Through My Lenses
I don't wear glasses. Although I should, my perspective on how I view writing is getting much clearer. I liken this class to a pregnancy. I've never been pregnant, but it's a journey where you are developing something inside of you. In the beginning, everything is all new and exciting and you're getting used to the idea of change and creating a new way of writing. And there are ups and downs as new ideas are shaping and molding. Moving forward, towards the end you are tired and just want to get it over with. Lastly, there is the labor and the delivery, where everything you've worked so hard emerges and you realize your journey had just began. This portfolio is my baby, for which I am pleased to share with the world.
As I have mentioned, this class has been a journey. So much of my time and energy has gone into the class, and at times I wanted to quit, but the content that we were exploring and experiencing is so interesting that I felt compelled to keep going forward. I can say I felt the thirst that Dewey was talking about. One aspect that I had a love hate relationship with was our field trip to the Frick Museum. To me, the Frick was kind of weird, and old victorian bourgeois place that apparently only high classed white people could be displayed upon. I truly did not like the argument that was made that only white people could be displayed on their walls, but Black people could be the security. That was weird to me. But it was awesome that I was able to pick that out as argument, we’ll say it was unintentional, so altogether it was not a total waste of time.
Hunter College’s Mission Statement start off by saying that its goal is to encourage the fullest possible intellectual and personal growth in each student.” In section 24 of English 120, Professor Molloy started out by introducing us to the syllabus, giving us his personal cell phone number, as well as having us conduct peer-interviews so that we can introduce each other to the remainder of the class. Following that he asked us how do we go about writing a paper. From the first moment of this class the professor started to establish his ethos and our pathos regarding the class as well as the student-teacher relationship that, Freire, Dewey, and Hillocks talk about.
While English 120 is marketed to prospective students as a class that will train students to train students to analyze, develop, and evaluate ideas and to express themselves clearly and effectively.” (Course Catalogue, 2014), Section 24 of this class is marketed to challenge students to think about writing differently (Molloy). While Professor Molloy, introduces innovative ways challenge his students traditional views on writing, there seems to be too much information packed into one course. On page two of the syllabus, Professor states that he expects his students to spend at least 10 hours per week on this class (Molloy). In the three months that I have been in this particular section of the class, I have spent about 17-20 hours on this class weekly, trying to stay current with the readings and weekly writing assignments. This class meets twice weekly, and I have another class on Saturdays that I sometimes forgo studying for because I spend most of my week working on English assignments as well as working full time.
The Kairos of this course spells out an argument that English 120 section 24, is super demanding and that it may not be for students who are taking classes part time, or those who are taking a heavy load. The lessons learned in this course are invaluable and I am glad that I have persevered with this class, but I most urgently feel that this class should be split up into two semesters. I argue that because when you only allot 7 days to research and write a research paper draft to students who most likely have been victims of the banking model style of learning and traditional standards of writing processes, you have violated point 1, 8, & 9 of the mission statement for Hunter College.
I must admit, we have had students with a lot of priorities in our class which may differ from the normal. Although, this class is a lot of work. I can say with certainty, that the work, time, and energy that goes into this class is rewarding. As I am constructing my portfolio, I am most excited about it. It is my favorite aspect of the class besides the Lincoln Rhetorical Analysis. I’m excited to show my mom and friends the finished project, to say here this is what I have worked on all semester and for that, I am truly grateful.
I also enjoy the use of technology in the class. It’s amaizing and just a relief that you don’t have to print papers, and kill trees when submitting projects, papers, and responses. I know the earth thanks us. :)
As I have mentioned, this class has been a journey. So much of my time and energy has gone into the class, and at times I wanted to quit, but the content that we were exploring and experiencing is so interesting that I felt compelled to keep going forward. I can say I felt the thirst that Dewey was talking about. One aspect that I had a love hate relationship with was our field trip to the Frick Museum. To me, the Frick was kind of weird, and old victorian bourgeois place that apparently only high classed white people could be displayed upon. I truly did not like the argument that was made that only white people could be displayed on their walls, but Black people could be the security. That was weird to me. But it was awesome that I was able to pick that out as argument, we’ll say it was unintentional, so altogether it was not a total waste of time.
Hunter College’s Mission Statement start off by saying that its goal is to encourage the fullest possible intellectual and personal growth in each student.” In section 24 of English 120, Professor Molloy started out by introducing us to the syllabus, giving us his personal cell phone number, as well as having us conduct peer-interviews so that we can introduce each other to the remainder of the class. Following that he asked us how do we go about writing a paper. From the first moment of this class the professor started to establish his ethos and our pathos regarding the class as well as the student-teacher relationship that, Freire, Dewey, and Hillocks talk about.
While English 120 is marketed to prospective students as a class that will train students to train students to analyze, develop, and evaluate ideas and to express themselves clearly and effectively.” (Course Catalogue, 2014), Section 24 of this class is marketed to challenge students to think about writing differently (Molloy). While Professor Molloy, introduces innovative ways challenge his students traditional views on writing, there seems to be too much information packed into one course. On page two of the syllabus, Professor states that he expects his students to spend at least 10 hours per week on this class (Molloy). In the three months that I have been in this particular section of the class, I have spent about 17-20 hours on this class weekly, trying to stay current with the readings and weekly writing assignments. This class meets twice weekly, and I have another class on Saturdays that I sometimes forgo studying for because I spend most of my week working on English assignments as well as working full time.
The Kairos of this course spells out an argument that English 120 section 24, is super demanding and that it may not be for students who are taking classes part time, or those who are taking a heavy load. The lessons learned in this course are invaluable and I am glad that I have persevered with this class, but I most urgently feel that this class should be split up into two semesters. I argue that because when you only allot 7 days to research and write a research paper draft to students who most likely have been victims of the banking model style of learning and traditional standards of writing processes, you have violated point 1, 8, & 9 of the mission statement for Hunter College.
I must admit, we have had students with a lot of priorities in our class which may differ from the normal. Although, this class is a lot of work. I can say with certainty, that the work, time, and energy that goes into this class is rewarding. As I am constructing my portfolio, I am most excited about it. It is my favorite aspect of the class besides the Lincoln Rhetorical Analysis. I’m excited to show my mom and friends the finished project, to say here this is what I have worked on all semester and for that, I am truly grateful.
I also enjoy the use of technology in the class. It’s amaizing and just a relief that you don’t have to print papers, and kill trees when submitting projects, papers, and responses. I know the earth thanks us. :)