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Writing Across the Modes Collection ECI 509, Integrating Writing and Technology Student Name: Colleen Walsh Part I. Expository Writing My 1-2 Page Reflection About Expository Writing Insert Here My Scribe Report As we gathered this morning, the general conversation revolved around everyone voicing relief that the school year was finally over. Ruie played hostess and offered participants little quiches which I am currently munching on. Very yummy! Thank you Refreshing Ruie and Motivating Megan! June 15, 2013 morning class. Many folks were missing today. Chelsea is on her honeymoon, May is in Guatamala, Amy and our other Sarah were also missing today. We began with our alliterative name get-to-know-each-other activity. Being second to last was good and bad for me: I was able to hear the names over and over, but it also meant I had a lot of names to remember. Despite this stress, I found that this activity really helped me learn people's names! For those of you who were absent, here are our alliterative creations: Amazing Amy Anxious Amy Calm Colleen Courageous Curtis Ironic Adrienne Jovial Justin Joyful Jill Juggling Jackie Juicy Justin Kempt Kevin Laughing Laura Loquacious Lisa Lucky Lauren Motivating Megan Nautical Natalie Refreshing Ruie Relaxing Rachel Showing Sarah


Sleepy Spencer Spiritual Stephanie BTW, Congratulations Showing Sarah on your good news! After summaries of our May 18th class were read, Ruie showed us the the convertors and adapters we can check out for our trip. I hope I the following information is correct: • The adapters simply allow something that won't get fried by 220v (like a computer) to be plugged into an English outlet. • The converters are used with electrical appliances (such as a coffee pot, Laughing Laura's curling iron, or Juggling Jackie's hair straightener) to prevent them from being destroyed by 220 volts. Maniac Michael commented "You'll know if you made a mistake. You'll hear a pop, smell smoke, and that'll be it." We then pulled out our essays and Refreshing Ruie then went over the rules of commenting on each other's writing. They included: • Start with the person on writer's right. • Readers take turns saying positive things about the paper during the first round of commenting • During the second round, give suggestions or things that you noticed The writer has the hardest part in all of this: She/he cannot talk: no apologizing, no defending, no butting in while a person is talking. I was in a group with Amazing Amy and Enlightening Elliot and I personally had trouble following the rule of "no butting in." When one of them had a question about something I had written, I felt the need to explain it, as they did when I had questions abut what they wrote. Did anyone else find this challenging? We then had a presentation by Dr. Sally Buckner, a well recognized NC Poet. She has done so many things that I couldn't write them down fast enough during Refreshing Ruie's introduction, but fortunately the Asheville Poetry Review summed it up nicely: "Sally Buckner has taught at every level from kindergarten through graduate school and recently retired after twenty-eight years on the faculty at Peace College. A former journalist, she has published poetry, plays, non-fiction and short stories in many journals and anthologies. In 1991 she was the editor of Our Words, Our Ways, an anthology of literature designed to accompany eighth grade studies of state history. Her first collection of poems, Strawberry Harvest, was published by St. Andrews Press in 1996. In 1999 she was the editor of Word and Witness: 100 Years of NC Poetry, published under the auspices of the NC Poetry Society by Carolina Academic Press. http://www.ashevillepoetryreview.com/tag/sally-buckner Dr. Buckner's presentation was entitled: "Bringing Out your Inner Poet." "These techniques," she stressed, "can be used with any grade level. Students will read poetry better if they write their own poetry," Dr. Buckner went on to say. "In general, people who don't get poetry tend to read it like a newspaper."


We began our thoughts about reading poetry through "How to Read a Poem" by Michael Chitwood . Though his poem, Chitwood encourages us to focus on the words and their meaning, reading slowly and quietly. Rereading the poem will help the reader get more meaning from it. Dr. Buckner advised that when writing a poem, "the what dictates the how." She then gave us many ideas for writing poetry called "frames." These were particularly helpful for me since I am not in the habit of writing poetry, unlike many of my talented colleagues. Some frames started with phrases such as "If I were to see her shape from a mile away, I'd know so quickly it was her. . . If I felt hands on my head. . .If I heard a voice coming from a rock. . ." Other frame poems had a specific number of lines and directions of what to mention in each line. Another used the idea of writing two poems about opposites. We experimented with writing poetry using these frames. Maniac Michael wrote about his granddad and included some neat words that evoked smells (which is a powerful poetical device.) Dr. Bruckner suggested that such a poem would make a great gift because it tells meaningful things about the the subject. When the frame poems were finished, we then took as much of the frame out of the poem as possible. Some people liked their poem with the frame better than without. "A good poem tries to get at an ultimate truth." said Dr. Bruckner who illustrated this thought with a poem her husband wrote about his father who died when he was 13. Through poetry, he was able to illustrate the essence of the question "What was so special about my dad?" After writing our own poetry, we discussed poetry revision suggestions: check for clichĂŠs, use lively, precise verbs, avoid adverbs, take out function words, be specific with your words, use strong beginnings and satisfying endings. The draft review form offers suggestion to use during revision or a student can take a bad poem and revise it to make it better. To wrap up the morning, students shared poetry ideas: Lucky Laura's students look at something through a scientist's eye then a poet's eye. For example, a scientist might see that a pencil is yellow, it has an eraser etc. A poet might see it as a magic wand. Jovial Justin uses music in his classroom. Has students extract powerful lines from their favorite songs and discuss how they are poetical. Enlightening Elliot also uses music. She has students pick a favorite band, examine its song lyrics, and create a powerpoint explaining the literary devices used in the lyrics. Don't forget to check Moodle for a corrected copy of Buckner's guide. Respectfully submitted, Colleen Walsh


One-Sentence Summary Beginning with a video to help us understand the significance of Chawton Cottage to Jane Austen as a writer, the group proceeded to tour the house, marveling at the artifacts contained within that told the story of her life and ending with a new appreciation for how Austen’s surroundings and family influenced her writings. Summary Paragraph: The Advancer The Winchester Bible, created in the 12th century, is a massive tome on four volumes, created with parchment obtained from the hides of two hundred fifty calves and bound with oak boards and leather backs. Each page had been ruled out ahead of time, ensuring the uniformity of text and illustration placement throughout the book. Perfect columns of exquisite calligraphy grace the pages, each letter a work of art in and of itself, the product of a single scribe. The eye cannot help but be drawn closer to examine the illuminated letters placed at the beginning of each book of the bible. Inside the letter is a painted scene which captures the essence of the story to follow; glowing masterpiece in miniature. They are painted with the finest, most precious materials available including gold and lapis lazuli from Afghanistan; a testament to their creators’ deep faith in the sacred nature of the words contained in this book. 1st Additional Expository Writing Review of War Horse During the opening scene of War Horse, a little chestnut foal frolics around, puts his ears back, and whinnies fetchingly, melting the hearts of the audience. It soon transforms into a powerful stallion named Joey, galloping around the stage and rearing on its hind legs when alarmed. A flick of the ears or a bob of the head speaks volumes about the way this horse is feeling, eliciting laughter or sudden hush from the audience. It is impossible not to fall in love with him. But if you want to take him an appreciative lump of sugar after the final curtain call, you will be out of luck. Joey is an life sized horse puppet, brought to life by three incredibly skilled puppeteers. Based on Michael Morpurgo’s book, the story of War Horse is not exactly new but is a favorite: boy-gets-horse, boy-is-separated from-horse, will-boy-be-reunited-with-horse? Producing such an emotionally charged drama for the stage, however, is new. Similar tales such as Black Beauty and National Velvet have been presented in books and movies but never the live stage because of the difficulties of using a horse in a live production. It took the genius of South African Handspring Puppet Company to create a horse puppet that could be brought to life on stage and even be ridden by the actors. The skill of the puppeteers is truly astonishing. There are three people working the puppet, yet you hardly notice them. Their actions throughout the show are perfectly in tune with each other-a shake of the horses head, a tilt of the ears, a shift from one foot to the other-and all work together to create a convincing and genuine performance.


With puppeteers in charge of a seemingly living and breathing horse, the story is ready to unfold. Joey is bought as a foal at auction by the n’er-do-well Ted Narracott, a hard drinking man who spends his money on this foal instead of his mortgage. He demands that his son Albert raise and train the foal for sale later as an adult. As Joey grows, he and Albert develop a loving bond that is later shattered when the father sells Joey to the calvary for use in the battlefields of World War I. Albert is in agony, wondering what has become of his beloved horse; three years later he enlists and travels to the battlefields himself in search of Joey. What ensues is an artful, powerful depiction of the tragedy of the first World War. The projected background scenery changes from idyllic depictions of country life to raw, jagged scenes featuring the moonscape of no-man’s land, barbed wire, and skeletal shell-shocked soldiers and prepares us for the hell into which Joey will soon be plunged. Deadly machine gun fire destroys all men involved in Joey’s first calvary charge, leaving him and Topthorn, another calvary horse, to wander the battle field and be found by German soldiers. Germany has historically been demonized as the aggressor in World War I. However, War Horse uses the medium of the relationship between man and horse to show that this war was a tragedy for all the men and women involved, even the Germans. The German soldier who finds Joey, Friedrich Muller, is able to confess the misery that war has brought to his life and his longing for family and home to Joey, the horse, in a way that he never could with his fellow soldiers. Because of this, the audience is able to relate to all who endured this four year horror. This production is made complete by composed music with a Celtic flavor and traditional Scottish battlefield folk songs. The music is designed to transition us from scene to scene, give the audience a thought to ponder, and set the stage for what is to come. It pulls the audience into the time period, completes the artistry of the play, and joins with all of the other elements to make War Horse an unforgettable, must see production. 2nd Additional Expository Writing One sip is all it takes. One lovely sip of sweet, cool wine and I can feel warmth radiate from my heart all the way to the tips of my toes and fingers. Not long afterwards a fuzzyheadedness makes it way northward, slowing and confusing all thought processes for the upcoming hours. While most people relish and seek out these feelings, I do not. Therefore I do not have alcohol very often. But this does not mean I want to prevent others from enjoying a drink. Far from it. Having a place to go, meet friends, and share news over a beer or two is a wonderful thing that builds social connections. With this in mind I turn my thoughts to English pubs. What did I notice about them while I was in England? And why doesn’t a similar establishment exist here in Graham? Near the town center of Guildford, England, one can find eleven different pubs to choose from. I was a bit amazed at how many there were, all within walking distance of each other. The establishments I visited had a “homey” feel: dark, ax-hewn timbers, several cozy rooms,


soft lighting, and outdoor patios. Windows often faced the street which allowed those on the street to look in, and those inside to look out and people watch. Traditional tables and chairs were available for dining, but there also were living room-style areas sporting comfortable couches, fluffy chairs and coffee tables. Such amenities gave these pubs a “sit down and stay a while” feeling. So I did sit down and stay a while. Each pub in Guildford had its own selection of beer and cider, but I tended just to go for a refreshing glass of water or soda. Pubs were also my favorite places to eat while in England. The menu items were generally tasty and I felt like I and my friends could have something to eat and drink and then stay as long as we wanted. During the daytime and early evening hours I visited these pubs, the atmosphere was calm and friendly. At times I even saw families with children stopping in together, although the children were not to go to the bar area. The matter-of-fact way these establishments seamlessly fit into the cultural landscape of Guildford was refreshing. More than anything, I reveled in the knowledge that “here was a meeting place.” I saw locals gather at these pubs and have unhurried social time. It was a place that gave people a way to maintain connections with others. I have to say, these thoughts still put a smile on my face when I think of them. But now I am transported to Graham, NC, and I find myself asking, does such a place as a pub exist in this town? I am not necessarily talking about a pub per se but a place I feel I could call my own and drop in, knowing that I will see my friends and be able sit and chat with them in an unhurried way? What I find particularly interesting as I think about this, is that when alcohol is taken out of the picture, as it has been in Graham, how quickly options for meeting places dry up. Yes we have restaurants, which could be considered meeting places, but restaurants have a different dynamic. Having something to eat requires first that a person be hungry, which only generally happens at certain times of the day. Because of this, if I want a restaurant to be my meeting place, I usually have to make plans ahead of time to meet someone, which is not always easy. Contrast this to the ability to stop in for a drink. No appointment is needed and a beverage does not require hunger or even thirst, for that matter. So restaurants are not conducive to regular relationship building in a busy world. What about the local coffee shop? The little place downtown closes at 2pm, so I actually have never even been there. If I went to Starbucks I would be surrounded by people with laptops who would give me dirty looks every time I made a noise and disturbed their web surfing. How about church? Not open all the time. Hmmm. . .I am running out of ideas. The bottom line is that I cannot think of a place to meet casually in Graham and have a relaxing conversation. So, in the end, I think the people of England are on to something. Many of my colleagues on this Study Abroad trip noticed that the the English people lived an unhurried life in which work was separate from time with their friends and family. All of us, including me, saw the value of this lifestyle. The pub is one of the cultural institutions that helps promote this unhurried way in which people enjoy their lives and each other. Well done, England.


Part II. Poetic Writing

My 1-2 Page Reflection About Poetics Writing Insert Here Where I’m From Poem I am from crisp autumn air Short winter days and long winter nights Snowsuits and snow shovels A yearning for spring And the joy of warm summer days I am from lumberjacks and German immigrant farmers Thrifty and hardened grandparents who survived depression and war Carving out a life from the land Towering red barns and neat rows of Holstein cows passed from father to son Bright blue sky over rolling fields I am from collecting eggs still warm from the hen Platters of farm raised poultry and beef Mashed potatoes and mother’s savory gravy Homemade sausage from grampa containing “God knows what” but so tasty Endless jars of home preserved vegetables that lasted all year Cheese curds so fresh they would squeak I am from climbing trees and building forts Swing sets and long bicycle rides Ice skates and snow sleds Evenings playing board games and family sing-a-longs Sitting on the living room carpet listening to Beethoven with my father I am from save up and then buy it Address your elders with respect “Don’t be a little scheißter” and “take your argument outside” Living for my father’s ultimate compliment “That was a good bit of all right!”


Poems Created in Class with Dr. Buckner If I were to see her a mile away I’d know so quickly it was her The bent form struggling against pain trying to live a normal life despite disability If I felt her hands on my head I would know they were hers gentle, massaging, scratching because she knows how good that feels If I heard a voice coming from a rock I’d know her comforting words her humor her laughter like warm blanket on a cold winter evening Chris armed with tape and a scissors hangs out in his family’s garage building whole new worlds out of cardboard boxes and imagination Bio Poem About Self July 19, 2013 Colleen Quiet, thoughtful, independent, capable Daughter of Lee and Judy Lover of my family, purring cats, the smell of fresh cut grass, expressing myself through song Who feels shy in groups, contentment in time spent alone, grateful for people who include me in their life, Who needs exercise, fresh air, sunshine someone to care about me and one-on-one conversations Who gives encouragement and a listening ear Who fears disease, disability, and being alone when I am old Who would like to see society truly value what I do for a living Resident of Graham, Aspen Court Walsh 1st Additional Poetic Writing Bio Poem about a literary character


Escape Shasta Honest, uncertain, restless, humble Character in C. S. Lewis’s story Lover of his new found freedom, his new riding skills, and his new companions Who feels bored with his life in Calormene Excitement about traveling north to Narnia, Embarrassed by his lack of “good breeding,” Amazement at finding out he is actually the King of Archenland’s lost son Who fears capture, slavery, and making mistakes, Who would like to see Archenland defeat an attack by Prince Rabadash of Calormene, himself living happily in Narnia, and Bree and Aravis accept him as a friend Major character in “The Horse and His Boy” Prince Cor 2nd Additional Poetic Writing Bright things are beautiful Twinkling, cheerful lights on a Christmas tree Sunlight dancing on a shining lake Glowing moon Spotlights on excited performers Dark things are beautiful My bedroom beckoning sleep Halloween night enlivened with children’s laughter Handsome husband in his Navy dress blues Black pants that make me look thin


Part III. Expressive Writing

My 1-2 Page Reflection About Expressive Writing Insert Here All About Me Myself: quiet, independent, thoughtful, capable, active, introvert My Strengths: Considerate of others, high expectations, funny/quick humored, follow directions, work for common good, work independently, see what has to be done and do it. My weaknesses: Follow rules too much, not willing to rock the boat, shy in groups, not good at group dynamics and group collaboration, can let problems fester by not speaking out. Who/what do I love?: my family, my animals, being in a community doing what I love such as acting or music, expressing myself through song and drama What makes me sad: being ignored and/or misunderstood, people who refuse to rise to their potential What makes me angry: people who jump to conclusions or spread mean gossip, being dismissed as not knowing anything or not having a worthy opinion What do I need: People in my life who appreciate and love me, lots of exercise, a creative job that utilizes my talents What do I give: encouragement, a listening ear for others, funny repartĂŠ What do I fear: being alone when I am old, disease and disability in me and those I love, being written off as not knowing anything when I am old, my own procrastination and ennui What would I like to see: myself make more of an effort with my friends, society value what I do for a living, a cure for rheumatoid arthritis so my mother will not be in pain Who I would like to see: Renee Fleming who inspired me to be a singer

Design A Room


Melting into the overstuffed white cotton couch, I gently lean forward, pour a cup of warm jasmine tea, and cradle the cup in my hands. Light streams through white framed windows calmed by pale blue walls. Sheer curtains flutter with each puff of stirring air. The early morning is rich with the scent of nature awakening; fresh cut grass and honeysuckle vie for my attention. Outside, hills roll away in the distance, long grass swaying in the breeze; inside the gentle breathing of a tabby curled in slumber. I stroke him gently. He gives a luxurious, tremulous stretch and returns to his soothing, regular breathing. Taking a sip from my tea, I place it on the rose-trimmed saucer and walk to the bookshelf. Leather bound volumes stand at attention for my inspection like little soldiers. I make my choice and return to the couch and my tea. Taking a nearby blanket, soft and wooly, I drape it over my lap and settle in for a quiet morning of reading. Impressions of England In the bustling town of Guildford, next to the meandering River Wey, stands a willow, weeping over a shady path. a bridge, shining white, reaches out to embrace each side of the shore. Little punts, filled with laughing rowers, glide across the river’s calm, shimmering waters. Even as they pull on the oars, brows beaded with sweat, rowers feel lighthearted and content under the smiling eyes of their companion. Quacking with alarm, a mother duck calls her offspring, and gathering them around her, protects them like a female bear with cubs. Post Cards Home

Wildflowers, jungle, roses, lilies Inhale the fragrance of a host of flowers Stroll among the gardens, a riot of summer color Lounge in the cool shade of the maple Ease through a shady pathway, canopied with cool green Yellow petals flutter in the breeze


A Day in the Life River Itchen Shallow, crystal clear water Flowing, boiling, swirling Polished stones, sandy bottom, swaying weeds Musty stone banks, a cell imprisoning its waters Roaring water spilling over a dam Cool, fresh, invigorating Beckoning me to quench my thirst and plunge my hands into its bracing water to be refreshed Like someone lost in the desert who discovers an oasis 1st Additional Expressive Writing Tidal forces swell and diminish your waters Here travel the wealthy, here scavenge the poor Antiquated and modern edifices look down upon your churning waters Majestic river, yet intimate Embraced by bridges Spanning the shores 2nd Additional Expressive Writing Meet the teacher night Sea of bustling families Chattering, embracing, laughing Sweating, damp bodies give affectionate hugs Kindergarteners cling to their parent’s hand Like they would to a life preserver Sweet, crunchy snow cones Slurped with happy, blue colored tongues and lips Children, parents, teachers Excited, hopeful . . . apprehensive Voyagers with their guides embarking on an adventure


509 completed writing collection document