Why is analysis important? Why do we highlight certain phrases that capture our attention? Why do we pick out what the writer says, how the writer says, and why the writer says?
Finally, after four struggling years in high school and one interesting quarter in Writing 2, I have understood the importance of analyzing various research papers, articles, books, and poems. It was not simply for understanding metaphors and similes and why winter represented death and decay and why spring was a time of rebirth. It was for attaching ourselves to that piece of written work and being able to refer back to it and have its reflection upon our own writing. It was necessary in order to "Read Like a Writer" (Bunn).
After really digging deeper into the lesson of structural moves in writing and learning Tips and Tricks during each class, the act of writing gradually grew more meaningful for me. Sure, the a writer's work is not necessarily as mainstream and appreciated as someone who can strum a guitar or hit the highest notes, but these talents have one thing in common with writing: it takes practice.
Writing 2 class is my practice. I have felt improvement with the way I critique work, going from editing grammatical errors and awkward sentences into also appreciating the moves and style of the writer. So far in this quarter, I have learned an array of rules and perspectives on how to become an improved writer, and that was my goal since Week 1.
Thursday, October 29, 2015
Tuesday, October 27, 2015
PB2B - They Say I Say They All Say for...Ice...Nevermind
In the world of writing, each writer has 'moves' that lure his or her audience towards their article and creates the response that they desire. The process of searching and analyzing for these moves becomes easier as a reader learns how to "Read Like a Writer [because they] work to identify some of the choices the author made so that [they] can better understand how such choices might arise in [their] own writing" (Bunn 72). The more observation there is put into one action or activity, the more likely each observer will adapt and grow within that field. With that being said, the collection of readings that we have discussed these past four weeks are to be analyzed through two different lenses--one being They Say, I Say with Readings by Gerald Graff, Cathy Birkenstein, and Russel Durst, and the other being my own.
They Say, I Say
1. Capturing Authorial Action - "In an article called 'The Rhetorical Situation,' Lloyd Blitzer argues that there are three parts to understanding the context of a rhetorical moment..." (Carroll 59).
2. Conclusion - "As a result, I decided to make this essay a mix of personal anecdotes, examples, and voices from teachers of writing" (Dirk 19).
3. Contrast & 4. Comparison - "But if we hold off criticism or revising for a while, we can build a safe place for generative thinking or writing. Similarly, if we devote certain times to wholehearted critical thinking or revising, we can be more acute and powerful in our critical assessment" (Elbow 53).
5. Example - "In the end you will have to decide what is and what isn't appropriate for your blog. For example, if you start blogging in your class and a classmate comments in disagreement with you, what will be the fallout of deciding to delete or ignore the comment?" (Reid 48).
A La Santos
Now, following the analysis of five moves from five different writers, I will shift the lens from They Say, I Say to my own lens and one writer: Janet Boyd. Her article, "Murder! (Rhetorically Speaking)" contains various moves that create her voice and style while also receiving a positive reaction from her audience.
1. Breaking the Fourth Wall - At firsthand, Boyd writes in the I/you point of view, This automatically connects the reader and the writer as if the writer is truly speaking to the reader. Additionally, Boyd asks multiple questions to the reader as if they can answer; this makes the reader truly think about Boyd's writing and the point she is trying to get across with the article.
For example, she closes the article with "More importantly, you can now see that when I told you at the beginning that you are already in possession of the rhetorical skills necessary for mastering the genre of academic writing and that you need only apply them, I wasn't just feeding you a bunch of bull" (Boyd 96). Because of the personal connection and the lighthearted closing, the reader will feel a trust in Boyd's writing and believe her argument.
2. Bullet Point Mania - In the essay, Boyd inserts a bullet-point list on the third page. This not only creates a varying writing structure aesthetically, but emphasizes the importance of the points that she jots down. When looking at these points, one can see that this list is rhetorical questions. This ongoing list of rhetorical questions as bullet points makes the list seem important as well as easy to read since each different topic is separated.
3. A Little Breather - One unique move that Boyd makes quite often is breaking bunches of paragraphs into sections, and giving that section a title. Not only does it organize the reading and allow the reader to concentrate on one topic rather than multiple, but also gives the reader a break. It is important to not overbear the readers with too much text. Even breaking up into simple paragraphs is better than one long paragraph.
4. Italicized Content - Italicized words are often used for emphasis, titles, etc. However, in this article, Boyd uses italicized words for a very strong purpose: key terms. Aside from a few titles, Boyd mainly italicizes terms that the readers ought to know--like jargon or slang, and even hyperbole--to name a few. This quick move is to both stress the importance of understanding the concept and meaning of these terms and to let the reader understand that she did not just toss those words in there to have a higher vocabulary; there is a purpose for those italicized words.
5. Anecdote - In the very beginning of the article, Boyd inserts a personal anecdote (or short story) explaining her experience with her first college class. Using this move personalizes the text and allows the reader to trust the writer because she appears more "legitimate" and "real" than a writer who gets straight to the point. One important thing about this move, though, is the fact that Boyd only used it once. The less one uses a move, the more powerful it becomes--as seen with this one.
By observing the moves pursued by various writers, and analyzing various moves in one article, one can understand that an author's moves help their articles have a kick to it. If it were not for these various elements, big or small, writers may spew out their content but not have enough creativity inside to lure their audience. Each piece of work--academic, fiction, persuasive--needs moves. Without moves, a writer would remain still--literally.
They Say, I Say
1. Capturing Authorial Action - "In an article called 'The Rhetorical Situation,' Lloyd Blitzer argues that there are three parts to understanding the context of a rhetorical moment..." (Carroll 59).
2. Conclusion - "As a result, I decided to make this essay a mix of personal anecdotes, examples, and voices from teachers of writing" (Dirk 19).
3. Contrast & 4. Comparison - "But if we hold off criticism or revising for a while, we can build a safe place for generative thinking or writing. Similarly, if we devote certain times to wholehearted critical thinking or revising, we can be more acute and powerful in our critical assessment" (Elbow 53).
5. Example - "In the end you will have to decide what is and what isn't appropriate for your blog. For example, if you start blogging in your class and a classmate comments in disagreement with you, what will be the fallout of deciding to delete or ignore the comment?" (Reid 48).
- Because these list of moves in They Say I Say were quite general, one can assume that the purpose the writers had for these readings were mainly to inform. The moves that I chose to point out are mostly conventions of the essay genre, and they are used mainly to help the article with its specific argument rather than creating its own voice.
A La Santos
Now, following the analysis of five moves from five different writers, I will shift the lens from They Say, I Say to my own lens and one writer: Janet Boyd. Her article, "Murder! (Rhetorically Speaking)" contains various moves that create her voice and style while also receiving a positive reaction from her audience.
1. Breaking the Fourth Wall - At firsthand, Boyd writes in the I/you point of view, This automatically connects the reader and the writer as if the writer is truly speaking to the reader. Additionally, Boyd asks multiple questions to the reader as if they can answer; this makes the reader truly think about Boyd's writing and the point she is trying to get across with the article.
For example, she closes the article with "More importantly, you can now see that when I told you at the beginning that you are already in possession of the rhetorical skills necessary for mastering the genre of academic writing and that you need only apply them, I wasn't just feeding you a bunch of bull" (Boyd 96). Because of the personal connection and the lighthearted closing, the reader will feel a trust in Boyd's writing and believe her argument.
2. Bullet Point Mania - In the essay, Boyd inserts a bullet-point list on the third page. This not only creates a varying writing structure aesthetically, but emphasizes the importance of the points that she jots down. When looking at these points, one can see that this list is rhetorical questions. This ongoing list of rhetorical questions as bullet points makes the list seem important as well as easy to read since each different topic is separated.
3. A Little Breather - One unique move that Boyd makes quite often is breaking bunches of paragraphs into sections, and giving that section a title. Not only does it organize the reading and allow the reader to concentrate on one topic rather than multiple, but also gives the reader a break. It is important to not overbear the readers with too much text. Even breaking up into simple paragraphs is better than one long paragraph.
4. Italicized Content - Italicized words are often used for emphasis, titles, etc. However, in this article, Boyd uses italicized words for a very strong purpose: key terms. Aside from a few titles, Boyd mainly italicizes terms that the readers ought to know--like jargon or slang, and even hyperbole--to name a few. This quick move is to both stress the importance of understanding the concept and meaning of these terms and to let the reader understand that she did not just toss those words in there to have a higher vocabulary; there is a purpose for those italicized words.
5. Anecdote - In the very beginning of the article, Boyd inserts a personal anecdote (or short story) explaining her experience with her first college class. Using this move personalizes the text and allows the reader to trust the writer because she appears more "legitimate" and "real" than a writer who gets straight to the point. One important thing about this move, though, is the fact that Boyd only used it once. The less one uses a move, the more powerful it becomes--as seen with this one.
---
By observing the moves pursued by various writers, and analyzing various moves in one article, one can understand that an author's moves help their articles have a kick to it. If it were not for these various elements, big or small, writers may spew out their content but not have enough creativity inside to lure their audience. Each piece of work--academic, fiction, persuasive--needs moves. Without moves, a writer would remain still--literally.
Monday, October 26, 2015
Thlog #4 - Readin'
When De Piero stressed the Super Amazing Greatness of "How to Read Like a Writer" by Mike Bunn, I was a little excited as to see what it really was about. Finally, after reading the article, I was quite stunned at it. My initial thought was, "This has always been a thing, but now someone has summarized that thing." The reason why Bunn's article spoke out to me was because I used to believe that not everyone could be a writer. However, with practice and shadowing, anyone can try.
One excerpt from the article that speaks to me is, "Would you want to try this technique in your own writing?" (109). I think that I do this often when it comes to my own writing--whether it is creative or a report. I believe that ideas aren't wholly original in this time and era, and I believe that various writers' techniques have definitely influenced my own. My mom had always told me that if I wanted to become smarter, I needed to read more. This is mainly the reason why most writers are readers, or they enjoy reading. Not that it is enjoyable (even if it is), but that you can learn from it.
Once someone has the mindset that Bunn has perfectly wrapped up into one article, they can start to have their own style by looking at what the best "choices the author made" (108) in order to "understand how such choices might arise in [their] own writing" (108).
One excerpt from the article that speaks to me is, "Would you want to try this technique in your own writing?" (109). I think that I do this often when it comes to my own writing--whether it is creative or a report. I believe that ideas aren't wholly original in this time and era, and I believe that various writers' techniques have definitely influenced my own. My mom had always told me that if I wanted to become smarter, I needed to read more. This is mainly the reason why most writers are readers, or they enjoy reading. Not that it is enjoyable (even if it is), but that you can learn from it.
Once someone has the mindset that Bunn has perfectly wrapped up into one article, they can start to have their own style by looking at what the best "choices the author made" (108) in order to "understand how such choices might arise in [their] own writing" (108).
Tuesday, October 20, 2015
PB2A - Psychology vs. "Computer Science"
The library's database contains an array of fields of research that is accessible to anyone (that has a login). So, naturally, I selected a scholarly article on my major: psychology. More specifically, the article is about mental health. This essay, titled "Self-Evaluation and Mental Health: An Experimental Assessment", falls under the genre "research paper." As I reflected back on the genre generators from PB1A, I began to identify the similarities between this real paper and the computer science "paper." Aesthetically, they looked identical:
- Both had titles following this sequence: "Title: A Research Paper."
- Both had abstracts, an introduction, results and a conclusion.
- Both had charts and graphs with data.
- Both had citations and a bibliography at the very end of the paper.
However, the difference between the two--obviously--is the content. The computer generator contains fake facts and random discussions, whereas the psychology paper legitimately contains information on experiments and research. Although, after comparing the two, it is understood that anything can appear to fall under the research paper genre just by following the same structure and tone of the content.
There are many important aspects of this paper on mental health, including the abstract. It explains from the get-go that these researches "experimentally tested the relationship between
unconditional self-acceptance (USA) and self-esteem, both explicit (ESE)
and implicit (ISE)." This is a very important factor to the paper because from the very beginning, the reader can understand the focus of their argument/purpose. Following the introduction of those terms were the definitions of those terms, using the DSM-IV as a source. It is also important to note the introduction contains the most citations from outside sources because it is a way to clear up any confusion as a reader goes further into the paper prior to inputting their own argument into action. They also supported their argument by saying no other major research has gone towards the correlation between unconditional self-acceptance and self-esteem. Finally, after clearing the air, these researchers go into the actual experiment.
While going over this paper, I realized that one important feature is its precision. From the method--including each instrument and step--to its results and analysis of those results, these writers did not exclude any information towards this experiment. This is one aspect that cannot be seen physically because it is based on its strong content. Additionally, the paper, of course, did not stop after the results. These writers continued to explain the meaning of their results through their general conclusion. They inputted graphs and diagrams with each explanation below them, which accounts to how thorough they were with this experiment.
Additionally, the scholarly writers understood that their intended audience were professionals--not teenagers scrolling mindlessly on Tumblr or Twitter. As they wrote with this in their head, the words in their paper included psychological terms and academic terms--or jargon. Since it falls under the genre of research paper, the jargon they used for this included transition words like "however", "in conclusion", "following", etc. While looking at psychological jargon, they used those terms mentioned in the abstract constantly while also applying statistic jargon (correlation, change, deviation) since both subjects coincide with one another.
Ultimately, these writers created an experiment and analysis as scholarly and professionally as they could. They knew what they were talking about because of these important parts of the structure and content that they knew they needed. In a reader's perspective, we are convinced that they knew what they were talking about and performing. They used an appeal to ethos by inputting multiple, reliable sources and also supporting their own argument by claiming its rareness.
From analyzing this paper and picking out its most important parts, it is evident that each piece of work under the same genre has similar conventions and structure, but of course, have its own flare. To understand how to write something like a research paper, one must be able to pick apart a research paper and understand its content.
- http://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=a24a2a3d-91cd-494d-aaa5-2e317385b3e4%40sessionmgr115&vid=4&hid=116
- http://scigen.csail.mit.edu/scicache/278/scimakelatex.4295.Pamela+Santos.html
Friday, October 16, 2015
Thlog #3 - The Incredible and Stressful Journey that was WP1
Week 3 came into a close for Writing 2, and what felt like a million pounds of weight lifted from my shoulders the moment I finished the very first Writing Project. The main factor of the incredible stress I felt while working on this project was the lack of preparation my high school had sent me through prior to university. In high school, English teachers gave us an entire semester to work on a 3-page research paper, and I thought that was difficult. In my first quarter of my freshman year, I was assigned to write a 4-5 page paper in just a few days. That was a challenge.
I took just the weekend for granted, in all honesty, and I waited until the last day to begin my paper. In my head I thought, "Well, I work better under pressure anyway! No big deal." I was wrong. Although I spent nearly all of Sunday gathering sources and evidence for my paper on Donald Trump, I seemed to experience a bit of writer's block. I stared at a blank paper, aside from my headings, for what seemed like eternity until I finally wrote something--which ended up like the video on the right.
Well, it probably wasn't as worse as Spongebob; I really did accomplish certain things. I decided to begin from the middle and summarize my entire argument into my introduction, which was the best way personally to tackle it. After finally finishing the rough draft of the paper, I felt accomplished.
I took just the weekend for granted, in all honesty, and I waited until the last day to begin my paper. In my head I thought, "Well, I work better under pressure anyway! No big deal." I was wrong. Although I spent nearly all of Sunday gathering sources and evidence for my paper on Donald Trump, I seemed to experience a bit of writer's block. I stared at a blank paper, aside from my headings, for what seemed like eternity until I finally wrote something--which ended up like the video on the right.
Well, it probably wasn't as worse as Spongebob; I really did accomplish certain things. I decided to begin from the middle and summarize my entire argument into my introduction, which was the best way personally to tackle it. After finally finishing the rough draft of the paper, I felt accomplished.
The next day, after peer review, I felt fortunate to receive criticisms that were honest and real because I knew that I could improve my writing skills. Everything in class that I have learned so far has helped me already develop, and again, it is only Week 3.
After the grand finale of Week 3, I learned a few new things about tackling a research paper:
- Take it day-by-day. If you are already planning to procrastinate, you are doing it wrong.
- Try finding sources and quotes one day, creating commentary on them the next, tying them together with transitions, and then create an introduction and conclusion.
- Don't be afraid to take small breaks; writing can be a heavy task.
- Make sure what you are writing is making sense. Read it over. Read it over again. Read it out loud. Shout it out to the horizons or to your roommate. Just proofread!
- Eat snacks while you are conjuring up a paper. Don't starve yourself or else you are going to dedicate a paragraph in your paper to The Habit's charburgers.
- Mentally prepare yourself for criticism. Don't take it personally. It's not you, it's your writing.
- And last but not least... You can do it. You've done it before, you'll do it again.
After realizing these wonderful pieces of advise, I'm going to look at Writing Project 2 right in the face, and tackle them to the ground.
Sunday, October 11, 2015
Thlog #2 - The Shittiest First Draft
Whenever I begin a new story, whether it's informative or creative or even a diary entry, I have a constant desire to perfect it before it even begins. That is the biggest obstacle that I face, and stressing over the first draft often becomes the force that pushes me towards writer's block. However, after reading Anne Lamott's "Shitty First Drafts", I have never felt more comfortable scribbling down the first draft.
As I read Lamott's article, I saw that she wrote "the first draft is the child's draft, where you let it all pour out and then let it romp all over the place, knowing that no one is going to see it and that you can shape it later." This exact quote brings me back to first order thinking, which will now always come to my mind whenever free-writing is mentioned. The more drafts a writer creates, the closer the writer gets to second order thinking--all of the revisions and "What was I thinking?'s" slowly help the writer get closer to home.
In the end, Lamott's "Shitty First Draft" isn't really "shitty." It's just a slew of emotions, thoughts, and ideas that become too difficult to put into words in just one sitting. Every writer needs to understand that the first draft of their books or stories or essays is never terrible--their first draft is the first step to releasing the world that is trapped inside of your head. And after that, you run to the top of the staircase in triumph, grasping the polished, nearly perfect product in your hands.
As I read Lamott's article, I saw that she wrote "the first draft is the child's draft, where you let it all pour out and then let it romp all over the place, knowing that no one is going to see it and that you can shape it later." This exact quote brings me back to first order thinking, which will now always come to my mind whenever free-writing is mentioned. The more drafts a writer creates, the closer the writer gets to second order thinking--all of the revisions and "What was I thinking?'s" slowly help the writer get closer to home.
In the end, Lamott's "Shitty First Draft" isn't really "shitty." It's just a slew of emotions, thoughts, and ideas that become too difficult to put into words in just one sitting. Every writer needs to understand that the first draft of their books or stories or essays is never terrible--their first draft is the first step to releasing the world that is trapped inside of your head. And after that, you run to the top of the staircase in triumph, grasping the polished, nearly perfect product in your hands.
Tuesday, October 6, 2015
PB1B - Nice to Meme You
The science of the Internet truly does wonders, and this isn't in reference to endless cat videos on YouTube. The Internet has certain websites that generate different genres, which in return, helps the Writing 2 class further understand this once simple concept and analyze it deeper. From the computer science to memes, these genres all have certain conventions that are essential to what they are.
of our framework depend greatly on the assumptions inherent in our design" which brings the audience to assume that the "writer" understand what they are talking about. Images follow the introduction of the framework, explaining the results of the experiments. The generator even includes a conclusion and its citations as well. Of course, the constraints of the CS Paper Generator is the formal tone and format that needs to be followed. Nonetheless, these details are all conventions that an audience would use to understand that the generator created a paper.
The second genre generator is the Pandyland Random Comic Generator, which combines various cartoons to eventually create a crude comic. The conventions of these comics are two men, awkward situations and issues that involve either or both of them, sexual jokes, and a random ending. This genre generator is a bit more restricting than the Automatic CS Paper Generator because as I continued to create various comics, a few images began to repeat itself. The certain humor that the comics carry become a difficult tone to follow, which becomes a constraint in this specific genre. If they had added more characters, the genre would be more hilarious, in my opinion.
Following these two generators is one with a more mainstream popularity: memes. This generator website of course has its conventions that its audience uses to categorize it as a meme. The ability to insert your own photo and caption, however, gives its audience more a leeway. There are less constraints in this genre than there are in the aforementioned websites. One staple convention in this meme is its font, Impact, with white color and black borders. This font has slowly become the number one sign of the meme. These memes tend to have reaction photographs with strong, emotional responses. The first sentence is always a set up for the punch line, and both are broken up by the reaction photo between it. The sentences are never grammatically correct or formal, and they are usually both dependent clauses.
Overall, these three generators help the audience of Writing 2 accept the concept of genres, the wide range of genres, and the items that make genres what they are. These three generators are created conventions that are specific to them. None of the conventions within each genre overlap with each other, and all three generators come from a broad spectrum of genres. The access to these generators and the popularity or need for each of them aided in the understanding of genre. They are vary in their styles, structures, context, constraints, and most importantly, conventions.
The more practice with these generators, or with other lessons in Writing 2 will truly make the classroom thrive in the knowledge of genres. Ultimately, the class has learned to analyze different genres by picking apart the elements of the genre and analyzing its purpose and style. What once was a synonym for the word "label" now branches out into different details and factors that make it to what we now understand is the genre.
An extra generator: What's Your Kung Fu Master Name?
An extra generator: What's Your Kung Fu Master Name?
Sunday, October 4, 2015
PB1A - The Genre of Buzzfeed
Buzzfeed, a well-known blog discussing today's pop culture, political news, and more, contains specific conventions in each of their posts that become a staple in the Buzzfeed genre. Whether its their quirky tone, or their image inserts, Buzzfeed's audience can determine which posts are Buzzfeed. Primarily, the Buzzfeed audience is a majority of women, from 16-20-something's, which becomes the factor that contributes the most to the conventions they use in their blog posts. The bloggers that partake in this website target these people by relating to their emotions, thoughts, and reactions of multiple current events.
One specific detail that the Buzzfeed genre always includes is their nonchalant tone. Their posts are always written casually, even when posting random, humorous blog posts like "If Dating Was Like A Video Game" or lists like "19 DIY Projects That Will Make Your Home So Much More Cozy." Even when their posts graze over serious topics, they never fail to have a lighthearted mood, making their audience feel casual about political issues and much more.
One specific detail that the Buzzfeed genre always includes is their nonchalant tone. Their posts are always written casually, even when posting random, humorous blog posts like "If Dating Was Like A Video Game" or lists like "19 DIY Projects That Will Make Your Home So Much More Cozy." Even when their posts graze over serious topics, they never fail to have a lighthearted mood, making their audience feel casual about political issues and much more.
A convention that Buzzfeed is known for are their frequent lists. Buzzfeed bloggers post lists containing tips on self-help, lists on attractive male actors and their newly grown beards, and everything in between. This convention is a staple Buzzfeed detail, and creates an expectation for their audience for which they must respond to. Following the certain lists that they create, Buzzfeed has a section on Quizzes - these are typically the most spoken about among their audience. These quizzes, whether or not one just wants to pass time, or they truly want to figure out if they are "More Light Or Dark Side Of The Force", are yet another convention that makes Buzzfeed well-known as their own genre.
Of course, a literary genre cannot be complete without its certain style and structure. When pertaining to Buzzfeed, their structure ranges from whichever post they want to create. Usually, in their lists, a blogger will first speak about the first item, post its photo, and caption it with a witty reaction or comment. Sometimes, they even break the fourth wall and ask the audience to silently agree with the item. However, in their structure for current events involve a true article on the matter and various, professional photographs capturing the news that they want to put in public. Their current events section almost always involves photographs; even the multiple structures become conventions to this genre.
Buzzfeed's sections, specific structuring of those sections, and their use of Internet-speak (i.e."LOL" or "OMG") all become conventions that contribute to their genre. Buzzfeed is a place for youngins' to visit and spend their time on, whether it's learning about the world or taking silly quizzes and learning DIY's, and that's what makes the Buzzfeed genre what it truly is. And, as Devitt writes "genres have the power to help or hurt human interaction..." (Writing 1), it is well-understood that Buzzfeed bloggers create a sense of relation for their audience in order to help human interaction.
Friday, October 2, 2015
Thlog #1 - Left Brain vs. Right Brain
The lesson plan today was a mind opener. I never thought I could think about...thinking. As I read Elbow's piece about the difference of 1st Order and 2nd Order, I immediately thought about the main base for thinking: the brain.
1st Order of thinking relates to an uncensored, limitless box that continues to expand. It is a stream of conscious, and it can take any forms because it is private. This is like the right brain, the brain for art and creativity. This is used for creative writing, but it is not pertaining to simple works of independent fiction. It is also filed under letters proclaiming love, or letters of angry words and emotions that are never to be sent. They can be dreams of ideas that turn into novels, poems, or plays. 1st Order leads to a waterfall of color words and thoughts that can be used as a reference to create something greater.
There is no structure to the concepts of the right brain, but, the left brain, is based on logic and structure - which is 2nd Order thinking. This is the revision. This is sending the novel to a publication and waiting for the red marks indicating various changes needed. This is the polishing and perfecting of the scattered thoughts that were once just a stream of scribbles on paper. This is the aftershock.
As we look back onto the brain metaphor, there is a popular theory that you can either be right brained or left brained - there is no in between. However, this is wrong. You are full-brained, but typically, you use either one side or the other during certain actions. This brings us back to both orders of thinking - you use one order or the other during certain moments.
First order and second order should not fight for the brain's attention. It should be accepted because neither one can function without the other.
1st Order of thinking relates to an uncensored, limitless box that continues to expand. It is a stream of conscious, and it can take any forms because it is private. This is like the right brain, the brain for art and creativity. This is used for creative writing, but it is not pertaining to simple works of independent fiction. It is also filed under letters proclaiming love, or letters of angry words and emotions that are never to be sent. They can be dreams of ideas that turn into novels, poems, or plays. 1st Order leads to a waterfall of color words and thoughts that can be used as a reference to create something greater.
There is no structure to the concepts of the right brain, but, the left brain, is based on logic and structure - which is 2nd Order thinking. This is the revision. This is sending the novel to a publication and waiting for the red marks indicating various changes needed. This is the polishing and perfecting of the scattered thoughts that were once just a stream of scribbles on paper. This is the aftershock.
As we look back onto the brain metaphor, there is a popular theory that you can either be right brained or left brained - there is no in between. However, this is wrong. You are full-brained, but typically, you use either one side or the other during certain actions. This brings us back to both orders of thinking - you use one order or the other during certain moments.
First order and second order should not fight for the brain's attention. It should be accepted because neither one can function without the other.
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