For my protocol analysis, I decided to record myself writing a self-reflective essay for a class on Arab American Feminism. This assignment asks each student to look at their personal history and identify moments that connect to this class and explain how these moments shape their personal perspective on themes that are relevant to the course. While the self-reflective nature of this essay made it difficult to reflect on my own writing, certain themes consistently appeared through my writing process. Throughout my recording, so much evidence suggests that I am constantly editing and revising my work—even editing sentences while they’re being created. Thus, the fluidity of my writing process supports Flower and Hayes’ notion that writing does …show more content…
Rather than seeing pre-writing, writing, and revision as three separate and linear stages, Flower and Hayes point out that “revision, as it is carried out by skilled writers, is not an ‘end-of-the-line’ repair process, but is a constant state of ‘re-vision’ or re-seeing that goes on while they are composing,” (367). Similarly, in my protocol analysis, I do not perform writing and revision as two separate stages. Instead, I’m constantly reworking sentences as I write them, melding these two stages into a single, continual process. Additionally, Flower and Hayes point out that these concrete stages limit the writing process and that “the sharp distinctions stage models make between the operations of planning, writing, and revising may seriously distort how these activities work,” (367). Similarly, my protocol analysis would reflect this notion—that the perception of writing as a series of stages does not actually reflect how many people think about writing. Although it can be used as a pedagogical tool for inexperienced writers, the expectation that more experienced writers write in such a disjointed manner does not reflect the cognitive processes that go into …show more content…
However, I’m hesitant to say that most of my writing process itself focuses on revision. I think that my comments are mostly about revision because that’s the easiest thought process to articulate. As I was creating the protocol analysis and talking through my writing process, it seemed like I was making a lot of comments and talking through every decision I made. However, upon reviewing that recording, I quickly realized how little comments I actually made. Instead, I could hear keys clacking in the background while I was entirely silent. When I did manage to talk through my actual writing process, much of it was just saying my sentences aloud as I wrote them down rather than explaining the logic behind my writing. I think that this is due in large part to the fact that your reasons for structuring your language in a certain way are almost impossible to articulate. How can you explain why you speak the way you do while you’re speaking? Similarly, how does one place objective reason onto their own rhetoric while they’re constructing it? This would be difficult for someone who is adept at creating protocol analyses, and is nearly impossible for someone who has no experience creating them. Thus, much of the evidence that comes out of protocol analyses reflects what’s easy for the writer to explain, rather than the actual cognitive process
“Although both articles are exploring writing and the change that needs to or that does happen, Peter Elbow’s idea of growth in writing is a more naïve and simplistic approach to writing, where as Somers and Saltz’s article, while still very general, takes a more realistic point of view at the writing experience for students and new writers”.
Anyone who is doing any type of writing piece has a process. They may not know it but it is there and it exists. It is one’s approach to their piece and how they go about accomplishing it. It has to do with how you write it, how many drafts you do, as well as your revision process if you even have one. My writing process however has room for improvement. A summation of my writing process consist of heavy planning, one draft, and little revisions. Anne Lamott, Shirley Rose, and Kathleen Yancey all drew attention to major points through their writing pieces that support and dispute my writing process. Through their pieces they have found a way to inspire, inform, and entertain me all at the same time while passing along great information that
Another revision technique that was suggested was “sentence outlining” which involves summarizing each paragraph of a writing into one overarching sentence in order to improve the cohesion of the piece (Harris 450). Introducing these techniques can allow readers to utilize revision in their own writing and form their own stance on its effectiveness. With revising the conclusion of a piece, Harris’ advise is to look ahead rather than to rephrase what has already been stated (Harris 454). Revision is expected to extend beyond the piece.
Women’s rights in the Middle East are being restricted, therefore there are many different reactions. Some people were in favor of women having equal rights while there are some who are against women to have the same rights. Since before times, many countries in the Middle East have been taking women for granted and minimized their rights by telling them they can't do something or selling them as if they were prized. When women were treated as prizes it was a practice in Afghanistan called Ba’ad that used women as the compensation, for example a story of a girl named Sakina. She was a consolation prize so that her brother could marry a woman and the Jirga system told her she had to marry a 80 year old guy when she was like 18. This tells me
In the book, Women in the Middle East, a Saudi Arabian proverb states, "A girl possesses nothing but a veil and a tomb" (Harik and Marston 83). The key words, "veil" and "tomb" lend evidence to the fact that many Middle Eastern women lack identity symbolized by the “veil” and lack the right of ownership except for their veil and the tomb. This statement further enforces the notion that many women in the Middle East are expected to serve and tolerate the oppression of the men in their lives throughout their lives on this earth. Moreover, it confirms that many of these women do not get the opportunity to obtain education, join the work force, and even participate in the political affairs of the country. This arrangement further helps the Middle Eastern men to view women as their properties, servants, or even as slaves. Ultimately, there are three main reasons why Middle Eastern men engage in the act of oppressing their women.
Writing is a process I’ve grown to despise. Ever since grade school, I’ve had problems trying to express my ideas on paper. My writing process involves thinking about what’s being asked and trying to reflect my thoughts the best way I can on paper, but my thoughts don’t always come out as clear as I want them to be sometimes leaving a question not fully answered. My writing process isn’t a consistent set in stone process, but since being in ENC 1101 I always follow some of the same parameters such as revising my drafts, grammar usage and considering context and audience.
The Women of the Middle East have played substantial roles for their corresponding countries since the advent of colonialism in the region. Middle Eastern women have worked in all types of fields including medicine, education, agriculture, government, private sector, and even defense. They have kept roofs over their family’s heads while their husbands were away in wars, or even in foreign countries to work in jobs that they could not find in their own countries. The roles of women in the countries of Yemen and Oman are no exception, but while they still find ways to contribute to their country, they care constantly stereotyped, discriminated, and ridiculed by men who are known and unknown to them. This paper will discuss the individual contributions of the women living in Yemen and Oman, and will discuss in further state laws and cultural norms that are affecting the women living in these countries today.
Grabe, W. & Kaplan, R.B. (1996) Theory and practice of writing Addison Wesley Longman Limited, Harlow, Essex, England. Martlew, M. (1983) The Psychology of Written Language, Developmental and Educational Perspectives, John Wiley & Sons Ltd, Chichester, U.K. Protherough, R. (1983)
In the beginning of English 101 I was what you call a novice writer a person who only wrote what they felt was required. However, certain techniques that I learned in English 101 made me realize that writing was not about filling requirements; it’s about speaking out, exploring and proving a point. “Writing is an exploration. You start from nothing and learn as you go.” (Trimble, 17) In John Trimble’s quote he tries to point out that writing is something that you grow with and learn as you go along. I believe this growth was achieved with a technique that was introduced to me by my professor called repetitive revision. What I found out was that revision of your essays helps in recognizing your mistakes and enhances the flow of your essays. By providing me...
Right now, in Saudi Arabia, women are not issued driving license, as they are forbidden by traditions to drive. However, a great number of women have an international license. According to the gulf news, “…the number of women who hold "international driving licences" is estimated at 50,000, many come from the upper middle class and the upper class of the society.”(Al-Tamimi 3). However, these women are not able to drive their cars in Saudi Arabia, due to an unofficial ban. Manal Al-Sharif is one of the women who challenged this ban, and led campaigns in an attempt to lift it. Al-Sharif is one of the first women who made me look again at how many issues regarding women I’ve dismissed, and helped me learn that change can begin with one action, but needs cooperation and teamwork to actually happen.
The role of woman, her position and status in society, and her nature have been issues of debate and discussion informed by religion, tradition and culture, misogyny, feminism and - many times - downright ignorance and bigotry.
Women in Islam, the stereotypical married off whilst still a child, uneducated oppressed stay at home mom with an abusive husband. As Halima Abdullah puts it in “And Ain’t I a Muslima?” we are a “trend towards suggesting that most Muslimas are shrouded in some mysterious, untold past” (Abdullah, 217). Muslim women are actually the complete opposite, although there are sadly some women in the position, many Muslima’s are actually empowered within their communities. I interviewed Tabarak Abdelhabib, a Sudanese Muslim woman who is currently a sophomore at ASU.
When you are with someone every single day do you notice the changes that happen to that person over time? I bet that you don 't see the day that wrinkle is established and I bet you don 't notice if someone grew an inch. Only when compared with the past is when these changes are clear but to someone that sees that person every day nothing is out of the norm. Writing is similar to this analogy in the sense that the average person and especially the average college student writes nearly every day. Just as an essay from middle school looks nothing like an essay from high school, an essay from high school looks nothing like one from college and so on. In order to understand how these changes happen in the long term I am going to reflect on how they have happened in the short term and what I have improved on through this English 103 course. Reflecting on my writing has shown me that I have been progressing in nearly every aspect of my writing and I have excelled on my transitions as well as with source support integration.
The ability to write well is not a naturally acquired skill; it is usually learned or culturally transmitted as a set of practices in formal instructional settings or other environments. Writing skills must be practiced and learned through experience. Writing also involves composing, which implies the ability either to tell or retell pieces of information in the form of narratives or description, or to transform information into new texts, as in expository or argumentative writing. Perhaps it is best viewed as a continuum of activities that range from the more mechanical or formal aspects of “writing down” on the one end, to the more complex act of composing on the other end (Omaggio Hadley, 1993). It is undoubtedly the act of
During the course of this semester; the variety of writing styles and essays assigned to me in my communication skills class encouraged the development of my writing skills, as well as provided me with more self-assurance in my abilities. My writing, research, and presentation abilities enhanced through practice, determination, and the understanding I gained during this course. With every single writing assignment, I learned new innovative approaches and skills, which enhanced my abilities to improve my thoughts logically, enabling me to write more clearly, and to organize my papers more effectively. At the beginning of this semester; despite the fact that I already knew the terminology MAP: message, audience, purpose; I never really understood the significance of MAP. For this reason, my writing lacked clarity, organization, and my writings appeared less focused on the topics. As a result my research papers and essays did not flow as smoothly from one passage to the next. Furthermore, I was unaccustomed with the precise procedures used when writing an essay. For instance, my previous classes before college, although requiring a reference page, did not require me to include proper citations in my writings. After evaluating the quality of my writing toward the end of the semester, I recognized vast improvements in several areas of my writing. By concentrating on the beginning stages of my writings, I could distinguish ahead of time my audience and my message. As a result, my essays are clear, and I remain on topic. In addition to that using transition phrases efficiently also helps my writing to flow smoothly. The proper use of transitions makes my writings easy to follow from one topic to the next. I also learned that pre-writing...