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Uptake Post #11

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     My main takeaways from English 101 have to be the class terms. I find myself using specifically chat map and multimodality often in this class but uptake, translingualism, and others are also important terms that I have learned while taking this class and I will most likely be able to use in my day to day life or at least they might be applicable. I do not think I had any big revelations about myself as a writer or researcher or anything during this semester but I have expanded my view about how people interact in the world in general. It mainly reminded me of how much people can communicate without just speaking back and forth with terms like multimodality and translingualism being applied there. There are no specific topics that I would have liked to learn more about because I feel like we went very in depth about everything we discussed and like the phrase “you don’t know what you don’t know” I cannot think of any extra terms that we did not go over that I would have liked to.
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Uptake Post #10

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  In the past I have had many experiences with peer review, especially in high school. When I consider peer review I almost always think of essays because no other assignment or project in school ever really seems to require it. After writing essays (draft or full) two students would switch their essays, read the other person’s writing, and give constructive criticism in response. This process is done to get an outsider’s perspective, because it leads to being less biased and sometimes you can not always catch your own mistakes. I would describe a “helpful” peer review as two students who care about their writing giving each other genuinely helpful responses in order to better both of their essays. If one of them does not care or cares significantly less than the other one then it will most likely not be a helpful peer review process. After the process of the review itself the original writers must edit their drafts based on the feedback they have received, otherwise it will also not
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Uptake Post #9

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  I would have never thought about whether or not “English” is singular or plural before this class. At first I immediately thought singular because English is exactly that, but I realized that due to sign language being different in different “languages” like we specifically have American sign language which i would consider to be a version of English. So, although I did not think of English being plural in the same way before taking English 101 as I do now, I did think of it as plural the entire time. My definition has changed to include more now that I have been introduced to terms like multimodality, understanding multimodality expanded my perception of English beyond just spoken or written words. It includes a spectrum of communication modes, from text and speech to images, gestures, and beyond. This broader understanding added to my view of English as a dynamic and adaptable system that goes beyond traditional linguistic boundaries. Translingualism is another class concept that
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Uptake Post #8

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    After doing the reading, I believe translingualism is a special practice or approach to language that views multilingualism not just as the ability to speak languages separately but also as the capacity to navigate and blend them fluidly in communication. A basic example of that is words that sound similar in different languages to the point where two people who might have a total or complete language barrier between each other, can still under stand each other because the words they're using are considered to be translingual. This approach recognizes the dynamic and fluid nature of language, seeing it as a practice of compromising meaning across linguistic boundaries rather than strictly adhering to the rules of any single language. This perspective acknowledges the reality of how people use language in increasingly globalized and culturally diverse settings, where code-switching and hybrid linguistic practices are common. I believe one of the most easy to understand things a
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Uptake Post #6

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 My past experiences with group projects have all been in outside of college, other than the group speech that I had to give in COM 110 last semester. To be fair though that is the only group project that I have done that I can say was a speech, so does it really even count. I've done group projects in many different classes including english, history, biology, psychology, and astronomy. In all of these classes it has always gone the same way, each member of the group researches on their own and gathers their own evidence and we all put them together on slide shows and then while presenting we each read our personal slides and just go through it all. As far as I can remember all of my previous group projects have gone well and none of them have been notably challenging. I have also always gotten along with my group members even when we aren't close friends because often with group projects you don't choose who you're working with. Because my group for this project we
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Uptake Post #7

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    In the past, my main experience with multimodality was when people or teachers would mention being a visual learner vs hands on learner and all other similar ones. I find it very interesting how people can learn in such a variety of ways and have so many individual or unique strong-suits for how they learn best. Something that I am currently learning about multimodality is that it applies to more than that and it's about how people communicate in general. Some examples of forms (modes) of multimodal communication are aural, gestural, linguistic, oral, spatial, and verbal. I find understanding these different modes of communication to be pretty easy and not really an issue for this topic. Something that might be a little more difficult to understand is the spatial mode because it is more of an abstract one. An example for spatial might be while texting a friend I choose to send multiple messages back to back instead of sending one extended message with all of the information. Th
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Uptake Post #5

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     My past experiences with research have always been for school so I have always had the traditional guidelines on how to make sure sources are reliable and to avoid wikipedia and things like that. I am starting to realize that you can use evidence that is not from scholarly articles and other similar items as long as it is backed up and proven evidence. What I have previously explained is how every teacher k-12 teaches and/or asks for students to do their research as well as citing it all in MLA format. The Grassroots article, "Inside the WTF Folder: Is That Really Research?" shows us multiple forms of research that are not considered to be the traditional type and would possibly not be allowed as evidence in high school. Some teachers would take points off when students use wikipedia as a source due to it not being considered trustworthy when it has multiple moderators fact checking the website all of the time. This article specifically talks about facebook memes and use
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