Grand Finale: Why I Write

Writing serves a purpose in every form it takes. However, each person has his or her own unique way to write the way they write, whether it is just an inspiration that pops in the middle of the night, or just because they love too. Many write to just simply write for the sake of it, while others write because they are told to. I, myself, have a different view to why I write. Why do I write the way I write?

I write to inspire a new generation, to the ones that comes after me. I write so they can explore my ideas, to create or discover their own. I write so that there will be past memories of me. I write to make history. I write to conquer up new ideas. I write to express my feelings, to just "spill it out." I write just because I want to and no one forced me too and that is where my true inside comes out.

I write the way I write because English is my second language and sometimes you just never know what you might discover when you write. I write because I was able to realize where I am weak at. I write because I want to be better. I write because I want to correct my mistakes. I write because most of the time it comes from the heart; it has meaning and not just words. I write because words have an impact no matter what form it takes.

I write because at times it is required for school assignments and I had no choice. Even then, I choose to write it my way and it make it my own and no one else. I write to be unique and to stand out from others. I write because I believe in many things in life. I write because I believe in hard work and perseverance and the outcome that might lead me to. I write because I want to prove a point. I write to remain neutral in a controversial debate. I write to take a stand. I write so that my writing can be VISIBLE and not invisible compare to everyone's.

I write for my friends and family. I write because I enjoy to send letters, emails to long lost friends and distant family members. I write because it is a lot of fun. I write because it is exciting and nerve racking to read what loved ones have to say. I write because it is old school and I want to go back to the olden days. I write because technology has changed our ways of communication and the special connection writing brings to each one of us. I write the way I write because this is who I am and it is the only way to express my true self. I write because I am Hannah Ho.

Article 6 Response: Plagiarism

For this week's blog, we were assigned to read an article on plagiarism. It presented three examples of plagiarism from three students explaining the misuse of digital copies of information online without an author. Many high school or college students intentionally or unintentionally plagiarize because they claimed that the information online was basic knowledge or there was no author therefore anyone could use that information. Plagiarism has been increasing ever since the development of the Web; it has made plagiarism so much easier, but knowing how to paraphrase and give credit separates the intention to plagiarize.

Here is a short passage from the article:
"'If you're taught how to closely read sources and synthesize them into your own original argument in middle and high school, you're not going to be temped to plagiarize in college, and you certainly won't do so unknowingly,' she said."

This passage is important because it clearly explain how to avoid plagiarism. It might seem harder than it looks, but paraphrasing is the key. Make it into your own words and summarize! Summarizing is easy and we do that everyday from grade school even until now. I definitely know that you should always give credit where it is suppose to be given as well as the fact that plagiarism is bad and prohibit in every school. However, I feel some people plagiarize without knowing so, which made me questioned a little.

Sample Projects Reading

One of Tom Romano's student's project I looked at was "The Wonderful Wizard of Oz: A Trip Down the Yellow Brick Road." It is about the main character that played Dorothy, and how the idea of the movie came to be and how they made it. There are exactly twenty-five genres in this project; most of them are poems, and dialogues, but other than that there are formal letters, and an accident report. They are quite effective because it helps relate all of the genres together to fit the main topic. Through dialogues, words can be spoken between characters and the director.

Each genre has its own research because it includes historical information from the character that played Dorothy and the events that took  place while making the film. Some of the poems are purely out of the author's artistic license or imagination because the author did not include any actual facts. You can tell especially from the two voices poem that the student puts lots of effort and creativity in the poem. The author transition between pieces by doing one genre over the film and then the next on the main character. The transitions are effective because it went back and forth between the topics and it made it interesting to see what type of genre that author has planned next.

Overall, I loved the author's style, voice and creativity. You can tell the student did research and made it fit perfectly well together, and not only that but the author created an incredible and memorable voice within the  project. I did learn some new information such as the types of poems that you can do as well as the power of the voice within the project; it definitely made it 10x better! The formatting, font, page layout, page elements, style, and appeal of the project reflects the style in the time period where the topic took place. After looking at the student's work, I want to create more genre with better creativity and voice.

Article 5 Response: The Secret to Being Memorable and Persuasive

For this week’s blog, I read an article named “The Secret To Being Memorable and Persuasive.” In this article, Joe Romm mentions many incredible ways to be remembered. The overall point of this article teaches readers how to be memorable and persuasive by using figures of speech to his or her advantage. Using figures of speech catch people’s attention and it makes the person using figures of speech stands out. It has been proven that it tends to stick in people’s brain because it can be catchy. Advertisement, songs, and famous sayings all have a catchy phrase and that phrase usually what helps it become memorable.

Here is an excerpt from the article:

“Popular songs have a catchy “hook” or phrase that is repeated many times. Last summer’s monster hit ‘Call me maybe’ has one of the cleverest, hardest-to-get-out-of-your-head hooks you can squeeze into three words, ‘Call me maybe.’ The words ‘me’ and ‘maybe’ have both rhyme and alliteration.”

This excerpt is important because it is true that there are tons of songs on the radio or in movies that are catchy. I can relate to this because just recently I have listened to a song named, “Feel this moment,” and the beat, rhythm, and lyrics as well as the way the singer sings the song stays in my head for several days. It is so catchy, and the repetition and the rhymes of the lyrics made it quite memorable just like any other song.

Article 4 Response: Dave Barry on College

This is has to be the funniest article I have ever read. I literally laughed at every single section of this article. The humor and the truth within every single line made this article extremely interesting. College is, in my opinion, a very scary thing. I am personally scared to go to college because the classes, the tests, the subjects, and the teachers are going to be harder. There is a lot of stress involved due to the amount of work as well.

I thought the portion about English, philosophy, psychology and any other subjects that have actual facts are extremely hilarious. However, what Dave Barry says about each of these subjects is completely true.

Here is a short excerpt in the article:
"...Be sure to choose a major that does not involve Known Facts and Right Answers. This means you must not major in mathematics, physics, biology, chemistry, because these subjects involve actual facts. If, for example, you major in mathematics... If you don't come up with exactly the answer the professor has in mind, you fail."

This excerpt relates very well with any of the mentioned subjects in high school because in all of the classes like chemistry or biology, if the teacher asks the student a question, the answer must be exactly what the teacher has or it is wrong; there is no such thing as partially right or wrong. It is either one way or the other.

I really enjoyed reading this article. I hope there is more article like this in the future :)

Article 3 Response: 7 Bogus Grammar 'Errors' You Don't Need to Worry About

For today's assignment, we were assigned to read another article about grammar and this article totally contradicts what the other article was talking about. However, I like this article because most of the rules they mention are the types of rules I frequently use in my own writing: ending a sentence with a preposition, using which, begin a sentence with a conjunction, and using the passive voice in my writing.

Ever since middle school or so, I have been told to not begin a sentence with a conjunction because it is improper grammar. However, this article says it is okay to do so, but I think it depends on the teacher and how the teacher wants the paper to be written.

Here is a short excerpt from the article:

"In any case, there is no basis to the rule in English grammar, and, once again, great writers have ignored it with no great loss to their prose or reputations...."

This excerpt is important because it explains that even though English grammar can be tricky, confusing, and frustrated at times, ignoring the rule can do more good than harm.

Article 2 Response: 7 Grammar Rules You Should Really Pay Attention To

For this week's blog, we are assigned to read "7 grammar rules you should really pay attention to." While I was reading this article, I often questioned and ponder on some of the rules presented. The first rule is about the subjunctive. It states that when a sentence in about a non-true situation following the word if or wish, the verb should be were. I personally think that is really weird because the original sentence, in my opinion, is correct. However, it is not if the sentence is followed by if or wish. So, pretty much all of the singular subject is replaced with a plural verb. Therefore, this rule really bug me.

There are several grammar rules I worry about, but two particular on this article worries me; they are the verb and pronoun problems. With the verb problems, I constantly choose the wrong lay or lie. I always have trouble telling them apart because the meaning for each one of them is very similar to each other.With pronouns, determining the differences between using you and I and a person's name and I always give me trouble.

Rule number five, the 'dangling' conversation, is a new rule I have never heard of. The rule the author's presented and the order to correct a bad dangling conversation is really neat. I will definitely try out this rule next time I write a dangling conversation.

Here is a short summary of rule number five:
"Dangers are inexplicable attractive, and even good writers commit this error a lot...in their first drafts. Here's a strategy for smoking these bad boys out in revision. First, recognize sentences that have this structure: MODIFIER-COMMA-SUBJECT-VERB. Then change the order to: SUBJECT-COMMA-MODIFIER-COMMA-VERB. If the result makes sense, you're good to go. If not, you have a dangler."

This rule will definitely help me out a lot from now on. Reading this article creates many thoughtful insight about grammar rules; however, some of the rules bugged me, while others are totally new to me.