JS: Before we begin, I had a couple questions. First, can you describe your attitude toward or feelings about writing?
HL: Writing? Um, I think is mostly, it’s more brain-staking for me than—rather than having fun. Especially if it’s for school. It would be really pain-staking and brain-racking and it would, I would have to twist and turn and like torture myself to write something actually. I would rather do anything than write.
JS: Okay. And what, what is it about writing for school that you don’t like? What are you seeing is the big difference between what you’re asked to do in school and what you decide to do on your own?
HL: Well, mostly, I think maybe because of the subject. That could be one of the reasons but another is how they tell me to structure my writing. They give you a certain format, “This is how it should be: introduction, like, body, conclusion.” I’m like, “Okay.” And then writing suddenly becomes a chore. And from then on, I don’t really like writing.
JS: But isn’t it easier though, if somebody’s telling you what to do?
HL: That’s how most people think and that’s how I think originally when you asked me that question. And it is true that when during classes, when you told us, like, “You don’t have a certain format,” I was like, “Oh! How am I going to—why doesn’t she even give us something so we can start on it!?” That’s how I originally thought but then, later on, it gives you so much more opportunity and leeway to start something. I was surprised at how it turned out to be when I first thought it was going to be so hard but then it wasn’t.
JS: It was easier?
HL: It was easier.
JS: Okay. So if you say that it was easier, what if somebody said, “Well, my job is not to make things easier on you. I should have made it harder. Maybe you didn’t work that hard in this class if it was so easy.”
HL: I wouldn’t say that because the writing part is, was easier. But, um, the course—thinking about it, preparing about it, that’s, I think that took more time than it would have been for normal classes because for normal classes when I had to write a paper, I would just—to tell the truth—I would start on it the day before. Even if it was a ten page paper, I’d start the day before. But, for this class, I thought about it so much even to the point of, I thought about it once you handed us the, like, how we should do it. Like, the objectives and everything. When I received that, that was when I started thinking very hard. I would think, like, even if I’m doing something else, I would constantly be thinking about it, which I wouldn’t have in my other classes. So it was easier—the part when I’m writing but thinking-wise, it took more time.
JS: Okay. Okay. All right. The second question: Can you explain, like, how would you describe this project to somebody else not in the class? Like what, what is this history thing that you did?
HL: How would I describe it?
JS: Yeah, how would you describe. Like, if I said, “Oh,” you know, “what are you drawing about?” How would you use words to describe what you represented here?
HL: Um, well, I would say, um, like, a lot of people—they all have different thoughts in a class. Like, even in the same class they all have different thoughts and their experiences are different, their environment, their way of thinking. So even if we learned just one thing—the same thing—the way we receive it is all different. So, this, this history, I think, is trying to show that something like that [difference] exists. And the extent of it.
HL: Writing? Um, I think is mostly, it’s more brain-staking for me than—rather than having fun. Especially if it’s for school. It would be really pain-staking and brain-racking and it would, I would have to twist and turn and like torture myself to write something actually. I would rather do anything than write.
JS: Okay. And what, what is it about writing for school that you don’t like? What are you seeing is the big difference between what you’re asked to do in school and what you decide to do on your own?
HL: Well, mostly, I think maybe because of the subject. That could be one of the reasons but another is how they tell me to structure my writing. They give you a certain format, “This is how it should be: introduction, like, body, conclusion.” I’m like, “Okay.” And then writing suddenly becomes a chore. And from then on, I don’t really like writing.
JS: But isn’t it easier though, if somebody’s telling you what to do?
HL: That’s how most people think and that’s how I think originally when you asked me that question. And it is true that when during classes, when you told us, like, “You don’t have a certain format,” I was like, “Oh! How am I going to—why doesn’t she even give us something so we can start on it!?” That’s how I originally thought but then, later on, it gives you so much more opportunity and leeway to start something. I was surprised at how it turned out to be when I first thought it was going to be so hard but then it wasn’t.
JS: It was easier?
HL: It was easier.
JS: Okay. So if you say that it was easier, what if somebody said, “Well, my job is not to make things easier on you. I should have made it harder. Maybe you didn’t work that hard in this class if it was so easy.”
HL: I wouldn’t say that because the writing part is, was easier. But, um, the course—thinking about it, preparing about it, that’s, I think that took more time than it would have been for normal classes because for normal classes when I had to write a paper, I would just—to tell the truth—I would start on it the day before. Even if it was a ten page paper, I’d start the day before. But, for this class, I thought about it so much even to the point of, I thought about it once you handed us the, like, how we should do it. Like, the objectives and everything. When I received that, that was when I started thinking very hard. I would think, like, even if I’m doing something else, I would constantly be thinking about it, which I wouldn’t have in my other classes. So it was easier—the part when I’m writing but thinking-wise, it took more time.
JS: Okay. Okay. All right. The second question: Can you explain, like, how would you describe this project to somebody else not in the class? Like what, what is this history thing that you did?
HL: How would I describe it?
JS: Yeah, how would you describe. Like, if I said, “Oh,” you know, “what are you drawing about?” How would you use words to describe what you represented here?
HL: Um, well, I would say, um, like, a lot of people—they all have different thoughts in a class. Like, even in the same class they all have different thoughts and their experiences are different, their environment, their way of thinking. So even if we learned just one thing—the same thing—the way we receive it is all different. So, this, this history, I think, is trying to show that something like that [difference] exists. And the extent of it.
No comments:
Post a Comment