Read and annotate “Learning to Serve: The Language and Literacy of Food Service Workers,”

• Tony Mirabelli has a Ph.D. in education in language, literacy and culture. Concept of Multiliteracies. People don’t only read texts, they read people and situations. His work is directly tied with Swales and Gee.
• There are now many websites such as Bitterwaitress.com that people use to talk about professions. In this one specifically, they refer to hate mail, usually attacking and stereotyping waiters/waitresses, calling them ignorant and stupid.
• Many rebuttals are posted online to combat some of the hate mail, giving the perspective of former/current waitresses. However horrible assumptions about waiters/waitresses have been around for a while now. A contributor to these actions and habits can be derived from the labeling of specific jobs. and skill sets.
• Peter Drucker suggests several things, and attaches words to workers such as lacking the ability to be knowledge workers. Certain attachments with words to profession, also tie stereo types to the workers in those professions. By calling a profession a low skilled stopping gap, you are also calling the people in the profession, incapable of problem solving, and lacking the ability to think about complex situations, which just isn’t the case.
• Literacy and Contemporary Theory ; education, sociology, anthropology, and linguists view language, literacy, and learning as embedded in social practice rather than entirely in the minds of individuals.
• Methodology ; patterns of thought, and behaviors in a setting. Identifying key events, conversational analysis of verbal interactions, and sociocultural analysis of key work events.
• Lou’s Restaurant ; Privately Owned. Fashioned to match popular styles in the region. Guests can enjoy their meal watching the drama of cooking. American-Italian based food. Three Waiters; John, Harvey, and Himself. They worked at the restaurant while attending school to financially be more stable and to support themselves. Harvey however moved from home when he was just 14 years of age, and looking for a way to make money for himself.
• The Menu ; Harvey was reluctant for the survey because eh was new at Lou’s and didn’t quite know the menu yet. Has a genre of itself. Waiters ability to know a menu can dramatically change the experience the guests experience, and ow the waiter feels, and gets their job done. Meanings of words shift while working at different places, so when a waiter knows how the food is made in the restaurant that they work in, they have a better understanding of such words, and can properly answer questions that guests may have.
• While Harvey was an experienced waiter, he still had much to learn at a new restaurant. There are certain occasions that can happen, where a waiter must take the initiative and make sure an order comes out rights, and properly given to the guests in a timely manner.
• Waiters not only have to know the menu, but they have to know how to read a guest and react to them based on how they are responding and acting. This comes into play when special request are made. Waiters are not necessarily not in control of conversations when guests are asking various questions, but are very much in control, having their own ways of responding so that they have the control over a conversation.
• Magic Words and Obfuscating descriptions; Waiters know that when a guest orders one thing, that they will likely ask for specific beverages, or ask questions about certain side dishes in the way that things are cooked or prepped.
• Along with que words, Waiters often have to be able to read their ‘regulars’ and will sometime change their tone to more casual than work formal, and in some cases, regulars will often just say to give them the regular rather than having to say their entire order. This is important for waiters to learn and remember to keep their regulars, as ‘regulars’.

What is the point of Stein’s Essay, “In Defense of Domination.”?

• In Class Discussion Notes: In his essay, Stein is not truly talking about baseball in his essay. He is actually talking about the U.S’s military power, and how our military gets involved in foreign affairs when we shouldn’t really be getting involved. This essay is originally found in a TIME magazine. He uses baseball as a medium, to connect an American pastime to an issue that he believes to exist. He utilizes irony and sarcasm (irony), making him an unreliable narrator. By doing this, he is trying to invoke a response/reaction from his readers in regards to the issues that he believes to exist. He outlines himself as a rude, bullying type of person to make you dis-like him, however he makes points that you can’t help but see from his perspective and possibly agree with. He doesn’t truly write for just one type of audience, but prods at his readers to make them critically think about current events at the time.
• My Answer: To sum things up, Stein’s point in his essay is to prod and poke at readers by using sarcasm and irony to make them thinking critically about current events that were happening at the time of him writing this essay. Specifically to this essay, he wants his readers to view his points about the abuse of military power that the U.S. military has been using, by connecting a common ground with his readers using the ‘American’ pastime known as baseball (Making it less serious even though it’s a serious topic).

• Swales Questions:
• 1. Speech Communities: Centripetal- Absorb people into a central fabric/group (Us & We). Discourse communities: Centrifugal- Separate groups into specialized interests or skills (They &Them).
• 2. Six Distinct Characteristics of a Discourse Community: A common set of goals, Mechanisms for intercommunication among members, Provide information and feedback, Genres (Very Complex), Specific Lexis (level of language), Discourse communities have a threshold of members that have relevant content and expertise.
• 3. Problems with Discourse Communities: It seems somewhat removed away from actual reality, and has it’s own features that kind of contradict itself. It is very free going, and doesn’t relate to what actually occurs in everyday life.

Re-Read “The Concept of Community Discourse” and Annotate

• : Discourse Communities -John Swales. Group members or groups that share a way of being in the world. Ex: Everyone who lives in your dorm room; Everyone in a microbiology class. Most people are able to navigate and maintain many ‘Discourses’ (Referred to by James Gee).
• : Not only are people who share view of the world are discourse communities, but groups of people who share common goals or achievements. There are effective ways of reading other people, and discourse communities. James Gee argues that there are six distinct characteristics of Discourses, and by knowing what these are, it is possible to understand what kind, and how many discourses that you yourself may be a part of. Ann Johns addresses common questions retaining to discourse communities, and uses the term ‘communities of practice’ to explain them. Elizabeth Wardle, author of “Identity, Authority, and Learning to Write in New Workplaces,” examines in depth how writers try to become ‘enculturated'(adept at the culture), of a new community. Wardle utilizes case studies of how writers can struggle to earn the respect of others who are already enculturated in the new community. Wardle connects discourse communicates to activity systems that have a common goal or idea.
• :Tony Mirabellie studies food service workers, and how they are ‘read’ from other people in the world. He coins the term ‘multiliteracies’ when describing them. In broad terms, each department or major is made up of at least one distinct discourse community.

Who is the writer of this article (like more than his name–what important, pertinent
info can you found out about him online)?

He is a linguist best known for his work on genre analysis, specifically tied to its application to rhetoric and discourse analysis.

Who do you think he imagined as his perfect audience of readers?
He imagined graduate students, majoring in English, perhaps maybe other professors/teachers in the English department.

What do you think, in your own words, is the issue this article is trying to address?
I think the issue in this article that he is trying to discuss is that there is a distinct amount of characteristics inside of a
discourse communities, and that it can be challenging for
others to read in on and understand people in other discourse communities.

In your own words, what do you think that Swales imagined as the gap between what he had found out about discourse community versus what his
readers already knew about the concept of discourse community?
I imagine the gap in knowledge the swales imagined between himself and his readers is the 6 characteristics that he believes to be needed for
defining a discourse community.

• Stein is writing with a general purpose to inquire the shades of meanings in a subject(s), and wish to understand multiple views on a subject. He is not writing specifically to one type of audience and is making a writing piece that will give intrigue to readers, making them dig deeper into a subject. By doing this, he is allowing a conversation to be made from multiple different views. While these views may clash or align, his piece is not meant for those who share his same views already, and meant more for those that wish to further their knowledge on a subject that they didn’t realize was so complex.

• VIDEO NOTES:
• Rhetoric – Language to persuade
• Rhetorical Situation – 3 Elements; Audience, Writer, Issue.
• Writing should be audience friendly. Should have a goal, keep it in mind. Audience? Why they care? What does my audience know? What counts as evidence? How do you portray yourself? What is appropriate? What is the conversation?

• Stein is not portraying himself as an audience friendly writer. By utilizing sarcasm and irony, he is giving off information and views with a twist. While this type of writing may not be easily read by some people, there is still an in depth message hidden in the words. His writing is more tricky to understand, rather than him actually being a non-friendly writer, more to prick and poke at his audience and make them engage in the topic/issue presented in his writing.
• The Gap: Stein is writing that his readers don’t fully understand the involvement and power that the US Government has in military equipment/power when it is ‘war time’. While it is safe to presume that some of his readers may be fully aware to this issue (Normal TIME readers), he is writing to make this issue more prominent and intriguing to more readers.
• In this piece, Stein outlines how America has been a military powerhouse for a very long time. We are the top dogs in warfare and military power. In this piece he does not only say that America is a relative powerhouse, but that we use our strength like a bat that we just swing around, but this strength isn’t a bad thing if it is used properly.
• I feel like I made a correct decision in my answer to number two. That Stein is not an audience friendly writer. His style of writing is intentionally made to be off-putting and to invoke different emotional responses.
• The danger in writing an essay like this, it that it is very complex and hard to understand with the excessive use of sarcasm and irony. His style of writing is very off-putting and could dissuade readers from reading his work with an open mind, and only reading it at face value.

CLASS CANCELLED

Annotation of: Annotation of: “Discourse Communities: How Do Communities Shape Writing?”

• Discourses are groups of members who have a shared view(s) of being in the world.
• Discourse Communities: When a group of people share common goals or purposes
• Six different distinct characteristics – John Wales.
• What members must recognize and have in common – James Gee
• How do people read and react to other people – Ann Johns
• Communities of practice
• ‘Enculturated’ – Elizabeth Wardle
• Activity Systems
• Multiliteracies – Tony Mirabelli

Annotation of: “The Concept of Community Discourse”

• Framing the Reading – John Swales
• Discourse Community vs. Speech Community
• Six distinct characteristics:
• A common set of goals
• Mechanisms for intercommunication among members
• Provide information and feedback
• Genres (Very Complex)
• Specific Lexis (level of language)
• Discourse communities have a threshold of members that have relevant content and expertise.

• Remaining Issues – Herzerg’s ‘Cluster of Ideas’
• Whorfian Hypothesis – each language posses a structure which influences how it’s viewers view the world
• Academic Classes

Plessy vs Ferguson Annotations

• Page 72: The page is about writing arguments. This page mainly outlines conventional forms of making arguments. There is a diagram on the right side of the page that shows how writers and readers connect based on their knowledge and experiences.
• Page 73: This page is about supporting your claims, and finding common grounds. There is an illustration of a man thinking about how he wants to get his friends to do something. (And on the bottom right of the page, it gives tips on how to choose a topic for discussion.
• Page 74: This page is about developing a work thesis, and different forms for an argument claim. The right side of the page gives an illustration about a checklists, that someone can use when doing a project.
• Page 75: This page is about how to identify other perspectives than your own. It’s important to note that an effective argument can be made once a writer knows all perspectives.
• Page 76:This page is about comparing audiences and aims of an argument. Th\e right side of the page shows a chart of peoples’ specific purposes, and their general purposes.
• Page 77: This page is about to argue to inquire. This specifically touches on the Rogerian Argument.
• Page 78: This page shows the classical form of an argument; Intro., Narration, Partition, confirmation, refutation, and a conclusion.
• Page 79: This page is about supporting your claims. Their are many things to do such as research your topic, define terms to establish common ground, and use your evidence effectively.
• Page 80: This page outlines how to tell the difference between a fact from an opinion.
• Page 81: This page is about how to appeal to your audience. There is a checklist on the left side of the page that gives questions that you can ask yourself about an argument. (LOGOS).
• Page 82:This page touches up on Ethos, and Pathos. On the right side of the page, there is a checklist that gives questions that someone can ask about both ethos and pathos.
• Page 83:This page describes how to analyze an argument using the Toulmin Analysis.
• Page 84: This page is about how to identify fallacies, and specifically fallacies of relevance, and fallacies of ambiguity.
• Page 85:This page tells readers how to concede and refute other perspectives in a proper way. It also gives tips on how to argue on an exam effectively.
• Page 86:This page picks up where the last page left off, and gives readers terms for understanding exam questions and how they can outline their responses to exam questions.
• Page 87:This page gives more tips to readers about how to write a successful argument/exam answer by proofreading their own work. It also gives an example of a successful student exam response.

Purdue Owl Video Notes

• Introduction to Rhetoric:
• What is rhetoric, and where did it come from?
• Pathos-
• Ethos-
• Logos-
• Politicians using language to get what they want?
• First came from Greek tradition (wealthy boys/men).
• Sophists – believed they can teach anyone rhetoric for money (Negative?).
• How does understanding rhetoric strategies make writing more effective?
• Make an argument – persuasion.
• Using language in the most effective way.

• Things That Make Me Comfortable in The Classroom:
• When there is a smaller class size
• When the classroom isn’t scorching hot
• When the classroom setup is not crammed
• Approachable Teacher/ Clear Instructions & Expectations

• Things That Make Me Un-Comfortable in The Classroom:
• When the professor isn’t being proactive
• When students are obnoxiously loud
• When the classroom is scorching hot
• Small classrooms with a poor lay-out

• The author of this text is Joel Stein. His intentions were to defend the actions and values behind the Baseball Team – The Yankees, while comparing it to America’s values. He does this by mocking people and utilizing sarcasm.
• I believe that the author is treating the opposing side as they are normally treated(but truly being fair?), while his meanings are blurred by word play, Stein does portray both sides of his argument.
• George Bush was re-elected in 2004, and the incursions from America into Iraq (War).

Page 49: The book has an unusual setup. It has blocks of information on the right side of the page, but has an example illustrated in the middle of the page to reinforce the message of the reading on the right. The top[ left of the page has text related to the illustrated example.

Page 50: The book has a block of text at the top left of the page, describing predictions, and has an illustrated checklist utilizing a clipboard along the right side of the page, to show what predictions a reader can/should make.

Page 51: The page outlines to ways of reading a text (‘for the gist’/ or rereading for depth), the illustrated clip[board on the left side of the page helps to give guiding questions that a reader can ask after reading a text for the first time.

Page 52: This page is about how to annotate a text. The left side of the page tells readers how to annotate, and summarize a text. The middle of the page goes over various things you can do while annotating a text, as well as strategies for annotating a text.

Page 53: This page is about critical thinking skills. The page has text related to critical thinking on the right side of the page, and showcases how to distinguish a fact, opinion, and belief. The middle bottom block of text gives examples of facts, opinions, and beliefs, to help the reader understand the text more clearly.

Page 54: This page showcases two blocks of text along the left side of the [age, telling readers how to evaluate both evidence, and underlying assumptions. The right side of the page uses a clipboard to give readers questions that they can ask about evidence and assumptions.

Page 55: This page covers rhetorical reading/analysis. The right side of the page tells readers what a rhetorical analysis, and how to read any text as an argument. The left side of the page gives readers examples of questions that they can ask about a text, to reinforce their rhetorical reading.

Page 56: This page outlines the use of language inside of a text, and how the language is setup (Context?, Intended audience?, subject?). The right side of the page gives examples of questions that you can use to help you read for the use of language.

Page 57: This page is about trying to read to understand the author’s purpose, and if they succeed with their purpose. The right side once again gives blocks of text telling readers about a writer’s purpose, and reading for rhetorical context. The left side of the page helps give readers examples of questions to help understand an author’s purpose, and questions to hep a reader determine if an author succeeded in getting their purpose across.

Summary of Pages 49-57: The book utilizes clipboards with their lists to make an image and connecting the use of clipboards in every day life( you write on them). The book also splits it’s pages into separate parts, often times having information in blocks of texts along one of the sides of the page, while using illustrations, and giving examples in the middle of the page to help reinforce the blocks of text.

• I am enrolled at UCBA (University of Cincinnati Blue-Ash) instead of at the main campus of UC (University of Cincinnati), for two main reasons; the cost & ease of travel.
• I chose this section, as it was the most fitting section to work around my work schedule.
• I am from the Greater Cincinnati area, i was born and raised in Cincinnati.
• My major at UCBA is I.T. (Information Technology).
• This is my major, as it is one of the more prominent majors currently, seeing as it directly connects to today’s society and technology advancements.
• I enjoy listening to various types of music, enjoy playing my guitar, and flying my drone(s).
• Most people probably wouldn’t be able to expect me to be able to cook many foods that my grandmother taught me to make (Ex: Making Ribbon Candy).
• If i had to work with a business partner, I can bring forth many skills (both hard and soft). Skills that come to my mind quickly, would be leadership (soft; to push a project forward and keep everyone on track), and Knowledge in Databases (hard; to track the traffic scales in various areas).

• Take Notes on ideas that you find weird, confusing, or interesting.
• Take Notes that you can understand and refer to easily.
• Don’t overtake notes. Being too thorough can be bad (Don’t copy and paste).