getting used to expressing their first-order thinking. In response, they gathered subcomponents and characteristics off specific tweets. The class then continued to share what they wrote for their PB1A, and it was extremely interesting to hear what everyone had thought of. Zack then shared with us his daily process tips of always saving your work, and recreating a tough sentence. He also shared his writing tips of using placeholders, and the use of the oxford comma. I thought all were very beneficial. Our first activity for the lesson, ‘Vocab in Composition/Rhetoric,’ was very helpful. Each group collecting quotes or paraphrasing readings for a group term, coming up with the connection it has with the real world, and how the term would helps us write ‘Writing Project 1’, really would assist me on the main focus of writing the paper.