Theory W a55
APPENDIX B - ELECTRONIC WORDING
Aimed at a well-bred dissertation
process and
the encouragement
of scholarly expression
in the aspiring prolific writer
by
H.L.Otto
Atchison Kansas
October 1990
updated Oct-Dec 1991
closed Sept-Oct 1993
Runner: From wont to wording.
Section for foreword
The use of the first person in
this appendix intends
to speak directly to the prolific aspiring writer. The
glossary in the dissertation sharpens the meaning of
prolific. The page runner derives from the phrase WORD
processING.
Why write? Individuals are
the source of ideas, and
writing, in most cases, makes ideas available to a greater
number of other individuals. This dissertation project,
for
example, exists as a prerequisite for the publication of the
author's ideas - making ideas public.
I had experienced the traditional
results-oriented job
contexts of business, consulting, education administration,
and the tradition of PhD programs, as well as the tradition
of personal-writing non-worthiness. After those
experiences, I judged them as incomplete because I did not
practice rigorous writing in conjunction with the full range
Wording
Theory W a56
of project contexts which my breath of experience provided.
Each of those projects had ideas which were worth the
further investment of writing time. Thus I took the time
to
write, or better stated, "I balanced my historical and
future time choices to incorporate a substantial commitment
to wording."
Growth in retirement. I liked
my results-oriented
life experiences, yet I retired from most of them with a
feeling of incompleteness. I link the incomplete job
experience phenomenon with a the more general incompleteness
of many of my traditions. Another appendix explores some
world traditions as exposed myths.
Another tradition of human life
places growth as a top
priority. Many students of life proceed to appreciate their
need to grow - including the development of their own
tradition. In this light, tradition can be seen as a
process of growth and not a process of confinement. Thus
growth can continue in retirement.
Myth removal. Campbell generally
explained the myths
of tradition. His myth-removal perspective goes beyond
the
general religious traditions of many cultures and I think
that his perspective can be specifically applied to me for
my betterment. Thus I wanted to pursue the removal of my
traditional myths. For example, the formal organization
can
be exposed as a myth - both in the mature family and in the
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workings of enterprise. Yet, in my thinking, the completion
of the myth-exposure process demands that one show a
workable alternative.
Thus, simply stated, "I have a
dissertation motive."
In search of betterment. In general,
the myth
exposure goal for my life comes as 20-20 hindsight. Myth
exposure was not my explicit decades-ago insight, yet I felt
that there must be better for my life after experiencing the
wealth and breath of my career endeavors. Again, I enjoyed
my results-oriented jobs, and I enjoyed my parallel family
experience, yet I sought, and still seek better for my life.
Thus, after retiring from my business career, I reasoned
that education should be my second career, since that
segment of our society presumably has as their product
"better people." I tried college administration, then I
took up college teaching with the determination to write a
biographic-linked yet scientific dissertation. I reasoned
that my future growth lay in writing about my ideas. And
I
desired to merge future betterment with my interest in
computer efficiencies. Could I teach my "old dog" more
"new" hi-tech tricks?
I always insisted that my growth
in life continue
despite the resulting difficulties. Some of the easily
Wording
Theory W a58
identified myths that I avoided were (1) "Settle into a VP
of Finance job before age 45 or forget it," (2) "Are you
willing to change your dissertation topic," (3) "He's a
technician," and (4) "Why do you want to do that at your
age?" Seems as if my growth tradition was clashing with
the
norm of others' traditions.
As the dissertation process was
closing, the scores of
the entrance exam for the Bowling Green State University PhD
program were put into perspective. The scores indicated
that speed was in last place. Perhaps a PhD at age 55 makes
sense in that continuing persistence and perseverance can
spite statistics of slow speed.
Table B4 - PhD program entrance examination results
____________________________________________________________
Category tested
Converted score Percentile
______________________________ _______________ ___________
speed of reading comprehension
159 25 - 59
level of reading comprehension
160 18 - 76
expression
168 62 - 86
vocabulary
173 69 - 92
total english comprehension
167 61 - 78
total reading
166 57 - 81
____________________________________________________________
Note: Results report provided to participant by Bowling
Green State University Higher Education Administration
program.
Facilitating associations. I wound
my way through my
traditional myths, or "social laws," and I pursued the "new"
self-generated writing growth-phase of my life. It took
me
Wording
Theory W a59
many years to solidify this life-phase mainly because I had
no personal model. Nor did I have valid or reliable
scholarly writing skills - a common malady in the education
industry, inclusive of education administrators, teachers,
and students. I could not find associations of
facilitation. Thus I embarked to write my own facilitation
association. And as I learned, associations came to be
within me.
While in Europe in the Summer
of 1991 I discussed
computers (and life) with an 11 year old intellect. I was
demonstrating the use of my laptop computer as I had then
integrated it into my self-generated writing growth-phase.
His comment was, "Where do you find people to talk to about
these things?" My answer, "They are hard to find even if
you knew where to look." In hindsight, I think that the
thought documentation aspect of writing helps one to find
those very special people. Thus scholarly writing, for
me,
provides a general model for a better life - a definite
intellectual challenge. A challenge instantly understood
by
an eleven year old German intellect who was also seeking
growth. He knew, and I trust that his facilitators will
know him.
Time application. The third quarter
of 1990 witnessed
a serious effort, in terms of hours spent, on this
"do-it-yourself intellectual challenge." I note from the
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table below that this writing-growth effort parallels
serious efforts to fill my relatedness needs.19 Here exists
a dicotomy of sorts since needs hierarchy theory builds
growth fulfillment unto existing relatedness fulfillment.
Thus growth and relatedness fulfillment cannot be paralleled
according to the pure hierarchical theory. That issue rests
here awaiting future exploration beyond this dissertation.
Now attention turns to some time statistics tables
associated with my writing life-phase. The following tables
present (1) a measurement of my individual productivity, and
(2) a time-line exposition showing several main veins of
dissertation related activity.
____________________
19 Relatedness needs within the
context of universal
human needs of existence, relatedness, and growth from the
Maslow-Alderfer scientific models.
Wording
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Table B5 - The birth of a writing life-component
____________________________________________________________
Timed tasks Whole hours by
year and quarter
_________________ __________________________________________
89q3 q4 90q1 q2 q3 q4 91q1 q2
q3
____ ____ ____ ___ ___ ____ ____ ___ ___
personal upkeep 1738 1398 1123 862 986 1018 1146
798 933
relatedness needs 1 53 232
588 668 441 299 722 430
growing together
44 9 185
a WORDING system 21 12
1 2 144 98 34 74 37
asset maintenance 3 49
61 80 128 140 84 142 196
WRITE dissertation 36 134 119 35 118
260 321 147 166
enjoyable exercise
82 107 160 219 212 146
job hunt
124 14 55 81 39 88
tried PUBLICation
35 76
productivity 3%
9% 10% 18% 23% 33% 36% 29% 37%
____________________________________________________________
Note: For validity, timekeeping reconciles to 24 wholehours
per day beginning 1990 quarter three.
Wording
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Table B6 - Growing a writing life-component
____________________________________________________________
Timed tasks
Whole hours by year and quarter
_____________________ ______________________________________
91q4 92q1 q2 q3 q4 93q1 q2 q3 q4 94q1
____ ___ ___ ___ ___ ___ ___ ___ ___ ___
maintain body/mind 861 875 761 710 760
792 893 794 865 - 853
WRITE dissertation 112 15
16 4 18 5 360 217
+ 64
pursue WORDING
146 379 88 315 121 171 108 40 237 63
relate to others 567 217
268 250 186 478 266 303 340 - 822 -
relate to self
269 330 398 228 242 174 198 277 285 - 62
do job
69 234 404 429 562 403 577 247 36 - 0
pursue exercise
65 61 127 134 138 80 34 92 116 + 144
maintain assets
95 73 122 114 157 86 103 70 88 121
21 maintain effective E1body/mind 853
39
37 pursue enjoyable E2exercise
144 7
30 maintain daily E3assets
121 6
32 relate to others' R4selves
822 38
32 relate to my
self 62
3
22 pursue current G5writing
63 3
26 write Theory W G6dissertation
64 3
35 do someone's G7job
productivity
35% 45% 47% 57% 54% 56% 50% 50% 60% 61%
1989-1991 productivity 3% 9% 10% 18% 23% 33%
36% 29% 37%
____________________________________________________________
Note: Descriptions have changed from previous table; +/-
indicates trend and future emphasis.
Wording
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Table B7 - A writing life-component time series
____________________________________________________________
Years and quarters
________________________________________
Task (a=actual) 80 82 84
85 86 87 88 89 90 91
(p=planned)
81 83 1234 1234
1234 1234
(e=end event)
1234 1234 1234 1234
___________________ ________________________________________
trs80 computer aae
TECHNOLOGY
25 portable harddisk aaaaaaaaaaaaaaaaa
a a e
simple software
aa
6 laptop computing
aaaaaaaaaap
absolute backup
e
national consulting aaa
EMPLOYMENT
p
major surgeries
a a e
terra technical college
aaaae
concord college
aae
wesley college
aae
benedictine college
aae
city manager miss
a e
college applications
aaaa p
KC area job service
ap
bowling green phd
aaaae SCHOLARSHIP
fielding phd
aaae
kensington phd
aaaaaaaaaaaaaaaaaap
ohio state university
e
attempt publication
aa p
a writing system
aaaaap
self-determination
FULFILLMENT
p
relatedness
aaaaaaap
european trip
e
asset maintenance
aaaaaaaap
enjoyable exercise
aaaaaap
____________________________________________________________
Note- The veins of activity are highlighted in capitals.
Wording
Theory W a64
Table B8 - A writing life-component continued
____________________________________________________________
Years and quarters
________________________________________
Task (a=actual) 91 92
93 94 95
(p=planned)
1234 1234 1234
(e=end event)
1234 1234
____________________ _______________________________________
european "trip" aaaa
aaee
FULFILLMENT
self-determination
aaaaaae
asset maintenance aa aaa a
ap
enjoyable exercise aaaaaaaaa e eep
relatedness
e ep
a writing system aaaaa
ae
SCHOLARSHIP
kensington phd
aeaap
attempt publication
p
6 laptop computing aaa ae aa ap
TECHNOLOGY
sxl laptop
eaaaeeeaaaeaaap
inkjet printer
e
college applications a
ppe EMPLOYMENT
consult/corp apps
a p
____________________________________________________________
The above tables provide insight
into the complexity
of my writing-growth process in conjunction with other life
tasks.
Opportunity for perspective. Beyond
the techniques of
time application, aspiring writers deserve some type of
wholistic insight into their writing process and the
processes of other authors. These descriptions should
represent actual workable patterns of composition wisdom
directly from accomplished writers. Unfortunately, people
generally, and writers specifically, are not disclosive
about their "private" time. Thus each new generation
Wording
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reinvents the writing-growth process for themselves. Or
better said - does not reinvent the writing-growth process -
for themselves and others. Thus writing, in general,
languishes.
The writing growth process. The
suggested process for
writing follows. First, recognize failings. Second,
delimit (choose) a specific topic. Third, form a strategy.
Fourth and fifth, take research notes and rigorously
reference the notes. Sixth, research and choose a writing
style. Seventh, practice composition principles.
Eighth,
piece together the logical wisdom about your topic. Ninth,
argue your choice of issues. And tenth, build a personal
library. The following table permits the interjection of
a
checklist into one's current writing efforts.
Table B9 - A suggested writing process
____________________________________________________________
recognize failings
choose this hour's topic
strategize topic
take notes
cite reference notes
choose writing style
assemble logical wisdom
argue chosen issues
build personal library
spinoff publication efforts
____________________________________________________________
Usually the above process can
be seen from current
literature in bits and pieces. At times, descriptions can
be gleaned from author prefaces, including textbook
Wording
Theory W a66
prefaces. For example -
That scarcest of academic commodities - time to
think -
has been supplied by the generous support of...
(161 vi)
Then there are writing texts,
composition handbooks,
and style manuals. The challenge for the aspiring writer
can be seen as the building of a personal writing model from
several of these sources. Unfortunately for the aspiring
writer, the expectation of developing a rigorous personal
and expansive written-thought model from scratch provides a
low probability of success - about as low a percentage as
there are writers in our current population.
The choices and trials of building
and presenting a
personal writing process takes much time. I choose to spend
that time for the purpose of increasing the probability that
prolific, purposeful, and enjoyable written thought will be
pursued as attractive rather than abandoned as frightful.
Any full-range writing process,
written out directly
by either the accomplished or the aspiring writer, provides
for (1) the promotion of the enjoyable ends of written
thought, (2) the awareness of the need to choose and develop
a personal set of means for enjoyment, and (3) the
connection with reasonable scholastic rigor.
Regarding a full-ranging writing
process, composition
texts present sets of selected elements less in scope than
an integrated full-range writing perspective. Thus the
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aspiring full-range writer never sees a total writing
paradigm from which to choose their own unique personal
pattern of written-thought enjoyment. One text, for
example, points to patterns in written word but dodges the
challenge of the student developing their own rigorous
prescription.
At best...[any writing text] should suggest a pattern,
not a rigid prescription. (200 7)
Unfortunately for the overwhelmed
student, not being
able to see wholistic author patterns, presents to them, a
predetermination which perpetuates the languishment of
writing.
Thus, an enjoyable student-internalized
writing
pattern remains complexly illusive due to the inability of
students to self-prescribe.
Personal prescription. For my
own prescription I
present this rendering of a writing process based on my
exploration and choice - choice being the simple essence of
all learning. Unfortunately, learning by exploration and
choice does not appear to be the aim of many schools.
Therefore we have a general non-writing culture
specifically, and a "frightful of writing" culture
generally.
Thus for my future use, I attempt
to build an
integrated remedial writing system while continuing to
Wording
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structure, practice, and teach other-subject learning - with
written thought being the measurable product of all
subjects.
Functional thought. Written thought
represents the
intelligence of wisdom versus the intelligence of high IQ,
degrees, institutional residency, and position. Functional
thought points to the wisdom of functional authority.
Therefore in "poetic" rendition -
I believe I am not wise until I write prolifically,
Thus I wish to write wonderful worthy wordings.
I want to write for my benefit specifically,
And I wonder if you will benefit also.
For you must see free of life's wontings realistically,
To mentally wander smoothly so that you whistle
and crow.
And grow, and grow, and grow.
An excerpt from personal journaling.
I have a heavy heart, I acknowledge the feeling,
and I
choose to write myself "out of it." Perhaps
the writing
represents mourning my personal loss of self and
perhaps
I should just be silence about that. Yet writing
represents something more for me. Akin to
friend Ingrid
writing dozens of letters? Akin to friend
Bob writing
his book? Akin to friend Hugh writing his
screenplay?
Akin to friend Colleen writing her Broadway play?
Akin
to the restaurant cronie claiming that his novel
now
resides with his typist, nevermore to be worked?
What
will come of my wording?
Enjoyable writing. Writing can
lead to enjoyment.
Writing presents an opportunity to talk more rationally, to
build arguments which may be challenged, and finally to
leave challenges and move on to next enjoyable adventure.
Wording
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Reminds me of the business adage
- "Put things in
writing." Business writing made you think, promoted
conciseness, and permitted further challenge and synergism.
And it gave busy people the chance of prioritizing your
challenge.
Thus I direct my challenges, including
the "more well"
written communication of same.
Codependence. Further than the
above "more well"
communication, I have something to say in writing about
codependence. I may have discovered for my self, a generic
description and treatment procedure for codependence. I
document the perception in another appendix, for seeding
future thought and action.
Works cited
61 (1961 1986) "Webster's third new international
dictionary of the English language."
Springfield
MS: Merrian.
195 J.Aaron,ed (1984) "The compact reader." New York:
Bedford.
Provides half the usual essay
load since "many
composition instructors find they cannot finish
the
large...essay collections published for their
classes.
Gives concrete advice for developing an essay
by the
method... outlined in the general introduction.
(195 v-vi)"
62 American Psychological Association (1984) "Publication
manual." Washington DC: Author.
198 D.Boorstin (1989) "Joys of random reading." (203 v-vii)
196 J.Campbell (1949 1968) "The hero with a thousand faces."
Princeton NJ: University Press.
197 J.Campbell (1962) "The masks of god: Oriental
mythology." New York: Viking.
199 W.Campbell (1939 1959 1969) "Form and style in thesis
writing." 3rd ed. New York: Houghton
Mifflin.
Wording
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66 F.Crews & S.Schor (1989) "The Brozoi handbook for
writers." New York: Knoph.
177 J.Fahnestock & M.Secor (1990) "A rhetoric of argument."
New York: McGraw-Hill.
203 L.L'Amour (1989) "Education of a wandering man." New
York: Bantam.
50 Library of Congress (1989) "Subject Headings (12 ed)."
Washington DC: Author.
202 Microlytics (1987) "Word finder electronic thesaurus."
Pittsford NY: Author.
201 H.Otto (1990) "Notes and thoughts on the works of Joseph
Campbell: The myth master." Unpublished
manuscript.
Aimed at whomever shows interest
in weaving the
fringes of Theory W.
181 S.Papert (1980) "Mindstorms: Children, computers, and
powerful ideas." New York: Basic Books.
200 J.Rackham (1984) "From sight to insight: Steps in the
writing process." New York: Holt, Rinehart,
Winston.
58 W.Strunk & E.White (1979) "The Elements of Style."
New
York: Macmillan.
193 T/Maker Company (1983 1987) "T/Maker III: West Virginia
version." Ripley WV: Vocational Curriculum
Laboratory.
Free software for use from elementary
through college
and on to the graduate school level - includes
writing,
spelling, calculation, and data functions.
60 K.Turabian (1987) "A manual for writers of term papers,
theses, and dissertations." (rev.by
B.B.Honigsblum)
Chicago IL: University of Chicago.
156 W.Zinsser (1985) "On writing well: An informal guide to
writing nonfiction." New York: Harper
& Row.
Section B1 - A subject out of failure
Failure
Writing defined.
An exploratory process that will
usually include a
good many setbacks and shifts in direction.
(66 3)
Research is complete only when
the results are shared
with the scientific community. (62 17)
Writing as exploration. The above
quotes present two
of many possible definitions of writing. The quote could
also serve as a definition of one's life. Unfortunately
for
the human condition, many humans tend to view numerous
Wording
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shifts and failures as unstable and undesirable.
Thus in general we do not explore
and specifically we
do not write. Instead, we "lose our minds."
We lose "ideas... that place
one thought into
relation with another. (66 3)"
The worst loss. In St.Joesph MO
a home owner across
from a traditional oat processor, displayed a sign on the
front lawn. It read -
Of all the things I have lost, I miss my mind
the most.
Evidence of mind. Simply put,
the "more well" mind
writes. Writing offers the potential to positively relate
thoughts and synergistically expand the mind of the
individual and the world - "if" we want to do the work of
writing, and "if" we will the actual result. Unfortunately,
the education industry has not been able to persuade most
students to the advantages of relating thoughts through
writing.
Writing education. Education administration
thinking,
right through to the PhD level, relates more with memory
than with thought synergism. If the student memorizes and
regurgatates well, excellent grades follow. If high grade
point averages are earned, positions are awarded.
Unfortunately for our individual and world relationships and
organizations, positions are many times opposite of
productive work. Simply put, our minds are "less well"
in
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positions than in chosen work. One argument takes form
as
compulsory education versus chosen work.
The value and the justification
of compulsory
education in schools are controversial. On
the one hand,
it is true that for some people complusory education
is a
stimulus to intellectual achievement and excitement.
On
the other, it is indisputable that for many it leads
to
boredom, oppression, and the stifling of intellectual
activity, and studies have shown that the most important
single source of negative self-images in our society
is
experience in school. While compulsory education
is
responsible for valuable scientific work and mass
literacy, it is also part of an elitist system of
social
domination.
We personally prefer non-compulsory
education and no
grades, and yet sometimes find ourselves operating
within
a complusory education system where not giving grades
creates havoc and distress. We have not yet
found a way
of resolving the contradiction in a way that is
comfortable for us, and we know that this has effects
that are uncomfortable for our students. We
personally
feel that much of what we learned in college and
graduate
school occurred through the writing of papers...
(256 29)
Thus the simple "more well" challenge
of putting
things in writing can be seen as specific instances in the
general world. Ingrid did it. Bob did it. Hugh
did it.
Colleen did it. RC did it. The opportunity of writing
can
be seen with your own personal observation.
Yet without a generalized view
of how to write, the
aspiring writer has difficulty seeing the opportunity in
writing. This general failing and specific personal
failings can be turned to further inquiry into the whys and
ways of aspiring for the "more well" condition.20
Why write and in what way?
The existence of life
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complexity usually accompanies the urge to write. The urge
takes form in the range from scribbled notations to
integrations within 1000 pages of text. Regardless of the
form, pointed writing evolves after the clarification of a
strategy structure of why we want to accomplish written
works and the way in which we actualize the work.
Complexity. To attempt the structure
of writing or
the transcendent structuring of life "as a logical sequence
of steps," eventually finds that, "its actual order in any
one instance defies summary. (66 4)" Writing can thus be
seen as a discouraging task.
As a result, writers and explorers
must proceed in a
general atmosphere of failure. Yet, the accomplishment
of
obviously productive writing work continues, and
individually productive writing work can continue to build
in spite of general non-writing pressures and diversions
which cause apparent failure.
Simplicity. Effective writing
simply states
individual ideas, and then transists to other ideas in a
linear way. No other way exists - a writer cannot write
about two ideas at the same time. Although the human mind
quickly transists to other ideas while reading or writing,
____________________
20"More well" not taken as the
indication of
illness, rather as an ambition for super health.
Wording
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the nature of writing locks the writer into a simple
one-idea linear methodology. To write in the linear-method
offers a simple but difficult challenge because there often
are so many ideas that need to be transisted. Thus the
writer must deal with complex thinking using simple idea
explanation and transition.
Headings for paragraphs, sections,
chapters, parts and
appendicies offer a way for the writer to refer to another
location when thought transists to another idea or several
ideas. The writer heads these divisions thus the writer
as
reader and the audience as reader can use headings to read a
written work in a sequence different from the inherent
linearity presented by the writer.
Headings versus colloquialism.
Heading-writing
differentiates with colloquial speech or colloquial writing.
Heading-writing provides for the organization of complexity.
The organized ideas then need citation for qualification as
scholarly writing. In this sense, Theory W identifies with
heading-writing, where the headings analog work tasks cited
by organization members. In Theory W, the headings take
on
the action form of verb-descriptor-noun.21
Productive work. Writers and thinkers
in general do
____________________
21An administrative filing system
in verb-noun
format was attempted at Terra Technical College where the
author was Director of Business Technologies.
Wording
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not identify with productive work. Thusly, the Department
of Labor calculates national productivity, excluding many
people, including the exclusion of writers and thinkers.
Further, most of us, as workers, cannot calculate our
contribution to national or world productivity - nor can we
identify our individual or intimate-group productivity.
The
productivity of writing remains similarly obscure.
Education industry thinking, with
its emphasis on
position stability and the like, deemphasizes (1) the
productive reason for writing work, (2) the
cross-fertilization of writing work, and thus (3) work
exploration in general. Thus the student's choice to
joyfully explore and fail in life-productivity lessons
remains mostly absent from the education industry
mainstream. "Ignorance is bliss?"
Life productivity? What
is life productivity?
Business education defines productivity simply as output
divided by input. Taking that generic productivity tact,
the input of life can be universally seen as time - 24 hours
per day. What then does life output look like?
From business education again,
output focuses on task
actualization. Education administration also recognizes
task orientation.22 Thus life-tasks can be seen as a
generally acceptable entrance into life productivity.
Life-task philosophies.
An individual's choice for
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actualization can take many forms.
"The Bible tells me so?"
"Wine, women, and song?"
"Enjoy today for tomorrow we may die?" "What position or
degree do you have?" "How much money do you make?"
"To
thine own self be true?" The general life-philosophies
and
their statements of specific life-tasks are numerous.23
In support of writing, many life
philosophies fail in
encouraging an individual who chooses to explore away from
the mainstream, especially if the mainstream can be seen as
anti-exploration. Thus the choice to write continues to
fail. Or does it?
Growth-task actualization. Seemingly
more world
exploration opportunities are available then we could ever
hope to actualize. Thus we must choose within time
limitations.
Unfortunately for national, world,
and individual
productivity, the education industry, in general, does not
facilitate a philosophy of student choices, and the
resulting commitment to thought in general and to writing
specifically. Parents and teachers, directly and
indirectly, have the bias to make the "learning" choices -
____________________
22Time on task research.
23See Joseph Campbell's writings
about
life-philosophies which he calls mythologies. See (201)
for
a summary.
Wording
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stealing a growth opportunity for students. Students thus
automatically fail in (1) the practice of choice analysis,
(2) the experience of failure from their own choice, and (3)
turning failure to success through correcting self-choices.
We all begin life by turning exploratory
failure to
success, and writing success needs that "exploratory failure
to success" essence of life. Writing comprehends and
transforms failure into success through productive work.
Success however, never achieves perfection - another rewrite
always remains, more research awaits, and another critic
always has more insight. Writing and life are alike and
can
be internalized together.
Try-try, draft-draft. The first
attempt of this paper
was a normal failure (200 42), but the concrete form of the
first attempt provided the essential start on which to build
this presummed wholistic view of one particular personal
writing pattern - the aim being growth for the writer and
his part of the world audience.
Writers quite normally put failures
unto paper and if
time consuming rewriting does not take place the audience
may well reject the work. The solution to that rejection
is
not to avoid writing! The choice to write may just simply
boil down to a matter of personal growth - the will to
explore.
Some people relate better to specific
audiences and
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write better than others - that's life. Everyone, however,
definitely can explore through writing! The simple cost
is
time and encouragement. The emotional encouragement
requires both wisdom and the study of same.
These guidelines are written
from the perspective that
being able to engage in peer dialog is a natural
human
ability. It is. But it is one of the
most repressed and
deformed human abilities, because in everyday life,
most
institutions are structured in patterns of distorted
communication, usually as a way of maintaining the
power
of some group, that suppress and limit human beings'
ability to have relations of mutual understanding
and
equality in communication. And these relations
of
distorted communication affect the minds of the
people
who grow up and live within them: they bring about
confusion of thought and expression, negative
self-images, curtailment of creativity, a narrowed
sense
of identity, rigidity of thought, depressiveness
and
resentment, inability to identify with another's
point of
view, elimination of the pleasures and ecstasies
of
learning and intellectual exploration, and many
other
dehumanizing conditions that are the psychopathology
of
everyday life in societies based on domination,
oppression, and hierarchy.
Under these conditions, it should
be expected that
many, perhaps most people will have some difficulties
with learning, thinking, talking, and writing, and
that
these cannot be overcome merely by writing techniques
and
study skills. Indeed, overcoming these difficulties
can,
for many people, only be part of a long-term
self-transformative or therapeutic process of undoing
the
damages of inflicted distorted communication ond
gaining
greater autonomy and integration. (209 25-6)
One of the bleakest moments for
a writer is the one
when he realizes that the editor has missed the
point of
what he is trying to do. (156 235)
Control. Never talk down to your
self or to your
audience. Be true to (1) self, (2) what's to be said, and
(3) the way of saying it (156 x). Style and personality
vary vastly yet each writer must control their material to
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the above standards, for example.
Control of writing, just like
any organization effort,
involves comparing actual to plan then ranking and
eliminating the ranked variances. The same control process
can be seen to apply to spending control, time control,
mission control, and life control.
Motivation
Our relationship with writing.
Most people do not
take the time to write. College students reflect our
non-writing citizenry. "Its too much work." "I don't
know
how." "I think as little as possible and write even less."
"if I need a school term paper, I'll buy one." "Writing
takes too much time." "Written works just gather dust."
We have achieved a literary-free
society with
seemingly endless time diversions. Granted, diversions
are
needed - but where does chosen written thought fit in our
lives? Don't we all have thoughts and interests worth
developing during our lifetime? "Better our will be read
during our lives then after." Perhaps we can put more than
our last will into our personal library. "Where do we
start?"
The will to write. As a start,
simply write instead
of buying the next greeting card which you send. Use one
single piece of paper - nothing fancy. Mail it and you
are
then a writer living with whatever fear comes with those few
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written lines. Other opportunities for writing are even
more intimidating - "Oh, for some words of wisdom." Thus
from a simple greeting card to our last will and testament,
we could all use some wisdom to help in our chosen writing
task as well as our life tasks.
The why of writing. We write when
we have some bit of
wisdom or insight to contribute. When we do choose to
write, our motivation ranges from sharing simple greeting
card feelings to stating our last will and testament. In
between we may have to do employment or school writing - all
contributions to world wisdom.
Third grade writing. Before discussing
world wisdom
let's review writing in the third grade. Four steps are
prewriting (getting ideas), writing (in words), revising
(make changes and rewrite), and publishing (sharing)
(248 35).
Prewriting involves a visualization,
specifically a
sketch. "Think of ideas...plan the story ending first....
Now make a story map... (248 141)"
Writing "the beginning...sets
the scene. It may tell
who...it may also tell where...and when it happens....
Next
write detail sentences....[then] the ending...will tell what
[and] why...(248 141-2)" "The topic sentences tell the main
ideas of the paragraphs. (248 348)
"Ask your listener how you can
improve your story.
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(248 142)" Revise. "Notice how the story is easier to
read...(248 142)"
The third grade text portrays
publishing as editing
marks for corrective action. Thus publishing can be seen,
unfortunately so, to be removed from the audience reading
enjoyment derived from sharing through publication.
Table B10 - Third grade writing advice
____________________________________________________________
Verb Descriptor
Noun From
__________ ______________ _____________ _______
think enjoyable
ideas 248 141
plan story
ending 248 141
make story
map 248 141
set beginning
scenea 248 142
write topic
sentencesb 248 348
write detail
sentences 248 142
end enjoyable
taskc 248 142
ask listener
advice 248 142
share enjoyable
task 248 35
____________________________________________________________
Note: aWho, where, and when.
bTells main idea of paragraph.
cWhat, and why.
Short course on wisdom. Everyone
feels that wisdom
exists somewhere. Generation gaps can be seen wisdom gaps.
The arguement over the wisest continues, and certaintly
unproductively so. Diversions can be seen as wisdom gaps.
The gaps are obvious seemingly everywhere, yet..."Where is
wisdom?" It's hidden to say the least.
Most humans, somewhere, sometime,
eventually search
for some type of truth as represented by wisdom. Some even
write about the search. Thus we all die trying - either
in
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search of truth or in the diverted escape from truth.
Wisdom, for all, does exist somewhere.
That can be
seen as wisdom-lesson step-one.
Lesson two questions where wisdom
resides. Answer -
humans store wisdom in a hierarchy of places.
Table B11 - Where wisdom resides
____________________________________________________________
Type of wisdom Wisdom
places Comment
___________________ _____________ __________________
4. written thought in libraries
personal included
(cataloged stacks)
3. thought
in myths sparked by ritual
(leader vocalized)
2. personal experience in memory artifact
sparked
1. thought remnants in artifacts
____________________________________________________________
Note: Reference seems to have been lost. The types are
numbered with their originally presented order.
And the re-search of general wisdom
proceeds forever
through the philosophy of liberal arts questioning.
The point of getting a liberal
arts education...is to
get some sense of the sorts of questions that have
animated and continue to animate the human mind,
as well
as a small assortment of facts and information that
bear
on those questions - and to participate at some
level in
the process of trying to answer those questions
as well
as discover new ones. (209 1)
Questioning and its refinement
in active listening can
thus be seen "as where wisdom is at."
Getting started. Each of us is
familiar with a
shopping or reminder list (a form of outline). Each of
us
is familiar with taking a phone message (a very short
letter). Those two simple skills are the bottom rungs of
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the writing process ladder - with traditional dissertations
as the top rung of the degree-education ladder.
Climbing the writing ladder can
be a life-time work,
fulfilling the basic growth need24 Changing that growth
need to an individual's will to write involves a personal
choice to action.
Young children jump to answer
the phone and broaden
their world (growth). Their ability to relay a message
however, needs development - a matter of form, not topic.
We all have plenty of interrelated topics to write about.
Yet, the focus on form, blocks many from the intellectual
growth inherent in the writing process. Hopefully, common
sense will guide future choices toward easy and
self-rewarding writing.
Stepping up. The transition from
writing a shopping
list or phone message to writing a letter, an essay, a
thesis, or a dissertation, takes time - sometimes years and
decades. Yet it's never too late - the success of adult
education proves that. Writing education, however, seems
impossible since our culture "successfully" produces
non-writers in the majority. Yet writing remains a matter
of choice and time, rather than skill. So be encouraged.
____________________
24Some people profess that growth
and maturing are a
life-long process (Alderfer and Argyris among others).
It's
never too late!
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How does one save themselves or
others from the
seeming morass and intimidation of writing education? The
answer - first reference a form of writing, then take the
time to write. If you can't write legibly or fast, or type
- if you don't choose the time to write and rewrite with
focus, then one cannot produce a mass consumable product.
Writing with focus takes time - directly related to how far
you want to proceed up the writing process ladder.
Thus both a strategic focus and
a problem of time
application can be seen. The strategic focus can be seen
as
the choice of topic and sub-topics. Sub-topic choices
assist in time control, especially when combined with a
stepped perspective on form.
Time choices. The motivational
problem can be simply
seen as having a sub-topic of sufficient interest so that
the perceived writing benefits justify the time cost. Then
the problem reduces to dodging competing demands for time.
Once a sub-topic focus carves out enough time for writing,
then the following stepped perspective on form may be
helpful.
Shopping-list approach. The simple
shopping list can
be seen as the basis for all writing. The simple list
portrays the future contents of a shopping cart or the past
content of a phone message. And the simple list is equally
necessary to indicate the contents of a letter, an essay, a
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thesis, or a dissertation. For example, the second draft
working "index" list was 27 pages.
Thus a topic delimitation, an
outline, a table of
contents, an index, a list of tables, a list of
illustrations, a bibliography, author's notes, endnotes,
footnotes - all of these "high-powered" writing divisions,
are simple lists, and can facilitate the focused incremental
time cost choice.
Written notes. The low technology
mechanics for
writing lists can be seen as the notecard - each notecard
being one single database record ready for manual sorting.
The low technology notecard handles the smallest form of
narrative - the thought. The low technology notecard also
handles the documentation of the works to which your topic
relates - one work per card, sometimes they are called
bibliography cards. The first draft is written from those
"pre-draft" notecard thoughts and document cards -
sometimes.25
High technology electronic word
processing longs to
____________________
25At Benedictine College, Spring
1990, only one of
30 business majors, in their capping course, Business
Strategy, chose to use notecards for a potential 100 page
semester paper - not an uncommon failure of the English
composition prerequisite course. Thus the paper-writing
capping courses need some sort of writing composition lesson
reinforcement. This paper held on reserve for student use
can be seen as serving that purpose.
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reconcile with the low technology of written notecards which
still lingers in writing texts. The move from low to higher
technology presents an interesting challenge for writing and
capping course faculty. If high technoology can lead to
higher productivity, and if composition text writers
advocate greater productivity, then the aspiring writer
might justifiably expect that composition texts give
note-taking examples which are computer oriented. High
technology applications, however, require extra learning
time.26
Regardless of high or low technology,
all the
remaining promised feats and features of composition and
rhetoric are built on the list and note concepts.
Hopefully, the lists and notes represent sub-topics which
can build to the topic and subject levels - especially
mandatory for the major essay, thesis, and dissertation.
That building structure should be constantly watched and
strengthened.
Learn by doing. The objective -
____________________
26The application of computer
technology for this
dissertation project involved much learning time - much more
input of time on a theoretical basis. On a practical basis,
without the extra computer associated extra time, the output
of a completed dissertation woould have been zero. Thus
measuring pre/post-test with/without computer, the
withcomputer scenario provides an infinitely greater ratio
[of productivity]. "I did it my way."
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Achieve the greatest strength
and the least clutter.
Can such...be taught? Maybe not. But
most...can be
learned. (156 6)
Strip every sentence to its cleanest
components.
Every word that serves no function, every long word
that
could be a short word, every adverb that carries
the same
meaning that's already in the verb, every passive
construction that leaves the reader unsure of who
is
doing what - these are the thousand and one adulterants
that weaken the strength of a sentence. And
they usually
occur, ironically, in proportion to education and
rank.
(156 7)
Education and formal rank bring
clutter to a writer's
life, akin to the time competition mentioned above. Clutter
can be debilitating - counter with the simple list that
links with the sub-topic, topic, etcetera hierarchy.
Written pattern. The list representing
the present or
future thought-notecard-records, provides the form
foundation of writing. Collected and sorted, the notecards
represent the initial "package" to be translated into the
"first draft." Thus, as shown in the table below, the form
element of the suggested normal pattern of writing replaces
the topic as top priority. Other changes in the order of
the ranking are made to follow a presumed more natural
approach to writing. The parenthetical numbers preserve
the
ranking of the "expert."
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Table B12 - pattern of ranked writing tasks
____________________________________________________________
Rank Writing task Comment
____ ________________ _____________________________________
3 a focusing form manual or computer
list and notecards
1 a focused topic not necessarily delimited
4 the first draft a failure unfit beyond
the author
5 several redrafts called rewriting
2 an audience
into the world beyond the writer
6 editing
depends on publisher requirement
____________________________________________________________
Note: (200 v) rearranged above.
The initial form. The first list
of thoughts and the
banded bundle of thought-expanding notecards provide the
first writing output.
If you can't produce a notecard
product in workable
form, muddling and limitation of growth result - adding
frustrations (writing blocks) to discourage an already
time-poor aspiring ladder climber.
Notecards need headings.
Likewise, electronic notes
need headings for each thought. That initial list of
headings and some notes comprise the first writing output.
Trust your material - it's stronger
than you think.
But it's only as strong as the structure you build
for it
and the control you maintain over it from the first
sentence to the last. (156 229)
To incur less frustration, "package"
each output of
your writing as if you were sending it off to another
person. Your resulting confrontation with your own mind
will improve your product.
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The initial list builds up to
an initial title page.
A purposeful title page has on it a strategy statement.
A
future table provides an example.
Writing frustrations.
All [authors] are vulnerable and
all of them are
tense. They are driven by a compulsion to
put some part
of themselves on paper, and yet they don't just
write
what comes naturally. They sit down to commit
an act of
literature, and the self who emerges on paper is
a far
stiffer person than the one who sat down.
The problem is
to find the real man or woman behind all the tension.
For ultimately the product that
any writer has to sell
is not his subject, but who he is. I often
find myself
reading with interest about a topic that I never
thought
would interest me - some unusual scientific quest,
for
instance.
This is the personal transaction
[the literature act]
that's at the heart of good nonfiction writing.
(156 5)
Subject
The way to a specific topic.
In the spirit of
scientific specificity, any author chooses a topic from a
vast array of knowledge items. Many schemes represent the
world's vast array of knowledge - the dictionary, thesaurus,
encyclopedia, the Library of Congress Subject Headings,
theory structures which encompass the topic, a profile of
significant authors who have dealt with the topic, the
course content of related academic programs, the experience
of job biography, dissertations, test measurement
instruments, and the associated fundamentals of other
scientific fields. Note the parenthetical reference
examples.
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Additionally, the true spirit
of scientific
specificity demands relatedness as in psychology or
association as in statistics. For example, the American
Psychological Association, revered for its style manual has
certain delimitations for screening potential journal
articles.
The APA deals with three
types of writing: (1)
empirical reports of original research, (2) critical
review evaluation of published material, and (3)
theoretical papers where author draws upon existing
research literature to advance theory (62 21).
To the contrary of high powered
research writing,
there are hundreds of other "audiences," one for each piece
of writing.
Topic within subject (delimitation).
Topics are
narrower divisions of a chosen subject. The Library of
Congress Subject Headings define the exact terms of the
whole-world of subjects. The LOCSH system provides
standardized topic divisions for the cataloging of wisdom.
Using the LOCSH total-wisdom list helps to delimit the topic
for the benefit of the audience and for the ease the author
as an audience of one doing research. The LOCSH illustrates
present terminology and thinking, and activates a process of
thinking in terms of "standard" scientific format. The
LOCSH also encourages scholarship by pointing directly to
the library stack numbers where further wisdom exists.
Thus
the writing process has quickly turned to reading (where
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scholarship identifies with referenced notes).
Table B13 - LOCSH exploration of writing
____________________________________________________________
Writers...
USE...
[telling you where to go]
Writer's block
UF Block, Writer's
[indicating a "used for"]
BT Authorship-Psychological aspects
Inhibition
[telling of a "broader term"]
Writing [Z40-Z104.5]
Here are entered works on the process
or result of
recording language in the form of conventionalized
visible marks or graphic signs on a surface.
Works on
the writing of a particular language are entered
under
the name of the language...
Works on variations in the style
of writing in the
past, and especially with ancient and medieval
handwriting, are entered under Paleography.
Works on written languages as
a form of communication
or discourse are entered under Written communication.
RT Penmanship
[telling a "related term"]
History [P211]
[indicating "Writing History"]
Written communication (May Subd Geog)
[P211]
[may subdivide geographically]
Here are entered works on written
language as a form
of communication or discourse.
____________________________________________________________
Note: (50 sv).
Scholarly reading as research.
One advantage of
writing comes in the opportunity to read and reread what was
written. The author and audience reads, thinks, rereads,
rewrites and takes notes (even mental) until closure.
Closure may be as simple as putting
the work aside for
a time. Closure may also mean publishing a book.
The book,
in turn, can be read and reread by many.
Thoughts are aroused by most reading.
And when
thoughts are written down in margins, on notecards, or
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directly to a computer file, scholarship takes place. Notes
are the first step of scholarship - a recent 14th century
world accomplishment. Notetaking can be seen as the
elementary proof of scholarship.
Writers as readers. How
do you feel about reading?
Consider the following:
1. The point of critical reading is not "to tear apart."
When we read for significance, we study the details
only
to see their relationship to the whole. It
is the total
effect, the feeling captured in form, that we want
to
appreciate. The final step in serious reading,
then, is
to draw together all that we have seen and to consider
its relationship to the human emotion the art expresses.
(200 360)
2. Writing about abstract ideas may be the most difficult of
all types of writing. The problem is that
writers know
precisely what they mean but fail to recognize that
their
words do not express their meaning. The reader,
however,
knows only what the words actually say; we can't
look
into the writer's mind. (200 426)
The first consideration aligns
with organizing a
strategy. The second justifies ignoring a possible message
which may require more reader thought instead of accepting a
writer's failure. Through disrespect of written work our
culture seems to limit writing and thus the critical thought
which accrues from, and only from, writing.
As a reader, consider the following challenge:
Almost all art forms, and
especially literary forms,
must be experienced more than once. There
is no escape
from this fact: art demands your participation,
your
committed involvement. (200 351)
This advice also applies to rewriting.
Confronted with disrespectful
critique, many aspiring
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author's choose to not write and to not read critically - to
simply limit the self to conversation - coloquialism. Does
coloquialism then equate to being stupid? Not at all -
but
coloquialism sure limits one's relatedness. People need
to
expand relatedness in their lives in order to grow. Growth
being a universal need (the Alderfer, Dyer, Maslow chain of
thought). Some call the attainment of relatedness and
growth by the terms fulfillment, fullness, or simply a full
life.
Writing can be an enjoyable life
expanding activity.
Context and perspective.
Where does writing fit in
one's life? The answer lay in the emotions, needs, and
wants of the individual yet universal person.
Most of us live most of our lives
in a world dominated
by emotion that we seldom understand: we fall
in love,
we pursue each other sexually, we hate, we are horrified
by the evil we think we detect in others, we admire
the
nobleness in some, we weep at loss, and we celebrate
-
sometimes just because we are alive. It is
exactly this
chaos of emotion which logic teaches us to avoid.
By
contrast, the [non-written] artist attempts to deal
with
emotion, not by avoiding it, but by giving it shape
and
form. All art [including writing] is primarily
an
expression of feelings structured according to the
private vision of the artist. This ordering
of feeling
is the key to the way art educates our emotions.
(200 338)
To use writing to self-educate
our emotions is to see
the ways in which we (1) feel loved, (2) are joyful, and (3)
become free - the "good" feelings.27 Can these good
feeings be organized?
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Education attempts to organize
the individual, and
thereby the whole of culture. Order or organization of
humans, when accomplished rationally can produce
synergism.28 The organization for, and management of
synergism witnesses individual satisfaction in terms of joy,
love, and freedom feelings.
Last and most important, time
demands must be clear -
dealing with abstraction takes mental work and thus consumes
time. This paper for example has taken 158 hours through
thirteen weeks.29
A taunt. Along with the
emotion and logic of writing,
there occurs a third approach to writing - intellectual
laziness.
Some problems to clear reasoning
derive less from
emotional blocks than from lazy thinking.
We prefer
simple ideas to complex ideas. Truth always
seems more
evident if we don't bother to consider details or
consequences. (200 292)
Here now enters time and writing
as an answer to
personal satisfaction pertinent to the feelings of being
loved, enjoying, and choosing freedom.
____________________
27The emotion or feeling continuums,
proven
universial by psychological science, are love-hate,
joy-sorrow, and freedom-fear. Many times we cannot control
our feelings, but our actions can reflect the love, joy, and
freedom emotions through personal choice.
28Synergism reflects an organization
whereby good
feelings are generated.
29Specifically weeks 28 through
40 of 1990.
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A way out. Writing, and
more specifically rewriting,
provides a way out of confusion.
Confusion associates with non-organization
- a sort of
non-application and/or non-documentation of thinking. So
then, if organization is the way out of confusion, writing
is a way of organizing. Writing simply documents the
organization of bringing abstractions together. Writing
thus organizes relatedness - a basic human need before
intellectual growth can take place.
Do not fall for the trapping that
scientific writing
provides philosophic balance. Some PhD courses provide
the
psychological basis for a balanced writing context, but
those courses, as well as masters and undergraduate courses
do not promote balanced writing enjoyment.
The APA, for example, discourages
piecemeal, single
correlation, negative result, inadequate experiment
control, or trivialities (62 19). APA publication
is
centered around significant research questions,
reliable
and valid instruments, clearly related variable
measurement, subjects who are representative of
a
generalized population, ethical subject treatment,
and a
research design which unambiguously tests the research
hypothesis (62 19-20).
Substantial professional contributions
may include
formulating the problem or hypothesis, structuring
the
experimental design, organizing and conducting the
statistical analysis, interpreting the results,
or
writing a major portion of the paper. Lesser
contributions, which do not constitute authorship,
may be
acknowledged in a note...(62 20).
The scientific formal writing
challenge is thus cast.
Authorship, however, involves responsibility for the context
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of a published work. And the author can be best encouraged
to write beyond the confines of their profession.
Integration and the resulting synergism of different
specialties provides at least one justification.
Writing and listening.
Writing well is not an inborn
skill, but an acquired
one: You will become proficient only by writing
and
writing, experimenting with different strategies,
listening to the responses of readers. (195
1)
One's choice of time simply activates
"writing and
writing," but this word "strategies" has a greater
complexity.
The third grader's writing advice
also grows in
complexity.
Table B14 - Writing advice grows in complexity
____________________________________________________________
Act Verb Descriptor
Noun Pre From
____ __________ ______________ _____________ ____ _______
think
ideas
248 141
plan
story ending
248 141
make
story map
248 141
set
beginning scene
248 142
write
say1topic sentences
248 348
write
say2detail sentences
248 142
write
say3summary sentences
209 12
write
linearity trip
209 13
end
task
248 142
ask
listener advice
248 142
ask
listener advice
195 1
revise
work
develop strategic
wile
195 2
write
theoretical facts
209 14
critique analogous
works
195 2
____________________________________________________________
Note: Based on previous table on third grade writing advice.
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Section B2 - A chosen strategy
Theory W waxes strategy
Writing needs a wile. An
electronic thesaurus
(202 sv) provides several forms of the word "strategies" -
stratagem, strategic, strategy, and stratum. Each of the
four wording forms are explored below.
First we look at the singular
of strategies -
strategy. Strategy turns to be simply a plan - a wile,
if
you are looking for a W word. A wile attracts, and to wile
means that the author presents an attractive plan or
strategy - one that attaches to the actualization of good
feelings.
Further sourcing from the thesaurus
indicates the same
for strategem - our second of the four explorations.
Third, we see strategic (202 sv)
as critical,
essential, integral, necessary, and significant.
Finally we distinguish stratum
(202 sv) as indicating
rank.
Theory W strategy defined.
Combining critical with
rank, the critical rank can be understood and intrepreted as
the critical path of actions coordinated (aimed) to the
attractiveness of good feelings.
Thus the Theory W representation
of a wile comes to be
an attractive critical path of action (the way) of
accomplishing something. A singular wile, path, or action
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indicates a choice from several alternatives (assuming the
isolation of the alternatives).
Writer as strategist. Enjoyable
writing develops a
wile (and takes a while to develop - forgive the pun).
The
development of that attractive aim comes through choice -
the choice of the natural learner (enjoyable, loving, and
non-fearful).30
Beyond practicing the pursuit
of good feeling, writing
facilitates reading. Reading and writing go hand-in-hand.
Writing establishes a purpose for reading. And reading,
in
turn, develops writing skills in three ways - (1) "by
introducing varieties of behavior and ways of thinking that
would otherwise remain unknown," (2) by exposing "a broad
range of strategies and styles," and (3) by becoming
"increasingly sensitive to the role of audience in writing.
(195 1-2)" Thus an initial task of one's writing might be
"reading the work of others critically, discovering
intentions and analyzing choices...(195 2)" Critical-reading
and scholarly-reading are synonymous.31
In writing a paper, you should
be in control of what
you are doing. This means that every single
sentence in
your paper should be there for a reason...(209 11)
____________________
30Two ideas are combined - the
Piagetian school and
basic good feelings.
31Criticalness in general practice,
unfortunately
aligns closely with negative evaluation. We are a defensive
society which blocks scholarship and organization synergism.
Wording
Theory W a99
Say what you are going to say in
that paragraph, then
you say it, and then you say that you have said
it.
(209 12)
The difficulty of...[non-linearity]...can
exert
a paralyzing influence on the writer, because every
linear representation of the thought (or reality)
may
seem false or distorted or an oversimplification.
(209 13)
Facts have significance only with
regard to some
theory or intrepretation for which they are relevant;
it
can even be argued that what counts as facts are
determined by theories and interpretations.
(209 14)
After they have done their research...the
last
paragraph is written, [then] the body of the story
is
written. The last thing written is the first
paragraph,
which serves as a way of introducing the reader
to the
story. (209 15)
Make your version of history more
accurate and more
complete. Such a history is often called a
"review of
the literature." Theses and dissertations
usually begin
with [same]. (209 18)
To see what a classic, first-rate
review of the
literature looks like, read the Introduction to
Freud's
"The Interpretation of Dreams." (209 20)
The complexity of writing advice
now takes on the
element of precedence, that is, some acts come before
others.
Wording
Theory W a100
Table B15 - Writing advice now needs structure
____________________________________________________________
Act Verb Descriptor
Noun Pre From
____ __________ ______________ _____________ ____ _______
1 think
ideas
248 141
2 plan
story ending
248 141
3 make
story map
248 141
4 set
beginning scenea
248 142
4 write first
paragraph 16 209 15
5 write say1topic
sentencesb 248 348
6 write say2detail
sentences 248 142
6 attain writing
objectivesc 195 vii
7 write say3summary
sentences 209 12
8 write linearity
trip
209 13
9 end
taskd
248 142
10 ask
listener advice
248 142
11 ask
listener advice
195 1
12 revise
work
13 develop strategic
wile
195 2
13 write a "why"
focal aim 195 9
14 write theoretical
facts
209 14
14 render literature
review
209 18
15 critique analogous
works
195 2
16 write last
paragraph 14 209 14
17 entitle purposeful
main idea 195 14
____________________________________________________________
Note: Previous table of more complex writing advice now
receives a previous act interpretation to provide several
paths or a developing path of linearity.
aWho, where, and when.
bTells main idea of paragraph.
cDescribe, narrate, exemplify,
analyze process,
classify, compare, analogize, define, show cause-effect, and
persuade.
dWhat, and why.
Reading and writing critically.
We have touched on
the idea of the critical path leading to the purpose (aim)
of writing. And we have looked at reading's relationship
to
writing. Reading supports writing, especially critical
reading where the reader is the expert - the expert worker
Wording
Theory W a101
who looks for something. Not necessarily a predisposed
something, but a unique something that may or may not be
triggered synergistically by the words. Specifically, the
expert reader-worker has a scheme (or plan or strategy if
you will) to which to compare the work being critiqued.
In writing wisely the author becomes
an audience of
one. Thus no matter the marketability - authors can serve
themselves with good feelings.
Reading tactics. Reading
has two levels of operation
- a plan (objective or aim) and mechanics, just as war has
strategy and tactics. Reading mechanics include citing
other works, speculating about the work's aim, scanning the
text, perhaps reading twice, making notes, and fitting what
you learn into a general scholarly personal scheme
(195 3-5). Before pursueing the tactics of reading, let's
pursue an understanding of the strategies of writing in the
form of objectives.
Objectives of writing. Theory
W views strategy as a
process where the main philosophical aim relies on the
expression of measurable objectives. These objectives are,
in a sense the subordinate aims within the strategy process.
The objectives of writing are
description, narration,
example, process analysis, division-classification,
comparison-contrast, analogy, definition, cause-effect, and
argument-persuasion (195 vii-xi) - ten objectives in all.
Wording
Theory W a102
In a composition course, the attainment
of writing
objectives brings letter or percentage grades. In Theory
W,
performance measurement simply amounts to yes, no, or mu.
To those even slightly familiar
with composition, some
of the ten objectives should "ring a bell." Those divisions
are meant to be all inclusive. They are what writing is
all
about. Writers spend their careers experimenting with them.
The attainment of one or more, as a subordinate aim or aims,
supports the main aim or idea of your writing work.
The completion of these objective
tasks complete the
wile in a secure and wise fashion.
The written work's main idea.
The why of the above
objective tasks becomes the focal aim of your strategy.32
That focal aim equates with the work's purpose, meaning,
chief point, or main idea (195 8-9) - the central intensity
of the work. The ten objectives as subordinate ideas
support that central intensity.
The aim draws strength from an
envisioned audience.
Yet that audience strength, many times, amounts to a
projection by the author. And the author-audience's buying
____________________
32 An organization chart of Theory
W:
/\
An aim on top /__\ sometimes called a mission or philosophy
/ \
Objectives /______\ measured (likened to an
MBO program)
/ \
Actions /__________\ coming out of individuals'
choices
Wording
Theory W a103
and synergistic powers can be seen as real. Thus writing
can be a personal challenge to the unknown element of the
audience - that potential for synergism, unknown to the
author, yet potentially anticipated by the author. The
reader, in the end, can be respected as creative - going
beyond the author!
Subordination of writing.
The aim of any writing work
fits into the author's aim in life - thus the work's aim
becomes a subordinate objective. So to with the audience
-
the reader has an unknown higher aim - unknown to the writer
and many times inexplicable by the audience. Strategy is
thus relative, yet for the writer, the aim of the work at
hand should be concrete. Then the ten objectives can be
visibly structured into an outline or table of contents
which lead directly to the narration.
Expressive narration. Words,
sentences, and
paragraphs are build by the individual author to express -
"to make meaning clear and vivid. (195 10)" The measure
of
accomplishment, either yes, no, or mu, is always personal to
the author, first and foremost. The first evaluation closes
to some accomplishment of satisfaction - apart from the
audience at large. Getting by that inner audience of the
author's self is the first hurdle for the prolific writer -
and many times the biggest. This highest hurdle is not
really surprising, since aspiring authors are funneled in
Wording
Theory W a104
school directly to lofty examples, instead of practicing the
joys of improvement and growth from where they are. Writing
can be a natural learning experience. analogus to Piaget's
trail of thought. The important point is that student's
are
challenged to write their thoughts - even if they choose not
to do so. The challenge to the student-aspiring-writer
is
to clarify their writing in personal terms -
You may need to explore your subject
for a while -
even to the point of writing a draft - before they
become
clear to you. (195 13)
Subject probing - dreaming.
Now the "rubber meets the
road." Theory W uses the word willpower for this juncture.
Willpower or just plain will is a matter for choice - the
choice to action. And action takes time. For example:
Some [writers] concentrate
intently on the subject
for, say, an hour or two, writing down every thought,
no
matter how irrelevant it seems. Others just
start
writing a draft, focusing not on organization or
style
but on the implications of ideas and their connections.
Still others incubate the subject, carrying it in
mind
while pursuing other activities, making notes of
useful
ideas and details as they occur. (195 13-4)
Timewise, this probing phase is
minor - taking few
hours.
Writing one sentence. "When
your purpose and main
idea are clear, you should...state them in a thesis
sentence, an assertion about the subject. (195 14)" This
point on the critical path of writing represents a definite
closure experience - you have closed the first several hour
Wording
Theory W a105
task of writing.
A following table provides a referenced
title page
format - a lesson not universally stressed in English
composition.33 Keep the title page in mind. It represents
your writing aim - page number one.
____________________
33 One college composition text
suggests only the
title on the title page (66 492), thus missing the
opportunity to stress the importance of a strategy focus.
Wording
Theory W a106
Table B16 - Title page with strategic aim
____________________________________________________________
.new
begins a new page
.len 57a
(62 137) run alignment for printer
.new 3
eliminates widow lines
.ind 14
(60 268)
.top 2
(60 271-2) (62 148) (66 510) (58 1)
(66 495) number 2 on 4th page
(66 63) begins with "2" on 2nd page
Theory W page ---
runner
.end
.sin
(60 167)
.dou
(62 22,143,8)
<< quote & bibliography wedges
(60 167) ->>
<< paragraph & footnote 8 1/2"=85-15-10=60 11"=66-57=9
->>
<<- centering wedges
>>
.14 .7 .13 (60 252+) .22 (66 492) 15 word paper title (62 23)
.10 for 1 - 1/2 inches
THEORY
W ORGANIZES ADMINISTRATION STRATEGY:
BEYOND THE MATRIX AND FORMAL-FUNCTIONAL
STRUCTURES
5 lines (199 125)
______________
6 lines
.22 aim/audience (60 252 has.23) versus 3 inches chosen
Aimed at documenting the strategy process
experienced through several careers
in scholarly dissertation form
for the earned degree of
Doctor of Philosophy
.40 author (60 252 has .41) versus 6 - 1/2 inches chosen
by
H.L.Otto
Atchison KS
December 1990
Kensington University
Student 267187
Glendale CA
.57
Running head:
50 spaces long (62 148)
.new
can also be started from next file head
____________________________________________________________
Wording
Theory W a107
Note: T/Maker word processing code (193).
a To maintain no more than 25
lines of text per
page, double spacing and six lines per inch printing are
required (62 137).
Assuming you have written your
title page or perhaps
several title pages for different subjects in your life, you
have proof that you are an aspiring writer with concrete
intentions. This seemingly simple task is a well kept
secret in our strategy-aspiring culture. The title page
represents the focus of the writer's untold hours of writing
work - the writing work which actualizes subsequent pages,
be they two, ten, one hundred, or one thousand. Theory
W
calls this writing focus "the center of the web."
You have now taken aim - and if
you haven't closed
your aim, your performance grade is simply, "No." That
does
not equate to failure. The "No" represents the choice not
to have taken strategic aim. The alternative of continuing
without initial focus risks (1) wasting time, and (2) not
developing a delimitation for what you want. The latter
being most important. The former identifing with the normal
failure of writing. Thus an aspiring prolific writer's
life
identifies with a strategy of refocusing "failures" - not in
"giving up." The aspiring writer stands rightly accused
of
wasting time when judged in reference to not focusing on
delimiting wants. However, when judged in reference to
their own chosen way to their why, their "wasted" time has
Wording
Theory W a108
purpose and thus is not wasted.34
A writing outline. The previous
table of third grade
writing advice whispered about an outline. And now that
an
initial idea of a Theory W set of work tasks has been
demonstrated in several previous tables, we can expand from
the initial structure and organize what can be seen as a
confusion of complexity. The complexity of writing can
be
seen as a major writing block.
The result shows in the following
table. Note that
the purpose of the title page (more of a philosophy) differs
from the many and separate task (action) problems shown in
the table. In the table, act numbers are added for use
in
referencing an explicit organization structure.
____________________
34 Professor Pigge, I think, was
referencing this
"wasted" time when he said, "Its impossible to give
visibility to the time of thinkers." Thinkers are
contrasted with "factory" workers who are timed into being
machines. Thus the timing of thinking or learning can be
associated with turning humans into robotic machines. This
overstates the fear of losing freedom as a result of being
timed, even by one's self.
Wording
Theory W a109
Table B17 - Initial dissertation outline
____________________________________________________________
Act Verb Descriptor
Noun
___ ________ ______________ ____________ ___________________
1 publish Theory W
applications
2 earn PhD
degree
3 quantify administration strategy
4 document individual experience
5 document education
experience
6 document business
experience
7 research organization structures
8 document scholarly
process
9 research writing
wisdom
10 create title
page
____________________________________________________________
Note: Based on the table with title page information.
Title development. Many
title alternatives tracked
the development of this dissertation. The following are
ranked from the earliest.
1993 - listening to OD head hunters
-
BEYOND MATRIX ORGANIZATION:
THEORY W RAISES OUTPUT-INPUT RATIOS
BY REENGINEERING
THE FUNCTIONAL STRUCTURE
1992 - a resume title, and a University
title
1990 - tied to LOCSH and taught
Strategy -
BEYOND MATRIX ORGANIZATION:
THEORY W INCREASES PRODUCTIVITY
BY LINKING TOP STRATEGY TO MEMBER
JOB DESCRIPTIONS AND WEEKLY REVIEWS
1989 application to the individual's
life -
FORMAL, INFORMAL, AND UNFORMAL
ORGANIZATION OF ANY HUMAN ACTIVITY
AS PRODUCTIVE WORK: THEORY W
1988 stressing the organization
of work -
THE FORMAL, INFORMAL, AND UNFORMAL
ORGANIZATION OF WORK: THEORY W
1987 a pre- and post-test instrument
-
FIRO-B
1986 in a Higher Education Administration PhD program
-
A CASE STUDY:
THE EFFECT OF SHARED WORK INSIGHT
Wording
Theory W a110
UPON GROUP INTERPERSONAL RELATIONS
THEORY W:
THE VALID USE OF ORGANIZATIONAL
FUNCTIONALISM IN RAISING
OUTPUT/INPUT RATIOS
OF MEMBERS AND INDIVIDUALS
BEYOND THE MATRIX ORGANIZATION:
INCREASING FIRO-B
PRODUCTIVITY BY SEPARATING
AND QUANTIFYING THE
PURE FUNCTIONAL STRUCTURE
Runner: Strategized work optimizes worker
performance.
July 1988 Columbus OH
The formal, informal, and unformal organization
of work:
Theory W
The purposeful title page begins
the complexity of the
writing process, seemingly complex because of the difficulty
of continued application of energy for the writing process.
Many composition texts offer advice. The following table
provides a list of steps which focus "up" to the why of
writing and "down" to the way of writing. The up and down
flow process of this strategy organization is designed to
change the world - as the top task of the table states.
And
world-change starts with just one sentence. It is your
sentence - not the anticipation of some audience's need.
Worry now only about your need - the bigger audience will
come later. Your one sentence title-page aim can now be
expanded.
Rackham's writing steps.
As with the development of
previous tables in this section, the following table's list
is also "out of order" in reference to the author's view of
presentation. Note in the reference column, the author's
order of presentation as signified by the page numbers in
the parenthetical references.
Wording
Theory W a111
The why-way sequencing of the
table presents a
strategy organization approach to the writing process.35
The writing strategy being the process, or sequence, of
moving from purpose, to the focused form, and then to the
implementation steps. In other words, from the top
why-function down to the bottom implementation-way.
Rackham suggests the following
pattern of 35 action
items - nine items for pleasing one's self, and another
extra 26 action items for those writers who want to change
the world. The extra work beyond pleasing one's self
provides the benefit of growth - both for the aspiring
writer and the world.
Theory W helps in the functional
documentation and
thus the investigation of a preceived pattern of human
action - writing in this case. Thus the aspiring writer
can
be advised to write about writing in order to witness their
understanding of the writing process.36
To investigate means to pursue detail in such a
way that
you begin to preceive a pattern or association that
suggests a reasonable meaning, a probable truth.
(200 170)
The following quote from previous
matter bears
____________________
35 Theory W purports to apply
to any process or
organization. Business strategy, for example, is the
process of moving from the organization mission, to the
supporting measured objectives, and then on to actualizing
the sequenced implementation steps. A separate dissertation
expands the idea of a Theory W.
Wording
Theory W a112
repeating as an entrance to not only writing complexity, but
as a Theory W entrance into solving the complexity of
organizing in general.
Some problems to clear reasoning derive less
from
emotional blocks than from lazy thinking.
We prefer
simple ideas to complex ideas. Truth always
seems more
evident if we don't bother to consider details or
consequences. (200 292)
When complexity arises, many times
the solution is
laziness rather than the "truth" of unblocking the
individual's progress of stepping up the list of writing
tasks. The table below summarizes one set of complex
detailed advise for aspiring writers.
____________________
36 Individual college faculty
must witness the
ability to understand writing. Some universities simply
promote the "publish or perish" tactic, but this does not
witness the faculty's ability to witness their understanding
of writing. To write about their writing would be a better
in-service program - if the faculty wanted same - as if
writing about writing were not an educational necessity.
Or
if faculty willed that kind of program be initiated by
education administration since faculty cannot strategically
lead. Theory W promotes strategic-leadership-structure
use
by any member as the organized-work visibility-leader.
Wording
Theory W a113
Table B18 - Writing process as a sequenced list
____________________________________________________________
To explain why to write, move up this list.
To explain how (the way) to write, move down this list.
____________________________________________________________
Verb-Descriptor-Noun Task
Citation
____________________________________________________________
reorder world pattern
(200 232)
infer conclusions
(200 119,254-5)
digest information results
(200 402)
edit 7manuscript itemsÆaæ
(200 262-76)
list paragraph parts
(200 154)
edit who/which/that
(200 56)
edit adjectives/adverbs
(200 57-8)
shape list flow
(200 46,79,147,88,239,48-53,308,15-9,67-70,96,414-25)
eliminate redundancy
(200 55)
edit simple action
(200 101,211,56)
combine 8scene elementsa
(200 92-5)
answer 5w+6 leada
(200 139,93-7,203-6)
report stoic objectivity
(200 134)
grasp reasoned observation
(200 118)
ware critical reading
(200 301-5,51-2,66)
test 4c observationa
(200 125-7)
ware critical thinking
(200 289-98)
acknowledge human complexity
(200 83)
understand 7 perceptionsÆaæ
(200 232-8)
ware time schedule
(200 388)
state further focus
(200 246-8)
cite prim/secon materials
(200 185)
quicken daily writings
(200 43-4)
prep fact collection
(200 128-31)
restart normal failures
(200 41)
please your self
(200 26)
create biased images
(200 22)
investigate probable truth
(200 170)
report entertaining objectivity
(200 135)
vary rhythm pattern
(200 209,12-7)
report 1st-person objectivity
(200 136)
focus common intelligence
(200 76)
develop natural voices
(200 33)
wake five senses
(200 16)
provide energy
____________________________________________________________
Wording
Theory W a114
To explain why to write, move up this list.
To explain how (the way) to write, move down this list.
____________________________________________________________
Note: Above indentation only begins to explain the
interconnections of tasks. Writing rather stresses
linearity in application.
aDetail needed to be noted.
Too few writing steps. One
could argue that the above
table's writing tasks simply boil down to (1) focusing the
imagination, (2) selecting the facts, and (3) intrepreting
the results (200 175-8). Unfortunately, these steps are
probably too far apart to help one reach the higher life
levels of even pleasing one's self. And definitely not
considering attempts to reorder world patterns for the
better. The importance and complexity of a writer's
explicit strategy statement should not be understated.
Theory W organizes writing actions as well as organizing (1)
any individual action structure, (2) a group of two, or (3)
very large group activity.
Table B19 - More structured writing advice
____________________________________________________________
Act Verb Descriptor
Noun Nxt Ref ? Whrs
___ __________ ______________ _____________ ___ ___ _ ____
50 reorder world
pattern 99 B12 n
31 publish theoryW
applications 50 B13 n
46 edit final
draft 31 B7
n
68 understand 7
perceptions 46 B12 n
42 choose
audience 68 B7 y
32 earn PhD
degree 42 B13 n
33 quantify administration strategy
32 B13 y
34 document individual
experience 33 B13 n
35 document education
experience 34 B13 n
Continued
____________________________________________________________
Wording
Theory W a115
Continued
____________________________________________________________
36 document business
experience 35 B13 n
37 research organization structures
36 B13 y
38 document scholarly
process 37 B13 n
02 plan story
ending 38 B10 n
04 set beginning
scene 02 B10 y
18 write first
paragraph 04 B10 n
39 research writing
wisdom 18 B13 n
40 create title
page 39 B13
y
43 focus
form 40 B7
y
20 write "why"
aim 43
B10 y
41 focus
topic 20 B7
y
17 entitle purposeful
main-idea 32 B10 n
19 attain writing
objectives 17 B10 n
09 end dissertation
work 19 B10
n 1866
12 revise
work 09 B10
n
10 ask listener
advice 12 B10 y
45 do several
redrafts 10 B7 n
79 vary rhythm
pattern 45 B12 n
76 create biased
images 79 B12 n
58 eliminate
redundancy 76 B12 n
53 edit 7manuscript
items 58 B12 n
55 edit
whoWhichThat 53 B12 n
56 edit
adjAdverbs 55 B12 n
82 develop natural
voices 56 B12 n
59 edit simple
action 82 B12 n
71 cite prim/secon
materials 59 B12 n
44 do first
draft 71 B7
n
60 combine 8scene
elements 44 B12 n
61 answer 5w+6
lead 60 B12
n
08 write linearity
trip 61 B10
n
07 write say3summary
sentences 08 B10 n
06 write say2detail
sentences 07 B10 n
05 write say1topic
sentences 06 B10 n
54 list paragraph
parts 05 B12 n
83 wake five
senses 54 B12 n
57 shape list
flow 83 B12
y
81 focus common
intelligence 57 B12 y
78 report entertaining
objectivity 81 B12 n
51 infer
conclusions 78 B12 n
62 report stoic
objectivity 51 B12 n
80 report 1st-person
objectivity 62 B12 n
65 test 4c
observation 80 B12 n
63 grasp reasoned
observation 65 B12 n
21 write theoretical
facts 63 B10 n
Wording
Theory W a116
52 digest information
results 21 B12 n
66 do critical
thinking 52 B12 n
14 render literature
review 66 B10 y
64 do critical
reading 14 B12 y
73 prep fact
collection 64 B12 y
16 write last
paragraph 73 B10 n
13 develop strategic
lure 16 B10
y
03 make story
map 13
B10 y
15 critique analogous
works 03 B10 n
70 state further
focus 15 B12 n
77 test probable
truth 70 B12 n
72 quicken daily
writings 77 B12 n
69 view time
schedule 72 B12 y
74 restart normal
failures 69 B12 y
67 admit human
complexity 74 B12 y
75 please your
self 67 B12
y
00 think
ideas 75 B10 y
____________________________________________________________
Note: was deemed redundant, NeXT replaced PREceeding,
REFerence replaced FROM, WHO was all hlo (the author), "?"
replaced DONE representing Yes No Mu & Routine, and HouR
replaced WholeHouRS. A first attempt was accidently erased,
the second attempt resulted in more linearity.
The NeXT structure associates
with left to right and
top to bottom English composition training. When manually
structuring, the ultimate-why places at the top of the data
base and is given the 99 next. At the end of the list,
the
action which is not used as a next is given the 00 act
number.
The dissertation hours cumulate
form third quarter
1989 per the early tables in this appendix.
Further focus. In the process
of closing the learning
about writing phase for this dissertation, the writing phase
of "further focus" came to reality.
The mass of research notes in
different forms became
formidable. Thus there came a time for catharsis, for a
pulling together and getting a grip on the whole thing for
definite delimitation. "Enough is enough" - the time for
Wording
Theory W a117
closure is at hand - the loose ends must be defined for
completion at another time and under a different and more
probable strategy.
The above table has remaining
work tasks for the
author. The table bases upon the total complexity of the
foregoing tables and brings forth the tasks which demand
time and energy. Thus a certain focus comes forth from
perhaps an ever growing complexity.
Notes
Put your need first. What
you want from the process
of writing can change your life and the life of others.
The
task of changing the world receives top priority in the
foregoing table as act 50. And changing the world begins
with your writing.
The writing process is thus designed
to change the
world starting with just one sentence. That one sentence
is
a sentence which expresses your need - not, for example, the
anticipation of some audience's need. If your need and
the
audience's need somehow fit, so much the better. From the
foregoing table the task of the one sentence can be seen as
act 20.
In summary, worry now only about
your need - the
audience will come later. Thus notes begin with a sentence
expressing the need of the author.
Adding other sentences.
Time is essential for writing
Wording
Theory W a118
- if you cannot set aside time to write, yet want to, you
are not in control of your time. You need to learn
elsewhere about controlling your time and your life.37
Then come back to the task of adding other sentences to your
aim sentence. Additional sentences eventually take the
form
of paragraphs - notes also take the form of paragraphs.
Notes as a proof of scholarship.
A previous section
referenced the thought of the first scholarship in our
modern world linked with notes in the margin of the
particular book being studied. That thought carries into
the large margins of today's school texts. For students
wanting to note a curiousity or comment, space theoretically
exists in the large margin.38
Both students and teachers would find their lives
easier
if college and university education focused more
explicitly on how to read, ranging from the physical
(e.g., speed reading, how to read without mental
lip
reading, etc.) to the spiritual (how to make sense
out of
texts). (209 20)
The process of understanding and
being able to use the
____________________
37 Alan Lakien's "How to control
your time and your
life." Original hard cover edition.
38 The author's college students
structure a
notebook which "pays" for the explicit display of student
thoughts resulting from each chapter. Unfortunately, most
students choose to copy direct from the text - they still
have not grasped the essence of scholarship and wisdom.
They are trained to be "vocational" - to be a memory
machine, rather than develop personal wisdom. Their choice.
As a result, their course passage and degree may not reflect
an appreciation of scholarship. The students are in school
- yet are not scholarly curious nor choosy, as in being
scientifically critical and just plain questioning.
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Theory W a119
content of a book or article can be speeded up immensely
if the reader first attempts to get hold of the
argument.
The argument can often be discerned through reading
some
combination [of] book reviews, book jacket, table
of
contents, preface, introduction, conclusion,
introductions and conclusions to particular chapters
or
sections, along with general flipping around in
the book.
In from five to twenty minutes. (209 21)
In reading, research, and lectures,
you should be
looking for problems, contradictions, and difficulties:
statements that contradict one another, ideas that
seem
confusing, fuzzy, or incomplete, facts that don't
make
sense or that conflict with theories, etc.
Contradiction
can be a consequence of mere unclear expression
or
laziness. But, more significantly, contradiction
can be
a sign of the weak points of a thought structure,
of
unanswered questions, of the limitations of a model,
of
the issues which most require elaboration and
investigation, of the inability of assumptions to
account
for things that need to be explained.... Contradiction
can be, as dialectical thinkers have always argued,
a
property of reality itself. (209 21-2)
The above quotes are referenced
using parenthetical
style. When "noting" in a margin of a text, the reader's
study obviously relates to that text as a source. When
creating "notes" in a notebook, the "writer" many times
disregards reference of the source - scholarship slips.
And
for the reader who does not write thoughts at all, the
spirit of the first scholarship falls to memory rather than
the skill of wisdom.39
Notes as a tool for school study.
When studying a
topic of science, many recognizable pathways exist. For
____________________
39 In a prior section of the appendix,
the
residences of wisdom were established as artifacts, minds,
myths, and libraries.
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example, when studying psychology the pathways are
psychoanalytic (Freud), behaviorism (Skinner), humanism
(Maslow), cognitative, and eclectic.
Likewise, the study of the notetaking
topic also has
pathways of learning.40 The learning brain has astounding
power and capacity along with its limitations. Thus the
brain needs assistance - including notes which provide for
faster cognition then linear reading. Linear reading takes
one thought and follows it with another, in a single traffic
lane of thoughts. Linear reading as a single lane of brain
traffic many times becomes stalled. To avoid specific
stalls and to move brain traffic faster, linear reading can
be complimented and supplemented by preparation notes which
are multi-directional and better suit the brain's desire for
interconnectedness and quickness. Linear-reading
preparation notes are constructed before the linear reading
takes place. Many preparation-notes suggestions exist -
thus the linear reading of the suggestions can be seen in
need of preparation-notes.
Preparation notes for the study
of notetaking. For
quickness and interconnection, the brain does not want
sentences and grammer. The brain can provide its own
____________________
40 Learning consists in understanding
and
remembering physical or mental experiences for future
actions which benefit the learner.
Wording
Theory W a121
"filler" - thus preparation notes skim many linear-reading
pages.
Table B20 - Essentials of study-reading preparation-notes
____________________________________________________________
PREREQUISITES
positive assertive idea about what you want to do
awareness of cognitive (learning) ability
evaluate your learning process (megacognitive)
PHYSICALS
15 minutes of prep-notes = a more productive reading process
3-ring college-ruled paper
never study without a writing or highlighting instrument
memory is a system of interconnections
MECHANICS
prep notes on left using "white space" to organize
class lecture notes on right in paragraph form
linear reading notes on right
reflection notes from class & reading in para form
review prior prep-notes before future preping
computers are not friendly enough for prep-notes
METHOD
preview topics & subtopics - 1st para & 1st sentences
twice
- conclusions & summaries thrice
- read aloud
- brainstorm on paper
review entire contents relative to the next test
diagram difficult material - including "space writing"
- 3x5 cards offer flexibility
attend lecture then thoroughly read the topic material
interact with lecturer even if only on paper
SQ3R SQ4R
READING
review the preview notes
highlight or circle key words - interconnect circles
use a focus card or your finger
read difficulties aloud and talk back to the author
speak aloud before writing notes
REINFORCE
write reflection notes & a practice essay
restate key ideas, definitions, and questions
- on a non-cramming basis
- in your own words
- on a recorder
create & use flashcards
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Theory W a122
"mind draw" ideas from recall, recorder, etc.
create oral testing situations
____________________________________________________________
Note- W.Pauk "How to study in college." Cornell system
for
taking notes.
- J.McIntyre (1987) "Learning style analysis
(3rd ed)."
- J.McIntyre "Timely tips for adult learners."
In
bookmark form.
- J.McIntyre (14 Sept 1991) "Studying."
A two hour
lecture at Kansas City Community College.
- Myers (1991) "Exploring psychology." SQ3R.
- T.Walter & A.Siebert (1987) "Student
success: How to
succeed in college and still have time for your friends
(4th ed)." Chapter 6 - Learning more with less time and
effort. New York :Holt, Rinehart, Wilson. SQ4R on
pp.80+
- H.Otto "Personal library folder 8."
The expert
student. Also see the Expert Student Workpaper System -
folder 108.
Table B21 - Theory W version of prep-notes essentials
____________________________________________________________
Act Verb Descriptor
Noun
____ __________ ______________ _____________
1 organize delimited
information
____________________________________________________________
Note: This act number is timed, the detailed acts in the
previous table are not timed.
The topic of bridge as a card
game provides an example
of delimited information. A separate appendix provides
the
study-reading preparation- and reinforcement-notes for the
topic of bridge.
Purpose of notetaking. History
places the proof of
scholarship with the margin note. English composition
Wording
Theory W a123
places emphasis on individual thoughts through the notecard.
Writing places the proof of scholarship with the connection
of notes to their source - other people. Thus wisdom builds
from history, through critical reading, through notes,
through writing, to the placement of the writing into the
"home" of wisdom - the library. A subsequent section
pursues the thought of a personal library. Here we pursue
the strategy of scholarship. Why "take notes throughout
your composing...? (66 9)" The answer - "so that you can
begin dealing with them instead of the whole text. (66
9)"
The old "divide and conquer" addage applies here.
You may get to a point where much evidence
seems to point
in a certain direction without being conclusive.
That is
the place where you can enjoy your "free country"
and
express your opinion. (209 23)
The use of footnotes will appear
easier if you think
of yourself as part of a community of scholars,
investigators, or knowledge-seekers (and you really
are).
(209 23)
Written notes document scholarship
- the harnessing of
many thoughts. Eventually a steering of harnessed thoughts
toward some purpose takes place - a future section pursues
the use of wisdom to argue toward conclusion.
Here we pursue the strategy of
harnessing many
thoughts. We are born with strategy - almost as soon as
the
two year old individual can talk, they simply want to know
why. If facilitated they will develop the rational why
for
their actions - via choice. Purposeful leadership results
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from that type of facilitation.
Electronic notetaking has advantage
and disadvantage.
Current composition texts do not yet deal with the how (the
way) of computerized notetaking (66 453-5). Personal
experience suggests the action of simply typing into a file
what would normally go unto the notecard. The problem comes
in arranging the notecard-sized paragraph blocks with the
computer. The computer does not provide the flexibility
of
a stack of notecards. Thus some form of multiple block
viewing and rearrangement technique must be mastered within
the limitations of the writer's software.
The advantage of computerized
notes comes in the
challenge to easily put the captured ideas into a styled
format which closes to some objective purpose. One example
takes form as a purposeful title page -
NOTES AND THOUGHTS ON THE WORKS
OF JOSEPH CAMPBELL: THE MYTH MASTER
An essay submitted to
whomever shows interest
in weaving the fringes of
Theory W
The writing of the notes ties
into this one sentence
purpose. Computerized note-taking also practices styling
discipline and has the potential of providing a finished
piece of writing in less time. Those pieces of note-work
can provide a lasting collage on which can be based further
personal and career growth.
Wording
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However, any lasting collage must
have reference to
world wisdom, thus note-works must be cited.
Some mechanics before style
Just as the above table differentiated
some mechanics
for the study-reading process, there are mechanical
considerations for writing - especially electronic writing.
Beyond typing skills, the writer must understand the machine
and the software. Then within that hard and soft domain
there are seemingly unlimited options which must be
delimited through rational choice so that consistency and
effectiveness may be served. Some of the mechanical
delimitations follow.
Citations. Reliability associates
with the printed
word. Evidential differentation sorts fact from opinion
(62 459). Factual information then provides the fuel for
critical thinking - the product being new, renewed, or
different ideas.
Source documentation (62 458)
validates consistency
with the previously printed matter related to the topic's
key words.
A research paper involves citations
(60 111) and
citations support rigorous writing. When writing rigorously
one should (1) be able to reference a source for a specific
purpose, (2) document the citation, and (3) subsequently not
have to reference that source again for that purpose. This
Wording
Theory W a126
fits with the assumed purpose of the AACSB strategy capping
course philosophy, thus should be evidenced in all college
papers. "In studies that involve relatively lengthly
reviews of literature, the footnote-bibliography format has
a distinct advantage over the references-cited format...
(199 43)" Refers to page turning especially with microfilm.
Since term papers are short and not microfilmed, the
complementary bibliography is not necessary. (199 43)
Parenthetic citation permits short
supplementary
footnotes and uses an Arabic numerical to indicate one or
more (62 463) works cited (62 462).
American Psychology Associaton
(APA) adds the date
dimension to the above referencing. The reference format
(62 467): author, date, part/article title, book/periodical
title, editor, edition, volume/series identification, place
and shortened publisher, and page numbers.
The works cited section follows
any substantive and
bibliographic notes - the bibliography section lists works
not cited (62 489).
Bibliography listing
(60 13)
(62 28,118-9,45)
(66 466 sin & dou)
(60 167 single)
Bibliography overrun indent changes
to four spaces to
match the quotation indent (199 44).
Electronic bibliography more obviously
fits into the
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Theory W a127
current wave of computerization because of database
characteristics. We can easily picture a list of works
listed in a file especially when each entry simply takes on
a number from one. A simple sequentially numbered
works-cited list makes the same sense. If required, a final
alphabetical list can be renumbered from one and the
parenthetical references in the text changed electronically.
Parenthetic citation is gaining
ground...[and]
recommended...by the Modern Language Association.
(66 463)
Parenthethical references are
now commonly
recommended. (60 12)
A good reference includes information
on (1) author,
(2) date, (3) title, (4) aide, (5) extra information, (6)
city, state, and publisher identification, and (7) page
numbers (66 467). The date in second place stresses the
importance of current information. Each author receives
double initials. Extra punctuation and spacing falls away
by using (a) fusing normal initial and name flow, (b) date
parentheses as punctuation, (c) no period on standard
abbreviations, (d) standard capitalized state abbreviations,
and (e) right-justification of the colon. Thus
computerization designed to double space after sentence
enders (.and :) will be neutralized yet the advantages of
automatic alignment can be used.
Another format recommendation
concerns indention.
Indention. Analysis of several
styling sources
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Theory W a128
indicates that a 3+3 scheme of indentation provides a
universal fit within the context of the many options shown
in the following table.
Table B22 - Indentions for writing composition
______________________________________________________________
Indent application Sourced recommendation
__________________ ___________________________________________
paragraphs (62
138 and 66 63 indent 5)
(66 520 indents 5-10)
(60 247 indents 6-8)
(199 131 indents 8)
quotes
(66 343-4 indents 10 plus 3 for new para)
(66 343 indents 10 plus 5 for new para)
(62 141 indents 5 plus 5 for new para)
(60 70 indents 4 plus 4 for new para)
(199 131 indents 3 plus 4 for new para)
references (66
463 indents 3)
(66 467 indents 5)
(62 145 indents 3)
bibliography (60 174 indents
5 plus 4 for new paragraph)
(199 44 indents 4)
enumeration (60 36
indents 5)
footnotes
(62 138 and 66 489 indent 5)
(60 249 indents 6-8 equal to paragraphs)
abstract
(62 144 indents 0)
glossary
(60 267 indents 5)
contents
(199 3 indents 2 for all levels)
table
(62 93 indents 3 between columns)
poem
(60 70 indents 4 for 1st line overflow)
______________________________________________________________
Note: Scheme of 3 + 3 chosen for this dissertation.
The same tab setting of six spaces
will be used for
paragraph and footnote indention.
Wording
Theory W a129
Section B3 - Writing as a life style
Writing style
Composition with a stated style
Editing the first draft
Writing style
Style can be defined as elegant,
fashionable, or a set
format of mechanics - among many other meanings (202 sv).
Beyond any one meaning of writing style, a personal
understanding of one chosen form eventually comes to
priority.
Understanding form should not
be a matter of joining
with a particular school or camp - rather, a style format
should be chosen based on empiric reality and explicitly
stated reasonable rationale. Take the table of LOCSH
exploration of writing for illustration. It demonstrated
that flexibility exists in the world of style. In addition,
a certain loosening of style rigidity can be encouraging to
a student of writing -
Study of the style manuals
of many graduate schools,
and suggestions made over the years by persons guiding
the preparation of theses, have indicated a growing
liberalization of the rules that govern style and
format.
(199 preface)
Kensington University recommends
Turabian style (60)
but also allows alternates (62) (199) (256).
The investigation of style builds from several ideas.
To investigate means to pursue
detail in such a way
that you begin to perceive a pattern or association
that
suggests a reasonable meaning, a probable truth.
Wording
Theory W a130
(200 170)
Human investigation can be observed
in a baby's
curiosity and with the two-year old child and their "why"
mentality - seemingly perpetual curiosity at the beginning
of the human lifetime. Then we "grow them up" and their
common sense reasoning seems to generally decline - perhaps
through association with lazy thinking in the world.41
All effective learners can provide
personal examples
of their being deceived by the multitude of myths in their
culture. Effective learners and educators properly place
myths in perspective together with logic, empirical reality,
and the respect of another's right (choice) to be "wrong."
Writing style can and should be developed to suit the
individual.
Some problems to clear reasoning
derive less from
emotional blocks than from lazy thinking.
We prefer
simple ideas to complex ideas. Truth always
seems more
evident if we don't bother to consider details or
consequences. (200 292)
Scholastic study. So what
is the truth about the
details and consequences of writing style? The literature
indicates a conglomerate of complex details. Perhaps the
____________________
41 The world includes education
which then further
includes parents, relatives, neighbors, and all levels of
education and employment. Too often educators ignore
empirical reality and perpetuate myths. An example among
many: "Tell...that new-born babies are brought by the
stork. He [the learner] hears only the distorted part of
what we say, and feels that he has been deceived.(196 vii)"
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Theory W a131
aspiring prolific writer can best proceed by choosing a
scholarship approach.42 The time for scholarship
development is "the sooner the better" and for encouragement
"its never too late." Non-scholarship short cuts carry
a
greater risk - just like life.
One universal writing style? Not
so much that their
exists one universal structure for writing success - rather
that the prolific aspiring writer develop an individual
rational success style through time expenditure. Then that
style, if argued successfully, and scholarly referenced, may
become part of the universal structure as well as the
writer's own instrument of good feeling. An alternate to
the study of writing style is to simply choose one style and
"be done with it." That however is not scholarly - it is
rather a biased selection versus a broader perspective which
encourages the development of unique human potential. In
either case -
The student...must adopt
one system and follow it
consistently...
Structuring writing success.
For centuries, sages
have attempted to portray their universal structure of
writing success. The collection of that writing wisdom
appears in texts which continue to attempt the combination
____________________
42 See previous section - Notes
as a proof of
scholarship.
Wording
Theory W a132
of particular success characteristics of individual writers.
This writing "science," if succinctly documented, provides
the jumping-off point for aspiring-writer enjoyment - I
repeat, only a jumping platform for diving enjoyment.
Thus the building of a jumping
platform becomes the
first task of enjoyable writing - a platform structure tied
down firmly to past wisdom.
Different texts represent different
views of writing
wisdom. These different schools of thought represent bias
-
bias, not for rigidity, rather bias presented for use by the
developing aspiring writer. Recognize that the caste of
any
particular bias exists against the want for individual
scholarship development, and specifically against the
freedom of chosen expression.
In the adult, according to
the Oriental view, these
[individual wants] are quelled and checked by the
principles of dharma, which, in the classic Indian
system, are impressed by the training of his caste.
The
infantile "I want" is to be subdued by a "thou shalt,"
socially applied (not individually determined),
which is
supposed to be as much a part of the immutable cosmic
order as the course of the sun itself. (197
21)
The problem of mankind today...is
precisely the
opposite to that of men in the comparatively stable
periods of those great co-ordinating mythologies
which
now are know as lies. Then all meaning was
in the group,
in the great anonymous forms, none in the self-expressive
individual...(197 22-3)
Beyond one writing school.
There can be personal joy
in the accomplishment of growing beyond any one school of
wisdom, as if any one school of wisdom was really true
Wording
Theory W a133
wisdom. Truth can become apparent by integrating various
schools of thought. Thus a final rite of passage in decreed
scholarship could or perhaps should recognize and use the
thought from several schools of writing.
Referencing begins scholarship.
No matter what set of
wisdom the aspiring writer chooses, the referencing of that
chosen wisdom provides the cement for a strong and lasting
jump platform. If the platform provides personal enjoyment
and satisfaction, it will have been constructed by personal
choice. Thus adequate educators need only provide models
of
writing wisdom with references. The student then can be
challenged to choose - and the choice respected.
A particular school of thought,
however, may not
accept particular references of other schools, nor the
practice of other schools.
Then all meaning was in the
group, in the great
anonymous forms, none in the self-expressive
individual...(197 22-3)
Audience "participation".
"The self-expressive
individual," in order to interface with any quasi-rigid
audience, best references the past wisdom which was
successful with that group - especially the favored
information directly related to the specific audience in
question. Thus the audience can easily identify with
familiarities. Further, any writing must be in attractive
form to be read by that one specific audience. On the other
Wording
Theory W a134
hand, the audience must not master the individual - rather,
by choice, the individual first develops the
self-satisfaction in their style. Self-development will
thus challenge the bias, myth, and lazy thinking of writing
style and composition as well as any other future topic.
One chosen style. The development
of this
dissertation's style is documented along with the citation
of many alternates in several preceeding and several
following tables, plus other incidentals. This represents
a
writer's personal scholarly choice in forging a prolific
personal writing style.
Composition with a stated style
Electronic writing. The
topics of note taking, note
headings, and referencing of those notes have been
previously introduced. When constructing a written work,
a
separate list of references definitely offers more
convenience if documented as a computer application.
Likewise, the relative ease of integrating notes, revising
text, and updating contents, makes computer application even
more attractive. Yet, even with obvious advantageous
computer applications, educators in general, still seem
inert to the promotion of just-plain enjoyable writing,
separate from taking on the challenge of integrating the
computer with enjoyable writing.
Many educators do not write and
more do not use
Wording
Theory W a135
computers - therefore the promotion of writing on the
computer is meager at best.43 Perhaps the computer,
properly organized, can help make writing "just-plain,"
acceptable, and therefore enjoyable.
Promise lies in the college computer
centers where
universal forms and standard instruction could offer an
excellent potential for, at least, eliminating most style
barriers. Computers can provide sensible style integration
if faculty would encourage the development of "computer
aided writing."44
As a college-educated person,
you will inevitably have
to become familiar with computers in your work.
As a
college writer, meanwhile, you probably have access
to
word processing facilities on your campus.
(66 533)
The potential of the facilities,
however, is too broad
and many times intimidating for students. Students rather
need specific direction - in style format as a first
instance. Software code should be prepackaged to suit the
particular want of the school and in the case of West
____________________
43 The Fielding Institute PhD
program required the
use of a computer with electronic data transfer capability
beginning in 1987. That philosophy - the application of
high technology to an ageless writing challenge can be seen
as attractive. This dissertation responds to the writing
challenge only in partnership with the application of
computer technology.
44 Interested college workstudy
students have make
able progress - especially when they are permitted to pursue
their own interests. One college composition text speaks
directly to the student.
Wording
Theory W a136
Virginia, the state system had a standardized set of "free"
software packages. Thus all faculty could reinforce the
particular writing style of their particular school. The
author, for example, provided computer tutoring for
interested Concord College undergraduate students and
prepared a course for Concord's Elder Hostel summer program.
Beginning composition. In
a previous section, the
"rubber met the road" with the title page format which
incorporated the writer's strategic aim. As the aspiring
writer "motors along" with computer writing, the strategic
aim should appear at the top of each chapter file as a
"runner" - that's the "final destination" of the writing
journey. And each integrated note "card" put into the
chapter file, having a heading assigned, should form a
logical thought flow in support of that strategic aim.
Reading the work's contents as an outline should verify the
logical thought flow.
Further notes, with their headings,
are integrated
into the work. Beginning with the strategic title page,
the
first note "card" integration, and every further note
integration and rewrite, can be linked to the initial aim of
the work.
Detail about contents generation.
Using the
computer's line copying ability, page through each text
file, copy the underlined headings to the bottom of the file
Wording
Theory W a137
- right under the text continuation link to the next file.
If you have an outline, insert it as you need it. The
writer can now integrate the two views using the computer's
frame or window ability. The original outline headings
will
not have underlinings, thus the writer can distinguish which
headings already have written text, from the headings for
which text needs to be written.
The updated file outline can then
be copied from the
bottom of that file to a table of contents file. Repeating
and reversing this process facilitates the way to the final
draft - a lot of work hours, yet a lot of accomplishment
satisfaction also. For example, the files for this
appendix, each with their own outline, began as the
following scheme -
wording.ewp - the print control
file
- changed to 0.ewp = base file
- final scheme (b 0) etc.
c.ewp - table of contents
1.ewp - chapters later changed to sections...
2a.ewp - Split because of computer
2b.ewp - file capacity limitations.
3a.ewp -
3b.ewp -
4.ewp -
5.ewp -
.ewp - changed to .ab = Appendix B
With literal notecards, the sorted
notes take the
place of the immediately needed computer table-of-contents
file. The following table presents a contents file of this
file - rewritten several times. Note that the aim and other
Wording
Theory W a138
chapter titles provide the "window" to the related text -
for those who do not have window software.
Remember that each paragraph or
set of related
paragraphs needs a title which fits into the table of
contents. Thus the essence of computer writing centers
with
the table of contents' phrases, each of which is a
"paragraph title." Paragraphs in the aforementioned sense
includes tables, figures, illustrations, appendicies - the
whole-paper parts or headings.
A table below lists "standard"
headings. Another
table below formats a table. And yet another table below
formats footnotes. These tables add formal definition to
a
writing style. Now on to composition.
Composition contents. Any
writing beyond the audience
entertainment purpose ("please your self" of a previous
table) should have a list of contents - a simple roadmap for
the ensuing trip. Being respectful of your readers, do
not
hide the content of your writing. Sophisticated readers
use
the table of contents to choose what they want to read -
much unlike an entertainment novel. The table of contents,
in a sense, references pathways into your writing - a
further sign of scholarship. An index simply arranges the
table of contents alphabetically and expands the reference
"headings" (also called key words).
Heading thoughts must flow from
one heading to the
Wording
Theory W a139
next. "Non-flowing" but important information or
connections are relegated to footnotes or appendicies.
The
following shows the flow of this file.
Table B23 - Contents
____________________________________________________________
Appendix B - EVER ONTO ELECTRONIC
WRITING (b 0)
Aimed at a well-bred dissertation
process and
the encouragement
of scholarly expression
in the aspiring prolific writer
Section B1 - A subject out of failure (b 1)
Section B2 - A chosen strategy
(b 2a)
Section B3 - Writing as a life style (b 3a)
Section B4 - Wisdom stands as arguable (b 4)
Section B5 - A personal-life library (b 5)
Section B6 - Journaling
(b 6)
Section B3 - Writing as a life style
(b 3a)
Writing style
The investigation of style
Scholastic study
One universal writing style?
Writing success structure
Beyond one writing school
Referencing begins scholarship
Audience "participation"
Composition with a stated style
Electronic writing
Beginning composition
Composition contents
Table B11 - Contents
(b 3a)
Table B12 - Heading levels
Table B13 - List of possible headings
____________________________________________________________
Note: The contents list is constructed before, after, and
in-between composition. When periodically copying to update
simply blank-out the underlining symbols (done above) and
the initial sentence words (done above), then page-number
the headings45 (not done above) for the finished table of
contents. Also copy the table headings for the list of
tables - then eliminate the table part of the table heading
for the table of contents (done above).
____________________
45 All headings are, in the end,
copied and
paginated from the final text.
Wording
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Table B24 - Heading levels
____________________________________________________________
Level Description (62 65-7)
_____ ______________________________________________________
all underlined for contents pickup
1 all capitals centereda
(66 73) (199 9)
fewest capitals to the left marginb
(60 11 bold)
2 "Chapter -," "Section -,"
3 major headingsc
(60 10 italics)a
4 indented six spaces
____________________________________________________________
Note: In structuring the text levels, the golden rule
followed was the action to eliminate redundancy (200 55).
Bold and italics are relegated to the publisher.
a Used to setoff title from the
purpose.
b Capitalize only the first word
consistent with APA
exceptions (62 58). Used level 1 for chapter headings (199)
to release another level.
c First level of (60 11).
Table B25 - List of possible headings
____________________________________________________________
LEFT UNDERLINED
copyright
(199 1)
abstract (after glossary 60 8)
(62 23,148) (58 70)
approval
(199 1)
acknowledgements(assistance,permissions) (60 3)
preface [context]
(199 1) (60 3)
study motivation, project background,
research scope, paper purpose
(60 3)
style variants
(60 8)
contents with tables and figures
(199 3) (60 3)
tables
(199 1) (60 82)
table head @ top vs fig head @ bottom (60 256-7)
figure captions separate from artwork (62 154) (199
1)
illustrations (before tables 66 1)
(60 99,255)
abbreviations
(60 1)
glossary
(60 7)
part title page
(60 9)
chapters
(62 149 not .new)
the lead
(156 65)
-introduction (importance, validity)
(199 1) (62 24)
Wording
Theory W a141
relation to whole problem
(199 9)
-hypotheses
problem statement vs study purpose
(199 6)
delimitation analysis specification
(199 6)
-general discussion
theoretical framework (who & when)
(199 6)
related research and professional literature
(199 6)
-original research design
(199 6)
experiment 1
(62 155)
experiment 2 (reduces following 1 level)
-method, stat techniques, data, tools (62 25,149)
nonevaluative analysis of dataa
(199 7)
evaluation of problem solution
(199 7)
-study resultsb
(199 6) (62 27,150)
-discussion of data
(62 27)
suggestions for further study
(199 7)
-summary
(199 1)
recommendations
conclusions
(62 156)
the ending
(156 77)
appendix A
(199 1) (62 28,145)
tabulation of data
(199 6)
endnotes if computer cannot place in text
(60 12)
works cited with annotations
(199 1) (60 13,174)
-parenthetic references
(62 28,118-9,45,463)
-bibliography
(66 466 sin & dou)
(62 111+) (66 489 MLA) (60 167 double) (60 167 single)
author notesc
(62 145,53)
footnotes at end for typesetter
(62 153)
index
(199 1) (60 13)
LEFT
reference to title page aim
(199 9)
subjects [people as objects]
(62 149)
materials
(62 149)
measurements
(62 155)
design and procedure
(62 149)
data scoring
(62 155)
figure 1
(62 147)
PARAGRAPH HEADERS UNDERLINED
particular data
(62 150)
____________________________________________________________
Note: Use of cap-words and all lower case within tables
developed from this dissertation project.
a "If there is any contribution
to knowledge, this is
it. Logic in organization and clarity in statement may
well
Wording
Theory W a142
determine whether that contribution is apparent to anyone
else." (199 7)
b In relation to previous research
that was reported
in the review of literature. "Here the student conjectures,
interprets, and questions. Out of this discussion come
implications for revising the current body of knowledge, for
improving relevant practices...(199 7)"
c Included in the regular footnote
sequence.
Table B26 - Table and figure format
(62 94-5,105 checks)
(60 82-110 is relatively inferior)
____________________________________________________________
INSTRUCTIONS FOR PUBLISHER
(62 94)
__________________________
Insert Table 1 about here
(62 146,51)
Insert Figure 1 about here
(62 147)
__________________________
.sin
.blo
Table - Capitalize first word heading (62 147) underlined
__________________________________________________________
Text a small matrix.
(62 90)
(62 146) (TABLE CONTINUES)
then repeat headings using automatic page heading
__________________________________________________________
Note: Generala and specific letteredb notes go here.
a (62 89 assumed to be mistake).
b (62 85 provides more clarity).
.end
.dou
____________________________________________________________
Note: Table notes keep table contiguous.
Wording
Theory W a143
Table B27 - Footnote format
____________________________________________________________
footnotes are really endnotes (62 145) for the publisher
(APA 1984 145)
real footnotes are more convenient for the reader
for indention logic see previous table
tnote
le space is automatic (193) (66 63)
____________________
a No space from sentence doesn't
look right.
____________________________________________________________
Note: Computer code written in T/Maker (193).
Computer-based writing.
College texts are beginning
to recognize the computer and word processing as an entrance
to writing (66 537-9) (156 205-24) (60 229-44). Their
advice includes, but is not limited to, (1) freewriting
without the screen, (2) keeping an updated outline [table of
contents] in the window, (3) linking paragraphs by selecting
and reading only the first and last sentences of every
paragraph, (4) searching for your common mistakes - that
means creating a "style" file of your common mistakes from
which to search, (5) using slang or a personal shorthand to
be string-replaced later, (6) notetaking with accurate
quotes, with paragraph headers also in the outline [table of
contents], and with immediate print-ready bibliography
construction, (7) using reporters' or Theory W questions,
and (8) checking with on-line dictionary, thesaurus, or
reference database.
Wording
Theory W a144
In developing a writing life-style,
many of the above
recommendations were implemented. Journaling was integrated
as a form of freewriting. Paper and pen notes from classes,
car driving, computer battery discharge, and other
occasions, were equated to freewriting, with the subsequent
challenge of retyping. Because contents were large, a
periodic hardcopy was printed. Paragraph linking was a
very
important developmental lesson. Unfortunately, so many
common mistakes/errors became apparent, that much time was
taken. Making writing time and restoring vitality were
significant problems. Side projects took time but were
facilitated by lessons already learned.
Facilitating writing is the purpose
of the following
section whereby the references of previous tables is
stripped, leaving skeletons for direct insertion into the
writing flow.
Insertion files
Transition. The format and
list tables of the
previous section are cluttered with references - certainly a
scholarly activity but not of practical use. Thus, below,
the fully referenced formats and lists are reduced to
effective electronic writing inserts. Computer filenames
are in caps below.
Summary. As one writes electronically,
several aids
become ranked in importance. The category of file
Wording
Theory W a145
insertation aids have the note and table skeletons as
important. The importance of these and others comes through
use and the reconciliation with previously referenced
theory. The presentation below emulates the flow of
writing.
Provide head. HEAD
per table of previous section.
.len 57
.ind 14
.top
Theory W page
.end
.14
15 WORDS IN CAPS
.22
purpose
.40
by
H.L.Otto
to
Kensington University
Student 267187
.49
Atchison Kansas
December 1990
.57
Runner: 50 spaces long
.new esc-del line numbers for partial page article
head.
Provide alignment. FENCE per table of previous
section.
>< qb
-><
><- c
><
>< pf
-><
Wording
Theory W a146
Possible headings. HEADS per table of previous
section. Underlined (caps are reserved for paper titles).
Copyright
Abstract
Approval
Acknowledgements(assistance,permissions)
Preface [context]
Study motivation, project background,
research scope, paper purpose
Style variants
Contents with tables and figures
Tables
Figure Captions separate from artwork
Abbreviations
Glossary
Part title page
Chapters - no repeat of article title vs Introduction
Introduction (importance,validity) - relation to whole
Subjects [people as objects]
Hypotheses, reference to title page aim
Problem statement vs study purpose
Delimitation analysis specification
General Discussion
Theoretical framework (who & when)
Related research and literature
Original research design & procedure
Experiment 1
Experiment 2 (reduces following 1 level)
Method, stat techniques, data, tools
Materials
Measurements
Data Scoring
Nonevaluative analysis of data
Evaluation of problem solution
Study results
Discussion of data
Particular data
Suggestions for further study
Summary
Recommendations
Conclusions
The ending
Appendix A
Tabulation of data
Endnotes, footnotes at end for typesetter
Works cited with annotation
Praenthetical references
Wording
Theory W a147
Bibliography
Author Notes
Index
instructions for printer
_________________________________
Insert Table/Figure 1 about here
_________________________________
Build paragraphs.
WRITE per table of previous
section.
wend leading idea
signal idea waves
show whole parts
recount the event
set detailed instance
foster pointed reasons
draw comparison contrast
analyze causal ends
reveal concept meaning
create vivid scenery
clinch close to opener
look beyond thesis
Format tables. TABLE
per table of previous section.
.sin
.blo
Table ? - Capitalize first word heading and underline
___________________________________________________________
Continued
___________________________________________________________
Note: GeneralÆaæ and specific letteredÆbæ
notes go here.
.end
.dou
Rewrite. REWRITE per
table of previous section.
close last
paragraph
make paragraphs
transition
develop unified
paragraphs
provide appropiate voice
use occasion's
language
dissolve probable objections
Wording
Theory W a148
provide thesis
evidence
use correct
quotation
supply necessary documentation
subordinate minor elements
clarify limited
thesis
state conspicuous thesis
indicate title's point
attract reader's interest
emphasize sentence variety
use correct
italics
use lively
language
punctuate for
emphasis
employ standard
usage
check meaningful wording
check text
spelling
A list for editing.
EDIT for insert into text.
indenting chosen as 3 plus 3 per previous section.
funnel,bait,speak directly,take an opposite tack,begin with
a story,or pose a question (66 114-23)
consequence
therefore,then,thus,hence,accordingly,as a
result
likeness - likewise,similiarly
contrast - but,however,nevertheless,on the contrary,
on the other hand,yet
amplify - and,again,in addition,further,furthermore,
moreover,also,too
example - for instance,for example
concession - to be sure,granted,of course,it is true
insistence - indeed,in fact,yes,no
sequence - first,second,finally
restate - that is,in other words,in simpler terms,
to put it differently
recapitulate
in conclusion,all in all,to summarize,altogether
time or place -
afterward,later,earlier,formerly,elsewhere,here,there,
hitherto,subsequently,at the same time,simultaneously,
above,below,farther on,this time,so far,until
now
pronouns
demonstrative adjectives
repeated words and phrases - implied repetitions
gather sentence types (66 88-100)
introductory sentence (main sentence)
discussion
limiting sentence(s)
pivot to the main sentence
support sentence(s)
Wording
Theory W a149
ask reporter(W) questions (66 101)
vary/repeat sentence structure (66 90-1)
link paragraph's first sentence with last sentence of prior
paragraph (66 91-2)
Footnote format. NOTE
per table of previous section.
.foo
____________________
1 No space from sentence
disregarded.
.end
Align type on printer. No
longer needed with inkjet
printer of 1993 vintage.
If the above challenges make you
feel inadequate fall
back to a natural learning mode.
Use natural learning
The following quotes touch on
natural exploration,
dishonest education, preschool learning, intellectual
poverty, and valid competence.
Out of the crucible of computational
concepts and
metaphors, of predicted widespread computer power
and of
actual experiments...the idea of Piagetian learning
has
emerged as an important organizing principle.
Translated
into practical terms the idea sets a research agenda
concerned with creating conditions...to explore
"naturally"...(181 187)
It is easy to understand why math
and grammar fail to
make sense to [learners] when they fail to make
sense to
everyone around them and why helping [learners]
to make
sense of them requires more than a teacher making
the
right speech or putting the right diagram on the
board.
[Not making sense] erodes [the learner's] confidence
in
the adult world and the process of education.
And I
think it introduces a deep element of dishonesty
into the
educational relationship. (181 50)
I take from Piaget a model of
children as builders of
their own intellectual structures. Children
seem to be
innately gifted learners, acquiring long before
they go
to school a vast quantity of knowledge by a process
I
Wording
Theory W a150
call "Piagetian learning," or "learning without being
taught." For example, children learn to speak,
learn the
intuitive geometry needed to get around in space,
and
learn enough of logic and rhetorics to get around
parents
- all this without being "taught." (181 7)
We must ask why some learning
takes place so early and
spontaneously while some is delayed many years or
does
not happen at all without deliberately imposed formal
instruction. In many cases where Piaget would
explain
the development of a particular concept by its greater
complexity or formality, I see the critical factor
as the
relative poverty of the culture in those materials
that
would make the concept simple and concrete. (181
7)
[A] significant portion of the
population has almost
completely given up on learning. These people
seldom, if
ever, engage in deliberate learning and see themselves
as
neither competent at it or likely to enjoy it.
Many more
people have not completely given up on learning
but are
still severely hampered by entrenched negative beliefs
about their capacities. (181 42)
Thus you and I can repeat the
words of a writing text
author - "Like many writers, I'm a mechanical boob. I can't
figure out how the simplist mechanism works. (156 205)" So
put on a little Piagetian youthfulness - it's our cultural
embarrassment which makes us the fool. Perhaps the true
adult can bond youthfulness and the non-fool together for a
bigger whole-personhood. Thus, in spite of fumbling, "Use
the machine...to capture your humanity. (156 221)" Another
way of saying, "Science and technology improve our humanity,
beginning with you first." We come to the proposition that
an organization theory applies first to the individual, then
to the individuals in the group - perhaps exactly the
opposite of what our culture teaches. The result of putting
our own humanity first may bring us to a more truthful
Wording
Theory W a151
understanding of the synergistic benefits provided by the
most powerful thing called organization - especially
organization built on individual satisfaction.
The writer as organizer.
The writer, as the potential
organizer of their manuscript, reads under the title,
"Preparing the manuscript: The most effective use of
computer systems and typewriters, (60 229-44)" that
computers as only transcription devices. "The person
preparing the manuscript...should be held responsible for an
accurate transcription of the copy, the layout of the
components...and the general appearance of the final copy,
but not for matters of content. (60 230)" Thus "computer
typing" is kept separate from writing, reflecting a vested
interest of (1) those who transcribe as a lower caste job,
and (2) those who don't see that electronic writing can
spark prolific youthful writers - in both age and ideas!
This dissertation project and the resultant writing
life-style base on a "do it yourself complete" philosophy.
In spite of cultural mindset,
computer printed
narrative has gained acceptance with many. Developing
technology is also making inroads into figure preparation
(62 100-1). This learning has the price of personal time
expenditure.
Debugging electronic writing.
The limitations of the
computer put pressure unto the conventional typewriter
Wording
Theory W a152
styles. Plus computer systems vary. For example,
some
computer word processing software programs have windows.
If
windows are not provided one can temporarily insert the
desired material to be "windowed" into the fencing option.
Most word processing programs provide the fencing or frame
ability to simultaneously view distant material along with
the currently chosen material.
Running a hardcopy table of contents
periodically
provides a practical tool for integrating further material.
Structure. There came a
definite time with the first
draft where the form of the outline and its generation from
the narrative received attention.
The outline, along with the lists
of figures and
tables and index, was generated from the narrative using
Tmaker software instructions. Several runs were necessary
and the printed product took the place of the "window
outline" mentioned above.
Using electronics to divide a
major written work
demands consistency, more consistency than composition
tradition provides. In addition to parts one through five,
there also was created a part division for front materials
and another part for back materials. Further, there are
chapters for acknowledgements, preface, glossary and
introduction. Appendicies have the status of chapters and
their major divisions are titled sections. Seeing chapters
Wording
Theory W a153
literally spelled out seemed strange at first, yet seemed so
obvious when installed.
With the above consistencies,
computer electronics are
able to literally recognize the structure of the
dissertation as a major written work. Using the phrases
"Part for" and "Chapter for" permits the extraction of the
innovation if committees insist.
From APA lead, reinforced by experience
in word
processing a 1000 page dissertation, no ALL CAPITAL textual
titles or sub-titles are recommended. Similarly, minimum
words within title phrases are capitalized. Titles are
simply written in normal English sentence composition with
the period omitted. If interrogatories are used, question
marks are used and retained into the contents. Underlining
triggers are used to indicate which titles are processed
from the text to the table of contents and index.
Aiming at an audience. Some
authors speak into tape
recorders and their hired writer's do the rest. That type
of author has the hired writer as the audience. In
contrast -
The author of a thesis, dissertation,
or student paper
produces a "final" manuscript; the author of a journal
article produces a "copy" manuscript (which will
become a
typeset article). (62 189)
The latter, just like the tape-recorder
author,
submits the "copy" to a transcriber, sometimes called an
Wording
Theory W a154
editor. Thus the aspiring prolific writer will most likely
encounter a very narrow, and perhaps narrow-minded,
audience. That or a similar immediate audience restriction
should be included in the statement of strategic aim.
In general, strategy, as an organizing
process,
provides (1) a focusing aim, (2) supporting objectives, and
(3) implementation guidance. The specifics of a strategy
are more complex, and subject to the simplistic tendencies
mentioned at the beginning of this chapter.
Review of writing strategy.
The following table plus
a previous table in this appendix provide a whole-life
context, and the integration of the way to achieve the
chosen whole-life aim - all linked to the individual's
writing task (act number 22). The critical path for act
22
shows in the following table as a hierarchy. Accomplishment
requires time performance - the quality measured by good
feelings.
Aim differentiated from measurable
objectives. The
word mu indicates a task which is part of the strategy
rationale, but need not be measured in whole hours. The
mu
tasks complete the strategy scene - the yes-or-no tasks are
the measurable objectives. The do tasks have yet to be
started thus a yes-no evaluation would not be appropriate.
Wording
Theory W a155
Table B28 - An individual's critical path for writing
__________________________________________________________
Act Action verb Descriptor
Noun object Winner?
______ ___________ ___________ ____________
_______
1 achieve
eternal life
mu
2 enjoy
whole life
mu
0 better
future lifes
mu
36 answer
chronicle market
no
26 write
Theory W dissertation no
22 improve systematic
writing no
reorder world pattern
no
infer conclusions
yes
digest information
results
no
edit 7manuscript
items
no
list paragraph
parts
no
edit who/which/that
no
edit adjectives/adverbs
no
shape
list flow
yes
eliminate redundancy
no
edit simple action
no
combine
8scene elements
no
answer
5w+6 lead
no
report stoic objectivity
no
grasp reasoned
observation
yes
ware critical
reading
yes
test 4c observation
no
ware critical
thinking
yes
acknowledge
human complexity
yes
understand 7
perceptions
no
ware time schedule
yes
state further focus
no
cite prim/secon materials
yes
quicken daily writings
yes
prep fact collection
yes
restart normal failures
yes
please your self
yes
create biased images
yes
investigate probable
truth
yes
report entertaining
objectivity yes
vary rhythm pattern
yes
report 1st-person
objectivity
yes
focus common intelligence
yes
develop natural voices
yes
wake five senses
yes
__________________________________________________________
Wording
Theory W a156
Note: To answer why read up, to answer how (the way) read
down.
Editing the first draft
First draft completion.
An idea for a written work
takes form in the title page. Then, by dividing and
expanding upon supporting thoughts, or by collecting and
integrating notes, the writer composes the first draft.
The
draft builds with trips back-and-forth between the table of
contents and the paragraph headings.46 And a chosen and
documented logic of style provides the format. Thus the
draft looks good, can be referenced to and from a simple
flowing list, and now can be worked into a final product.
Writing has now begun and editing comes into play.
Editing. Other words for
edit are - correct, modify,
polish, and revise. Other words used below are - check,
rewrite, and unify.
First, editing checks the unity
of the author's
focusing form steps. Those focusing steps are the personal
choice of the aspiring writer. Note well that the aspiring
writer chooses their own personal pattern. If the pattern
needs change further choice and action are in order. Texts
are just there to help, if help is wanted.
____________________
46 The personal and technical setbacks
are
innumerable. The aspiring writer must cope with these and
other distractions.
Wording
Theory W a157
Rewriting is "working to develop
a logical unified
progression of ideas (unity means that all sentences, all
parts and stages of development, all examples and
quotations, clearly relate to the expression of a basic
theme or thesis). (200 154)" Put the theme (purpose) on the
title page. Put the thesis in the abstract.
There is nothing special or outstanding
about any one
single writing text - the one text simply provides a
beginning.
First draft. The distinct
notes with headings now are
formed into a table of contents. The writer-as-audience
action purpose for the work goes unto the title page. Thus
the author has an explicit handle on the initial work as a
whole.
This particular paper was electronically
written. Yet
regardless of focused form and the "ease" of handling each
"notecard" and paragraph electronically, mastery of the
first draft was a challenge. The combination of computer
and writing technology was formidable. Several pagination
runs, just to appreciate the number of pages and thus the
complexity, provided needed evidence to "save the day."
Building on the successes, computers can facilitate a
managable first draft, eliminating the low technology
notecard and automating the outline list. The
do-it-yourself method provides a life-long improvement in
Wording
Theory W a158
writing skill with accrued self-satisfaction. Publishing
specific works presents a matter for the future. The
present editing leads to learning and discovery.
You will discover much of what
you have to say while
writing. Not even the most elaborate outline
can
anticipate how ideas will shift and rearrange themselves
when a few words must be expanded into complete
sentences, when thoughts that were once listed must
be
linked smoothly and logically, and when general
statements and supporting details must be shaped
into
paragraphs. (195 16)
Open and close.
Effective openings and closings
often do not become
apparent until after the main part has been drafted.
The
basic introduction draws readers...and focuses their
attention on the main idea and purpose...stated
in the
thesis statement. The basic conclusion draws
together
the elements...and provides a final impression for
readers...(195 15)
Revision strategy.
Make sure your purpose is clear
and consistent.
Verify that all the subordinate points relate to
the main
idea... Check that each subordinate point
is supported
by convincing evidence. When your content
and
organization seem to be in good shape, then consider
your
sentences and words. (195 16-7) Then be a constructively
critical reader of your writing!
Easy rewriting? Yes, if you
take the time.47
Simple? Definitely not! Mainly because of the "normal"
thought-time required. The majority of people simply do
not
take the time required to reread and rewrite. Thus
rewriting becomes culturally abnormal. For those who choose
____________________
47 Hemingway said, "I rewrote
the ending of
Farewell to Arms 39 times before I was satisfied. (200 46)"
Wording
Theory W a159
the time, however, rewriting work can be a satisfying and a
relaxing part of a joyful life.48
Rewriting as editing. Next,
the first draft undergoes
scrutiny by using some quality control checklists. The
following tables present several quality control cues which
continue the writing process. Note the importance of Theory
W organization - evaluation of accomplishment is rationally
sequenced. That provides smaller development steps.
Thus
the entire writing process can be understood as complex, yet
each individual task, one by one, is fairly simple, and
doable today. Daily time expenditure cannot be avoided
if
prolific written works are to be actualized.
Daily key pounding. Prolific
writing cannot be
accomplished without a keyboard - typewriter or computer.
With the laptop computer, remembered writing can be
accomplished most anywhere, including inspirational settings
such as the shore, a wayside park, any library, restaurants,
or in a vehicle. The remembered writing combined with the
initial focusing form, which are now "locked into" the
computer, can now be combined into an automatically aligned
work. Subsequent rewriting can then be realigned
automatically. These attractions facilitate incessant
____________________
48 Especially within the
context of the mind/body
working 24 hours each and every day.
Wording
Theory W a160
pounding - on the keys, and eventually on the post office
door.
Additional "head" pounding reveals
writing blocks to
be removed. When removing blocks always step back on the
ladder rungs - never jump off the ladders portrayed in the
preceeding and following tables.
Table B29 - A checklist for revision (66 61-2)
___________________________________________________________
Act Task description
Why Reference Won?
__ ____________________________________ ___ __________ ____
10 close last
paragraph (66 123-5)
n
8 make paragraphs'
transition 10 (66 91-3) n
7 develop unified
paragraphs 8 (66 81-103) n
3 provide appropriate voice
7 (66 28-40) n
14 use occasion's
language 3 (66 168-74) n
2 dissolve probable
objections 14 (66 20-27) n
4 provide thesis
evidence 2 (66 45-52) n
18 use correct
quotation 4 (66 338-51) y
21 supply necessary
documentation 18 (66 459-90) y
11 subordinate minor elements
21 (66 129-46) n
1 clarify limited
thesis 11 (66 16-27)
n
5 state conspicuous
thesis 1 (66 54)
y
6 indicate title's
point 5 (66 59-60)
n
9 attract reader's
interest 6 (66 114-23) n
12 emphasize sentence variety
9 (66 147-58) n
20 use correct
italics 12 (66 408-32) n
15 use lively
language 20 (66 175-94) n
17 punctuate for
emphasis 15 (66 311-51) n
16 employ standard
usage 17 (66 197-308) n
13 check meaningful
wording 16 (66 161-8) y
19 check text
spelling 13 (66 388-99) n
___________________________________________________________
Note: Act numbers assigned in the order encountered in the
source.
Wording
Theory W a161
Table B30 - Paragraph contents
___________________________________________________________
Act Task description
Why Reference Won?
__ ____________________________________ ___ __________ ____
1 wend leading idea
(66 81-5) n
2 signal d:idea.in waves
1 (66 86-103) n
10 show whole
parts
2 (66 112-3) n
4 recount the
event
10 (66 106) n
5 set detailed instance
4 (66 107) n
6 foster pointed reasons
5 (66 108) n
7 draw comparison contrast
6 (66 109) n
8 analyze causal ends
7 (66 109-11) n
9 reveal concept meaning
8 (66 111-2) n
3 create vivid scenery
9 (66 104-6) n
___________________________________________________________
Note: Act numbers assigned in order encountered in the
source.
Size esthetics. Writing
has no limits yet must be
delimited. Strange dichotomy? The answer lies in
the
satisfaction in, and the proof of completion (evidence).
We
are back to scholarship again and the referencing of
surrounding wisdom. Writing which goes on and on identifies
with freedom - freewriting. Writing, however, needs a
measure of closure - of completion. Thus the practice of
sizing.
Paragraphs are sized to the proven
attention span -
several per book page. Scholastic chapters are sized to
the
arena of argument (177) - 10 or 20 pages. Scholastic means
documentation of references and the labeling of paragraphs
or sets of paragraphs which are listed in a table of
contents and in an index if the contents are complex.
Wording
Theory W a162
Paragraph headings perhaps number 30 per chapter. Chapters
involve scene changes - usually. Chapters build to
dissertations, books, and novels. Some books have volumes.
The curtain now rises on writing creativity - based on
preceeding wisdom!
Other editing items. The
use of one tends to "pile up
in clusters. (200 135)"
Ascend from emotion, to objective
observation, to
inference or opinion49 (200 117-22), then on to
abstraction,50 and at last universality.51
Contrary to Rackham (200 404-5),
stress accurate and
meaningful quotations (200 272) to confront the audience
with objective observation.52
____________________
49 Disclosing where organization
employees
contribute to organization success motivates their work and
leads to synergism.
50 Theory W represents the abstraction
of the above
footnote.
51 Is Theory W universal?
Too many variables for
the application of multivariata analysis?
52 Professor Tack stressed the
"I'll sent you
information on the related references" idea of expert
position - an intimidation rather than moving people to the
correct position. The correct position being the action
of
their choice. I aspire to writing to people in arguement
for an integrated universality.
The release of anyone's growth
potential is certainly
limitless - unfortunately, people run short of time and
effectiveness. Thus "my" employees always responded
favorably to concrete information which related to their job
performance - and definitely including the measurement of
same. Getting employees to measure their own job
performance has mixed ramifications for the formal
organization.
Wording
Theory W a163
The control summary. Control
compares actual to a
plan. The plan shows the way and the why.53 If the plan
is too big and the actual too small, the "animal" becomes
"overburdened."54 If a member of an organization,
including a student, becomes overburdened, adversity
results. Overburdened means that the actual which the
member wants to actualize simply does not have the time
support. "Take your time."
Overburdened adversity projects
the world, or a
particular person or set of persons, as adversary - we thus
war instead of projecting the world organization or a
smaller particular organization as providing enjoyable,
self-actualizing, growthful tasks in meaningful support of
the organization's aim.
The next chapter shows a way to
argue in favor of an
enjoyable, self-actualizing, and growthful organization
structure.
____________________
53 The author reinforces
writing in the college
courses he teaches by asking the students, in their required
course notebook, to express on single pages, "Why I am
here," "The way I write," and "A bibliography of my writings
(works cited)."
54 Taylor worked to eliminate
overburdened employees
by showing them the way to work more effectively - for their
benefit and the organization's benefit.
Theory W page a164
Wording
Section B4 - Wisdom stands as arguable
Transition
Wisdom
Argument
Refute the opposing view
Transition. The prior chapter
anticipated that this
chapter would show a way to argue in favor of an enjoyable,
self-actualizing, and growthful organization structure for
writing. Besides writing, most everything can be organized.
Ultimately, that also includes the individual as the
fundamental organization unit. In many instances the
individual laments within an organization - reduced to only
a single member. In contrast, Theory W offers an integrated
organizing tool for both the group and the individual as
organizations. And here, in this section, Theory W
philosophy focuses on the writing process.
Wisdom
The particular organization structure
under
consideration here is writing, but no matter what is about
to be organized, wisdom is the general foundation - even by
definition. Wisdom is culture and education; wisdom is
data, facts, and information; wisdom is common or good sense
as in logic; and wisdom is philosophic principles as in
thinking (202 sv). Additionally, common sense tells that
our actions reference our experience and the experience of
others - that also is wisdom. In this sense, everyone is
a
Wording
Theory W a165
scholar and references wisdom.55
In a world of wisdom, writing
provides the prominent
memory tool, lest we forget. The promise of writing is
to
be able to move beyond the repetitive and boring
simply-obvious set of life-tasks to an increasingly complex
set of life-tasks, with presumably more fulfillment,
satisfaction, and good feeling. Thus wisdom literally
breaths growth into life.56
Wisdom can be seen as any combination
of culture,
enrichment, learnedness, learning, science, judgment, logic,
philosophy, principles, or thinking. (202 sv)
Everyone feels that wisdom lives
somewhere. That
somewhere, at many times distant from where we are, provides
a wisdom gap or shortage. Generation gaps seem to be wisdom
gaps. Life's diversions could also be viewed as wisdom
gaps. With thought, our wisdom gaps obviously exist.
Yet,
____________________
55 With Theory W, the world comes
before wisdom.
Another word for world is universe, as in universal
pertaining to statistical significance as one test of truth.
Some school curriculums are based exclusively on statistical
significance. One such school was Bowling Green State
University's program in Higher Education Administration
where a statistically significant dissertation, particularly
of faculty conception, was encouraged almost to the
exclusion of other tests of truth.
Continuing with Theory W, the
why then preceeds the
world - a continual life of challange.
56 The universal basic needs in
life are existence,
relatedness and growth (Alderfer beyond Maslow). Also see
following footnote - specifically in regards to a personal
library.
Wording
Theory W a166
"Where is this thing called wisdom?" Its seems hidden to
say the least.
Most humans, somewhere, sometime,
eventually search
for this truth-thing represented by wisdom. Some even write
about the search. Thus we all die trying - either in search
of truth or the escape from truth. Therefore wisdom, for
all, does exist somewhere - that is lesson one.
Lesson two questions where wisdom
resides. Answer is
that humans store wisdom in a hierarchy of places, as
presented in a previous table,
* thought
in libraries,
thought
in myths sparked by ritual
personal experience in memory sparked by artifacts,
and
thought remnants in artifacts.
Wisdom in general. Small
libraries have no holdings
under the subject heading of wisdom. One encyclopedia has
no in depth verbage for the word of wisdom. The LOCSH lists
wisdom's broader terms as experience, intellect, learning
and scholarship, and reason. Narrower terms are judgement,
and prudence. The detail of wisdom is then equated by LOCSH
to religious orientation, specifically buddhism,
christianity, gnosticism, and the bible.
Scholarly wisdom as written words.
The dictionary
(61 sv) provides the basis of broadening the view of wisdom
to accumulated information and philosophic or scientific
learning. And written words were invented to preserve that
Wording
Theory W a167
kind of wisdom which Theory W uses as a technological base
of organization.
Further, written words are linked
to the toil of
work.57 Thus the ideas of collections in muesums and words
in libraries come to represent the work of wisdom.
How then, can all people generally
and members of
organizations become a source of wisdom and the word?58
Writing and scholarly reading.
Scholarly reading
first happened in 14th century Europe (PBS television
program Testament). The exemplification of the first
scholarly reading were notes in the margin of the then only
book - the Bible. Thus notes characterize scholarly
reading.
Scholarly writing then combines
those notes into a
narrative thought flow. The form of scholarly writing
includes the references from the author's scholarly reading.
Thus scholarship requires reference, usually via notes, each
note serving one or more purposes:
amplify
data ,
establish
validity ,
acknowledge
indebtedness , and
provide
cross-reference. (199)
____________________
57 H.W.Mabie under Love and Work
in "The Great
Word."
58 By authored works being quoted
and through
written evaluations. "An excerpt...should be as short as
possible, rarely occupying...one half of a thesis page....
(199 13)"
Wording
Theory W a168
Wisdom as a base in life.
Wisdom provides a footing
as an intellectual and practical jumping-off platform59 -
a focus point which starts a line of thought and ultimately
ends in action. The state of no action equates to catatonic
fear - a person literally frozen into inaction by choice.
Yet the choice to live remains - subconsciously if not
consciously.
To live a lively life implies
action, specifically the
choice to action.60 The line of thought then flows from
In writing, the organization structure
is called the
table of contents. It flows from one point to another,
hopefully weaving a pattern or several patterns. Wandering
from point to point represents a much looser weave, yet
____________________
59 See section 3, Writing success
structure.
60 A self is a point of choice
which floats within a
quartered pie of feeling continuums - joy-sorrow, love-hate,
and fear as the confining rim (basic psychology text).
the wisdom base, to action, and on to an ending point, just
as the architect's pencil lead flows unto paper from one
point to another. The architect sometimes uses soft lead,
sometimes hard. Sometimes a wide path, sometimes narrow.
Sometimes a straight direct line, sometimes curving.
Likewise, the writer draws narrative lines one at a time,
structuring a two dimensional structure, many times with the
complexity of a three dimensional architectural structure.
Wording
Theory W a169
equally a pattern.
Wandering related to education.
People read, yet few
read critically to the point of scholarship. L'Amour books,
for example, fed readers - 200 million prints, 86 novels, 16
short story collections, and three works of non-fiction.
Education contributed to his success - Louis L'Amour left
school at fifteen, yet "wherever he wandered, his pockets
were always bulging with books. (203 front jacket)" This
leads to a confrontation with ridigity in education.
Obviously there are advantages
to programmed
reading... Louis, by force of circumatances
and from a
passion for books, sought and found other advantages.
He
enjoyed and was stirred by countless unprogrammed
juxtapositions.... For he was utterly without
intellectual snobbery or cultural pretensions.
Louis gives us a lesson - too
seldom offered by
academic or professional critics - in open-mindedness
and
literary charity. (198 vii)
So what about that offered by
the "academic or
professional" scene? Is that not joyful? Joyful only
if
the reader as critic captures the joy of the upper writing
ladder tasks of the previous tables. Many readers, however,
do not enjoy the arena of scholarship as represented by
schools in general. "Academic and professional" critique
demand a measure of control - which should provide a certain
congruent individual control. Not coincidently, the type
of
control which Theory W promotes. Theory W creates "the
expert worker" who controls their own time.
Academic and professional control.
Theory W simply
Wording
Theory W a170
views control as the process of comparing actual results
with an assigned plan of action. Random reading or writing
or any unprogrammed activity cannot be controlled for
individual enjoyment unless the activity supports an
objective which in turn supports an organization mission or
aim which, not incidently, encompasses the good feelings of
joy, love, and freedom. Thus the expert individual has
a
functional plan, although not always explicit.
Functionalism applied to writing.
"Why plan? It just
takes valuable time - especially
the explicit plan."
Granted, if one can't see the
value of organizing
one's life-tasks and time responsibility, one will not
explicitly plan their writing activity
The [writing] plan may take
the form of a list of key
points, a fuller list including specifics...or even
a
detailed formal outline - whatever provides direction...
and thus promises to relieve some of the pressure
of
writing. (195 15)
The detailed formal outline equates
to the table of
contents of a work. And a very detailed table of contents,
alphabetized, associates with an index. The outline can
be
both a means to the end, and a product of the writing
activity.
From means to ends. Means
merit ends. Means are work
tasks which flow through time to provide ends. One strategy
text (264) uses the term means-end chain to represent the
Wording
Theory W a171
work flow of an organization. Thus organization work merits
end benefits. So too, with the individual - an individual's
work merits ends throughout life. And since writing
represents individual work, the idea of means-ends and
strategy also apply to writing.
The why and how of strategy.
Strategy is the process
of going from an aim, to objectives, and on to
implementation. In general strategy simply takes a top-down
approach to organization planning. More specifically:
task number and description
why
______________________________
___
1 see organization's aim
2
2 see organization objectives
3
3 know individual tasks
4
4 implement task actions
Another version:
how
___
4 implement task actions
3
3 know individual tasks
2
2 see organization objectives
1
1 see organization's aim
The above wisdom presents an organization
chart unlike
the formal or informal organizations - a "new" kind of
authority. An authority of knowing why and choosing to
act
in support of those ends.
By cutting each task from the
others and linking them
or "making a train," the first version has an action flow
from left to right and the second version has an action flow
Wording
Theory W a172
from right to left, opposite of English composition
tradition. This flow can be linked to argument and warrents.
Argument.
In general, intellectual discourse
occurs through
argument, and, in general, your strategy will consist
of
an over-all argument and your substrategies of
subarguments. An argument is an attempt to
convince
someone of the truth or rightness or validity of
some
claim or assertion by providing grounds or justification
for believing or accepting it, with the additional
condition that the grounds meet certain rational
standards for what counts as grounds or justification
(in
other words, getting someone to accept your claim
by
threatening or bribing them does not count as an
argument). (209 8-9)
With regard to the subject matter,
you will be
developing an argument consisting mainly of a logical
structure internal to the subject. With regard
to the
reader, however, your argument will have to take
into
account what the reader can be expected to know
and
believe. (209 9)
Warrents.
We make an assertion or a claim,
with the implication
that we could justify it. If the claim is
challenged, we
justify it as follows. First we appeal to
data that will
support it. If someone questions whether or
how the data
supports the claim , we refer to a warrant, which
is some
principle that establishes a connection between
the
claim, or conclusion, and the data. (220)
The bearing of this warrant on
the claim may be
modified by two things: qualifiers, which
tell how
strongly the warrant applies, and the conditions
of
exception or rebuttal, i.e., conditions that would
invalidate the warrant. (209 10)
Examples of warrents are a correlation
and a set of
logic propositions.
It is useful to have in mind the
backing of one's
warrants and to know what they are based on, how
reliable
they are, and how much support they have.
(209 10)
The support for the above warrent
examples are
Wording
Theory W a173
respectively, the formula used and a presentation of the
above proposition set.
To actualize the activity of "change-the-world"
work,
argument is necessary. Yet education in argument training
varies greatly. On the one hand, argument is portrayed
as
naturally practiced before entering school.61 On another
hand, one college text (177) devotes an entire semester of
study to the subject. Thus education promotes confusion
of
what the natural is - at the risk of people leaving the
system - L'Amour, at 15, for example.
Definition may help.
All discourse (oral and written)
is argument. When we
speak or write (even to ourselves in diaries and
journals), we seek to draw attention to what we
say.
Since attention usually is paid only to discourse
that
listeners or readers find worth heeding, we try
to lead
our audience to believe that what we say is justifiable
-
that there are data to support it or good reasons
for
saying it, and that we are reliable people [with
valid
data] who can be trusted to locate the data and
the
reasons and to set them forth fairly. (177
vii)
The child argues. Every
child knows and has practiced
argument before entering school.62 Education however tends
to apply science, specifically categorization without
seeming reason, to the human art of discourse. Without
seeing the reason for argument categorization, students tend
not to practice "the science of argument." For example,
____________________
61 Words from note 181-182
Mindstorm.
62 Words from note 181-182
Mindstorm.
Wording
Theory W a174
students "feel" the unnaturalness of the school's argument
for argument categorization. And the natural pre-school
why
question is seemingly ignored, if it is even asked because
of brainwashing.
An example of the double-talk... First:
All...forms of argument have...the
desire to induce
belief, change attitudes, and bring about action
by means
of discourse. (177 vii)
Thus we understand that all forms of argument bring about
action by means of discourse. Second, from the definition
above:
All discourse...is argument.
(177 vii)
This is a specific example of ineffective circular argument
(177 62), and a general example of possible student
dissatisfaction in general, with discourse education
specifically, and rhetoric education in general. If
students were satisfied, we simply would have more people
writing and arguing. So what good can we salvage from
whatever exists in education?
Life's needs are, in short, existence,
relatedness,
and individual growth - with fulfillment being the good
things in life. That fulfillment is more easily available
inside or outside of education, if we strengthen individual
student choice and commitment. The need for growth is
universal but the commitment is not.
Universal human needs. Existence,
relatedness, and
Wording
Theory W a175
growth are the universal human needs. Wants are individual
choices which can be seen to fill those needs.
After the conscious or subconscious
structuring of
wants, most people have the natural desire (the will) to
actualize their wants which fulfill their needs. Arguments
are the tools to "get their way." We all have natural
argument skills on which to build a conscious skill. And
if
we can integrate education and science, the benefits of
personal growth are usually worth the work.
Emotion versus reason.
The very nature of argument is
appeal to reason. It
is not illegitimate to appeal to your reader's emotions,
but appeals to the emotions can only supplement
appeals
to reason; they cannot replace them. Even
when the
emotional appeal reaches the reader first and is
quite
strong, the mind should also be engaged. (177
363)
History of argument.
Since Aristotle lectured and Cicero
wrote....teachers
have offered guidance...(177 vii)
Unfortunately, teachers under
the umbrella of
education have failed to popularize even writing - in a
sense, failed to popularize the writing failures discussed
in the opening section of this appendix.
The natural why question.
The young child naturally
comes to the question, "Why," at around two years of age.
If they are afforded good teaching, they will find that
"discoverable answers [are] facts.(177 9)" Students
frequently use "facts" against parents and teachers.
Wording
Theory W a176
Frequently, however, common fact verification escapes the
grasp of the teachers, leaving both student and teacher set
in their biases - argument success escapes application.
If we can agree on a means of verification,
we can
also agree with [mutual] satisfaction that a statement
is
a fact, or at least that it could be a fact if we
had
appropiate verification. (177 9-10)
When accuracy is not possible,
we have no fact.
(177 11)
Demonstration of facts.
Facts are the product of
science through the vehicle of demonstration - the
experiment. Here is where written notes are necessary -
documentation of sourced facts for argument. Arguments
for
a purpose use facts.
Arguments support but demonstrations
prove. (177 13)
The appeal of demonstration...is...so
strong that we
could say that all argument aspires to the status
of
demonstration. (177 14)
Demonstration, however, takes
mindful creative work,
and the potential student of argument, in turn, may simply
require a demonstration that their writing work choices are
accepted - with the result of more people writing and
arguing.
Arguing beyond plain writing enjoyment.
Students,
teachers, and parents "realize that the act of arguing
involves converting what seem mere personal and
idiosyncratic preferences into socially sharable values.
(177 21)" Thus enjoyable argument differs from writing.
Wording
Theory W a177
Every argument has four essential
elements: (1) a
thesis statement, a claim, a proposition to be supported,
which deals with a matter of probability, not a
fact or a
matter of taste, (2) an audience to be convinced...,
(3)
exigence, the need to make an argument at a certain
time,
in a circumstance, or for a purpose, [and] (4) grounds,
reasons, or...premises that support the thesis.(177
22-3)
In order for real argument to
occur there must be some
forum and occasion...some push in time and circumstances
and some purpose for making claims and supporting
them.
The combination called...the exigence. (177
24)
The hastened push from enjoyable
writing into
seemingly more difficult argument can kill the will, not
only for argument, but also the killing of simple writing
scholarship. Thus writing's enjoyment purpose should be
present (and verified) separate from enjoyable argument.
Start with why. With the
purpose or why of a
situation as a pull, and the push of the way to the why,
that is, the what and sequenced when - we have a natural
reasoning sequence for developing the skill of argument.
Why, way, what, when, and we are a few words of Theory W -
another view of grounds, exigence, audience, and
probability.
Common ground.
When you argue you can leave out
or assume whatever
you feel confident your audience already knows or
believes. You cannot argue...without some
assumptions,
which are the common ground, the shared preconceptions
and beliefs of arguer and audience. (177 25)
Recognize a claim about the nature
of things...the
existence of things, and naming, categorizing, or
describing...(177 31,3) through a basic specific
example
and evaluation of same.
When sharable criteria or standards
can be found,
evaluation becomes legitimate argument. (177
224)
Wording
Theory W a178
Subjects versus objects.
An object is "something that
is put or may be regarded as put in the way of some of the
senses: something visible or tangible...(61 sv)" A subject
is "one that is placed under the authority, dominion,
control, or influence of someone or something...(61 sv)" For
effectiveness, an object better suits the common ground
needed for an argument. An object of argument deserves
description.
Predicate versus description.
A description is "a
representation produced by the describing of something
material or immaterial...(61 sv)"
Describing is "to represent by
words written or spoken
for the knowledge or understanding of others...(61 sv)"
A predicate is "something that
is affirmed or denied
of the subject in a proposition in logic...(61 sv)"
For effective argument, simply
describe, explicitly,
the attributes of the object in question. Simple
description could be viewed as just plain writing, however
pointed and specific.
Specific object interest.
Referenced descriptive
writing about the object or objects, provides the scholarly
foundation for the arguer. The arguer then must verify
the
fact of the audience's common interest at the purpose or
"why" level of the argument. To attain the argument
purpose, efficiency of words or hours may have to be given
Wording
Theory W a179
up in order to present an effective argument. The efficient
bluntness of logic is not universially accepted. Neither
is
the referencing of scholarship universally practiced.
In a technical or scientific
article, definition is
blunt. For such occasions, beginning with
an explicit,
isolated definition is usually the best tactic.
But in
other writing situations - the essay about literature,
the paper for a history course, the article for
a general
audience, the play review - two demands are made
of the
writer. The writing in such arguments must
be both
precise and easily read, even graceful in style.
Precision requires that definition be present, but
style
often demands that some elements of an argument
be
unobtrusive. When the definition must be there
yet not
impede the flow of the writing, a dispersed, or
emerging,
definition can be used. (177 68)
Description of the object.
Arguments for...simple claims
could go right to examples
because all the predicates [descriptions] have relatively
obvious meanings to most audiences. Although
you can
argue for such claims without explicitly defining
the
predicate, the predicate is in a sense defined by
the
examples, both specific and iterative...or by the
words
with meanings related to or synonymous with the
predicate. (177 68?)
In other words, the object's description
can be
defined through (1) examples, (2) the dictionary, and (3)
the thesaurus.
This possibily is the opening
for different
individuals of the audience to attach different meanings to
the description. For example, non-written art and history
interpretation are close to a matter of taste relative to
the interpretation of what the artist or historical figure
meant by their expression. These non-written forms,
Wording
Theory W a180
however, are not argument! And the human store of wisdom
stripped of its artifacts and myths, reduces to language
works available in libraries.
Ways to define.
Using a synonym is the fastest
way to define.
(177 74) The word...is placed in a genus, a larger
class,
category, or group it can belong in, and second,
the
qualities that distinguish it from other members
of that
class are named; those other qualities are called
the
difference. (177 76)
Distinguish one member of a large
class from others
by: (1) what it looks like, (2) how to make
or do it,
(3) what it does or is supposed to do, [and] (4)
what it
is made of. (177 77)
Since many words stand for collections
of things, they
can be defined by singling out one or more examples
from
the collection. (177 81)
An etymological definition defines
a word by
identifying its origins or roots. (177 82)
The genetic definition gives the
origin of the thing
rather than the origin of the word that stands for
it.
(177 84)
Sometimes the best way to say
what something is, is to
say what it is not. (177 85)
A figurative definition...makes
a creative comparison
between the term under scrutiny and some other thing
or
quality that it literally has nothing to do with.
(177 87)
Operational definition presumably
attempts to apply
the scientific method to areas untouched before.
(177 88)
An operational definition is particularly
useful for
setting boundaries. (177 89)
If your operationsl definition
is accepted by your
audience, it is possible to settle an issue.
But...you
can be fooled by the paraphernalia of quantification
that
goes into proving whether the tests set up by the
operationsl definition have been fulfilled; the
whole
thing looks so scientific that you forget to ask
whether
the original definition is valid. [Only if
the "blunt"
definition is not apparent.] (177 90)
Benefit of definition.
Wording
Theory W a181
The more carefully and explicitly
you define your
terms, the more credence and respect your arguments
will
earn from most audiences. (177 91)
Ways to verify claims.
The means of verification are
exactly the same as the
ways in which you take in information in the first
place.
You simply reproduce in writing whatever verification
convinced you. Basically you are convinced
of facts in
three ways: (1) you have seen and experienced
them; (2)
people you trust have told you about what what they
have
seen and experienced; and (3) experts have communicated
the facts in books or articles...(177 137)
Facts versus process.
When we look for causes we look
back in time; we start
with the completed event or thing and look back
to see
what might have caused it. But causal thinking
can work
forward as well as reverse. We can confront
an event or
thing and ask what effect it will cause. Effect
is the
after and cause the before. (177 147-8)
In the laboratory, once a potential
cause-and-effect
relationship is identified, it can usually be tested
and
established with certainty. That one thing
causes
another becomes a fact. However, in most ordinary
causal
investigations, outside the controlled conditions
of a
laboratory, certainty is an unreachable goal.
We settle
for probability. That one thing causes another
becomes a
matter of argument, not proof, because most human
actions
cannot be repeated in the laboratory. (177
177-8)
Kinds of causes include condition,
influence,
precipitating, proximate, remote, necessary, sufficient,
responsibility, absence of blockage, reciprocal [two-way or
circular (177 159)], and chance (177 149-61).
Necessary causes that you can
reason back to with
certainty...do not help your thinking about causality
very much. You really want to know what caused
these
inevitable necessary causes. Another kind
of cause that
is always necessary is the absence of anything to
prevent
the effect. A [following] sufficient cause
is one in
whose presence the effect must occur. We are
on sure
ground in identifying responsibility when the acts
whose
Wording
Theory W a182
causes we are investigating fall within someone's
domain
of responsibility. (177 154-6)
Agency and motives.
People do things to imitate one
another, and they also
do things to be different from one another.
People
usually act to maximize their own good (as they
see the
good) with the least amount of effort. People
act to
avoid pain. Let us just say that certain fundamental
motives, causes, or agencies of human action are
widely
accepted. And the same agencies that move
individuals
also [remotely] move groups, communities, and even
nations. They too imitate, rebel, seek their
benefit,
and minimize pain and expense. (177 175)
Ways to evaluate can be based
on asthetics of
proportion, distortion, contrast, harmony, craftsmanship,
associations, and moral consequence (177 228-33). Weight
criteria (177 240-2).
So what? "Argue about what things
are and how they
got that way. (177 266)" Then "ask the fourth and most
practical of the great questions: "What should be done
about it?" (177 265)" The other great questions are "What
is it," "How did it get that way," and "Is it good or bad?"
Proposing to change the world.
The situation and audience
will determine how specific
a proposal needs to be. You can adapt the
method,
choosing the parts you need for audiences in situations
where a full proposal is unnecessary or inappropiate,
(1)
convince an audience that a problem exists, (2)
suggest
general or specific response to the problem, and
(3)
convince an audience that a specific action should
be
taken. (177 266-7)
The demonstration section of the
proposal argument has
a claim about a state of affairs for its thesis...
(177 268)
People may simply be ignorant
that any effects exist
at all... Consequences may appear bad only
from a
Wording
Theory W a183
certain point of view. The audience may be
unaware of
the extent of the consequences... Listing
effects when
they are not known serves two purposes of informing
and
convincing; listing them when they are known may
still be
convincing. Behind every demonstration of
bad
consequences stands an ethical evaluation, a judgement
that the consequence is bad. Any appeal to
an audience's
sense of what is right or wrong is an ethical appeal.
You do not need to argue ethics; you simply appeal
to
them. Place the situation in an ethical category
that
your audience will react to. (177 270-2)
Every proposal, even one to do
nothing or to undo
something, promises good things to come...
Such promises
must be substantiated with causal arguments that
predict
how the proposal will bring about good things.
(177 278)
Since the bad consequences follow
inevitably from the
cause that you want to replace, you will simply
argue
that once a critical cause is removed or blocked,
bad
consequences will disappear and good ones take their
place. You can also argue that not only is
the situation
brought by your proposal ethically right, but that
the
person or institution that acts to bring it about
fulfills an ethical obligation. (177 280-1)
An argument for a proposition
can vary in length from
a paragraph to a volume (although an argument that
requires a volume of support sits on top of a pyramid
of
smaller arguments). (177 365)
The thesis that might shock a
particular audience is
sometimes wisely withheld; instead, the readers
are
guided by a carefully structured argument to verbalize
the suppressed thesis to themselves. (177
370)
The aim or thesis, and the depiction
of the audience
appears in the title page of the aforemention form of
writing style chosen for this dissertation.
Depiction of the audience.
Though it is perfectly possible
to have such a vague
audience in mind when you write, even that general
audience has characteristics. The writer may
need to
articulate what is knowable about the attitudes
and
assumptions of that audience. (177 330)
Reasonable people are open to
reason, they are neither
so intransigent that they will not listen to the
other
side, nor so weak-minded that they refuse to take
a stand
at all. (177 330)
Wording
Theory W a184
Final review questions.
(177 281-90)
Why not before this? (new circumstance,
new knowledge,
Can we afford it?
blocking cause removed,
Vested interest/s?
not really a new idea)
Can it really be done?
Will it take too long?
Reinventing the wheel?
Tradeoffs - compromises?
An orderly, sequential way?
Comparison to another proposal?
How do we get people behind this?
First and each step stands alone?
Refute the opposing view
Go through the mental exercise
of inventing opposing
premises yourself, just to articulate other ways
your
subject might be approached. (177 307)
Review what can go wrong in definition,
comparison,
causal, evaluation, and proposal arguments.
(177 313)
Definition and comparison.
An argument about a characterization
or state of
affairs goes wrong whenever the evidence and the
thesis,
particularly the definition of key terms, fail to
mesh in
a way acceptable to its audience. (177 92)
Cause.
The important characteristic of
causal argument is
plausible connection between cause and effect, that
is,
believable agency. (177 191)
Evaluation.
The potential weak spots in an
evaluation argument are
first the criteria, second the weighting, and third
the
evidence that the subject evaluated fits the criteria.
(177 246)
Proposals.
Since proposals are made up of
arguments about the
nature of things and arguments about causes, often
combined in evaluations...(177 290) Also see above.
Wording
Theory W a185
Refutation audit plan. (177
313-4)
1. Summarize the controversy, the events, whatever reality
the argument responds to.
2. Summarize the argument you are going to refute or state
the position you are calling into question.
3. Test the argument against reality; ask for verification
of the facts given.
4. Consider the type of argument and question whether the
arguer uses inapplicable or insufficient support.
5. Look for imprecisions in word choice, meretricious
emotional appeals, mistakes in emphasis or ordering,
and
offensive audience manipulation.
Negative rhetoric.
Rhetoric has a negative connotation.
Even a writer's
handbook advises "that rhetoric need not mean deception
or manipulation. (66 592)"
Yet the aspiring writer has a
need to save the good
from the history of rhetoric.
Rhetoric tied to strategy.
Rhetoric is simply the strategic
placement of ideas
and choice of language - the means of making an
intended
effect on a reader or listener. Focus on your
goal to
make a certain kind of impression on a certain reader.
(66 28)
The latter sentence gives rise
to partonage - thus the
feeling of deception or manipulation. To avoid the latter,
share a personal strategy with the audience - they will
choose based on the promoted merits. Samples of their
thought:
I am not an extremist,
I know the other side and they
are wrong,
I see merit in the other side,
or
I concede one or more points to
the other side.
The stronger conviction you convey,
the less
moderation. When an audience senses your intransigence,
Wording
Theory W a186
your stubbornness, they naturally preceive you as
less
moderate. And when you open your arms to every
point of
view, your fidelity to your own becomes questionable.
Striking a balance is possible if the arguer, poised
in
the middle, is thoroughly convinced of his or her
own
position while understanding and acknowledging the
other
side. (177 352-6)
Voices wonted.
Any sentence without a pronoun
or any other reference
to writer ar reader is written in an objective voice.
Most sentences in an argument are written in this
background voice; the voices of I, you, and we are
used
for special effects, mainly in the opening passages,
where writers introduce themselves, and in the closing
passages, where they take leave and perhaps exhort
their
readers to action.
The objective voice creates certain
effects or
impressions on the reader. First, it offers
no
competition to the content of the argument, but
allows
the subject matter to claim all the reader's attention.
Second, it diffuses, thought it does not eliminate,
the
emotional appeal of the argument. And third,
it
downplays any egotism in the argument and replaces
it
with a voice the audience is more likely to preceive
as
authoritative. Since argument by its very
nature
requires premises that more than one person could
hold,
the objective voice goes a step further and presents
premises for anyone to hold. (177 349)
In other, less formal writing
situations, if a
personal experience was in any way the origin of
your
argument - something that happened to you or put
you on
the track of a conclusion - it need not be left
out.
Although it may have only a small place i your argument,
it can have a large effect on your audience.
(177 333)
Sentences...gain emphasis when
I speaks them. Second,
you add the sense of a person going through a process
and
inviting readers to join in. Finally, there
are
sometimes spots in your argument where you might
lose,
confuse, or alienate your readers. You want
to carry
them over such spots...(177 334)
When "we" talks in an argument,
writer and reader get
together in a friendly way. (177 345)
Questions.
Unlike the structuring question
that you ask and
answer for your readers, the rhetorical question
is one
Wording
Theory W a187
you do not answer. When they find themselves
mentally
answering your questions, they are in effect talking
with
you. (177 343)
Wording
Theory W a188
Section B5 - A personal-life library
Transition. As the pounding
on the current subject
continued past scores of pages, the question of, "So what"
was raised. The context concerned choice to action in
reference to some personal flexible control standard on
output. Thus again, "So what?" Or should the question
be
better stated as, "So why?"
Importance. If you aspire
to be wise, as most people
do, you have the choice of providing wise output of (1)
remnant preservation, (2) colloquialism, (3) ritual, or (4)
hard copy.
Basic writing composition education
should include the
aspect of personal authorship and the building of a personal
library. Reinforcement and support of this personal wisdom
building process should take place - that process of
critical reading, notes with sub-headings, findable filing,
composition, and distribution (sometimes publication).
Thus
individual and world wisdom grows.
Junk accumulates. People
save things. When we move
our home, we lament, "Where did all this junk come from?"
Yet there's a scholarly side of saving things. Things gain
the status of memorabilia and antiques of considerable
value. Presidential libraries are made of such things.
And
beyond the shapely things are the papers - collections of
words. People, aspiring for value, write words - and
Wording
Theory W a189
wording traditionally identifies with wisdom. Some of the
world accumulation is read more, and some read less. Some
is organized better, with others organized less.
Regardless of readability or organization,
all people
can be a source of wisdom and the word. Just the success
of
greeting card companies proves that in the affirmative.
People are collectors. All
people collect things
mainly as a sign of stability, perhaps even as a sign of
eternal life. A previous table grouped the collections
as
(1) artifacts, (2) personal memory, (3) myths, and (4)
libraries.
The collection catalog.
Personal artifacts are the
product of individuals - including their output from job
work for an employer. Pieces resulting from job work are
many times combined into a portfolio which represents the
wisdom of the employee - a portable personal library.
Portfolio items are many times
not a scholarly work in
themselves. Yet they can serve as a reading which
contributes notes to a scholarly writing. Thus they need
to
be cataloged or filed in some way for future reference.
The
systems are numerous - from simple alphabetic and sequential
numbering right up to the Dewey and Library of Congress
systems.
The contents of the author's collection
of papers is
presented in the following table.
Wording
Theory W a190
a199
Table B31 - Contents of personal library
____________________________________________________________
File Contents from the front of the filebox to the back
____ __________________________________________________
box1 1-59
box2 60-89
box3 90-130
box4 131-149
box5 150-170
box6 171-187
box7 188-199
box8 200-224
box9 225-239 room
box10 240-244 book into dissertation
box11 245+ small box
box12 courses 033-390
box13 courses 400-682
box14 courses 696-799
box15 concord, wesley, 1986 letters
box16 terra tech
box17 ja & centralab ??
box18 ??
box19 ??
198 DeLong case
200 Arndt Automation
192 National
Equipment & Mold
171 Emerson
55 Brunswick
1979 Annual Report
Dezurik Project Procedure
plus Dezurik stuff
12 Mercury
spending control - see 155
Mercury 1967 expense flow
55 Brunswick
& General Signal Annual/Quarterly
161 DeZurik Profit
Improvement Program 5 folders
163 other DeZurik
consistency transmitter product
Concord faculty minutes
184 Centralab
manual inventory control
67 Amdevco
financing
old box3 Blue cash
145 Many advising and pre-registration folders
attempt at Wesley closing
Concord termination suit
significant letters - find Ev's
packrat confession
fone program station pause
MCI pr m1
91336762483825 a pr
ingrid m2 9501022 p
p 09136823229 . ..
jan
1 9501022 p p 03163655904 . ..
mom
2
04149330720 . ..
sue
3
06147926196 . ..
chris 4
06142995513 . ..
nan
5
04199272262 . ..
nan work 6
04194489492 . ..
pr * 9501022 p p 0
. ..
Last update to KAS = 010990
============================================================
REQUEST FOR REGULAR RESERVE
Page ##
============================================================
Please sign the library slip if you use these materials.
All materials are located in Otto's reserve file boxes in
number order and are for in-library use or two hour
out-library use but NOT OVERNIGHT. Other items are
available from Otto directly - office AB308 ext.533
(answering machine) 367-6248.
NO. AUTHOR TITLE (one copy
of each)
for all courses ============================================
128 various Minor consulting activities.
127 various A strong administrative
curriculum.
126 various Writing composition
Rackman Turabian
amTechEdAssn
125 students Computers & software
available to students.
library access via computer ties
to periodical list
3 KAS
79 KAS BA periodicals support student tasks.
5 Evans
WEEKLY ECONOMIC FORECASTS sponsored by AHMA.
7 various Hints for
reading more productively.
Also see KAS 8.
8 Walter Student
success pp.6 25 59-62 65-66 79-94
SQ4R
10 Otto
Term 1988-1989 student learning choices.
[spring 89 missing]
17 various Handbooks for
Theory W analysis - see 150
19 Gardner pp.65-6 Academic
standards section of GS198
20 Friday GS198 college
success exercises
21 Cole
Facade (My Self): A View of Our Behavior
22 Cole
Controllers (My Choices): Our Responsibility
23 Cole
Helpers (My Needs): A View of Our Helpfulness
24 Cole
Holder (My Love): A View of Our Relationship
26 Otto
Integration with Instructor/Course Evaluation
[more info available - 2 of 28 for Fall 1989]
also 73
27 BC
Collection of Career Development materials
27 Career The Jobhunter's
Workbook - in above folder
job hunt blueboook
50 Otto
Spring 1989 student learning choices
51 Otto
White collar crime protection
53 Otto
Fall 1989 student learning choices
[see 48 & 54]
58 wrkstds Welcome to BC
computing
65 JA
Complete Junior Achievement documents -
businesses formed, run, and liquidated by
high schoolers.
80 various house organs for
employees and community.
See 4.
95 Toast Toastmasters
International materials
100 various Self-help supplementary
texts
118 various professional certifications
with ethics
[see 81 & 93].
120 various PERT, Gandt, CPM, student
Theory Ws
pyramid visual
121 Otto Student
discipline & recommend letters.
137 Otto Housing
quality references - also resume 73.
move moving - also credit card papers from
144 debit cards plastic
for accounting, banking, and finance courses ===============
129 Otto Daily
cash control examples.
11 Otto
Statements of Account -
Credit Union pushing loan sales.
12 Merten Business
checkbook
for budget spending control. See 122.
petty cash control - see 155
13 Wesley General ledger
of a College
14 Otto
Electronic banking
16 Otto
Weekly income statement reporting
32 Otto
Credit - collection procedures & products
37 Otto
Syllabi, schedules, pre-lesson outlines
40 Otto
FmHA loan application
59 Otto
Bill of material and standard cost - race
engine
67 Otto
Note financing with Illinois National Bank
SPI financing - National is somewhere
93 NAA
Management Accounting magazine
116 Horngren Cost Accounting for Professional
Exams -
CPA, CMA, CIA. A self-study approach.
122 BC
Budget committee spending control. See 12.
123 various Variance analysis (plan
vs actual)
objective spending control. See 12.
for management science courses =============================
124 Otto Theory
W - Atchison city manager application
25
CAD materials, disks, and instructions
33 Otto
Production and marketing plan by product
42 Messick Trucker's daily
log
45 PRIME (1)
Traynor's BASIC Programmer's Guide and
(2) Farrell's BASIC Programmer's Guide
46 Otto
Theory W worknet of Faculty Handbook
47 Otto
Theory W worknet of Faculty Manual
102 ATEA American
Technical Education Association
atea
115 Anderson An introduction to MANAGEMENT
SCIENCE:
Quantitative approaches to decision making -
Management Science
Render
Instructor's manual to accompany
Stair
QUANTITATIVE ANALYSIS FOR MANAGEMENT (1988)
for marketing courses ======================================
2 Sears
CATALOG MARKETING NEWS -
use with KAS3 for 10 point articles
4 various Trade and
Customer magazines: HARDWARE AGE.
Insurance industry
Car wash industry
also see 80 MICRO-LIFE
box19 DELE-HELP
WALDENBOOKS
U.S.GOVERNMENT
SPECIALITY PUBLICATIONS
Fidelity's INVESTMENT VISION
Atchison HOSPITAL ADVANTAGES
Example of MICRO-LIFE information - Nov-Dec 1989
p.1 Note the marketing target.
p.2 How do you keep in touch with your target market?
p.2 Importance of customer support.
p.8 Ties with the interests of 4BA383/2BA390.
p.25 Evolution of specific products.
p.28 Selecting font from inside the wp sotftware.
18 Otto
Marketing syllabi, lesson schedules, lesson
outlines for BA383 BA483 BA484 past and
current [attempt at Theory W application]
[transparencies not copied here due to cost
constraints]
52 Otto
Atchison Globe newspaper marketing plan
91 various Incentives for
return of warranty cards.
96
International challenges
117 various Price structures
119
Microwave simulation
for course AC110 ===========================================
104 Larson Study Guide for
second semester chapters
15-28
106 Sprenger Lotus problem solver
for course BA383 ===========================================
130 Otto Sales
organization.
6 Boone
Disk used to work indicated problems in the
text and the study guide. [might need
additional setup]
15 Boone STUDY
GUIDE for BA383 [order thru bookstore
to get workbook credit preapproved by Otto]
34
Videos on-order - not in collection yet
satelite program schedule
35 Schnaars Micro computer simulation
software on disk.
See Otto (KAS 36) for user's guide if you
get stuck. MUST BE ORDERED VIA BOOKSTORE
for student extra credit. [double folders,
probably original was `lost' temporarily]
36 Schnaars Micro computer simulation
User's Guide for
BA383. [also has left over exploration
materials]
for course BA390 ===========================================
1
Lee CORPORATE FINANCE: THEORY... Another view
of our Gittman and the extension of finance
knowledge.
68 Mercury Directing resource
allocation.
38 Pinches Approaches to
financial planning - chapter
22
39 Gitman STUDY GUIDE
for BA390
41 Otto
Springfield proforma supplement
43 SPI
Selling a dream - financial proformas -
general manager appointment - my claim with
the U.S.District Court general info -
health insurance - forms
60 Otto
Machining center
61 Otto
Oil facility
62 Otto
Plant expansion
for course BA460 ===========================================
9 Dennis Decision-making
models on two disks. For
original disks see KAS 66.
28 KLM
KLM growth mission poster material
29 Snyder Futurist
thoughts
30 PBS
National program service
31 KC Star Sunday TV section
55 various Annual reports
- mission and future
orientation
56 Concord College faculty
handbook - president's
vision - outreach program - closing and
suit - evening coordination (behind 56)
72 BC Pres Annual President's
Reports.
103 BC
Manual for faculty and staff 1988-1989 -
see 98
105 Sawyer Business policy
and strategic management
:planning, strategy, and action - another
text
for course BA483 ===========================================
44 Otto
Kinnear case introductions and objectives
for course BA484 ===========================================
57 Weijo Disk
of Lotus 1-2-3 Templates for Kerin
text cases.
for access to Otto's personal items ========================
Call at his office AB308 x533 or home
367-6248 (answering machine). 48 Otto
Rationale for % grade curve (KAS 76) -
student point logs
49 Otto
Review of Traynor syllabi
54 Otto
100% retention project and past student
cards.
63 WSJ
Economics review of the WSJ words of the
week.
64 Otto
Teacher and adviser accountability - master
college teacher
66
Original disks for KAS 9.
70 BCadm Administration
of workstudy function. KAS
58
71 various Advisee planning
system. TIe to KAS 58.
76 Otto
Grading mechanics and policy
69 Otto
Integration with BC Business Manager
73 Otto
The Expert Worker resume - atchison resume.
changed to evaluation statistics
74 Otto
Transcripts.
75 Otto
References.
77 various Administration
shotgun material.
78 chair Administration
rifle material.
79 various Book and text
ordering information -
interlibrary forms in Faculty Manual
81 NAA,etc CMA continuing
education including local
chapter
82 various Faculty ideas
about BC organization.
83 various Fall 1989 Benedictine
student choices.
Dissertation disk 7 (BC) HD 5-1/4 Hyundai
Tmaker Next job disk 6 from CPM (BC) Todo
etc disk 5 (BC) Full disk 4 forcing 5 (BC)
Personal letters etc disk 2 (HLO) at
residence?
84 Otto
Nacogdoches facility plan. 54 pages.
85 Otto
Nacogdoches facility plan appendix. Pages
55-207.
86 Otto
Selkirk warehouse improvement program.
72+57+5 pages. GE
87 Otto
NAA 1984-1985 program booklet and member
roster.
88 Otto
Various business reports - Conrail
locomotive network master plan Zanesville
modernization program Request for SBA loan
(see FmHA) Financial background information
- Springfield Plastics, Inc. including
forecasts
89 various Disks which support
Otto's operation
Original software at residence Otto's
MicroWorks disks 8/12 9/13 10/14 11/15
(4BC) Backup of original software
Formated 3-1/4 & 5-1/4 disks without
data Bad 5-1/4" formats without data -
three folders
90 Otto
Old office schedules/signup sheets and
student choice lists for 1989-1990 -
general BC materials - Rick, Brian letters
92 BC
1990 physical records - see 141 (dental?)
94 BC
Circuit newspaper
97
Retirement folio - IRA, TIAA-CREF social
fica
security FICA also see 144-monthly,
131-fidelity
98 BC
Faculty Handbook - see 103
99 Otto
Lesson 0 - zero - #won - specific why
selection
101 Otto Peer
facilitation - Cooperative learning -
GS198 BC
108 Otto Learner's
Work Evidence development
131
Retirement folio - Fidelity
also see 97-retirement, 144-monthly
132
KS unemployment with resume fragments
133 Safeguard manual accounting system - student
forms
134
Coops and cartels
135
MBA thesis - R&D expense control - BA298
136
Management Achievement Plan (MAP) spending
control
138
Dancing - square and ballroom dance
139 hard assets papers
140 recent clothes purchases - assets
141 physical evidence - medical records - w/o exec physical
records ambiance - health records
143 writer's handbook
144 monthly finances - credit card/check papers to 137
also see 97-retirement 131-fidelity
146 evidence of 1990s regional college difficulties
147 Benedictine College faculty job description, faculty
meetings, immediate boss relationship -
includes PR public relations
148 addiction information
149 divorce and past relationship gray binder
150 BC recruitment materials as an entrance to lesson zero
151 quoted in-company seminar course to ATT
152 NC accreditation self-study - BC vision
revision
153 State of IL - credit union supervision - personnel
system - review comments - standard by-laws
- worknet of mergers - also see legal size
file
154 In-company lesson text on financial justification
155 Mercury Marine time reporting and budgeting - including
layoffs - including scheduling - including
plant reporting Mercury Marine engineering
financial control deterioration map2
156 Special products business formation
157 West Virginia Institute of Technology - faculty handbook
- job offer materials
158 Curving to national (world) norms - test feedback into
lessons
159 Teaching style
160 Condec SEC 10-K
161 DeZurik cost improvement program
162 asa umpire
163 DeZurik's professional traffic involvement and other
things
164 SPI Springfield Plastic activity procedures
165 General procurement information
166 Inventroy control - manufacturing absorbtion - standard
cost
167 honda misc
168 wesley closing
169 wellness - campus ministry
170 100% retention program
171 Emerson and CMC certified management consultant
including consulting proposals and SPI's
Wes.L
172 zanesville consulting papers
173 current letters to HLO - `49er' letters behind
174 salt river project consulting papers
175 range kleen consulting papers
176 wesley student notebook sheets - student choices
177 wesley faculty handbook
178 wesley meetings
179 SBA materials - small business
180 wesley employment
181 accounting function - SPI mercury
182 IL selective service
183 IRS audit
184 inventory control - Lima - etc.
185 religious education - Powell
186 T1000 and other computer books - laplink - 3sxl/25
187 Europe
188 proposal composition - see 135 for research paper
ingredients
189 PhD BGSU
190 Schenk Trebel accounting system
191 benefits - Brunswick personal benefits report - General
Signal savings & stock ownership plan
193 tmaker manual
194 Terra Technical College TTC - community college work
195 General Electric GE production control system or
Schenk Trebel
196 general job instruction - see systems 190, 71, 133, 153
197 calculator book - camera information
198 court dealings - restitution - small claims
199 taxes last five years
201 advisory committees
202 Range Kleen - one of 5000 items of its type
203 W.W.Dyer's books
204 Looking Out For #1
205 quality control and circles
206 Grey Itch Does God Exist? Introduction To Psychology
Living Issues In Philosophy Personal
Awareness :A Psychology Of Adjustment
Making Moral Decisions Declaration On
Certain Questions Concerning Sexual Ethics
Your Perfect Right :A Guide To Assertive
Living The Magic Of Thinking Big Fatherhood
Vocational Rehabilitation The Role Of The
Christian Family In The Modern World
:Apostolic Exhortation I'm OK - You're OK
Winning Through Intimidation How To Be Your
Own Best Friend Building Positive
Self-Concepts The Effective Executive How
To Manage By Objectives the subject of
identity from Psychology In Management A
Credo For My Relationship With Another
Introduction To Psychology :Exploration And
Application
207 material requirements planning - MRP
208 Fielding organization development PhD program in two
volumes and workshop materials
209 SEC quarterly reporting and corporation quarterly
reports
210 Kensington University business administration PhD
program KU ku
211 family and extended family - see Church section of
Theory C
212 CMA exam
213 customer service - production planning - DeZurick
214 new products - Centralab
215 new curriculum ideas 158 testing to national norms -
exams
216 meeting rules - Robert's Rules Of Order
217 job descriptions - also see faculty handbooks and
performance evaluations - wage
administration
218 computer costs
219 subchapter XI bankruptcy
220 government operating regulations
221 asset control and depreciation
222 JTPA - displaced homemakers - Women Helping Women -
displaced workers PIC EDWAA
223 directorships - board of directors
224 Human Resource Management - personnel - employee
handbook
225 AYH and maps and local tourist materials - hike bike
walk ayh volkswalk wolkssport
227 political involvement Perot UWES uwsa
228 bridge
229 1994 relatedness also 1995 also 1992-prior
230 walmart job, unit rail non-job
231 1993 relatedness cases
232 personal growth case of 1993
233 blue bio book
234 the mind
235 theory c
236 una-usa united nations association og kansas city
237 library use info
238 client side
239 AARP NRTA aarp
240 experience unlimited NE job service EU
241 ADA ada Ada
242 clowning
34 job interview materials - Johnson State interview
243 time and motion study - workplace layout
244 actualizations
245 1987 personal
g246 1995 relatedness cases 95xxxx.xxxfiles grayFolder
villageChurch church
247 old TRS80 printouts
____________________________________________________________
g=green
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Electronic advantage. With
electronic writing, no
paper amasses. The output will only have a use depending
on
future personal choice measured against the flexible control
plan of the individual. The control plan of previous
tables, for example, is not flexible - it exists as it is.
That does not mean that another improved edition could not
be produced. It simply represents a certain stability of
thought - a definite expression. A building block for
another use - thus life and wisdom proceed eternally.
Where then does this certain stability
of writing come
to rest? The answer is the library. It could be a
personal
library or the world-wide library system. The former is
absolutely necessary for the aspiring prolific writer and
entirely within their control. Just imagine a personal
accumulation of your own thoughts and accomplishments,
organized into a tool to be used to promote future
growth.63 What, then, actualizes a personal library?
Practical test. Can the
scholar be organized?
Rather, the scholar is expected to be organized - yet many
times is not. When low organization happens a weakness
____________________
63 Everyone needs existence, relatedness,
and growth
action (per the Alderfer, Dyer, Maslow chain of thought).
And each individual translates those needs into an
expression of wants. That assumes they are not catatonic.
The expression is either colloquial or printed - a simple
choice. But to explicitly and concisely organize the
complexity of wants and their actualization is, for me, the
ultimate enjoyment.
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Theory W a201
occurs which needs to be strengthened for the sake of the
whole. Thus we manage our organization resources -
hopefully in a scholarly way. And the way of one's life
builds to the why of one's life and the why of the groups
comprising the world. Thus organization is important to
the
individual as well as the group - contrary to the "wisdom"
that an organization is a group. Theory W stands to also
apply organization to the individual.
Self-communication
Many writers rationally decode
the code of the world
and enforce clear critical thinking upon the writer-self.
Thinking clearly is a conscious
act that the writer
must force upon himself, just as if he were embarking
on
any other project that requires logic: adding up
a
laundry list or doing an algebra problem.
Good writing
does not come naturally... (156 12)
"Be yourself." (156 21)
That means
(a) being relaxed and confident (156 21),
(b) conveying I-ness (156 23),
(c) writing for yourself, not an audience (156 26),
(d) learning to write by writing (156 59),
(e) unifying the tense and the purpose (156 60),
(f) gripping with a lead (156 65-6),
(g) weaving in freshness, novelty, paradox, humor,
surprise, unusual idea, interesting
fact or question,
and a portion of quotes (156 82),
(h) associated people and places (156 96),
(i) using punctuation and mood changes (156 113-5),
(j) moving with simplicity and logic through a
technological jungle (156 134),
(k) stressing appreciation of the ability for clear and
concise statement of an idea (156
145),
(l) reviewing to report (156 169), and
(m) critiquing serious work in the context of your promise
of scholarship (156 175).
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Table B32 - An example of a personal library poem
____________________________________________________________
The exploring writer wanders near and far,
He opens the door a bit - here and there.
A reader wonders what is behind the door ajar.
He searches for a mental fit - here and there.
The writer answers his wandering quest,
With many a reader on the guess.
The writer wails,
"Has the reader any questioning spirit left?"
From their second year when "Why" drove the parents bereft.
So why do we wail and fry?
Why do we cry and why does our anger fly?
And if we dare soar about, are we wry?
Do we progress, bit by bit?
Are we sharing the world's wit?
Or from time to time, do we throw a fit?
The world certainly gives us a try.
So why has our brain undergone a fry?
On account of our peace, do we even want to know why?
As a child we ask why,
showing curiosity about knowing the end aim,
The answer to why could well be
the answer to an eternal enjoyment claim.
And some would even claim wisdom as fame.
With a limited life time, seems right to seek wisdom,
So that at our end, we do not judge our selves dumb.
With limited life time then, critically read on and on,
Lest your next hour to enjoy, be again gon'.
____________________________________________________________
Note: One of Otto's originals - others are available.
Is death done? My career is death
- to die trying,
striving, and searching is my plight. I have fallen down
again and again, yet I look up. I lay here seeking peace
in
a waring world. This war of worlds is within me as well
as
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Theory W a203
in the closeness of others. I lie alone. I am awake
in my
self-made coffin. Regrets will not change the circumstance.
When I choose, I get up from my
resting place to
attempt relatedness. I share my time. I disclose
my
thoughts. I attempt to be a partner. I fail, retreating
to
recoup in my personal business. I am a sole proprietor.
I
am the proprietor of my soul, the proprietor of my heart,
the proprietor of my spirit. I work for me. Therein
lay my
charter. My work can bring me joy, love, and freedom.
I sun. I travel by bike,
by foot, by car, by plane,
and by intellect. I speak to my needs of existence,
relatedness, and growth. I fall down. I look up thinking
I
am alive. I question, "Does anyone need me?" My answer,
"I
need me."
Thus I work to structure my choices
so that my
business of needing is balanced and worthy. I write for
my
personal library so that it speaks of me and to me.
How many hours will I work until
my death is done?
The dissertation argues for recognizing whole hours, that
means (1) without a decimal, and (2) wholelistically human.
Post-morteum
One purpose of the dissertation
was to develop a
writing style. The dissertation accomplished that with
some
interesting realizations. The first realization was the
importance of the computer language requirement. The
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computer-language course requirement for the PhD program
fell short. But to write a dissertation electronically
was
a major accomplishment. Many advocate a third party
preparation of the dissertation. That results in a faster
finished product but it shorts the PhD learning process.
Electronic writing provided many
temptations to print
hardcopy. In all cases the hardcopy was of marginal use
-
becoming instantly obsolete. The most legitimate use of
intervening hardcopy was for visualizing a major
reorganization - and then, only a close-line copy of the
contents would be printed, only to be destroyed, almost
immediately, by improvement notes.
Absolute mastery of what the computer
does comes out
of writing electronically. And the improvement of typing
skills goes without saying.
A detailed contents takes the
place of an index but
makes the contents too voluminous for practical use. In
writing, however, the detailed contents proved to be
mandatory.
Communication mode differentiation.
In the final
stage of my dissertation process I pause to add this
differentiation of research communication modes. I have
experienced many of them and look forward to experiencing
the others. The modes differentiated are the term paper,
the research report, the professional paper, the thesis, the
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dissertation, the research monograph, and the book.
The term paper is based on
a library investigation of
some topic and rarely involves laboratory work.
In
schools where both opportunity and encouragement
make it
possible, the student may make a field study of
a problem
in one or more business firms. (234 78)
The business research report sequences
its parts as
(1) state problem, (2) summarize conclusion and
recommendations, (3) detail the procedure, and (4) analyze
detailed results (234 79).
The professional paper...is
such that the problem is
one which faces many companies and the solution
presented
may be adapted by many companies....The principle
divisions of such an article are problem, method,
results, discussion, and summary. (234 80-1)
The thesis in the business school
is a more rigorous
report of an investigation than a discursive essay
demonstrating skill in rhetoric....The development
of a
mathmatical model and its rationale might require
only 20
pages. On the other hand, a comparative study
might well
run well over 100 pages. (234 82-3)
The meaning of dissertation is
to argue from the
viewpoint of the expert in the field....It may be
critical, normative, conjectural, or speculative....The
criterion should be that the work makes a really
original
contribution to man's knowledge. It may be
a
contribution to basic theory or to an actual business
problem....A length of 120 to 200 pages is fairly
typical. (234 83-5)
The research monograph...is usually
a form of
communication among scholars in a particular field,
and
as such, has a limited audience. Since the
monograph is
usually longer than a article but shorter than a
book,
publication of the business research monograph is
usually
supported by a university press, a bureau of business
research, a research foundation, or by the author.
(234 85)
And there are books, with which
we are all familiar.
The broader the book's appeal, the better the chance for
publication.
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Dissertation types. From
the above quote, the four
types of dissertations are critical, normative, conjectural,
and speculative. The dictionary (61 sv) provides a measure
of differentiation detail.
Critical - 1c: exercising
or involving careful
judgement or judicious evaluation: discriminating,
careful, exact; d: including variant readings and
scholarly emendations [2a: corrections or alterations
made in the emending {1: to free from faults or
defects: better, improve}].
Normative - 3: creating, prescribing,
or discovering a
norm [1: an authoritative rule or standard: model,
type,
pattern].
Conjectural - 2: inference from
defective or
presumptive evidence [1a: giving grounds for reasonable
opinion or belief].
Speculative - 1a: not established
by demonstration:
theoretical.
Criticism.
Criticism at its best: stylish,
allusive, disturbing.
It disturbs us - as criticism often should - because
it
jogs a firmly held set of beliefs and forces us
to
re-examine them. (156 175)
Theory W dissertation type.
Theory W, obviously
theoretical by its name, is more than speculative. Theory
W
bases on actual case study. However, the application to
a
large organization has yet to be accomplished. The
dissertation attempts to demonstrate the practicality of
Theory W application.
Toward the accomplishment of more
and larger
application, the Theory W dissertation provides a norm for
further development.
Because of the low number of case
studies, and the
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developing nature of a norm into law, Theory W can be viewed
as conjectural, especially when organizations in need are
not able to generate a specific want to fulfill the need.
A
written Theory W will help to clarify the practical
availability of a functional organization structure.
Theory W means to criticize the
way we organize our
world.
Future publication. Five
years of college teaching
experience gave rise to a peer facilitation experiment which
increased student study time 15 percent. Publication
efforts await dissertation and PhD completion.
A dozen years ago I regretted
not writing about
work-related topics. Since then, school papers received
good grades, but a writing style and writing nature have
been elusive. Employment, PhD schools, and family have
provided opportunity for failure. And that thought takes
us
back to the beginning of this appendix to begin again.
Theory W provides a consolidation
for the opportunity
to succeed in employment, teaching, and family. Yet most
of
all to succeed as a self.
Through the dissertation project
and writing
investigation, my whole life became writing oriented.
Toward that end there have been letters, journaling and
Theory C. Theory C has some fuzzy publication possibility,
too fuzzy to even use the term probability.
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Distraction oriented? With whole-life
writing
orientation, and the tracking of whole hours, the amount of
"wasted" time and various distractions came to
consciousness.
The production of evidential work
takes time. And the
product of wise thought should turn to evidence sooner or
later. The alternative, having no evidence, loses it's
way
beyond momentary use. Having no way in support of a whyful
aim, the alternative has no meaning.
To put off evidence till later
usually associates with
distraction. Distraction can be of two types, (1) accepted,
or (2) chosen. In accepting distraction, we have a weakly
organized aim. In choosing distraction, we say "No" to
an
organizationally aimed task - the task performance is "No."
"No" performance evaluation could
use the support of
an organizational partner - a facilitator to bring the task
leader to the organized task.
Accepted distractions depend on
one's standards of
wisdom. Does one accept newspaper articles as wisdom?
Does
one accept radio commercials as wisdom? Are we wisdom
oriented by nature?
Wisdom can be seen as the fulfillment
of individual
needs. Scientific humanistic psychology provides universal
need definition as a hierarchy of existence, relatedness,
and growth. To fulfill our universal needs, we, as in each
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of us, must continually build a hierarchy of actualizations.
To build actualizations means that we must resist
distraction. Is taking a minimum wage job a distraction?
Is attempting to be married a distraction? Is writing a
distraction? The individual organization answers....
Theory W a210
JOURNALING
Aiming
at higher personal productivity
by removing or releasing blocks
to energy and action.
by
H.L.Otto
to
Personal Library
File ab6
Atchison Kansas
October 1993
Runner: Directing energy
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Section B6 - Journaling
Journaling course
Notes about death
Works cited
Context. An aspiration of
writing, or rather wording.
Summary. Look for patterns
in aim and blockage.
Next. Reinvent existence,
relatedness, and growth
fulfillment.
Works cited
1m H.Peterson (1993) Journaling as a spiritual experience.
Prarie Village KS: The Village Church.
2m A.Broyles ( ) Journaling: A spirit journey.
Nashville
TN: Upper Room.
3m N.Goldberg ( ) Writing down the bones.
: Sha .
4m B.Stoner & G.Palmer (1993) Death: The trip of a
lifetime. Public Broadcasting Corporation:
KCTS
Television.
7m B.Baker (1993)"The mind connection." NRTA bulletin.
v.34,n.9 Washington DC: National Retired Teachers
Association.
8m H.Geist (1968) The psychological aspects of retirement.
Springfield IL: Thomas.
Journaling course
A good aim seems to be a more
whole consciousness of
self and the world, wisdom if you will, yet definitely
including the expression of feelings. Journaling keeps
the
mind focused.
Psychiatrist G.Solomon...says,
"The mind and body
cannot be separated. The mind is the brain,
and the
brain is part of the body. The brain regulates
and
influences many physiological functions, including
immunity. Mental and physical well-being are
inextricably intertwined."
Solomon...has spent 25 years studying
the biological
mechanisms by which emotions, stress, attitudes
and
behavior affect resistance to disease. "We
have studied
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Theory W a212
people with a variety of illnesses, and people with
very
good coping skills tend to have a greated speed
of
recovery." (7m2)
First class. The Village
Church of Prairie Village KS
offers excellent educational challenges. One opportunity
involved formalized training in journaling. The first class
oriented the participants with several prompts.
As who I am, I introduced my tradition
as a
combination of family, religious, educational, and self
experiences. My specific interest in this class being the
further development of self writing in the context of the
number of whole hours I have until I die.
My experiences in journaling began
in 1982 with a
personal search for meaning in the light of the collapse of
my models of marriage, family support, job security, career
transition and becoming generally too old in the eyes of
many. In my eyes however, I will be forever young.
My first eleven years of journaling
progressed from
scralled notes, to marginal notes in books, then to the
attempted integration of further education course work, a
period of intense letter writing, several attempts at
jamming journaling into dissertation appendicies, and
spinning off fragments of life philosophy into something
called Theory C-ing. Previous to that I kept desk calendar
notes which were job oriented.
Several books on journaling were
referenced in the
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Theory W a213
first class (2m) (3m). I am encouraged to be completely
honest (2m14), to let my wrinkles show (3m43), and to choose
one positive step, one definitive act (3m??).
For the first week's homework
in learning formalized
journaling I am to write about my daily events.
My daily events amount to those
which I choose as
topical, since many other important events of the world are
purposefully sidetracked, although I do spend time watching
media accounts of, for example, Russia and Somolia. I do
give passing thanks that I am not personally affected.
First week. The daily events
which affected me on day
one, center around the opportunity for formalizing my
learning about journaling. Day one began with television
until four in the morning. This amounted to something of
the nature of soak time after playing couples bridge with my
former boss who fired me and who remains my landlord. They
had splendid cards, he plays well, and they won big. I
sort
of watched for what my feelings were and listened for what
they shared.
At bridge I saw regret over bad
cards, apologies over
bad play, and superficial attempts at personal sharing.
I
was aware that I was not active listening - not willing to
share where I was because on first thought I saw the setting
and the individuals as inappropiate. On second thought,
the
setting and those people, including myself, were not
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Theory W a214
interested in sharing "energy in the form of intellect and
culture." The quote comes from my adjacent day-two work
with the task of rationalizing my death in words comfortable
to me. The vehicle for my work was the taped television
program entitled "Death: The trip of a lifetime." On third
thought, the bridge setting did represent intellect and
culture, yet was limited in providing what I need. Thus
my
dysfulfillment, perhaps as valid frustration, should not be
directed at the "best bridge game in town," but rather at
seeking other opportunities.
I think that my opportunity-of-need
may be loving
validation. Others, quite naturally, want me to be
fulfilling of their needs. And with first thought, I am
willing to be instrumental in the "addict's" need
fulfillment. Yet my needs must also be filled. On
second
thought, the strong use of the word addict can be tempered
with the use of the word dsyfunctions - the other's
dsyfunctions, and my dsyfunctions. My dsyfunctions are
summarized by my recent falling performance in the last
several weeks. The journaling class affords, as I
experienced in the first class, loving validation.
Although I experienced validation
in the journaling
class, I do not see that journaling, after the class
concludes, will provide the love that I desire. However,
journaling will set my mind straighter as to the next step
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in my life.
In the process of life-stepping,
I have been willing
to acceed to the lifestyle of a potential significant other,
yet as I have recently experienced, a "good woman" eludes
me. Thus I get on with a single-life style, with secondary
glances at a potential married-forever partner.
Day-one brought to my single-life
style the inclusion
of self-discovery and the getting-centeredness of journaling
versus the introversion of writing a diary. The definition
of diary refers to journal, but the definition of journal
refers to a journey (61 sv). Thus I am on this single-life
journey, and further thought projects that even when
married-forever I will be able to maintain my single-life
journey.64
In a spiritual, intellectual-pilgrimage,
and religious
sense, I will use my natural God-given resources to bring
forth whatever from me. Bringing forth will save you, what
you do not bring forth will destroy you. And with that
____________________
64 1a: travel or passage from
one place to another,
d(1): the course of one's life from birth to death, (3): an
often extended experience that provides new information or
knowledge beyond that which one might normally
acquire: TRAVERSE.65 (61 sv)
65 Traverse. 1a: to move
or go across or along,
c: to move or dodge from side to side, 4: to slide one's
blade in fencing toward the opponent's hilt while exerting
prolonged pressure on his blade, 5: to make a traverse in
climbing or skiing <one can zigzag or traverse up any length
of slope with the least effort - Hans Georg>. (61 sv)
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journaling class advice I move on to relative clarity, new
insights, understanding of my part in various systems, and
the general enjoyment of talking about ourselves.
Journaling gives us permission to be ourselves, to let go of
everything to be stripped and vulnerable and thus religious
(3m36)
Day-one thus becomes closed with
a spirit whereby all
my single-life tasks of wholehours bring me in each step, a
certain journaled fulfillment. Yet my life remains
incomplete.
Day-two began with world events,
specifically a
high-powered panel airing thoughts about Somolia. I watched
and contemplated my non-existence in those events. Then
I
completed watching the four hours of "Death: The trip of a
lifetime."
I have a handle on my lifetime
spending in wholehour
units but I do not have a fulfilling handle on the wholeness
of each week's set of hours. I am anticipating that this
week will be more fulfilling because of my calculated return
to bridge and further socialization in the Kansas City area.
I feel fulfilled with the further understanding about what I
stated on day-one - "the number of hours I have till death."
I see that "there is a least one kind of immortality...we
draw from the past and leave for the future - energy in the
form of intellect and culture....that is available to
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everyone. (4m)"
Day-two upon awakening I was aware
of a dream of
collecting, from various places, almost along a route of
some sort. I proceeded to sleep back into the dream.
I was
aware of people helping me take this load of something, the
people were indistinct yet the trail was too soft to
continue the journey. I went on with my day, enjoying the
weather, the fall colors, and my freedom - several time
overcoming self-criticism.
My dreams had the setting of the
Missouri Valley
bluffs and, in places, seemingly impassable mud where roads
used to be. During the last several weeks I have biked
approximately 400 miles. To bike a long distance usually
brings the inability to walk normally when stopping.
However, with a more leisurely pace as an analog for a
lifestyle change, I walked when I felt like doing so. I
collected a two-liter, a half-gallon, and several refills on
my biking journey without knowing the exact circumstances
beforehand. I collected several pennies, a dime, a quarter,
and a twenty dollar bill as I biked, one penny I dug out of
the asphalt. I thought, "What will other people think of
me
prying a penny from the road's surface?" Again, I resisted
self-criticism. Thus I am developing new attitudes along
my
life journey.
In the second-half of my dream
the load seemed to be
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of the shingle-bundle variety, like on the truck which I
cautiously followed the day before. Yet the load and teh
indistinguishable vehicle never became bogged down in the
mud. I could see that the road was impassable and I simply
halted any attempt at proceeding.
If the collection part of the
dream was connected, my
collecting would just have to stop until the road conditions
were different. Of course I could always devise an airboat
or helicopter but that exceeds my means and the dream.
My
faith in my life choices take on more security now that I
"mind my own business" and "take my time."
Wisdom comes in many forms, the
scriptures are one of
those forms, and likely, when assignment comes in journaling
class, I will make use of the concordance in referencing
scriptures.
My daydreams consist in being
married-forever and
escaping the codependence of choosing the wrong women as
potential mates. What I need must come in actual
partnership. A partnership which would hopefully include
real spontaneous dialog. Thus I could conclude that
journaling does not directly contribute to relatedness.
Resultant growth and challenge must be practically funneled
hierarchically to self-existence, relatedness, and growth.
Now I drive in the car and choose
to journal not
because of any event but as a way to funnel daydreaming.
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Then the car notes are transferred to computer by choice -
journaling has become time-consuming and obviously
introverted. Will someone eventually listen? Perhaps
the
term soulmate applies? I use the term partner.
If my functional life-agenda calls
for a partner, then
I must not be passive. I must be assertive with my self.
Yes I must react to the journaling class assignments, but in
the context of my functional-life goals. My personal card
speaks of a progression of talking, synergistic activity,
and closeness in the context of married-forever partnership.
And my priorities demand the completion of my dissertation,
etc. My partnerships will develop from the synergism of
my
activities - I am alone in me. Am I thus free but sad,
or
just less joyful? In my freedom I form my own culture,
dirty car and all.
Does journaling provide the play
of the inner-child?
Is journaling inner-child's play? Inner-child's activity?
Activity contributing to intellectual growth, bringing along
preceeding tradition and culture. My activity can be in
service to others, yet I must resist the trait of assuming
the wisdom of formal authority in caring for me. Does this
mean that I cannot take care of myself? That I run out
of
energy in attempting codependent partnerships?
Multi-member organizations are
made to cooperate, not
to fight. Formal authority exists to stop infighting, not
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to personally profit by the resultant chaos. How then do
I
handle the result of leaving the infighting, turf
protecting, and personal profit? This line of thinking
reflects a scattered brain!
How can I be non-adversarial yet
assertative? Answer
lies in my activities. The shallowed safety of groups
rather than the depth of one-on-one? I seem to have fenced
myself from whatever, claiming that I do not have the
energy. I now run to another city where still no one cares
for me. A life without being cared for, thus I continue
to
walk off to the horizon, never arriving, and no haven for
return. Yet my validation of worthiness must come from
my
activities. One activity being journaling for the discovery
of self - the assertive self.
Day-three I awoke to type the
above, prompted by the
day-two steering wheel notes. My dreams were of the golf
range, another group was teeing from the dock where one
woman was hit by a hook from my proximity. She had minor
injury, if any, proceeded to stand on the left leg bringing
the right ankle up for checking with the right hand. Then
she proceeded to sit on the dock and was distracted in her
own world to the point of laying backward over the edge of
the boardwalk, and proceeded to fall back, defying her
stability on the dock, surprisingly "sliding" backward over
the edge of the unrailed boardwalk and into the water.
Her
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feet followed over the edge like she was having to pull
herself into the water. Her feet disappeared with another
lady golf partner rushing to her aid.
As I typed the above, I thought
that this could apply
to my attitude about Patricia not calling me, sliding from
my consciousness. Yet I knew that consciously in the
immediate past. Now I have taken the time to rediscover
and
document to the exclusion of other activity - like sleep.
Can I then claim advantage, that journaling replaces sleep
and other unproductive hours with writing practice.
Day-three brought an examination
of the context of
events and how I contextually feel when events occur. In
the past I have used good and bad to describe feelings
polarity. Upon revaluation I now use positive and negative
to describe feelings polarity. I considered the possibility
that feelings could be both positive and negative but
discarded that possibility. Mixed feelings are probability
layered and with practice can be separated.
Negative feelings were felt over
the discovery of a
list of banned books being promoted by the St.Joseph MO
public library and the American Library Association. With
investigation I found the three organizations that were
visible and myself to have positive actions.
Returning to a more general view
of actions and their
resulting events, I question if a more balanced life would
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mean less intense joy. In the past my intense positive
accomplishments were counterbalanced with the intensity of
compulsion, including sex, home improvement, car
maintenance, community service, curch service, children's
activities, continued education, and job overtime. Was
one
or more of these, if any, an addiction? In addition, I
felt
as a codependent. To validate that feeling I claim that
my
mother was addicted to fear and hate, and my father was
addicted to alcohol and reclusiveness. More recently, I
claim that a significant-friend Patricia, by her own words,
depends on finding a husband who will support her
financially intense compulsions.
Intense individuals, I think,
definitively increase
the probability of getting facilitated by their wanting and
willing the needed actions. Circumstances influence an
event happening. Thus to choose to act within a context
of
favorable circumstances would tend to increase the
probability of having a positive event come into reality,
like my browsing in the library, "choosing to be distracted"
or "choosing to be recreative" or "choosing to be
re-creative."
Re-creative brings me full circle
back to the liberal
arts concept of my mechanical engineering bacheloreate days
of the late 1950s. At that time, the word creative was
most
enamoring. Since then, I see myself as forever creating
and
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re-creating. Thus a distinction of events comes forth -
creative and re-creative.
With event distinction I can separate
the divisions of
my life into the categories of creative and re-creative.
Table 34 - Creation of positive-feeling tasks
____________________________________________________________
Life-task Creative
Re-creative
____________ _______________ _______________
sleep
fully positivea
self relate
mixed feelingsb
relationship fully positivec
job
fully positived
writing fully positivec
exercise
fully positivea
assets
mixed feelingsb
dissertation fully positivec
____________________________________________________________
a Free, loving, and joyful.
b A weakness in living my life
and perhaps subject
to journaling.
c More and more through wanting,
willing, and
acting.
d As in returning to the enthusiasm
of the past.
Thus the journaling challenge
can be specifically
applied to excessive sleep-time, excessive limbo-time, and
the time which should be spent to correct substandard asset
maintenance.
The aspiration of prolific writing
includes prolific
as being abundant, assorted, diverse, extensive, myriad,
numerous, plentiful, voluminous, creative, fertile,
fruitful, and productive. Not the appearance of creative,
verifing my being of the correct posture for me, yet always
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wonting to improve.
Day-four began with seeing the
previous night's dream
as my part of a team who brought outlying Indian religious
cultural organizations in touch with broader affiliation.
They needed to be validated against their fear and then left
alone to do their thing yet have the recognition and support
of the broader culture. I was up ready to work rather
choosing to go back to sleep.
Day-five dreams saw me in war,
calmly eliminating the
enemy with an automatic weapon. Probably the result of
watching the news immediately before retiring. Then, with
sleeping in, and going back to the same dream, I acquired a
duffle of ammunition then proceeded to misplace it. The
shooting ceased and I found myself at a newly build
small-town meeting place for some undefined social function.
I had some interface with several ladies yet ended up
noticing a large opening to the outside next to an
electrical panel. The new construction needed finish caulk.
Outside I can across a weak clothes-line prop and I showed
someone how it worked. The day was uneventful relative
to
the implementation of my life tasks. Minor events occured
with no need for journaling. Past events and the context
of
future events were rewritten as part of appendix B.
Began the six-week Village course
on reconciling with
my inner child. I took my smiling photograph of me as a
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two-year old. I am revolting more about the seeming several
decade shift of our culture in perpetuating victimization.
On the other hand, I found the class and its homework
stimulating.
Day-six began with immediacy erasing
any recollection
of dreams, if any. In taking the day to bike over 90 miles,
the mode of superhealth came to mind as I most comfortably
completed the trip. Recently I have biked perhaps 500
miles. In the evening I "fell" to ice cream, cheese curls,
and the intention to watch an entire baseball game. I did
not succeed, yet the permission was significant. Both the
biking and the eating could be an indication of my intensity
that could be intrepreted as addiction or codependence.
I
stopped at the library to scan the definition of intensity -
I returned several days later to add the following about my
intensity.
1a: extreme strength, force, or
energy, b: extreme
depth of feeling: passionate quality: extreme
sensibility, c: the quality of aesthetic or intellectual
emotion or excitement: compactness of artistic statement
or expression: depth of conviction, e: strenuous
of
effort or application. (61 sv)
Received symphony tickets which
I gave to Patricia as
a way of shutting off the oportunity for codependence in a
seemingly impossible balanced relationship. I was taking
most of the initiative, talking was not substansive (my
active listening needs attention), and I took her statements
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about a lifemate at face value. I did not fit the profile
of having to take care of her financially.
Began day-seven getting right
into car maintenance, a
worthwhile priority. In trying to remember the previous
night's dreams, they are already fuzzy, I am tired, and the
best recollection feels of difficulty and uneasiness.
Appropiately so because of the preceeding bike activity and
little sleep the night before. I feel skiddish and ornery
-
a general feeling.
I am fat! The pants and
wide belt arrangements do not
fit! Of course I pigged out on goober and tomato juice
while enjoying TV. However I am not quite disgusted with
my
actions - other pants do fit.
Second week
Assignment involves sleep-dreams,
with a far-second
substitute being the interpretation of day-dreams. I need
to fire up that hand recorder. Journaling helps me to focus
on listening more actively. Communication apparently needs
linearity, something that writing helps "straighten" out.
Appropiately, my dream involved
struggle, and I was
winning. The last two opponents were very worrisome with
the struggle never really finalized. I am getting really
good at flowing the rationalized words to the page. I rose
early proceeding to work on the dissertation after, of
course, journaling.
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In journaling class, I did my
inevitable, observing
that dreams, if in fact they were God speaking to us, seemed
to be negative. The prompt was successful, people were
fumbling to remember positive dreams and our leader will go
back to her concordance to look for, as she labeled them,
"sweet dreams." I am pleased that she will do this for
me.
And in general, if I active listen more, people may do a lot
more to fill my needs, all following my minding my own
business.
My business of observing and active
listening better
was also exemplified in the dialog exercise of our second
class. The setting was to be chaplin and patient in a
pre-operation discussion. My attention went to my humorous
yet serious recovery room experience.
Chaplin enters, "Hi, Mr.Otto,
how are you feeling,
just getting out of surgery?" "Fine, feeling fine,
Chaplin."
"Do you have any concerns in life,
Mr.Otto?" "No,
everything's fine Chaplin."
The chaplin has a certain uneasiness,
as if he had
trouble recognizing God right there within everybody. "Have
you come to know God in your time of need?" "Yes, Chaplin,
I have seen God, I have seen Jesus, I am at peace right now,
and I feel that God is with me."
"Well, Mr.Otto something must
be bothering you." Tell
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me about it." "Chaplin, seems to me that you have a need
to
find something wrong with me, or better, that I find
something wrong with myself that you can help me fix! I
choose to see myself as knowing God and knowing Jesus.
Their spirits are with me. Before this third surgery, like
the two previous surgeries, I knew that there existed a real
probability, however small in number, that I simply would
not wake up from anesthesia - no explainable cause - and
none needed. I accepted that possibility of immediate
death. I've led a full life, and now that I have survived
this surgery, and am normally healthy again, I will continue
to lead a full life. And if God blesses me I will lead
a
wholistic life which touches on superhealth, physically and
mentally. How is your life going, Chaplin?"
"My life is not the purpose in
this visit. You are
the person in bed, you are sick, you need the help! So
tell
me what help you need!" "Hey Chaplin, I am just out of
major surgery, it was completely successful, I just got my
pain shot, I am resting here in the recovery room, I am nice
and warm, there are no drafts, everything is clean, the food
is good, I have stereo headphones to listen to classical
music, and friends, including yourself, come to visit.
What
more do I need right now?"
"Mr.Otto! You need to be
saved!" The nurse enters
and saves me from the chaplin, asking him to leave. I
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rested fine that evening, recovered fully, and still need to
be saved. I always have and I always will work on saving
myself from me. Not to mention every other person who has
something to sell. Just because people have something to
sell doesn't mean that you need to buy. "So Mr.Otto, what
do you need? And in what way can you and chosen others
fill
those needs?
Since I was up late and up early
this day, I napped
and naturally dreamt of my sentence to die, in a vividly
detailed place, with other people present, children playing
very creatively against a definite risk of getting seriously
hurt, oriental cooking, and my encouraging a lady to try
some oriental food. The dream reflected the above chaplin
dialog and the new oriental restraurant I drove past the
previous evening, wondering what quality of food they
offered, and how many calories.
Time journaling indicates an ongoing
problem with the
application of my time. My expectation reflects intensity
yet my performance does not reflect instant genius. The
dissertation writing process develops with difficulty.
Developments to date permit me to apply writing skills to
this work. Will I ever get the dissertation finished?
Yes,
at the same time I develop into an evidenced whole person.
The intensity fragment expanded
to the
autobiographical element of the dissertation, baring the
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title "Liking sex, loving self, loving a life-partner, and
living life intensely - short of addiction." The previous
day the title was "Willingness above illness: Choosing and
working my way to uphold wellness."
Thursday brought transformation
in beginning to
relieve my personal library constipation. Plus the car
now
stands relatively clean. Everything can be claimed in
working order.
Friday was a rainy sleep-in morning
whereas I ended my
dream frolicing with a lady and her two elementary aged
school kids. Ingrid was not on my mind previously and I
think the dream lady had blond hair. Ah, fantasy -
hopefully evidence of good mental health. What would
indicate mental superhealth?
Can't remember Saturday's good
dream. But the day was
good, seems as if I have a life. The humor of "Sliver"
triggered analysis of the privacy issue coming to the
closing line and message, "Get a life!" The life getting
advice was directed at (1) the under-thirty guy who watched
his apartment tenants in between designing video games and
working out, (2) the career gal of 35 who most recently gave
her life to a seven year marriage, (3) the impotent writer
of sex and violence who killed for shame, and (4) me.
Life-getting wagers against narrowness of mind. Sage avice
comes with "Of all the things I've lost in life, I miss my
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mind the most." Life-getting relationships are (a)
animalistic, i.e., procreation, and (b) intellectual, i.e.,
pleasure. Human life-getting, monolopizing intellectualism,
finds pleasure in positive feelings, i.e., joy, love, and
freedom. For the sensual oriented these feelings are called
emotions, thus redefining positive feelings as sight, smell,
touch, hearing, and taste, like in animalism and
procreation, for I see sex as intellectual. Thus I ask
potential life-partners, "Do you like sex?" I've found
that
many do not! Thus scarcity and self agenda keep me from
marriage-forever, but I will return to the quest.
Self-agenda needs catagorize as a hierarchy of existance,
relatedness, and growth - with the harmony of re-creating
being more successfully developed most recently.
Sunday's dream, if any, washes
into obsecurity.
Extended sleep dreams were varied and seemed not worthy of
note. Afterthought places several recent dreams as fix-it
oriented. However the dreams are more apartment/catherdral
oriented than psychological.
Monday visited with Irene and
will use Wednesday
breakfast with her as forcing a scheduled early rise.
Evening class brought to light my parenting responsibility
for my self.
Tuesday looked into parenting
books. Too many books
from which to choose.
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Wednesday continued with sweet
dreams where I seemed
to be motoring, and definitely moving along a rolling grassy
pathway associated with a river. The water never entered
the dream nor did I cross bridges. Their was a gathering
a
some big meeting/eating place but the food nor the people
were focused. The previous evening I was watching a bike
ride documentary where they went down into a narrow dry
river canyon with a dirt road and I was probably hungry.
My
idea is to stop this writing and integrate same into my
daily log, but I don't know if I want to continue with this
amount of writing energy when dissertation and publication
goes wanting. Notes for the Inner Child class have been
very productive today.
Retirement
Although finances are important...the
chief aim should
be the "proper" self-expression and continued
opportunities to make some contribution to life
around
them. Liesure and efficiency are really secondary
activities, compared with the continual use of human
beings for human values. Whatever the living
arrangement
entered upon, the prime consideration...is that
of a
healthful routine...[with] special provision for
their
greater fatiguability, attitudes of discouragement
and
self-disparagement, and weakness of perceptual and
coordinative responses.
Whether one is happy...is determined
frequently by the
presence or absence of unfulfilled interests...
The
durability of interests is much more important than
their
nature, since they now furnish the outlet for energies
formerly given to their job or position. (8m
115-6)
Notes about death
We've got to die and leave here,
no matter how much
success we've had so far avoiding, delaying, or
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redefining death. And that realization of our
mortality
seems to change us. Once you agree that now
is a
acceptable time, when you die becomes less important
than
why, and where, as we seek the good death in earnest.
(4m)
One man who found what he sought
- he had cancer, so
he knew how he would die and approximately when.
Where
was his only concern. He and his family had
made
preparations for that... His passing looked
like a bad
death but it wasn't because he discovered that a
good
part of where was with whom. (4m)
Preparation allows us to become
masters of our mind,
almost as if knowing the process is more important
than
the process itself. "Then... with this
as a preparation
- as a plan - or this as a clear idea with different
options, then it is much easier to face that future,
and
much better with that kind of preparation than just
to
sit and wait.... Whether there is afterlife,
life after
death or not, it is better to make this kind of
preparation. If there's no life after death,
it doesn't
matter." (4m)
"I let go of trying to hold on...
and I felt an
enormous amount of strength when I let go knowing
that
this was either going to work or it wasn't."
(4m)
If we can control why we die,
take that rare
opportunity to die for a cause or a reason, then
all the
other questions of the last moment of our death
- when,
where, how - are unimportant both for the dying
and for
those who never forget them. (4m)
The good death is the one that
comes at the end of a
good life - life lived with spirit until the last
moment.
(4m)
Some people perfer to cope with
grief and loss
alone... a story of someone like that, but
more than
anything else... a love story. (4m)
A hard time making a leap of faith
in a belief in an
afterlife but... there is a least one kind
of
immortality... we draw from the past and leave
for the
future - energy in the form of intellect and culture....
that is available to everyone. (4m)
Third week
Integrated journaling with daily
log and other
writing.
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Table 35 - Wholeness day by day
____________________________________________________________
awake
aware of sweet dreams
travel to WORKplacea
LEARNING equals growth
unable to restrict EATINGb
healthy RELATIONSHIPSc
EXERCISE alternative
masturbating TOUCH
tv entertainmentd
SLEEP
____________________________________________________________
Note: All-capital words indicate cause of revitalization and
universal basic human needs.
a A restaurant, library, or park
setting, rotating
to keep the restart process going.
b Addiction - present compulsion.
c Addiction - keep in check.
d Addiction - recent compulsion.
Table 36 - Basis of daily wholeness
____________________________________________________________
steering-wheel clip board
ability to change locations
ability to provide writing timea
____________________________________________________________
a Introverted writing time addiction
- past
compulsion. Retirement, forced or voluntary, provides
writing time and time for relationship partnership and
friendship mutuality.
Fourth week
The challenge was to bring a focal
point to class.
Another person shared a reading about injustice in the
world. I journaled about the reading as follows.
I think. Therefore
I am? I am, from time to time,
touched by a living hell, either through my own
oor
another's hand. When I'm in this hell, I say,
"Who in
this hell am I?" Who in this hell are you?
And you?
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And you? I ask each of us, "Who am I in the
midst of
this hell?" I am a person who chooses to do
something -
a little something.
The least something would be to
do nothing. We may
merely watch. And what do we think as we watch?
Or are
we numb and dumb? Are we overwhelmed?
Do we turn our
minds away in despair? Have we given up?
Certainly we
have not given up as in the sense of sacrifice.
But have
we given up our minds? Have we lost our minds
by
choosing not to think? Respect, encourage,
and challenge
the ability to think. Think about a little
something
that you can do. Most importantly, think about
what you
can choose to do.
I ask for a little something from
your mind - that
richest source of seeing the truth of resurrection,
of
rebirth, of renewal, of a new pathway for one, some,
or
many human beings. Bring the resurrection
of your god
out of the opiate category!
Closing thought. If having
trouble, a) call a friend
for coffee and journaling, b) begin "I remember...," c) take
a 15 minute walk to look for pink things, d) journal the
first 30 minutes of your day, e) what is your earliest
memory, f) whom have you loved, g) describe your favorite
street, h) a frightening time, i) a teacher, j) first sexual
experience, k) one line of poetry, l) ....
