Allen Summary: In "The Inspired Writer vs. the Real Writer," Allen discusses the idea that writing does not always come easy to people, but it is a process that is adapted through a connection of understanding. Even those who are English writers still struggle at times to write.
Allen Response: In this article I could relate myself with how I feel writing is not always easy. Most of the time, I have a preconceived idea that for writers is is always natural and comes easy to them, but that is not always the case. It makes me feel better because I know that a lot of times I go through writing blocks and get frustrated.
Murray Summary: In "All Writing is Autobiography," Murray is trying to prove that we all use experience, from our lives, but some of it is fictional. In paragraph 24, he argues it to be an autobiography because academic writing is nonfiction and therefore autobiography.
GRR:For school writing making it 'personal' was sometimes hard to do because when we wrote our research papers we were always told not to use I statements and to me that meant no involving any personal experience.
QD: 1. Murray is asking us to reconsider the construct authorship and originality.
3. Murray's article is different from others because he is proving his point on writing being autobiographical unlike when Porter talks about intertexuality.
4. Murray's work belongs to the genre of "scholarly article" because he is writing to help others understand the logic behind his ideas.
5. They change the way I think about writing because now I feel is is all autobiographical and I can put myself and my ideas in it more.
MM: One positive way is it will help me when I write to know incorporating my own ideas/experiences is a good thing. Another positive way is I will look at readings differently knowing it's not only objective.
Dawkin's Summary: In "Teaching Punctuation as a Rhetorical Tool," Dawkins argues that he has a simple system for punctuation, rather then the manuals of college handbooks, that he says are all wrong. He gives different ways to show more emphasis on punctuation.
GRR: (1) The treehouse made of wood scraps and cardboard, makes a great place for my sister to play with her friends.
(2) My sister's treehouse she played in with her friends is made of scraps and cardboard.
(3) The scraps and cardboard made up the treehouse my sister played in with her friends.
QD: 2. Dawkins says handbooks rules provide no instruction for use of the comma, or they don't discuss the problem of punctuating three or more independent clauses as a single sentence.
3. Raising and lowering is when you use a higher choice of punctuation to clarify and lowering is the opposite of raising, it is more subtle.
5. With punctuation, I now know that different punctuation can hold a higher or lower meaning in the context you use.
6. I normally don't worry about punctuation because I feel I have gotten in a habit of when I use commas, periods, etc. He has changed my mind though because I never remember to use punctuation for more emphasis, such as a colon or dash.
MM: This article helps you understand the basis behind punctuation. If someone just reads about it then you are likely to not listen, but reading and looking at the example helps.
My response: I really enjoyed the first article the most because I felt like I could relate to what Allen said the most because I felt it was very true.
I get writers block all the time, and so this article really helped me by seeing that other people go through it, even great writers. I thought Murray was arguing the construct of originality and authorship too but I was not really sure if I was right. I agreed with what Allen said about punctuation too, and thought it was a great way to prove it with all his examples.
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