Finalizing my Project

I HAVE MADE IT! I want to climb the tallest mountain in the world and scream of my successes right now. Yes, I am over exaggerating, but I don’t care. I have never felt so relieved or accomplished. Now that this project is done, I have so much more energy to focus on other, less stressful things. Of the most relaxing things to focus on, I have the glory that is spring break. Can we just appreciate how this break could not come at a better time? There is a reason why I prefer second semester to first and it is simple—the break comes at a much better time compared to Winter Break or Thanksgiving break. Never have I needed a break more. It’s not all because of this project either (surprising right?). With how much I have complained on this blog, I am sure that comes as a shock to most, specifically the members of the infamous s^3.

Speaking of, I have appreciated their input and overall attitude so much through this process. They made class so enjoyable, always making my day better when I didn’t think it could improve. Especially on my birthday. I didn’t say it then, but I had woken up so upset that day and ya’ll just made it better. Really everyone in that class is so amazing and always makes me laugh, which is something that means the world to me. All of the positivity in that room was so beneficial to my ability to actually complete this project. While my group members could have read my work and criticized the crap out of it (thank you for not doing that, though), they instead showed me what was good about the work I was putting forward, while also adding what could be improved on. I’ve never had feedback as helpful as theirs on an academic project I have ever worked on. I’m so thankful that they took my work seriously and moved beyond unhelpful comments like: ‘good work’ or ‘nice’. If they liked something, they explained what it added to the piece and their reading of it. If they thought something could be added, they gave me examples or suggestions for my improvement. THANK YOU GUYS SO MUCH.

Also, I’d like to apologize for all of the negativity that I put forward. I hope that it didn’t effect s^3 and the class in a poor way. I know we were all frustrated through much of this project, but I would never want my complaints and frustrations to rub off on someone that was feeling good about the work they were producing. Even in my negativity ya’ll were so supportive of me, specifically Cole and Lauren. Every comment ya’ll left on anything (my blog, my work, or even the daily log, #lobserworthy) was so helpful to my process. I really appreciate the support you were able to give me. Nothing is worse than someone trying to minimize your negative feelings; the phrase, “Just be more positive,” is easily the worst thing that I can read/hear. Thank you for never making me feel like my emotions weren’t justified.

I will admit that I am sick of writing about this project, specifically now that I am done with my memoir. I don’t feel like reflecting on it here, as I already have done this in my reflective letter, so I apologize if this blog post has very little to do with my project. I’m really trying to focus on the positivity and good vibes in this post; I feel like that is something my blog has been greatly lacking as of recently and I am seeking to change that. It’s a lot easier to do that now that I’m not stressing out about deadlines, I will admit. Stress doesn’t make me into a ray of sunshine, that much is certain. So in the spirit of ‘TMSG’ time, allow me to tell you something good, or rather a great number of good somethings.

  1. We are all done with this project now, and that is something that should make all of us want to dance around like its the last day on Earth. Reveal in the positive vibes of this moment.
  2. Now that I am on break, I’m going to have the time to read books for pleasure rather than school.
  3. To go along with reading for pleasure, I am also going to try and write for pleasure as well. I have been greatly neglecting this aspect of my life and don’t want to do this any longer.
  4. At the exact moment I am writing this, my dog is sitting in my lap. I haven’t seen him in nearly two months so this is one of the biggest highlights of my month. Dogs are life.
  5. I’m feeling happy, and that is the most important part of all of this


So everyone, I am so happy to say that we have made it to this moment, and boy do we all deserve it. We have all worked so hard, and while this project is entirely individual, I can’t help but feel that there is a collective reward for our class as a whole. I wish I would have been able to see everyone’s project. I would have loved to hear Jalie’s radio cast (I’m sure that’s not the official name, but you get what I mean) or read Charlie’s final screenplay. Everyone put so much effort into their work and I feel like I should have read it all, just to show my support to all of my classmates. The support of my group members, the class, and Aaron in particular, is what got me through my own project. I wish I could extend that to everyone else. Alas, I am a single person, and I think I would explode if I had to try and focus anymore on school. I have officially reached my limit for this half of the semester.

So congratulations, to all of us. We have made it through!


Still Working…

God. I cannot express how ready I am to get this memoir over and done with. I’m not going to lie, I am SO DONE with this entire project. I can’t tell if it’s the stress of everything being due within the next five days (since apparently it is a great idea to make everything due, in all classes, the Thursday/Friday before Spring Break starts) or if it’s just because I don’t know what I am trying to say anymore. For how many pages can I go on about what it was like being ten, seventeen, or twenty, learning about my own touchstone beliefs, and how it applies to me now? If you want an actual answer, it’s six. Six pages so far. I have blabbered on, trying to encompass all of the important details of each period of time in my life, so my reader understands where I am coming from. What’s even better? I don’t even know if they’ll agree with me. Yeah, they could sit there and read my entire memoir, sit back, and spit on it if they want. No one has to listen to what I have to say; perhaps that is why this project has frustrated me beyond anything I thought to be possible.

Essentially, all I can picture are my own readers, holding my paper in their hand, sighing after reading it all. I don’t want my project to be boring, or frustrating, but these guidelines that  have been placed on it have left me severely restricted in what I feel is possible for me to do in this project. Believe me, if I didn’t have to focus on my own touchstone beliefs surrounding education and it’s purposes, there would be no problem for me to progress in this project.

I’m sure as you can obviously assume, that is not the case. If it were, there would be none of my frustrated ranting to aid in my attempt to blog a thousand words a week, to finish my actual memoir, make my poster presentation, and everything else that is going on in my life right now.


You may be thinking that I must be the most negative person on the entire planet, and in this moment, I wouldn’t be one to disagree with you. I’m feeling super negative right now—specifically about what this project is expecting of me. Can you blame me? Stress is part of the deal when becoming a college student, I know, but it can only be so helpful. I am one that works well with deadlines, but what I am not good with is when the deadlines become so massive that I feel I may drown in the stresses of everyday.

Okay. Now that I have officially ranted for near five-hundred words, perhaps I should move toward the positives and look at what I have competed in these last six weeks. I have been able to complete all the levels and requirements of this “teacher as writer” badge. That’s really satisfying to think about, especially when I look back to my first day of class when I looked at everything I was meant to do. I can tell you with certainty that I never thought that it was going to happen. All that is left to do now, is to finish my memoir, polish it into an acceptable final draft, and make my ‘how to book’. Really the worst part of this is finishing up my memoir. It takes me so much to sit down and work on the specific voice I am trying to encapsulate at that point in my memoir.

Of the aspects I have finished, I am happy with them. I know that I need to work with what I have and improve it, but I am satisfied with the scenes I have created. I feel that scenes are the most important part of memoirs, to show rather than tell. The ones I have created do this well, in my opinion, but I am still struggling to put my college experiences into a scene that shows rather than tells as it occurs over two years rather than a more pinpointed moment like my other two touchstone moments have. That, and my college experiences aren’t necessarily a touchstone moment of mine. They have given me an amazing amount of insight to what I think a classroom should look like as well as tools to take into my future classroom, but they aren’t necessarily experiences that I look back on whenever I think of writing, reading, etc. Yes, they have taught me valuable lessons that encompass education and it’s purposes. Does that mean they have stuck out in my mind more than my previous two touchstone moments? No. They really can’t compare in the same way. I will use them more in how I teach rather than why I teach.

That’s all the difference in the world to me. Perhaps that sentence will make its way into my memoir after all, and if it does, I can say that this rant has been inherently successful, which is what generally happens to me. Much of my progress comes from whining about my frustrations and struggles. I swear I become more and more of an angsty teenager every single day. Hey, if it works for me, I suppose I shouldn’t be ashamed of it.  Any progress is progress, right?


I’m going to make myself a promise now: that I am going to make it through this damn project (that much is fairly obvious). After that, however, I am going to wallow in the satisfaction of it being done and within my own angst. Hopefully, I will have cookies and milk, a night night of movies, and I will look forward to typing again. This memoir is slowly killing me, I’m sure.

Alright, enough of this blog post. I’ve managed to ramble on long enough for anyone to bear. Maybe my cute picture and nostalgic gif will be enough of an apology to anyone that managed to read this whole thing.

Aiding in the Flow

As I’ve been writing my memoir, I’ve been slowly learning to flow more, rather than just struggling to produce something  that’s halfway decent as I complain that I can’t do it. A recent comment on one of my blog posts told me that listening to one song over and over again can sometimes help get the ideas flowing. This lead to me searching other tips to help me

over come writers block, as i suffer from it horribly. Much of what it offers are general tips: go for a walk, read a book, take a break. If you’re anything like me, the last thing you think about as being helpful is just shoving off the responsibility to do something else, especially if you’re working against a deadline.

One of the tips I thought was really helpful was to write for about 15-30 minutes before bed to get the idea into your subconscious. I practiced this, and when I woke, I did find that I had new ideas to bring into my memoir the following day which has been helpful to my process.

Beyond that, I also attempted to follow the one song on repeat tip, and I did find it useful if I dedicated myself to a collection of songs within one genre like classical, etc. Just listening to one song over and over lead to me singing along rather than having the repetition melt into the background. One playlist in particular that helped me can be found here:Classical Music Playlist. Really, all of these things are just brief ways to help get me on the process of really working on my Unfamiliar genre project, they aren’t sure-fire methods to make me write. I know that all comes down to my own motivation and desire to write. This project will get done, it’s a matter of really digging into the flesh oft his project and make sure I finish it all off strong. If all goes to plan, I’ll push through my writers block, in the humorous spirit of Calvin and Hobbs, this memoir is going to get written, and I am going to have one hell of a project to present in about a week. This is, if all goes to plan…

It’s almost to the end of this project anyhow; off to finish this  with my new artillery of tools and techniques in hand and before I know it, I’m going to be done with all of this. Here we go…

Another Update on Progress

I’ve actually started writing (can you image?) and I thought I’d take to my blog and work toward my 1000 word quota for this week. So as I have talked about my struggles and desperate hopes when it came to this project, I figured that I should talk about what this has taught me as far as my position as a future teacher.

More than anything, I’ve learned to be empathetic of the struggle writing in a genre that is new to you, or one that you may not understand as well, during this project. I cannot express how eye opening this was for me. Being a writer, I often struggle to understand why people hate writing or why they struggle to get into the process of it. God, to I feel stupid looking back on that kind of thinking. I should have already understood this, knowing how I feel when  someone tries to force me into writing poetry, but I hadn’t thought about it much before now. Now, looking back at the struggles I have faced as a writer during this point in my process, I will never again wonder why my future students struggle with writing. In fact, I am going to work my hardest to clarify what is expected of my students and do my best to help them through their struggles. While it is going to be expected that they write and complete their projects, I can work with them to better understand why they’re writing—that was always a large issue for me when I was in high school.

I especially want to utilize the discussion based techniques that are mentioned in Comfort Zone in my own classroom if I use this classroom. Since much of this project is centered around student discovery, the discussion of different genres seems to central and important to the project. I know how much discussion helps me and it reminds the students that the learning they are coming onto is all from their own processes. I would act as a resource to my students rather than an “all-knowing” type of figure, there when they need me, but not to lecture at them. I want my students to understand that I am a human too and that I can struggle just as much as they may when I’m facing a new form/genre of writing. This is why wobbling with my students will be just as important as focusing on the discussion of their discovery. Perhaps, as they discuss I can bring in examples of my own writing in a new genre to aid them in more realistic examples rather than expecting them to go out and find examples in random texts.

Really my biggest interest would be how I would modify the project to mean the needs of a ninth grade class, as that is the youngest I would like to teach in the future. The technology piece may be interesting to incorporate into the classroom, as it’s becoming increasingly more present nowadays, but I wouldn’t expect them to write nearly as much, though I would want them journaling daily. I would still want them to use most aspects of this projects as outlined in Comfort Zone, but I would focus on making it less complex or having so many pieces to the project.

Really, the project is applicable to all ages, and I plan on using my experience with it in my future classroom with my students, regardless of their age. There is a lot to be learned from this project in general and I see it as highly applicable to kids in high school.

Brain Block in Writing

I’m sure I’m not alone in my struggle, but it always feels strange knowing that I need help. It’s made worse when I’m not sure what I’m struggling with either. I have my genre chosen. I have found different examples of said genre (that being memoirs). I have examined them and figured out what makes them a genre on their own. I have done all that seems necessary to understand what makes them tick, what makes them memoirs, and yet I’m still stuck, not sure what I’m even meant to write about, beyond the overarching questions given to guide this project, of course. Who am I meant to ask? Since I have chosen a genre that seems so focused on the personal, it doesn’t seem easy to ask someone else for guidance. It isn’t my memoir if someone else’s opinions have changed my own, is it?

I should mention stopping points, or focus more on what I am struggling with. Over everything else, I’m struggling with how I’m meant to show rather than tell, as that is one of the key parts of a memoir. It is easy to write down your opinion, much like I’m doing at this point, but its another thing entirely to expand beyond that. To bring the reader into the situation I’m writing about. More than that, I have to work on focusing on an expansive period of time in my memoir, without any of it seeming rushed or overlooked. Because my memoir will focus on all of my experiences during school, I am struggling to focus on each point. That and I have to try and remember the events in great enough detail to convey them to my readers; they need to be brought into that present moment so they can better understand my perspective. I’ve also got to work on creating myself as a character. This adds to the showing rather than telling aspect that all memoirs. This piece is difficult for me as well, considering the fact that I want my memoir to jump across a large span of time. I need to focus on what I was like as a young child, possibly as young as nine years old, when I was first entering high school and experiencing honors level classes, and myself as a second year college student. I’m struggling with how I am meant to  change the voice of my memoir that many times.

This struggle results in a lot of frustration on my own part. Mostly because my identity as a writer is being challenged with this project. It isn’t often I don’t feel confident in what I’m writing and this project is constantly challenging that (see the long winded paragraph above for more on this thought…). The problem with this, it that being frustrated going into writing, or anything in your life for that matter, never produces the best work I know that I can produce. Even as I’m writing this blog post, I’m frustrated at the thought of making sure I’m hitting my weekly word count as well as trying to express what happens to my other writing. Just look back at this entire post to get a good idea of what happens when you try and write while you’re frustrated… Aside from my blog post of frustration, the same thing is happening as I write for my unfamiliar genre project. I’m not sure of myself, I’m not pleased with what I’m creating because I know it’s work coming from frustration rather than inspired desire to put my thoughts onto paper, and I know that it’s simply not my best work.

Beyond having work that simply isn’t very good, the frustration that I am experiencing makes me not want to work on my writing in general, be that blog posts, the unfamiliar genre project, or my own personal writing projects. This lack of interest in writing is disappointing to me, as I often pride myself as being someone that has always loved to write. I know the purpose of this project is for kids to wobble, but that only works so much for me. I want there to be more of a balance between being frustrated and struggling and having more guidance from an outside voice through things like a rubric or more focused guidelines. I want to become better at a new genre, while also understanding more o what is expected of me. Grades aren’t the central focus of this project, or this class really, but they always seem to offer more of a path/direction for me to follow.

Enough of the negative… I can move beyond all of this, and focus more on what I should be doing to move beyond this frustration and writers block. Instead of just complaining, I have to think of what I can do to get beyond all of this. To focus on one of my biggest issues, the shift in voices, I could write each of the moments in my memoir on a different time or on different days. This would allow me to really focus on the each period in my life. If I tried to write the voices in one day, I may run into a problem of differentiating the voices. Additionally, if I’m choosing to write each setting on a different day, I can fully immerse myself into the setting of each period in my life. This gradual build up of my memoir will allow me to see how I want the story to link together as well as how to make the story flow more smoothly. Already, I’m feeling myself move past the previous frustrations as I think about the project in a more free-flowing situation.

Overall, there’s a lot I’ve discussed in this incredibly long winded blog post, and I apologize to my poor writing group members (forgive me s^3) that have to read this, but I do feel like this has helped me get through some of the biggest issues I’ve been having. Sometimes ranting is the only way to get through life.

Immersion: Similarities and Differences

Memoirs are a diverse type of genre, focusing on extremely personal experiences of the authors. Regardless of the differing topics, there are several similarities among the different examples. The three examples I chose to focus on are: A Million Little Pieces by James Frey, The Diary of Anne Frank , and A Long Way Gone by Ishmael Beah.

I have found that memoirs generally target an audience that wishes to be brought into the shoes of the author. This audience can differ in ages often, depending on the topic of the memoir, but all want to understand the authors experiences. The authors infer that the audience needs to be shown how they felt as they experienced what they write about. The author understands that the audience also believes the memoir to be a recounting of true experiences and information. If this is trust between the author and reader is broken, it often ruins the memoir for both parties. Authors that write memoirs use techniques like focusing in on detail and paying attention to the little things to bring the reader directly into their situation. They want others to see them as  a truthful voice, reflecting on their past.

The three examples I chose to focus on all differ from one another, based upon topic, all share the notion that they are tales of true experiences of the author. All of them share the personal thoughts, feelings, and opinions of the author as they recount their personal experience. All are distinctly personal. Often times, these memoirs tell difficult stories and have an intense impact on the reader.

I infer similar things about my audience as the authors of published memoirs assume about their own audience. My readers will want truth, though my memoir won’t be one of a harrowing journey. They will expect that I have enough grounding in the topic I write about—they will expect authenticity. They will expect my opinions. I will make sure I focus on detail in my memoir. These are important to bring my reader to the setting in which I formed my thoughts surrounding education. Ultimately, I want people to see me as knowledgeable and trustworthy. My genre will be stating only opinions, not fact. I want my opinions to be respected and understood by my readers. That is what is the most important to me.

The Unfamiliar Genre Project Proposal

  1. Which genre would you like to read and write in for your Unfamiliar Genre Project?
  2. What experiences, if any do you have with reading or writing in this genre?
  3. What do you already know about this genre?
  4. Why are you choosing this genre?
  5. What would you like to learn by studying this project?

1.) I would like to focus on Memoirs for my Unfamiliar Genre Project. I feel since this project is directed by several opinion based questions surrounding education, that a memoir of my own personal experiences as a students and the opinions I have developed thus far encompassing education, would be best suited by this format.

2.) I have attempted to write a memoir only once, for a current class of mine; I can’t say that it went smoothly. As far as reading goes, I have read a few memoirs in the past such as, A Million Little Pieces by James Frey, The Diary of Anne Frank, and A Long Way Gone by Ishmael Beah.

3.) I know this genre is focused around personal accounts. This causes the topics memoirs are written about to be very diverse (as it is often focused around previous events in an authors life).

4.) I am choosing this genre because it seems the most fitting genre to help me answer the questions that guide this project. (See the answer to question 1 for more).

5.) I would like to learn how to write a memoir without sounding pretentious or self absorbed. Also, I want to better learn how to show rather than tell in my writing—how to bring my reader right into the moment I was when my opinions formed. I want them to feel how I felt in my own experiences.

The Unfamiliar Genre Project: Where to Begin

The Unfamiliar Genre Project focuses on what the name suggests: an unfamiliar genre. As a writer of fiction, I was terrified at the thought of having to reach into genres I’m uncomfortable with, such as poetry and it’s many sub-genres. I wasn’t aware of the amount of genres that are available for me to study. My mind had always been narrowed at the prospect of genres, limited to the general ones people think of when asked what the word “genre” means: romance, sci-fi, fantasy, non-fiction, poetry, etc. All of them are things I have grown to understand more as I’ve grown. Yet there are genres available to me I had never thought of, such as a photo-essay, a market report, a monologue, etc.

While I have heard of the more general genres before, I am interested in ones that I have never attempted to write such as science fiction or fantasy. Along with those, I am interested in writing memoirs considering the personal aspect that this project is very focused on my own personal opinions and beliefs. All three of those genres are completely outside of our comfort zones as I have almost zero practice with any of them. Much of the experiences I have had with these genres are through my own personal readings or readings assigned for school. Still, the interactions I have had with these genres are shallow at best. I have never given much thought as to what composes science fiction or fantasy as a genre. Nor have I thought about what makes them different from one another, as they are often lumped together. But there is a difference. Just as there is a difference between a true memoir and that of a work of fiction. Each of these genres demands something of the author creating them, and each are different.

The biggest part of this project surrounds the challenges I will face as I attempt to tackle a genre entirely new to me. When thinking of something being entirely new, the thought looms over me like a big scary beast. New means that I don’t have any knowledge—I feel vulnerable and alone. More importantly I don’t feel confident in my abilities as a writer. While I may feel comfortable writing about apocalyptic situations, I have no grounding in how to write a space battle, or how to create new and inventive species, or how to write about my own personal experiences without sounding pretentious. This project is going to challenge me to reach out and ask for help. It will challenge me to trust in my new works and understand that it isn’t the best work that I can put out. It will challenge me to take risks and understand that I am not always going to be comfortable, no matter how long I have been a writer.

This project is going to challenge me to reconstruct my own writing identity.

I will make sure I focus on my touchstone moment that is grounded in my childhood and the experiences within my favorite English classroom in high school. Those moments will allow me to remember that school is there to inspire children while also teaching them valuable life skills. This project will be my own discover of what I will be able to do to create a classroom that I would want to learn in. Specifically pulling from my touchstone moment that came from Mrs. Hall’s classroom in high school.

Overall, this project is going to help me expand my writing identity as well as bringing to light my own thoughts and ideas on what my responsibility will be as a future teacher. Hopefully, I will learn new things about myself and about the genre I chose to focus in on.

Touchstone Moments: Zoomed

I’ll begin at the moment when my love for writing first started: fourth grade, Mrs. Hartman’s class, close to the end of my day. It was time for “free period.” It was my favorite time of the day, not only because it rarely happened, but it meant I was able to work on my next great story (as great as the story of a ten year old can be, of course).

It’s easy to remember the bustle of the classroom, one motherly figure standing at the front, her short black hair gelled out in different directions, pointing her knowing fingers around the room, calling our attention to the many different activities to focus on—there were books, board games, crafts, or the writing table located behind the desks, dead center. I made sure I rushed to grab my blue, wide ruled notebook, hurrying as fast as my small legs could carry me to that table. I sat in my favorite seat, the one closest to the door that lead to the play ground, and flipped to my last used page. I don’t remember exactly what I was writing about but one story involved the Easter Bunny as a dastardly villain, while another centered around a raft trip gone wrong.

My hand writing was more of a scrawl, all long lines and out of control swirls. Even then, my brows would knit in concentration and I would lean forward, long blonde hair drifting across the paper; the pencil would scratch across the white surface, often times being crossed out or erased because I didn’t like the way the words sounded or looked. It seems as though I was picky from the start. No matter how many mistakes I made though, I loved it.

By the end of free period, the noise of the classroom would rise again, waiting for our teacher to call us back to order, her clear voice ringing out through the air. I made sure to have her read my stories once a week, checking to see what she thought. Mrs. Hartman always made sure to stamp my stories with her favorite one, something that said “good work” or “A+” in a green ink that smelled like apples.

It is this moment I look back on whenever I am feeling my creativity has dried up or when I don’t feel inspired to write anymore. These were moments filled with passion and excitement, one that I will never forget. While writing isn’t always fun (thinking the generic essay or research paper) I remind myself to think of how I felt about it when I was ten years old, sat at that table in a chair that would be far to small for my body now, scrawling out the next best thing to come across my mind. I take that moment and apply it to myself whenever I write a new idea down or press forward in my ever changing novel. Writing is meant to be fun. It is meant to be creative. It is meant to have passion and to make your heart race at the thought of making something new. This memory, one of the first of my touchstone moments, reminds me of what it means to be a writer as well as what it means to love your writing.

I remind myself every day to never lose the fun, creative, and passionate side my younger ten year old self had, every time she was able to write.

Blogging About Blogs?


Blogs…A word that cannot be pinned down to a singular topic. Blogs are expansive—ranging from puppies to prison. It is almost guaranteed that if can google a topic, there is likely a blog revolving around it. Of the blogs I looked into, I focused on ones that were relevant to myself or my hobbies. The varying topics of the blogs I chose were education, tattoos, and book reviews, all important things in my life.


Mike Rose, the author of “Why School” and long time professor, has his own blog focused on education. When reading his blog, it is clear he is targeting relatively educated adults as well as future educators (depending on the post you chose to read). This is modeled through his use of formal language as well as using current events in many of his posts. He seems to assume that those who read his blog are passionate about education (and all of the bells and whistles that go along with it)  and, should you read his political posts, seems to be quite against Trump, not that that is very surprising. He rises to meet these assumed views and expectations with the contents of his posts. I believe that Rose wants to be viewed as intelligent, well versed, and respected through experience.

Tattoos. Some people love them, and others hate them. Marisa Kakoulas, runs a well known tattoo blog in which she interviews big-name tattoo artists, all coming from varying styles and techniques. Her blog targets an audience not only interested in tattoos, but also wishing to learn the specific details of the work that the artists do.  This is shown through here constant interviews with successful professionals, backed by images of the art they create. Additionally she reports on large news events relating to tattoos in order to bring them to her audience and leave it open for discussion. I believe that Kakoulas wishes to be viewed as knowledgeable on her subject as well as informative to her readers.

I love Books—always have and always will. The final blog I looked at was run by an unnamed author, but the review base the blog has going is remarkably vast. This blog targets readers looking for genuine opinions on potential books to read. It is assumed that the audience is assumed to be readers. This blog meets this assumed views by solely focusing on reviewing books as well as interacting with its audience by taking in some recommendations to read next. I believe this author wants to have her voice heard and received in a respectful manor, regardless if the audience disagrees.

While all of the above blogs are vastly different, they are all people expressing their professional opinions about topics they seem very passionate and knowledgeable about. This makes me much more aware of what my goals need to be as a public author writing about education. I assume those who are interested in my blog are those looking to find an opinion about education from a student in training. In order to meet these expectations, I plan on being as honest with my readers about my own opinions regarding education.

Image Citation:

Yuma Ongology Center. “Blog.” Yuma Oncology Center, AdviceMedia, Mar. 6 2016,