Monday, February 29, 2016

blog 2

CH 7 - Predictor Variables

The issue of present and past tenses in research writing is really interesting, and one that I had never even thought about. I only recently became aware that I often write in the present tense; I became aware of this when my boss at the newspaper told me to "watch my tenses, you're reviewing something. It'd always in the past." And until reading this passage, I couldn't understand why I was having such a hard time doing something that is so elementary. I never realized that when we discuss literature, we always do so in the present. Of course we all know that written work is frozen in the time it was written, but now I'ms starting to wonder: what does that say about how we see the author? Apparently we believe they too are frozen in time. Super interesting, and so simple! Like why hadn't I ever thought of this before? I also never realized how limiting that is. (Reasons 1 - 4 say it all). Although I think it is supposed to be the researcher's job to try and combat these issues.

I agree that APA is worth discussing in a comp class. And it's weird that APA is often cast off in comp courses in lieu of MLA whent he reality is most of the students we encounter (or will encounter for future teachers) will use APA a lot more than MLA. Yet because it is a comp course, we tend to view it strictly as an English course, when really composition spans across all majors.

Interesting contrast in this reading compared to the last one we did; specifically how this author disagrees with the "personal voice"/ storytelling method while the previous author praised it. Furthermore, this text justifies appropriate times for storytelling (namely, after you have made a recognizable name for yourself in the field).

"Guilt from not studying absolutely everything" this made me laugh, because that is exactly how it feels.

I never thought about how shielded (excluded?) students are from the research of their teachers. But now that I'm thinking about it, I've never read a single thing by any of the professors I've had, even though I knew they had or were in the process of writing/ researching. However, it always seemed that my professors were only researching/writing in order to keep their jobs. Not necessarily to advance their own knowledge as the texts suggests. The idea of  teacher discussing their research with us (as a class) seems to violate the standard social norms of the classroom. Like I actually think a professor discussing their children and spouse would seem less intrusive than them sharing their research.

"publish or perish" this seems to be more complicated by the fact that virtually anyone can publish anything, anywhere. It really raises the bar and makes it that much harder for those of us who want/need to publish  for work. How do we make our voices distinctive in a sea of them? And what's more, if we do get published, how impressive will it actually look? And as for having "substantial" publishing experience, it's that awful cycle that first-time job hunters encounter: I need a job to gain experience, but I need experience to get a job. ("Preferably a book"! As if it was that easy. Publishing a book is the dream, and this nameless job is heavily implying that it as a requirement.)

Again, there is contrast between this week's reading and last week's. Although this reading brings up the many ways in which math IS important, and how it doesn't automatically;y trigger panic attacks in those who use it.

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