BLOG #5

Dear Dr. Jones,

Over the last five weeks I have learned more about myself as a

writer and a student and have had to consider my own purposes and

audiences when engaged in the writing process. As a young student

I can remember learning about the writing process in a five

paragraph format. It seemed simple and we used transition words to

move from idea to idea. I have taught many of the genres we have

and will be studying at the middle school level and had never

questioned the differences, purposes, and audiences that are

addressed in different reading and writing situations. I now can’t

write without thinking to myself, why am I writing, and who am I

writing to? Danielle’s blog title, Thinking as a Teacher / Writing as

a Student made me think that we are always students when engaged

in the writing process. We do not simply copy previous writings to

meet all of our reading and writing purposes. We are constantly

creating new writings and interpretations of readings to meet our

needs for the type of language transaction we are engaged in. I also

believe that we are as human beings, lifelong students; always

learning and changing.

 

I literally write every day, several times a day for multiple purposes

and to varied audiences. Every morning I have to write a pre-trip

bus report so the school district can keep records of the condition of

the bus, the mileage, and track the number of students riding. I

complete conduct reports to inform school personnel and parents of

student behaviors, and each night I have to complete a journal to

document any problems encountered other drivers. I send daily e-

mails and text messages. I read e-mails, traditional mail some are

formal and most are informal. I previously did not think about how

much I write or compose and to whom.

My previous writing habits were that I didn’t necessarily have

many. For essays I used the five paragraph rule and would

complete an outline to keep me focused. As I am preparing my

genre pieces project I am beginning to realize that I need to put

more thought into my writing than just the “rules” that were

dictated to me as a student. My topic is one which has me

wondering how I could write and word my information without

sounding crazy which is a stereotype associated with paranormal. I

also am very interested in trying to create a digital story about my

personal upcoming experience with my first paranormal

investigation.

This last week I completed many of the readings associated with

the genre study project. The persuasive genre was not my first

choice, but I have found it to be fascinating. I had never

contemplated the difference between persuasive writing and

propaganda.  I had previously just thought of propaganda as

someone trying to sell you something. I did not process that this is

an actual form of writing and advertising to confuse and sway a

person’s desires and opinions without actual fact based

information. Tompkins explains propaganda as not being the same

as persuasion because “the word propaganda suggests something

shady or underhanded,” (p.253, 2009, Tompkins).  It shows how

important wording and the manipulation of language can be for

communication and comprehension. This is an extremely important

concept for our students to understand as they become more

interactive in the world as well as becoming young adults that are

beginning to make more independent choices, not to mention the

astronomical amount of ads that are targeted at children and young

adults every minute of every day.   

I like to think that I hold myself to a higher standard, and I am not

content with my progress so far in this course. I am not a person

who uses her personal life to make excuses for substandard

performance in my professional life, but the last year has been a

test of my strength on a mental and physical level. I know I have

already told you that my oldest sister attempted suicide (thankfully

unsuccessfully), but also my father passed away (I almost feel

strange using this phrase now that I have read about doublespeak,

euphemisms, and inflated language in Tompkins), and most

recently I have been the target of workplace bullying and am now

fighting to keep my job driving the school bus. I have been

contemplating leaving my job as a bus driver due to the stress and

impact it has had on my college studies as well as my personal

health. My education means a lot to me as well as my family and I

will do what I need to do in order to be a better student, teacher,

mother, and friend. I am going into the next ten weeks of this

course with a renewed sense of motivation and desire to be

successful.

Sincerely,

Marsha O’Leary