I Just Want to be Average- Mike Rose Summry

In the narrative piece "I Just Want to be Average", Mike Rose explores his past schooling experience and how his experience at Mercy nearly ruined him as a student. Rose narrates his story of his peers in the vocational learning classes and how his teachers responded of failed oto respond to their needs as students. The various situations Mike experienced all centered around one main thing and that was a lack of effort, by the students and teachers both.

It wasn't until sophomore year biology where the teacher was the same regardless of the students and the situations that Mike was able to escape. Mike received 98 and 99 percents on tests and quizes because he was interested in the subject.

The narrative goes on further to keep telling of Mike's trials and tribulations now as a regular student who had been placed in the lower learning for his career at Mercy and how he was able to overcome that and become more of a better student on the regular track.

Mike Rose's blog is comprised of his stories and ideas behind his main belief in the common person. It ties in past work that relates to today and new work that also relates.

Yancey Summary

Some key ideas I thought were engaging:

A portfolio is never neutral: it assumes a circulation of texts, a set of

relationships, and an ecology of learning.

circulation of texts

An electronic portfolio, with drafts and outtakes and

reflective commentary, assembles and articulates its own ecology of composing and

composer.

each privileges certain assumptions about learning and thus fosters certain kinds of

engagements. These engagements are located in processes and practices; in structures; and

in habituated behaviors, especially those that contribute to sustainability.

The ecological system is thus open, interacting with and informother ecologies where other values and media operate.

A second model of electronic portfolio provides a structure intended to assist students in one

of two ways: by creating a framework that students can work within, or by articulating

assumptions and frameworks that, in print, have been unarticulated

multiple

mapping: thinking through and with the general education

matrix as well as through and with the disciplinary matrix.

A third electronic portfolio model is defined by two features: (1) the opportunity to work at the

intersection of the personal and the public; and (2) the conceptualization of portfolio-making

not as a one-time opportunity, nor revision as one-time occurrence, but as a reiterative

process.

the role of the

model itself matters: it is located in a curricular ecology assuming reiteration of self and

portfolio, through the use of both new and appropriated materials.

9 characteristics of portfolios

9 characteristics of portfolios

1. collection: showcases portfolios validity presents you more than a single piece of writing range of performance diff. genres for areas of expertise

2. range: ability to use diff. genres

3. context richness: assumes writers bring experiences with them no artificiality the portfolio reflects what you learned

4. delayed evaluation: can go back and revise your work

5. selection: allows you to think about what you can use in the portfolio and explicate the quality of your work

6. student centered control: the students ability to control what you put in the portfolio

7. reflection and self assessment: annotations forces you to return to texts and analyze most important what and how need to develop

8. goes along specific parameters: able to ask specific questions

9. development over time: able to view work over time instead of static sitting like a midterm

James Kinneavy's Aims of Discourse

This reading is a diagram that encompasses four main elements of textual writing in a triangular fashion with one main idea in the middle. The three triangle ideas are Encoder, Decoder and Reality; the element inside the triangle is Style.

Encoder is subcategorized into Expressive which in turn is broken down into Individual and Social. These writings can be journals diaries contracts or religious credos.

Decoder is a persuasive piece consisting of advertisements, political speeches, sermons, and editorials. these pieces are more of a call to action.

Reality is the broadest element which is subcategorized by referential. Exploratory, scientific and informative texts are in this category. They include dialogues, seminars, philosophic essays, news articles, reports, and textbooks.

Style, the central element consists of literary texts such as short stories, novels, lyrics, ballads, dramas, and movies.