• Where do you think good and bad ideas come from?

I believe good, and bad idea’s come from how one may feel, the heat of the moment, or what they’re thinking in a situation, I feel like it can may have a lot of factors in what someone could call ‘Good, or Bad’, everyone thinks differently, and sometimes the line of ‘Good, and Bad’ may not be so apparent aside from common sense.

• What would you say is the connection between questions and ideas?

I believe the line between questions and idea’s could be blurred, depending on what questions, or idea’s are formed, I feel like it’s different depending on certain questions, an example being how one may convey an idea with a question, of ‘this COULD work?’.

• Describe the last time you were really curious about something? What motivated that curiosity? What did you do about it?

The last time I was curious was Friday, on September 27th, when my advisor told me that there where many minors that I could learn about, aside what the appointment was about, this motivated me curiosity to see what else I could learn, what other languages, so I looked on the universities website to search, and look for what I could get taught.

 

• How was your peer feedback experience similar to and different from your past experiences?

My experience with my peer's feedback was similar to the way we had given feedback to each-other in Highschool, we would give each-other our essays, and read out the flaws in them, and we would make sure to give advice regarding those flaws, and how to fix them. The peer feedback was also different in the way that we pointed out the flaws, in highchool it would be basic help, but with my peer it felt like he gave me a whole essay of things to fix.

• What was your experience like crafting constructive responses to your peers' work?

It was refreshing to be able to help someone with their essay, it helped me think of ways to fix my own.

• What kind of impact did receiving peer feedback have on your revision ideas?

It helped me see the flaws in my essay, and how loose my points are, and specially how small my draft was.

• What have you learned about your writing process during this experience? Did you find that your writing process is recursive just like Andrew Hollinger explained in "the creative process" video (intro to series THREE.2)? Did you experience your writing process in a different way? Tell me about it!

My writing experience was unique, the way I learned more information, and held more questions from my sources, and using other sources to solve those questions from my inquiry, it helped me see my questions as less unanswered, and more resolved, specially with those sources coming from big colleges and universities.

• Which texts -- whether they were complete texts or just excerpts -- and videos were especially meaningful for you during this series? What kind of impact did they have on you?

The video of ‘MiT’ professors saying how artificial intelligence was useful to students, and how teachers can use it to teach those students, this video was super meaningful to me, as they had asked the crowd questions related to artificial intelligence usage, and most of the crowd raising their hands ‘guilty’ of even touching the software.

 

• Overall, what are you thinking about inquiry and research at the end of the series? What did you find particularly challenging or interesting?

I found it interesting just how many colleges do use artificial intelligence, and other higher education schools. I found it challenging to answer specific niche questions that weren’t really explored into, such as how ai could possibly have issue’s teaching languages to the public, or students.

• Isolate two or three comments that you received (even if they're comments within comments) that you found particularly impactful and helpful to you on your composing journey or even as a writer? Why are these comments effective? What about them, specifically, did you find very helpful? How do you intend to apply them?

“Hello Jared, I think your infographic might be too short and simple, have you considered adding more examples to aid your point?” – Rey Trevino

 

This comment from Rey helped me realize how short, and simple my infographic, in a bad way, it made me realize that my infographic was too short, and that I should add more examples, and content to it, and more examples that help resonate with the positives of my artifact.

 

• Like the previous question, do the same but this isolates two or three comments that you found particularly ineffective. Why were these not as helpful? What do you think the commenter misread or misinterpreted in your project? Is there a reason you can think of why the comment was posted? In evaluating these comments, what does it teach you about peer review and the way that you formulated comments for your peers?

 

I did not receive any ineffective comments from my classroom peers, but when asking a friend to proofread/help me with my remix, they had told me to add more negatives to my infographic for whatever reason.

 

• Upon weighing and evaluating the feedback received, where do you go from here? How are you taking the comments and applying them to your research project? What changes will you specifically be making in the next draft of your artifact?

From here, I would make sure I change up how my infographic looks, the way it’s formed, and what I add, I want to add more details such as more images, possibly turn my infographic into a video instead, and have it display specific key details related to my artifact.

 

• As a general overview of your feedback received, what have you learned about your own learning, creating, and composing process? How do you know you've learned this? What comments that you received key into this new insight you have?

I learned not to doubt myself, or what I’m writing about, and that others have had the same ideas as me, and have wanted to write about the same topics.