SGarza.HaswellChapters9-11 History

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'''Willma's Comments'''
Hey Janet, I'm waiting on your interruptions. They let me know what I may have missed.
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'''Clare's Definitions and Discussion'''

Chapter 9-11
The focus (for me) of these readings was the discussion about sentences, as this might be a variable that can be judged by computer.

Haswell discusses the idea that sentence depth takes advantage of short term memory, with clumping and moving the complex parts to the end which reduces memory load of the reader (232 234).

I found the final free modifications to be perhaps a good variable for the computer assessment. You could put the way they are built (gerunds, signal words, etc) as the recognizing factor. It not only shows complexity of thought but also saves words (238).

In ch. 10, the focus is on organization (a traditional variable and one that is important to both experienced writers and teachers). This is something that needs to be assessed but how would it go with the computer, or would it go better as one of those things that the teacher should look at.

Chaining is an alternative to organization structures that teachers may frown at (like our old friend the 5 paragraph essay, which can be useful as discussed).

*'''Chaining''' is described as organizational mechanism allowing what Mina Shaughnessy calls the of accomplished , which is open ended open ended was discussed earlier as a sign of maturity in writing (261 262).

So chaining means you take one idea and shift to the connecting aspects of the next idea? This would be in opposition to topic 1 transition topic 2 transition topic 3? This concept will need a bit more study but there may be a way to statistically recognize chaining to use it as a variable.

I look forward to the last chapters for ideas on assessment.
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Chapter 11.

Haswell attempts to answer two questions; would transformative determine remediality [sic]?- Or would it deny the concept altogether?(268).

Haswell classifies '''development as knowledge of human development'''.it applies an ideology rather than an regulative (268)

I found it interesting that the teachers doing the holistic grading agreed on the bottom nine .[and] that teachers of writing apparently agree more on who are bad writers than who are (269).The reasons are explained on pg. 269.

Haswell illustrates that the ''' level ''' is less predictable in measures, but the essays that were surveyed were more similar to that perform more like competent employee essays in comparison with eighty seven students essays higher up in the
I can agree with Haswell that basic writers in cognitive but this fall under the learning section? If a writer learns how to adapt into the discourse and develop logical thought processesin writing and is able to put those on paper- are they still writers?

I was impressed in the way Haswell dissected '''figure 11'''. and looked beyond the fact that there was paragraphing to graph logical (271). The conclusion is that we as instructors must ''look beyond the surface and look to see how and how far the thinking presses '' (271)

Logical organization wins this argument.
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''Eda's Definitions''

Chapter 9: The Sentence

"English teachers used to define the sentence as a complete thought or as a grammatical structure complete in itself"
William James: "a single idea could be a definitely outlined thing and replaced it with the psychological notion that a thought must be a mental filed or a wave"
"Today the sentence almost, but not quite, has joined point, simplicity, theme, and other quaint terms of language analysis nos past their prime"
Researchers: "the sentence could not be defined"
"Composition researchers replaced the sentence with the T-unit or clause because of the regression in the linear match between length pf sentence and age of writer"
Minor sentences: a dependent clause, a phrase, a word, part of a word
"The sentence is something better than a single idea, a definite outline or even a mental field. It is a rhetorical gestalt"
Sentence-depth: "the amount of delay sentence forces on readers in bringing its words to fulfilled grammatical senses"
Yngve's analysis on sentence-depth: "the depth of a sentence does not necessarily depend on it length"
Collocation ties: "collocations are those tacit connections that inhere in conceptual frameworks of shared knowledge and experience"
Incrementation: "the form has a narrative base, but a base underlying a number of intellectual maneuvers essential to mature non-narrative discourse" Haswell calls this base incrementation
Final free modification: "the optimal form for two ideas, both fairly complex, of equal weight, with the second incrementally rising from the first-a kind of dialectical double-take"

Chaper 10: Essay Organization
Unchained Patterns: "a structure formed entirely of a single, enclosing logical unit-a causation or an inference"
Unchained Organization: "an organization expands by embedding, by swallowing new sub-patterns"
Chained Patterns: "one formed by the overlapping or linking of two or more unchained patterns"
Chained Organization: "an organization expands progressively, by overlapping or grafting another pattern onto its end to create a new and different organization"
"Logical segments of a symmetrical pattern are categories of common class"
"Asymmetrical patterns are further distinguished by a mediating assertion, usually implied, that acts as abridge between two different classes"
Chapter 11:
"Developmental is one of the more recent labels for students who write so badly that administrators and teachers do want them in regualr composition sections"
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Collations - Tacit connections that inhere in conceptual frameworks of shared knowledge and experience. - Page 235.
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Collocations - Tacit connections that inhere in conceptual frameworks of shared knowledge and experience. - Page 235.
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Writing Vies - Writing not necessarily better than that of others,just in the same league. - page 276.
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Writing Vies - Writing not necessarily better than that of others, just in the same league. - page 276.
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Charles Riss
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'''Willma's Comments'''
Hey Janet, I'm waiting on your interruptions. They let me know what I may have missed.

'''Charles Riss'''
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'''Top level organization:''' and coherent arrangements of ideas embracing the largest number of words in the body or main thematic argument of an (251).

'''Overlap''': Within patterns of organization the last part of one organization may simultaneously express the first part of a second (252).

stages of chronology are cause and effect or problem and solution- known as bidirectional or multi layered (252).

'''Chained and unchained Novel''':
Unchained is single and enclosed unit or (252).
Chained is overlapping or linking of two or more chained taken as more complex than unchained by reason of their overlapping section which plays two logical roles at once (252-3).

Chained patterns are moer complex than unchained. essays grow steadily, from none to with freshmen to almost a third with (258).

'''Symmetrical and asymmetrical patterns''':
Symmetrical patterns of a common class as in chronology where patterns are all units of (253).

'''asymmetrical patterns:''' not be categories of the same . two different classes at once asymmetry and (253-5).
Classification is a collection: differentiates categories so that they are mutually (255).

'''Development:''' to Degree the notion of connection (255).
Choice at least one inference (one option is better than the other for some reason), but adds a contrast between (255).

'''Solution''': not only a choice between possible options but a testing of the (255).

important to note that although these vocabulary words are complex in nature, have no necessary connection with rhetorical (255).

Good plans for chosen discourse are not always chosen out of (261).
For good plans to be effective in reference to , choice, solution, and chained combinations, [] teachers will have to become more aware of these complex teach more complex patterns, teachers must dwell on the tactic of chaining in what Mina Shaughnessy calls the developing (261-2).




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'''Comma:''' the addition of a comment on the main . The comma warns that the subject [] is going to be (241).

Haswell claims that bodies of sentence patterns that illustrate - phrase by phrase or clause by clause [are] acquired through thousands of hours of (242).
Is it correct to imply or believe that choose meaning is to choose in a prestructured as suggested by Habermas and Gadamer (Haswell 242).

This question seems impossible to conclude because we still trying to determine if the sign signifies the meaning or if language is developed or develops prior to thoughts?

Haswell answers that question quite gracefully; typically precedes and he backs that claim up by stating that children we understood more than we could say and read at a higher level than we could write (we still do) (247).
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Why is it important to research sentences? Haswell uses the example of long legal contracts and State Department documents as the we should beware of (Haswell 230). I wonder if this section would have addressed the new requirement for less technical and confusing writing that consists in any legal document like insurance forms, taxes, et.al.?
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Why is it important to research sentences? Haswell uses the example of long legal contracts and State Department documents as the we should beware of (Haswell 230). I wonder if this section would have addressed the new requirement for less technical and confusing writing that consists in any legal document like insurance forms, taxes, et.al.?
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cannot make a clause out of any shorter element whereas you can make a sentence out of a dependent (231).
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cannot make a clause out of any shorter element whereas you can make a sentence out of a dependent (231).
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'''Incrementation'''- form may be crucial to non-fiction. Haswell argues that has a narrative base, but a base underlying a number of intellectual maneuvers essential to mature non-narrative (238).

'''Final Free Modifier'''- of enlightenment dispelling misconception and leading to (238). It is also the form for two ideas, both complex, of equal weight, with the second incrementally rising from the first- a Kind of dialectical double (239).

Ways that ''incrementation'' and ''final free modifers'' can assist students is to the comprehension of a complex nominal by freeing and singling out those parts the writer will follow (238).
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'''Willma's Definitions - Beginning'''
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Cajolery noun - Coaxing or flattery intended to persuade someone to do something. - page 279
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Cajolery noun - Coaxing or flattery intended to persuade someone to do something. - page 279.

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Obscurantism - page 231
->The practice of deliberately preventing the facts or full details of something from becoming known.

->A policy of opposition to enlightenment or the spread of knowledge.

->A deliberate act intended to make something obscure.

->Obscurantist - A person who is deliberately vague.

Sentence Depth - The amount of delay a sentence forces on readers in bringing its words to fulfilled grammatical sense. - (Victor H. Yngve) - Page 232.

Collations - Tacit connections that inhere in conceptual frameworks of shared knowledge and experience. - Page 235.

Unchained Pattern - (Haswell) - A structure formed entirely of a single, enclosing logical unit -- a causation or an inference - - page 252.

Chained Pattern - (Haswell) - A structure formed by the overlapping or linking of two or more unchained patterns. - page 252.

Symmetrical Pattern - Categories of common class, as in a chronology where the part are all units of time.- page 253.

Asymmetrical Pattern - Categories of an uncommon class - pattern need not be categories of the same class. Example: the problem may be material but the solution psychological. - page 253.

Anticipatory Regulative Idea - An idea that does not allow for any dialogue between subject and program and misunderstands normal post-adolescent maturing - page 268.

Askance adverb - with an attitude or look of suspicion or disapproval page 270.

Fecund adjective -producing or capable of producing an abundance of offspring or new growth; fertile page 272.

Anomie - noun - Page 276
->Lack of the usual social or ethical standards in an individual or group.

->A situation in which people are less affected by conventions and established social norms. Often associated with the isolation of urban life. See Gesellschaft.

->A condition in which the individual suffers from the breakdown or absence of social norms. According to this theory, this condition occurs when a person is disconnected from these norms or rejects them as inconsistent with his or her personal goals.

Writing Vies - Writing not necessarily better than that of others,just in the same league. - page 276.

Vitiate verb - Spoil or impair the quality or efficiency of. Destroy or impair the legal validity of. - page 279.

Cajolery noun - Coaxing or flattery intended to persuade someone to do something. - page 279

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Charles Riss

Sentences

Why is it important to research sentences? Haswell uses the example of long legal contracts and State Department documents as the we should beware of (Haswell 230). I wonder if this section would have addressed the new requirement for less technical and confusing writing that consists in any legal document like insurance forms, taxes, et.al.?

There are three questions in this chapter that when combined together still lack definitive definitions or logical reasoning that can, and by the sounds of it, already be(230).

Should students be -like or the trained in sentence structure making?
Who decides and why is the million dollar question here; why do we put the subject before the verb, or the verb before the object? We do these things because how we taught. So if taught that one thought or idea equals a sentence, than a sentence-or is it just an agreeable meta cognitive technique that most people agree upon? (231).
Does size matter?

cannot make a clause out of any shorter element whereas you can make a sentence out of a dependent (231).
Is (Wh__) a sentence? Is it more than a sum of its - (231)
The 3 questions of Sentence Growth
Sentence depth- amount of delay a sentence forces on readers bringing in its words to fulfilled grammatical (232).

'''Naming-''' Packaging of nominal units reflects an obvious developmental change in The way people order their ideas into increasingly complex classificatory (233).

'''Collocations'''- connections that inhere to shared knowledge and (235). A lack of collocations indicates of production, awkwardness of flow, and thinness of (236).