Tutor profile: Catherine W.
What is your writing experience?
Everyone goes through the process of writing a piece, whether that be an essay, novel, article, poem, etc., differently. The way an author writes all depends on what works best for them in order to get their ideas down in a clear manner. In this paper I am going to be going over how I write. This includes how I thought writing worked when this semester first began based off of what I learned in past classes, while looking at how I wrote the other writing projects in this class as well as fitting the theorist’s ideas into my own writing. At the end of this paper we will be able to see my own theory of writing as well as what I learned and struggles with while writing the second and third writing projects. When the Spring of 2021 semester began, I believed that writing is a process. I saw the art of writing as something where words and ideas can just flow onto paper, and then later the author can go back and fix any mistakes that they have made. Writing for me was something that did not need to be perfect on the first try, or even perfect at all. There are always going to be little mistakes in every author’s writing, no matter how many times it can be rewritten; a piece of writing is never going to be 100% perfect. For me, the beauty of writing is being able to make mistakes, and sometimes being able to create ideas off of those mistakes. In high school I was always taught that writing is a product; even though I never saw it this way. When I had to complete a writing assignment in a class it always needed to follow a certain structure. My teachers were always more interested on how a paper looked rather that what it contained. To illustrate, a point in time during my freshman year of high school my English teacher was teaching my class how to write a research paper following APA format. She was much more interested in how our papers were structured, making sure everything followed the blueprint, rather than what the paper was actually saying. Even though my paper had well, thought out content, it was deducted points because I forgot to add a certain structure into my paper; therefore, I did not receive a high grade only because of the structure of my paper. During my whole high school career my teachers would teach and grade papers the way my freshman year English teacher would. In class we were taught how to write a paper, and as soon as the lesson was completed, we would have to brainstorm what our paper was going to look like. To do this we would usually have to use Venn diagrams or what my teachers would call “thought trees” which would just be a chart of ideas for our paper. We would then have to get our ideas and charts approved by the teacher which would enable the writing process to begin. We would write a rough draft, do a peer review, and then write our final draft. As we moved from rough draft, to peer review, and then to the final draft the structure of our paper would change over the content. There were parts of the paper we would change in order to make the content better. For the most part we would make sure that the structure was the best that it could be. This is how writing papers were in every class throughout high school. When I began college in the fall of 2019, I attended the University of Mount Olive which was located in North Carolina. I only attended this school for a semester, but my English professor at this institute really opened my eyes when it came to the process of writing. She showed me that writing doesn’t always need to follow a structure. When you are writing a first draft it can be messy, and messy is sometimes beautiful. Through the mess an author can find ideas that they would have never thought of if they followed a structure the whole time they were writing. She contributed a very large portion towards why I write the way I do today. When it comes to the second and third writing projects, I went under the guidelines of the second theory, writing is a process. As said in How Does Writing Work?, the second theory of writing is a way to “emphasize writing as a method for figuring things out” (Weaver, 3). Through this comes the idea of freewriting; which is how I write for the majority of my papers. When it came to the third writing project I did not free write because it mostly had to deal with interviews. Due to this I was unable to free write since I was writing about other people’s thoughts and ideas, rather than my own thoughts and ideas. Writing project number two is where I was really able to free write and use the second theory of writing. In this paper I wrote about high schools and social hierarchies. Using this topic I used Peter Elbow’s writing loops from his paper The Loop Writing Process. The loop that was most useful to me was first thoughts. In this loop the author jots ideas “down as fast as you can all the thoughts and feelings you happen to have about the topic” (Elbow, 61). This is where I was able to write down any thing that came to my mind about my topic. Later I went back and would decide what I wanted to use and what I wanted to discard. For instance, when I was freewriting and putting down anything that came into my head I wrote that when it came to high school in the 50s/60s “there were the typical groups that you see in movies almost. The athletes hung out with one another, there were the bad girls/boys who would skip class to go smoke a cigarette outside, then there’s the geeks and drama students. The groups tended to hang out within their own kind"; I decided to keep this idea, but change the wording and structure around to make it more credible and sound better. Using this idea I ended up with, “When it comes to stereotypes at the top of the pyramid are the jocks, populars, and the well-rounded liked people. Then usually comes the fine arts, brains, normals, and the "stoners". At the bottom of this pyramid are emo/goths, dweebs, and the loners". I tweaked what I had in my first thoughts to fit my paper and have something in my introduction. If I did not use Peter Elbow’s first loop of first thoughts, I may have not been able to come up with the particular idea. Using freewriting I was also able to cut things out that either did not fit with my paper or were just incorrect. To illustrate I wrote “There was more bullying back then as well when it comes to physically compared to today; due to the invention of technology this is where the bullying mostly occurs, cyber-bullying”; this was just an assumption. I did not add this to my paper because it was not completely true and just something that came to my mind when I was writing my thoughts and ideas down. Not everything is going to work and that is perfectly fine. In Anne Lamott’s Shitty First Drafts she writes, “The right words and sentences just do not come pouring out like ticker tape most of the time” (Lamott, 2). This is how I think when I am going to write a paper; I know it isn’t going to be perfect which helps me to not become discouraged when writing. When I write I use the second theory of writing, writing is a process. Almost every time I write a paper I sit down and jot down all the thoughts and ideas that pop into my head. Later I go back to look at what I have and decide what can stay that I can build on, and what needs to go. I learned that writing is not perfect, no one’s writing is perfect. The best authors in the world who win nominations and titles have bad writing. This idea helped me realize that it is alright to mess up and messing up can ultimately help me in the end. I can find ideas through my mistakes that can add character to my paper. This is something that I would sometimes struggle with, was finding those mistakes and making them into something beautiful. Now, writing to me is no longer a stressful task all the time. It is almost like a puzzle, going through the mess of the pieces to find the ones that match and put them together in order to create this beautiful piece of art.
Subject: Basic Math
Here you would use PEMDAS. Step 1: Solve what is inside of the parenthasis= (1+2)=3 Step 2: You are now left with 6/2+3 Next in the order is division; 6/2=3 Step 3: You are now left with 3+3 Solve; 3+3=6 Answer= 6
Subject: US History
Why was Bacon's Rebellion a turning point for the status and rights of people of African descent in Virginia? What Motivated Virginia's lawmakers to make legal distinctions between white and black inhabitants? What effect did those distinctions have on Virginia's universe of obligation? How does the history of Bacon's Rebellion complicate your understanding of the history of racism and slavery in North America?
Bacon's Rebellion was put forth all due to the fact that Bacon was denied militia support when attempting to conquer Native American land. He was attempting to do exactly what planter elites were doing, taking land and making people work on their plantations. At this point in time, it did not matter the color of one's skin, as long as you had less power than a planter elite and could work for them, you were seen as useful to them. Because Bacon was denied access to support from the militia he went on a rampage and destroyed what he could in order to overthrow the planter elite; which inspired the alliance between black and white servants, including slaves, to revolt. This was the last thing the planter elites wanted, so they strategized to make slavery racial. They focused more on importing slaves from Africa because they didn't know the European language or culture, which meant they could not communicate with the European laborers. They then began to give the white laborers more privileges than the African slaves. This created a wedge between the white European servants and the black slaves. Eventually, the white servants saw themselves as superior and this is when the aspect of slavery became racial. Slavery did not start out as a racial aspect, but through the planter elite's strategy for no more laborer rebellions, they made it become racial.
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