Research paper

From my research writing assignment I have learned different things from the actual research collected and through the process of writing. From the information I have collected, I found that several college students procrastinate because they either do not like writing or they feel they write better under pressure or in a time constraint. I found myself procrastinating in my research essay about procrastination because I was not sure how exactly I wanted to write it, which a point was made by a couple of teachers.  Through the actual production of the paper, I became more familiar with research and finding articles. For the first time a used a citation from one article to find a different article I found very useful.  While in the process of writing the essay, I learned more about formal writing. It is important so that the audience, your readers will trust what you as the writer, have to say.  As I was looking through my results I wished I would have asked more and different questions than I had. I could have prevented this by thinking about my topic and where I wanted to take my research earlier. Another thing that could have done is look up articles on the topic I was interested in and then find the specific question I was looking for. There were several opening within the different articles about waiting until the last minute with writing, also known as procrastination. I wish I would have posted my survey earlier or worked to get more responses to have better results. Only 18 college students out of millions is nothing to show what is actually going on with college students. Also, I really only received information from freshman when I wanted to receive information from all levels. I was hoping to be able to see a difference between different years of college. I was able to see a difference between professors and students though.  Lastly, in the assignment it more important than just stating the facts and the obvious. I was forced to think beneath just the results and make a conclusion.

 

 

Word Count: 351

Winsor

The article “Joining the Engineering Community: How Do Novices Learn to Write Like Engineers?” written by Dorothy Winsor, who is retired from Iowa State University, conducted a study and research on how new employees learn the practices of writing within their job. The first study Winsor conducted was of college students who alternated working a full-time job along with college classes, making them the ideal group of young people to collect data from.  They answered questions about where they learned to do the writing they do at work. The results show that the best learning came from interactions and feedback from co-workers and supervisors. Most of the time students use a combination of using models, advice from co-workers, and editing from supervisors. The models they used is more for format and style of the report in which they are making and some use it to know what exactly they are expected to be writing in the report. For others, co-workers did the same for the people who used the models.  Co-workers gave the students ideas and what to emphasize with their reports. It was really important for several students that their supervisors reviewed their reports because they helped them with tone and other things so that it would be politically correct.  They also gave them advice on things that would go for every report, not just a specific one.  Winsor came to a conclusion that this kind of writing cannot be learned from just a textbook.  While the textbook shows the reins of the reporting, the workplace is the only place to learn and become good at writing the reports. Winsor worries what the students mean when they say they use models.  In a study done by Warren Werner, it showed that many students use the model to copy, and in the process of copying they use the detail needed for the report, meaning they learned nothing from it. This is an important article because it shows that going to college only does so much. To really become good at your profession, you need job experience to take it to the next level.  It is important for students and employers to realize that the novices will not be perfect right away and it takes experience to learn the ropes.

Word Count: 379

Peterson

In the article, “Past Experiences and Future Attitudes in Literacy” written by Ericka Peterson while she was in her first year at Utah Valley State College, Ericka uses a research conducted by Evans along with a similar research she conducts herself. Their research has to do with reading and writing including the literacy of students. Evans found his information from middle-class college students through various questionnaires and interviews about their literacy from in the past. To make the research different, Peterson took eight literacy reflections from students and she found their feelings and attitudes toward writing.  It was noticeable that good and bad experiences determine the way students look at writing. Peterson could see that students vividly remembered their bad experiences and could talk about them like it happened the other day, not years ago. She wanted to find a pattern between each literacy reflection.  She then interviewed several people of various ages so that she could get different viewpoints on writing from different stages of life. She believes, even when you are out of school, your literacy past still affects your life. In each Literacy Reflection and interview, Peterson saw that each person mentioned an experience with a teacher. The experiences were either, positive or negative but changed the way they looked at writing. A pattern Peterson found was that when someone was good at a certain skill and was positively brought to their attention by a teacher or others, it caused a positive reaction.  It gave that person more confidence and encouraged them to keep going. Peterson had an experience like this herself. Throughout high school she was self-conscious about her writing skills and did not want anyone to read her writing because she did not think it was good. She believed her teachers did not actually read her papers and just gave her an A because there was no feedback. It was not until college when her A’s continued and she received positive feedback from her professor that she realized she was a good writer and finally gained confidence. I felt the same way as Peterson in high school, I hated letting others read my writing. Peer edit days were awful.  It was not until senior year, my teacher finally wrote a paragraph on my essay saying it was really good and that she was proud of me.

Word Count: 390

Writing, Technology, and Teens

The article “Writing, Technology, and Teens: Summary of Findings” written by Amanda Lenhart, Aaron Smith, Alexandra Macgill, and Sousan Arafeh is about how technology impacts teens and the way they write.  To find this out they conducted a research, probably a survey, to see what other people thought about these topics. The main idea is that whether or not the informal writing of teens through texting and other communications has an impact on students’ formal writing in school. Sixty percent of teens believe that their technology enriched lives and spending time texting does not make a difference in their writing because they do not consider it writing. Except, thirty-eight percent of teens have admitted that they use texting shortcuts for school work. Several parents believe the ability to write well formally will help their teens in the future. It is an important skill to have for success. Teen want to write more when they get to pick their topic or have one that they are interested in instead of something they are told to do by their teacher. It is more likely for teens to write on their own with no school connection. Also, students write using computers more often than handwriting when it has to be done for school, but when they write for pleasure they write on paper. This article included a lot of data about writing and teens. It also included the open of more than just what teens or the student believes. I think this gives the article reliable and less biased. If the article was just the opinion of teens and what they thought it would be biased because both sides were not shown. The authors wrote the article because it is an important topic with the advancements in technology. Technology is doing great things like allowing soldiers skype with their families and let businesses communicate all around the world. But the question of whether it has a negative effect on students writing is important because students are the future. Since writing is an important skill to have to be successful it is quite important that we do not let technology impede on the skill.

 

Word count: 360

Texting and Writing

In the article “Texting and Writing” written by Michaela Cullington, she points out the positives and negatives of Texting. In 2008, only twenty-five percent of high school students were writing at a “proficient” level.  Jaquline Ream blames the writing levels of high school students on texting. She believes that because of texting this teenage generation has grown up with a lack of communication skills. Both Ream and students believe texting has a negative relationship with student abilities with spelling. Instead they are using abbreviations created while texting. For example, teenagers are using gr8 instead of great.  They are also not capitalizing when a letter should be, as well as having a lack of punctuation. Others point out that texting lacks emotion besides when the sideways smiley faces are used. On the other hand, some believe that texting lets teenagers to be creative.  They are able to practice writing by doing something they enjoy. Texting can be the jumpstart to get students to enjoy writing again.  Teenagers’ ability to express their thoughts in as few as words and as concise as possible is something that will help with their writing. David Warlick believes teenagers have developed a new language for the hi-tech world. Teens have the ability to understand one another by using abbreviations, numbers, and symbols. Michaela conducted her own research about how texting impacts writing. She interviewed and got the opinion of seven high school and college students, asking them several questions about their personal experiences.  She also asked for some teachers opinions to see if they see this problem in their students writing. The research determined that texting does not impact their writing in a negative way because students know that textspeak is not meant to be used in formal writing. Many students do not use abbreviations in their text messages and some find it easier to spell everything out.  This article shows the pros and cons on the impact of texting on writing. Michaela researched the topic as well as conducting her own research by asking both students and teachers. She asked both because it is important to get the opinion from both sides.

Word count: 357

D. Baron

In the article, From Pencils to Pixels: The Stages of Literacy Technology by Dennis Baron, goes through the stages of technology and the ways it effected and changed writing. There are several stages of Literacy Technologies starting with writing itself. Plato was against it, worried it would weaken our memories. Writing first dates back to 3500 BCE. It is said that no more than ten percent of the ancient Greek and Romans were literate back then. Inscriptions that looked like pictures were used to communicate in the written form instead of letters. But more recently there was a big change when the pencil came out. Everything was no longer in just ink, although still to today, signatures and other more important documents are preferred to be written with pen instead of pencil. Also, typewriters transformed to computers making it different being able to delete what you have written on a computer. Some writers refused to conform to technology, sticking with their typewriters through the years. The written language takes on a whole new meaning over the spoken language. When things are in writing it takes it to the next level making a conversation into a letter. Writing is different than spoken because when something is says there are expressions shown with the tone of the speaker, their facial expressions and the stress of their voice. Writing was an amazing thing but it also came with some not so good things as well such as fraud. When the telephone was first invented, many thought it was an impractical way of communication, but now it is used in the day to day life and we do not know what to do without it.  The ways people live have changed significantly because of the changes in technology with writing and the language. When computers came out with a spell-check, teachers did not want to let their students know about it out of fear that they would forget how to spell. Now everyone uses it and people can still spell even though some rely on spell check.  The point of this article was to let his audience, students of all ages learning about writing, the way that technology has changed writing and the way we write today. It gives students a perspective of where writing comes from and a new appreciation for it.   

Comparing Writing Processes

My writing process differs from my partner in just a few ways, but in many ways they are similar.  My writing process is different because I usually do not take the time to brainstorm ideas unlike Sarah. I go right into the outline if I even make one. Sarah takes the time to brainstorm ideas and then take those ideas to form a good outline of her ideas to make different paragraphs that flow and go together well. Also, Sarah writes better with pen and paper and then types it looking for grammar and spelling errors while I like to write by typing on the computer and waiting for the little squiggly line to appear underneath within seconds. For me it is more of a preference than anything, I do not see a difference in my writing whether it is typed or written first. Pretty much everything else is very similar for both of us.  I believe it is this way because we both absolutely hate writing.  When it comes to writing we both have to be in the mood. If we are not in the right mood, nothing will get done.  This is part of the reason why we procrastinate and wait until the last minute to write and finish the paper.  I know sometimes right when the work is assigned, I will start but then put it off until two nights before it is due.  Sarah only spends an hour on editing her paper which at times can be more than I do because I wait until the last minute to where I hardly have enough time to read over my paper before I turn it in. During the editing process, Sarah looks to change words and find better fits to help be more descriptive and have different word choice. I hardly ever go back through and look for that unless the teacher specifically states to look for that when editing.  I think every ones writing process has similarities and differences depending on how much they enjoy writing as well as their abilities with writing.  

Murray

1. Murray’s writing process is way different than mine.  There was a study to find out his process through three stages. First, they used a tape-recorder and left it on for long periods of time so he was able to think aloud and have his thoughts from everywhere he went. The study would use a tape-recorder again looking for audience, subject, and purpose.  The last step to the study was to look at the way he performed his writing tasks.  This is different than almost everybody. Murray takes notes in a book and then speaks out loud to his wife who was a typist. He would read of his draft, change his notes, and then speak to his wife again. He went through eight different drafts before he turned something in.

3. Berkenkotter learned in his studies that Murray spends the most time on planning and then goes to evaluating and editing. He does not spend much time on revising. Murray plans a lot and has a couple different ways of planning such as outlines and rhetorical goals. The writer edits what they think is their final draft but it really isn’t after they realize they have several mistakes and change everything around once again.  As writers write they don’t plan, translate, and review their work again; it is a working process which cycles through multiple times.

4. A weakness in studying the writing process is taking the writer out of their natural element to study their process. To study them accurately they need to stay in the environment they usually are in when writing.  When the tapes were used for the study, they have a lot of information but are not completely accurate because Murray was distracted by the university problems. It is also hard when writers are working on a piece for months and suddenly are in a different environment with a foreign topic to write about in just an hour. Murray normally does not work quickly so when he only had an hour to work his mind went somewhere different.

My Writing Process

My writing process could probably be better if I had more of a passion for writing. Half of the time I do not care or know about what I am writing, therefore half heart my work. My writing process lacks a couple of important steps at times but that is why it is my process.  If the paper or essay is about a book, then as I read I use post-it notes to mark the important spots that could help me in the process of writing my essay. In high school we were always given a few prompts, so I used different colors of post-its to mark the different themes or topics. Then I would go back through and see which topic I had the most on as well as the strongest points. Pre-writing almost never occurred unless it was an activity done in class. I never thought about it being an important step to writing a good essay but it could help later on, looking back on it. More than not I would make an outline. Sometimes my outlines were more in depth than others, it all depended on how much passion I had about the topic. Sometimes all I would have are my three main points and other times I would also include a good topic sentence as well as a couple quotes to be sure to add. As I wrote my essay, my draft was more like my final essay because I paid close attention as I wrote. Sometimes I had a hard thinking of a way to put my ideas down on paper because I felt very repetitive, which I did not like. Looking back, I notice it was easier for me to write when I had more of an outline of my essay which also meant I cared about it more. I can only remember a handful of essays that I went back and read through and revised. It almost never happens. I am lucky if I get to proofreading because by the time I finish all my paragraphs I am ready to be finished with the easy.

Rose

1.      Algorithms rather than heuristics

Questionable heuristics made algorithms

Set

The plan that is not a plan

Feedback

Too many rules—“Conceptual Concept”

I am always trying to go by the exact structure given by my teacher in high school. It was hard because the way I think of it and the idea comes to me is in a different way. I was never sure how to put my idea down on paper the other way.

2.      Rules that blockers face are more rigid therefore hurting their writing, keeping them from composing their piece of writing. Whereas writers who don’t get writers block use rules but they are less rigid and don’t keep them from writing. Their rules were better for a process like writing because of the complexity. Writers who get writers block are more worried about entertaining the reader not just write. Also, they have a hard time because they are so worried about order and going by a specific structure. On the other hand, non-blockers also use rules but they are not absolute. They are rules to try to use, not that they are a necessity.

4.      A good rule for writers is to try to embed quotes into the writing so that it flows well. But if you are not able to don’t force it and change the meaning of the point you are trying to get across. A bad rule for writers is they must embed every quote used and be sure to include three quotes into each body paragraph.

 

The good rule is good because it is something that will help the writer enhance their ideas and help get the point across but if it is not easily done, it is not worth creating writers block from it. The bad rule is bad because it is forcing the writer to include quotes when maybe only two are needed to have a solid point and by adding another quote all it does is hurt the point being made.

 

A bad rule is generally an algorithm and a good rule is generally a heuristic.

Sommers

1. Experienced writers and writers in school see revision in to completely different ways. Students call crossing out of words and exchanging them for better revision where as experienced writers look at the content, structure, form and the actual rewriting of a piece.

3. Speech and writing are different because there is no revision in speech.  Revision can happen in papers over and over again and still not make a difference while revision in speech is just an afterthought. The speech is over with and there is no way to change it.

5. Writing processes are not straight forward, no linear line.  Each writer has a different writing process and none of them are straight forward and easy. I think students see writing as linear because of the way we were taught in school. There were steps for each process and the process was the same for each paper. We made an outline, made a draft, we then edited it, the process was the same each time and if we went away from it we lost points. Whereas experienced writers will create a piece different each time because each story, essay, article is different.

7. I would have to agree with Sommers because ever since sixth grade I have been taught to look for linking verbs, make sure everything is in the same tense, be careful of word choice, and never was I told to go back and look at the content of my paper and rewrite a paragraph. I was taught to make my paper better was to cross out and change a word. Maybe even cross out an entire sentence that did not belong.

Writing Process of Famous Author

Suzanne Collins is the Author of Hunger Games, Mocking Jay, Catching Fire and more. When Collins begins to write a book she gets some cereal to clear her head because the less she is worried about the more she can focus on her task at hand.  With that said, she writes in the morning, anywhere from 3 hours to early afternoon.  A lot of the times, all she does is sit there and stare at the wall, which might sound pretty unproductive but in reality she is sorting out the characters and plots.  In her mind, thinking for three hours and not writing a word down is still a productive day. While she is writing it is hard for her to listen to music with words, so she usually listens to Mozart if she has something on.  Every day varies, but she quits once she is mentally drained, but still continues to think about the characters as she goes throughout her day, because she can be sure they are well developed. She puts herself in her characters shoes and thinks about how they’d react to the situations at hand.

The writing process of Collins is different than most because several people say they have better success writing at night and sometimes at odd hours of the morning. A lot of people would think they are being unproductive if they did not get anything down on paper after three hours and think it was just a waste of time, not a successful day. Collins process of writing until she is mentally drained is a way for college students to think about starting their work well before the night before so that there is time to stop and start later on. Not many students are thinking about their papers throughout the day what they can write like Collins either.

Prior

2. All of the different components involved in the writing process are:

·       Collecting and keeping track of texts

·       Intertextual analysis

·       Eliciting writers’ account

·       Observation of writing

·       Integrating data from multiple sources

3. Composition is the writing process where the writer writes his or her own thoughts down creating a piece of writing while inscription is where the writer uses different tools to “inscribe” others thoughts and ideas into a piece of writing. It is the act of moving an idea from your mind to paper in the best possible way.

4. It is important to distinguish different kinds of authorship because the different kinds allow both composition and inscription in the text. The animator is the one who inscribes the words. The author is the one who decides on the words.  The principal shows whose position is represented by the words. Authorship is important to help prevent plagiarism.

5. To be able to trace the writing process we must trace the structure of participation. The structure of participation is examining who s involved in the making of the text. We can’t really understand where the information came from and who it is meant for with the structure of participation. Animator, author, and principle are the kinds of participation in the text that he included.

7. Concurrent accounts are based on thinking aloud to help stimulate the writing process because it makes it easier to put your thoughts on paper. Also by saying everything out loud it helps you understand everything better. Retrospective Accounts are all about memory and people remember very little from moment-to-moment thinking making it very difficult. Process logs are something someone uses to help keep their thoughts regarding the writhing process. These can help display key points and display the work has. Semi-structured interviewing is a process that involves asking questions that have been prepared in advance. Stimulated Elicitation Interviewing is when you ask questions depending on the interviewee’s memory as the basis of the response. These questions can trigger memories leading to good answers.  My favorites are concurrent accounts and stimulated elicitation interviewing because I think for me reading aloud and saying my thoughts out will help me put my ideas on paper and the questions helped trigger the thoughts for my Narrative.

Murray and Strasser

Murray

2. According to Murray, writing is autobiography. Poems, fiction, essay, newspaper column, and others are all considered autobiographies because everything somebody writes about comes from a personal experience and memories. Murray writes about his childhood or past but sometimes it did not happen until he wrote it down. For example with the pond and the fish, he skated on a pond, but not necessarily on that exact pond and the fish were there but not noticed until he wrote it. It is what he writes that is considered autobiographical.

5. I would have to agree with Murray because if you write like someone has told you and the way you are taught, it isn’t really your own writing.  The way I see it is writing is something that defines who you are and if you write how a teacher tells you to write, you are not able to express yourself. This makes me think about writing in a whole new perspective where I do not have to write every essay the exact same; each one can have their own little splash of being unique.

6. The last texts I have written were from high school where the teacher wanted it a specific way and that way only. I didn’t understand her way of writing and I think if I can have a thesis and make point in my own way, then that should be allowed. But in our world today it is much more difficult to be the non conformist.

Strasser

1. I agree with Strasser that, “The devices of grammar and rhetoric remain superficial skills until a writer employs them to express important and powerful feelings, thoughts and ideas,” because none of it matters until you trying to make a point. I feel as if writing skills are only needed for those who want to express their feelings and ideas to others. Otherwise the knowledge someone has does nothing if they don’t care to express themselves.

2. I believe a lot of students do not really care about what they are writing about and for. They do it just so that they can pass the class. The only ones that care are those who want to become an English major. That isn’t a bad thing, but it is obvious how many people do not enjoy reading or writing in school; and part of that could be because nobody has any interest in what is being taught. I do agree that grammar is an important thing to learn because I feel as if I have not learned anything about grammar after the sixth grade. I don’t know if it just me but we become smarter after sixth grade so why not go over some grammar and different ways to write a sentence without any grammatical errors.

3. I agree with Bell in some parts even though I have been in college for no more than a month. What I have noticed so far is that people stay up late finishing homework and studying because they procrastinate in the earlier part of the day and not getting much sleep at night. I always made sure I slept at least 8 hours during high school, not is just 7. I am extremely tired when I wake up and by the time I have practice I am exhausted. All I want to do is nap instead of studying again until late hours. But I don’t think professors have to act like we are their children, we are all now grown-ups. We are old enough to make our own decisions. If one wants to party let them, it is their choice; education and a future or temporary fun.

Review of Literacy Narrative

Now that I have finished my Literacy Narrative I am relieved. It is turned in and complete. But there are some things I would have liked to be different in the process of writing the essay. When I wrote the outline I thought about what I wanted to incorporate and the times that made a big difference to me in my career as a reader and writer. Except, the process of writing my paper could have been spread out instead of sitting down and writing 5 paragraphs throughout one night. I think it would have been more beneficial to write one or two a night instead of just going for it all at once. I feel each paragraph would have been a little bit better developed because I would put the time in for each paragraph. I am quickly learning the difficulties with golf and traveling as well as trying to balance my schoolwork. I was rushed when writing the narrative. Although it is better than I was expecting, there are a few steps I could have taken to make it even better. Within the paper, I worried that I had too much story telling and not enough telling the reader why the event is important to me. On the other hand, by making the reader fully understand the situation that happened and the way it made me feel, they still understand the reason as to where I stand today. Some explanations could have been a bit more descriptive but I have hard time finding the words to help me describe my thoughts. I tend to have the ideas, but struggle putting it down on the paper. To go with struggling to put words on the paper in the way I want, I have a hard time with grammar. For some, it comes naturally and they do not have to even think about it, whereas I have the hardest time deciding when to use a comma. I either go overboard with commas, or I don't use them near enough. At times in my paper I would change from past to present, back to past causing confusion as the reader read my narrative. I think I fixed all of those spots though.  Overall I am satisfied with the paper, but I think it could be a little better with time.

Favorite Childhood Book

Every night I anticipated the time to come for my mom to read a book.  It was the only way my mom could get me to put on my pajamas and brush my teeth. I didn’t know how to read but the story was always enjoyable as well as the pictures. The drawings on each page are what made me so excited for my mom reading to me. I listened to her read so many times I had each word memorized. Along with Goodnight Moon and Curious George, but it was like nothing could come in between the hilarious mouse and I. After each book I would beg and beg for my mom to read another one.  I always wanted her to read If You Give a Mouse a Cookie.  After the slightest bit of guidance the roles switched and I read to my mom.  I loved reading this book because I thought it was so funny that the mouse would have to do ten more things just because he ate a cookie. It was the same thing over and over again. The mouse ate a cookie. Was given a glass a milk. Then he wanted a straw, which lead to needing a napkin. He had to check his milk mustache and noticed he needed to trim his hair, which somehow lead to sweeping and washing the floors, taking a nap, and coloring. I still remember this book like the back of my hand. My brother played baseball all the time and I would never miss one of his games.  One day I wrote about my brother and baseball to follow If You Give a Mouse a Cookie.  If my brother had a baseball he would want his glove and then want me to play catch with him, or my dad. After he was exhausted he would want something to drink and so on.  This book has taught me everything leads to something else.  In other words, good decisions lead to something else good where as a bad decision leads to something bad and so on.  It makes me think twice about my decisions and what it may eventually lead to.

Villanueva

1. The shifting between first and third person creates a feeling that there are two different people being talked about in the text. On the other hand, the first person seems to be used when the author is talking about his feelings and emotions while the third person is used to explain what is physically happening. I was taught to always stick to first person or third person. No going back and forth because it causes confusion and the reader will think there is more than one person.

2.  Villanueva's definition of rhetoric is more than I can understand. Rhetoric has something to do with different languages and using symbols. Also rhetoric has something to do with language being biologically transmitted. Villanueva believes studying rhetoric is a way of studying humans. Rhetoric is basically its own language.

3. In high school I was supposed to look at the way an author wrote and then incorporate it into our essay. But I looked at their sentence structures, the variation in length of sentences, and the vocabulary in which they use.  With the length of sentences it could show something with getting right to the point, or something important. Variation in sentence structures makes it more interesting than reading something that starts with the same word for each sentence.

4. The process of Villanueva is similar to my process because I just stare, looking around trying to figure out what to write about. Then I stare trying to figure out how I will put my ideas down on paper, which is probably the most difficult part for me. I also write what comes to mind and realize it makes no sense because it is all in the wrong order. I would move everything around just like Villanueva did.

Skills To Be Learned

There are several things I need to improve upon is editing peers work because I am not very confident when editing my own work. I am worried I will do something incorrect on someone else's. I am not very good at writing longer papers without rambling on. It is hard for me to write a long paper with everything included, being something important. I have a difficult time explaining my thoughts through writing. Half of the time I have ideas but I don't know how to put it on paper and make sense. I think part of the reason for this is my grammar and vocab is poor. If I had a wider vocabulary and knew different ways to correctly vary my sentences my writing would be better. Something I need to work on is self editing my papers because a lot of the time I feel as if I can't make my paper any better. Grammar and vocabulary comes in to play here again because its not jus editing your paper so that it ties back to your thesis and explanations. Several times I don't do much more to my drafts to make my final better. Lastly I know what tone, genre, purpose and context is but I have a hard time identifying the difference between what kind of tone and what the genre actually is. Sometimes when I am reading something I feel as if I am reading it different than how it is meant to be. For example if it is something serious I might not catch it. Several times biased papers did not seem that way to me at all. It could be the difficulty of the piece and having more of a difficult time with comprehension.