What is Style?

Style is a form of self-expression. It can be manifested through writing, dress, speech, use or non-use of makeup, hairstyles, singing, etc. Style can also mean the manner through which a task is performed on something is created. For instance, the video we made had a formal, controlled style to it. We drafted a script, created characters, made the costumes, filmed a few times and then edited. The dialog wasn't "on the fly" or "impromptu". The video was made in an orderly style.

English 328 is about writing, style and technology. From this class I've learned to adapt my personal style of writing within the framework of various writing rules. Also I've learned how self-expression can intersect with various types of technology. Following grammar and writing rules does not mean giving up personal style. Following grammar and writing rules can enhance ones personal style.

Also, this class helped me to "come out of my head" and think more about my audience when writing. I've learned to differentiate between interpreting a point and relating information so that the reader can make connections. I see connections between writing and technology that I hadn't seen before.

This class has been at times "strange" yet interesting. I've enjoyed the collaboration between classmates on peer review and the video project. Finally, I've learned not to be so glib about writing. I've re-thought my old attitude toward writing, i.e. It's easy. Writing is hard work.

Peer Review part 4

Over this past term I have come to appreciate the peer review process. For the first peer review project I didn't find the process useful. However the second, third and fourth reviews were pretty good. Several of my reviewers went indepth and gave me some very good ideas. I found the video collaboration peer reviews to be the best.

I've found that the effectiveness of the project depended on which peer review group to which I was assigned. I wound I was in the same group twice with one classmate who was the best reviewer. From reading his drafts I can tell that he is a very good writer himself.

Google docs and the Wetpaint Wiki made the review process easy. I've done manual peer reviews that were bearable because we did them in class. I prefer this process.

Only once did I find a reviewer's comments offensive and I replied as tactfully as I could. For the most part I did not feel the need to reply to any comments because everyone has their own opinions.

Looking Back at past readings and looking forward to the essay on movie-making

I think the readings on low bridge technologies, YouTube, Baron's essay, and my earlier essay on creating a writing technology will help the most with my final, reflective essay and making the movie. "Understanding Comics" is useful too in terms of considering our audience, the purpose of our video and how text and images intertwine. My team and I plan to talk about a Strunk and White rule "Avoid Pompous-sounding Words". We have worked out a script and characters.

I have never been interested in movie-making, but I'm not dreading this project. I am actually pretty interested and look forward to seeing the completed project on YouTube (a site I've never visited). It helps to be working with team. If I had to do this myself it would not get done. I see a lot of myself in the essay on low-bridge technology. Having videocams and software like I-Movie makes things very easy also. I graduated from high-school in 1981. Making a video then would have been pretty hard. The technology was pretty cumbersome and my team and I would have been limited in where we could film. Also editing would be difficult. This ties in with Baron's essay on the progression of technology. Today's technology makes everyone a producer.

Writing an essay on writing, writing technology and movie-making should be interesting because all three are related. Writing and movie-making are recursive-they both should be revised over and over until "perfect". Movie-making is a type of writing technology.

YouTube and Low Bridge Videos

I watched Michael Wesch's video on YouTube and read D. Anderson's essay on using low-bridge technologies to teach and engage students. I already read Alexandria Juhasz's essay on teaching (or not) YouTube. I enjoyed all of them.

Here are some of my observations:

Controversy and technological advances go hand-in-hand. They always have and always will. I think educators, academics, political leaders and students need to realize this and calm down. That doesn't mean there shouldn't be ongoing discussion about what is useful and what isn't. I have never viewed computers as a threat to mankind. They are an extension of man's mind.

As for teaching YouTube, I found it very interesting but not surprising that the students in Ms. Juhasz's class found they still wanted a "real" teacher and structure. This parallels Michael Wesch's finding that people who use media such as YouTube love technology but long for community and connectivity which is what traditional academia is. I too don't find anything on YouTube for me, but that could be just my personality-I hate silliness. Frankly, I don't want to watch anyone sitting in front of a webcam talking about themselves. As for the dancing and singing videos they were kind of cute, but I can't watch a lot of that. Again, it's just me. I don't care if others love it.

I read an essay about technical writing at a U.S. military facility in New Mexico. It was talked about how new technologies were received and/or used in the production of written work. One thing that came out of the study was that the new technology did not replace older technology, it merely augmented it. That's what education in particular grapples with. Many school administrators and teachers don' t realize that every time a new technology comes out, they don't have to "start all over". Indeed, in the study on the facility in New Mexico, it was also determined that new technology was often misused or not used at all, because it was not needed to produce work. These are issues that have to be resolved by various facets of society concerned with technology.

I think that students' personalities govern how well they receive and use new technologies. That is why there is such division over the use of various technologies in the classroom. A few students will love all of the new technologies, the majority will be willing to try, and a few will hate them or just not be interested. Of course a teacher can't tailor one class to each student's tastes and abilities, especially in grade schools. That is why low-bridge technologies work best to try to engage all students. This allows the students, on their own, to personalize their projects.
Right now in English 328 I am collaborating with 3 classmates to make a video about writing. I don't care for movie making, picture taking or videography (okay I just like to read and watch t.v.) but I have to participate. That it only needs to be 3-5 minutes long makes it bearable.

I found Michael Wesch's anthropological exploration of YouTube to be fascinating and relevant. It's very interesting that YouTube's total video viewing in 5 years exceeds that of networks televisions' 60 years of broadcasting. I found very true Wesch's assertion that "We are all producers".

Writing about Comics as described by Scott McCloud

Scott McCloud' 1993 book, "Understanding Comics: The Invisible Art", uses comic style drawings and frames to help readers understand comics. He traces the history of what he defines as comics from ancient times to 1993. McCloud's definition of comics is "Juxtaposed (side-by-side) pictorial and other images in deliberate sequence, intended to convey information and/or to produce an aesthetic response in the viewer" (20). Scott McCloud's book is interesting because he helps us to under the difference between cartoons and comics. Comics must be more than one drawing in a frame and must be sequential. He also makes it clear that comics need not be funny to quality (in fact most are not). He talks about icons which are representational drawings or symbols that stand for various ideals, concepts or even words. Icons figure prominently in comics.

Scott McCloud also explains that all comics can be explained in the term of a triangle. At the left point is "reality" and at the right point is "language/meaning" and at the top point is "The Picture Plane". This triangle "represents the total Pictorial Vocabulary" of comics..." (51)
Some other important points are how time and space are the same in comics and how wide or how many frames there are in a comic can represent time.

I chose a comic strip called "Jumpstart". Here is the link:

http://www.comics.com/comics/jumpstart/archive/jumpstart-20081003.html


"Jumpstart" is about a middle-class black family: dad is a cop, mom a nurse and they have a son and daughter. The comic strip author, Robb Armstrong, uses his comic strip to portray blacks more accurately. He says "Many readers see themselves reflected in Jump Start's scenario. I'm thrilled that people say that. I'm drawing about my life; about a black couple because I'm black. Nearly every married couple I know is like Joe and Marcy. The image of young blacks is so skewed, so false. I don't know anybody who's carjacking, playing basketball, rapping. Joe and Marcy and the characters I've developed are deep and based on real life."

The comic strip covers the family in all aspects of their lives: school, work, social situations, other family members, political activity, etc. It also features several white characters who interact with the family. This comic strip fits the definition of comics as found in Scott McCloud's book on page 20. Also, each strip has no less than 4 frames concentrating on a particular subject to make a point.

Style Rules Essay Peer Reviews

Only two people reviewed my style rules essay. One didn't critique it at all. This person just noted that our papers have the same format! The other person gave some good advice about not repeating the same phrase over and over.

The peer review process was better for me with the Writing Technology project. I sensed more overall class involvment in the project. For the Style Rules Essay, I would have preferred if someone said if my writing made any sense or was useful. Overall, I don't really find peer reviews to be a useful tool.

What other's are saying

I seems that most of my classmates prefer Strunk and White because it is short and punchy. Like me, they view it as a reference book with a few writing guides. Many students appear to prefer a short, to-the-point read. Others don't want a reference book. They find Joseph Williams's book a tough, dry read, but much more useful. Those that are striving to be professional writers, prefer Williams.

Most students found the peer review process for the Writing Technology project to not be truly useful. They didn't feel that got a "true" critique. I think we should all remember that it's not easy to criticize one's classmates.

Strunk & White vs. Williams

I like "The Elements of Style" by Strunk & White and "Style: Toward Clarity and Grace" by Joseph Williams. However, they differ in significant ways.

The Strunk & White book is a vocabulary/grammar book. However, it goes a bit further than the usual vocabulary or grammar book, because it gives readers tips on using vocabulary and grammar properly to write well. It is an easy-to-read, accessible book. Students and professional writers and editors will find this book very useful.

Williams' book goes much deeper. To me it's a syntax/writing book. Even those who are well-read and have studied English grammar and taken many writing classes will find this book an eye-opener. It was a daunting read at first for me, but on the second reading it became much more accessible. It is a grammar book that guides writers on using grammar to write strong, clear, effective sentences and paragraphs. Williams clearly diagrams a sentence should begin and end. He also diagrams how a paragraph should flow. It is a great tool for professional editors who have to make a non-writer's (e.g. scientist) work into something very readable and accessible.

Revising with Williams

I chose to revise a section of 'Final Examinations' in the EMU online catalogs using Williams writing guides.

Original text in catalog:

Final examinations are given by instructors to help evaluate a student’s achievement in a course. Whether or not that evaluation shall include the final examination shall be determined by the instructor in line with departmental and University policy. If a final examination is not given, the scheduled examination period shall be used for other class activity.
If a final examination is given, students shall take the examination with their own class and at the hour indicated on the examination schedule. Failure to take the examination at the scheduled time will result in a grade of E in the course, except when the requisite conditions for granting an I are present.

If the student finds that he/she has three examinations scheduled on one day, he/she may request the instructor of the class having the first examination of the day to arrange to take the examination at another time. If he/she finds that he/she has four examinations scheduled for one day, he/she may request the instructors of the first two examinations to make arrangements so that no more than two are scheduled in one day. He/she may appeal to the head of the department in which the course is offered if a satisfactory solution is not reached.

My revision:

Instructors use final exams to help evaluate how well each student has learned the subject. However, a student's final grade from that course may or may not include the points earned on the final exam. Each instructor, using departmental and University policies, determines how the final grade is calculated. If no final examination is given, the instructor must use the scheduled examination period other class activity. If a final examination is given, students must take the examination with their own class and at the time already scheduled. Any student who fails to take the course's final examination at the scheduled time will receive a grade of E. An incomplete (I) can be given if University or departmental policies permit.

Student who find that they have three examinations scheduled on one day may ask the instructor administering the first examination of the day to reschedule the examination for another day or time. Students that have four examinations scheduled for one day can ask the instructors of the first two examinations to make arrangements so that no more than two are scheduled in one day. Any student who is still unable to arrange a satisfactory final examination schedule may appeal to the course's department head.

I find my revisions much less stuffy and more accessible to readers. I especially wanted to get rid of the he/she's. I have to tried use William's rule about keeping the subject and verb close together.

Strunk and White: First Impressions

My first impression of "Elements of Style" by Strunk and White was that it's a very useful little book to have for any writing class. Some of the rules they demand the reader follow are debatable, especially rules 1 and 2. One has to remember that the first part of this book was written about 80 years ago by Strunk. E.B. White added to it over several decades. Prof. Strunk lived 1869-1946. E.B. White lived 1900-1990 roughly. When Prof. Strunk first started teaching, the education field did not have a national body to promote a standard of teaching English. Also, childhood education was not compulsory. A lot did not attend school or attended only a few years. Prof. Strunk's students were not used to writing English a certain way, so he created his own standard. There was an Eastern board elite that liked to promote itself as the ideal speakers and writers of English.

The speaking, reading and writing of American English has long been shrouded in controversy, debate, and politics. "Elements of Style" is Strunk's (and White's) take on the issue.

Peer Review Recap for Writing Technology Invention Essay on Google Docs

Jeff and Beth and I were in one group for the peer review project. I found their comments about my 1st draft helpful. Beth advised me to not make so many short and choppy sentences (although they are complete sentences). I didn't realize I was writing so many. In fact, Strunk and White advise against this also. Jeff advised me to expand on my ideas and use actual quotes from our readings. I had referenced three of the writings in this draft, but just gave a general overview of what the writing is about. I agree I should use actual quotes also. Actually, I had already made several changes to my draft stored in my personal home computer. I also had a lot of typos. But all of my drafts have typos. They will be corrected.

Jeff and Beth said they liked how I explained my project. I just need to flesh out my ideas more.
I don't think either was overly nice or overly negative in their review. I found their feedback useful.

My Writing Technologies

I type on the computer nearly everyday-at work and at school. I also type on the computer for personal reasons. I make files in Microsoft Word for any plans that I make or things that I need or need to do. I started out typing on the "traditional" typewriter. When I first started working in the early 1980's, the stand alone word processor was widely used along with the traditional typewriter. I worked for a major recycling company in Maryland from 1990 to 2004. When I first started there the traditional typewriter was still being used and the manager loved to write lo-o-ong memos and letters. Within six months I convinced him to get a stand alone word processor which was leased! This machine actually could be changed from a word processor to typewriter with a flick of a switch. By 1996, personal computers were installed which had all the Microsoft office packages including Word. However, we kept the word processor (which by then had been purchased). This company I went to after I left recycling company had mainframe computers for data entry (I was a data entry clerk). However, I didn't type much correspondence. There was an old typewriter on the lower level for typing envelopes.

Currently, I work for a retail uniform store. We have personal computers and I use Word and Excel nearly everyday. However, we have a typewriter also. Mostly I use it to type labels and envelopes. The manager uses it to fill out bids and RFQs.

My writing technologies have changed with the times. I can remember making graphs and charts by hand with some text literally cutting, pasting and photocopying to put it all together. I am familiar with Adobe Photoshop and other photo editing packages. I do a lot of tables in Excel.

I still write in long hand a lot using pen and pencil. I hand-write school paper outlines along with ideas for the paper. Then I start typing in Word. I am alway scribbling out lists. I like to write in longhand but I have terrible handwriting, so if I have to give someone a messagew, I type it. My manager, who handwriting is as bad as mine, is always criticizing my handwriting. It makes me angry.

What is style?

Style is how one presents oneself to world. The presentation can be verbal, written or physical or a combination any two or all three. Style can be subtle or bold or in between. It can be soft or hard. It can be formal or informal. In relationship to writing, some writers are very formal, stiff even. They prefer the passive voice, unusual or archaic words. Some write in the latest slang, the sentences are run-on or cut off almost unfinished. Some books are written in an easy, breezy style. You can read them very quickly. Style is also the outward manifestation of our personalities and often our cultures.

Pam Vanderbilt's Blog

Hi, Prof. Krause, my name is Pam Vanderbilt and I am in your M/W English 328 class. My blog site is pams328blog@blogspot.com