Evidence in My Writing

In this post I will be thinking about and analyzing evidence in writing.

Where do my ideas come from?

My ideas come from research based upon my quilt panel and personal experiences that I have seen in my life.

  • Ethos
  • Logos

I need to make sure to use quality sources to lend to my ethos. The way I use the sources lends to my ethos.

Using an example of another website I will be looking at the “introduction” and “policies” sections and writing a review.

The introduction does a good job of linking the panel to the broader topic of U.S. service members with HIV/AIDS and explains it well. It also does a good job to normalize the subject of the quilt as an everyday person so it is relatable and empathetic. Their was a lot of statistical information already in the introduction, and it was backed up with links to that information as well. I would have liked to see information on people who were not LGB as well but this does narrow it down and make the study better. I would have also liked to see a thesis and conclusions on what was gained from this cite and what you can learn in the introduction. The author uses a lot of evidence in the entirety of the post, in the “policies” section almost the entire text is evidence of the case being presented. This boosts the ethos of this argument for me knowing that this is not all opinionated writing but actual information that is based upon experts writings.

To view this website analyzed above click here.

Deep Thinking 2

In this post I had written a sentence about abstract ideas earlier in the year. Using the second paragraph I will be re-thinking this statement and coming to more conclusions and answering questions.

It was because I was focused on an abstract idea or thought and not researching and describing concrete objects which are easily and accurately explained and understood.

Maybe you just hadn’t landed on an idea yet. I agree that it is often useful to gather material in the form of description, summary, etc. But abstract writing, if you’re conscious of what you’re doing, can very much help you discover and articulate an idea. For instance, this note that I’m writing right now is abstract, right? (Is it? How can we define that term?) It isn’t unfocused, though, or “cloudy.” At least I don’t think so. What do you think?

I wrote this in context to reading response one in the beginning of the year and my writing an understanding has come a long way since then. A lot of my best research since then has come from researching and studying an abstract idea such Pan-Africanism, or the connection between the Gil Scott-Heron panel and a broader topic. This is also because I was aiming for a specific purpose and not grasping for straws like I did in previous writings. The word can be defined as “existing in thought or as an idea but not having a physical or concrete existence”(Google). Based upon the definition this writing is abstract because the words are not physical or concrete.

 

 

Deep Thinking 1

In this exercise I will be using the first paragraph by Fowler to provide deep thoughts and answer questions provided in the second paragraph.

A writer uses abstract words because his thoughts are cloudy; the habit of using them clouds his thoughts still further; he may end by concealing his meaning not only from his readers but also from himself.

But maybe the writer means to be abstract. What if Fowler is wrong, particularly in his framing of thinking as either/or: either concrete or abstract, one is “good” the other “bad”…? This isn’t how meaning-making works, is it? Could there be a third? What do you think?

In my opinion I think that based on this paragraph that Fowler wrote he is incorrect in his thinking. Sometimes writers use abstract words to give meaning or provide a couple different meanings to one’s work. For example in my own research on this cite I am using an Pan-Africanism as an abstract word which has various meanings such as the BLM movement or the Black Panthers. These things are completely different but provide different avenues of thought and meaning that are both clear to me and my reader even though it is based upon a abstract word. Another example is poetry, and other literary works which have different forms of interpretation. The meaning is clear to the writer and based upon first look the reader can decipher their own meaning as well.  The poem “The Red Wheelbarrow” states

so much depends
upon

a red wheel
barrow

glazed with rain
water

beside the white
chickens.

This poem is based upon an abstract idea of a red wheelbarrow that “so much depends upon”. This meaning is not clouded to the reader and can be interpreted by readers differently. For me I believe that the wheelbarrow is very important because I think that it belongs to someone who owns a farm and it is a tool of great importance because of its many uses and its ability to move a lot of stuff without much physical exertion.

I do not think that writing has to be either only concrete or abstract, in the poem above the writer uses a concrete object with abstract ideas and it is a great piece of work. Both concrete and abstract thinking and writing give good and bad qualities to your work depending upon how one uses them. Meaning can be derived from either of these, so I believe that there should be a third more commonly used form of writing that should be most commonly talked about and used and that is a mixture of both abstract and concrete thinking.

Finding a source for Unit 2

In this post I will be using the answers from my previous post to make research questions and find a source that relates to my subculture.

Research Questions

  • How was Pan-African culture effected in the late 20th century?
  • Did Pan-Afirican culture become prevalent in the late 1900’s?
  • How has Pan-African culture evolved up to today?

Socialist

Brittanica Source

Kuryla, P. (2016, April). Pan Africanism. Brittanica.com

This Brittanica source will be really helpful to me because it provide a lot of history on how Pan-Africanism has evolved and how it started. It provides links to key word terms so that I can do even more research. This page helped me to find synonyms to the word “Pan-Afrcanism” and how that word evolved through the time periods. For example “Black Power” is a form of Pan-Africanism because it is a uniting movement for people of African American descent. “Black Lives Matter” is also another form of a Pan-African movement. This source was a great read and will help me to find other sources.

After more research I have narrowed the topic of my research to the invisibility of men with AIDS and how it has challenged the culture and Pan- Africanism of this society. My research questions are

1) There is an invisibility: AA men suffering from AIDS have been/are made “invisible” in some ways.

In what ways have they been “made” invisible? Why have they been made this way? By whom?

***What are the numbers: How many AA men had/have HIV/AIDS? Where? When? Who documented that information…

**What are the cultural attitudes about HIV/AIDS among AA men? Then and now? How have they evolved?

How does the quilt challenge this invisibility?

Sources:

 

Research Questions and Topics for Unit 2

In this post I will be answering the questions below in relation to my Gil Scott Heron panel. I will be using these answers to find secondary research.

What subculture is embodied in the AIDS quilt block/panel you’ve chosen to document and research.?

  • Pan-African culture

What is the relationship between the subculture embodied in the quilt and the HIV/AIDS epidemic?

  • The subculture in the quilt was one of the biggest yet overlooked populations affected by the AIDS epidemic, especially during the late 1900’s.

“Make Something”

In this activity the class was given two bags full of random materials and asked to make anything you wanted in 30 minutes with the following rules:

  1. Use What you Have
  • You can trade
  • You can alter
  • You can add with your own things

2. Don’t talk to the teacher

3. Do use between 0-3 words

4. Dont listen to music

5. Do use the “common goods”

6. Think about your thinking

In this activity I was given a red piece of cardboard paper and random materials including string, a mitten, a small glass jar, a straw, a small toy train engine, some confetti, a silk fabric, and finally lots of tape. I immediately put the mitten on top of the jar and thoughts of the hamburger helper and a snowman came to mind I then started cutting the cardboard thinking about what to make and looking at what other materials I could use. As i was cutting the red fabric I placed the mitten inside the jar because I didn’t like how it looked and the idea of a cactus came to mind. I liked this idea and ended up deciding to make a cute flower that you would get on valentines day. Perhaps influenced by the red fabrics I began to make leaves out of red cardboard paper and taping them onto the flower. I stuffed the inside with the confetti and string and organized the mitten to look like a flower. I then used a piece of red cloth and attached a piece of cardboard paper folded into a banner with the three words “hand-made with love”. A pun based upon the mitten. In this activity 7/9 groups were given google eyes and made a living thing. I was not one of these groups but still made something that was alive. This is related to work and research because we have to communicate with other people and gather “common materials” and trade information in order to create a good piece of writing. Something that is “alive”. It is important in this activity that you consider yourself and your experiences and possessions as a resource and material. I unfortunately did not do that in this activity but it is very important to do so in my writing.

My “Make Something” Creation

 

Ransom Note Activity

Today in class we were given a manilla folder containing three documents and a picture and asked to compose a paragraph with the following rules:

  1. The First Sentence must be your idea and handwritten
  2. You must use material from at least three of the four documents present in the folder
  3. Cut the material you want to use, whole sentences, passages or sentence fragments(no words or word parts) and paste it or tape it and place it within your paragraph.
  4. The paragraph must make sense and be reasonable
  5. Consider the space on the “page” in which you are composing.

My partner and I went about tackling this activity by first looking through the documents and trying to find a common theme that we could write a paragraph about. Once we found a common idea we reread the documents and looked for information that would be useful to our thesis. This activity was hard and frustrating at first but once we had our idea it became fun and motivating. We wanted to have a good and specific paragraph and use all the information that we could.

This was a useful activity to my own research and writing because it helped me to realize that I needed to find only the most important information that relates to my topic of study on African American Activism and cut out the rest of the fluff. It helps to gather all of your information first and use this information and your creativity to provide a strong central theme to your writing.

The Paragraph That We Composed Today in Class