In-Depth Blog post #3

img_1380-1Throughout the last few weeks, I have done a lot of research into cooking, and cooking techniques and adaptations. Although at the beginning of my project I planned to focus on lentil and curry dishes I have realized that cooking is about techniques and comfort adapting recipes. During my last meeting with my mentor, we discussed broadening what we should cook to set a technical foundation. In this way, I will become more comfortable with several different dishes and cooking skills, and at the end of my project can focus more specifically on lentils and curry. During the last few weeks, I made a Thai red curry on my own and made another dinner with my mentor. I made skirt steak with chimichurri sauce, roasted sweet potatoes, spring greens with a raspberry vinaigrette, roasted vegetables, and apple crisp. Although this doesn’t follow my original plan, I learned a lot of cooking skills. Such as how to hold a knife, how to form artificial convention currents on a Barbeque to improve roasting, and how to cook without a recipe. For all these dishes we used online recipes for ingredients and then did not look at the measurements. All the food turned out great!

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According to Edward de Bono in How to have a beautiful mind showing interest in conversations and responding properly both play a part in having meaningful conversations with others. During my mentor meeting, I took an interest in his ideas with my project. My mentor suggested to “have a 100mile themed meal in the spring,” this would entail cooking with ingredients produced within 100miles of my house. In this way, we can promote and support local businesses. Similarly, to his 100mile themed idea, I suggested we do one dinner where we cook camping food to dehydrate for our summer trips. This would help me with my food planning for both TALONS and personal trips. Moreover, camping meals are my mentor’s favorite to cook and plan, as he always takes the lead on meal planning during our yearly trips. I demonstrated how to respond by “build[ing] upon that point in order to take it further” (pg64). I built around my mentor’s point of having a 100mile theme and suggested we theme more of our dinners to make it more interesting. Moreover, I responded to his 100mile idea with different businesses I knew in the area. By responding and showing interest in a deliberate manner we can improve the depth of our conversations with those around us.

In-Depth Post #2

This year my focus is on learning to cook. For my first meeting with my mentor, we decided to cook Malaysian Chicken Curry, Beef Satay, Peanut Sauce, Steamed Fish with Soy Sauce, and Malaysian style vegetables. This meal taught me a lot of useful cooking skills that I can apply to my life. Such as holding a knife properly, how to adapt a recipe, when to follow exact measurements, and how to cook a lot of dishes at the same time. My mentor taught me that cooking is an art and that a recipe is a guideline, not an instruction manual. One source of agreement between my mentor and myself is that “the secret to restaurant cooking is excess salt and sugar, but at home, it is better to find a healthy balance”. Both my mentor and I agree that although restaurant food is delicious there are other ways to make food taste good. Although this is a sweeping generalization is it one that I personally agree with most of the time. A source of disagreement with my mentor is that “the base of all great cooking is onions, garlic, and ginger”. I agree that all these ingredients can be found in most recipes but find that too much of these ingredients can overpower other flavors. Moreover, Onions have never been my favorite ingredient since I cry whenever they are in the same room as me. Therefore, I can deduce this disagreement as a difference in experience. This can then be called a differ of opinion since neither person is right or wrong. My mentor understood my hesitance to cook with onions and suggested that I try biting a spoon which supposedly decreases my likeliness to cry when cooking with onions. Overall, I have made much progress and am grateful for my mentor’s help.

 

When my mentor arrived with his family at my house the first thing we did was go to T&T for grocery shopping. We looked for all the ingredients listed below in the linked recipes. The most interesting ingredient was choosing a live fish to take back with us for our steamed fish recipe. After arriving back at my house, my mentor and I marinated the beef for satay in a dry rub of spices, ginger, scallions, and garlic. Leaving the beef to marinade we marinated the chicken for the curry and fried it slightly until golden brown on the outside. Adding coconut milk, lime leaves, star anise, curry spices, and cinnamon we let the curry boil. While the curry boiled, we steamed the fish with ginger and red wine vinegar and prepared the vegetables. Cutting the Gai Lan down the stem for blanching and chopping the ends off the watercress we prepared the vegetables for cooking. We then fried the watercress and took the fish out of the steamer. Adding the soy sauce concoction, the fish and watercress were done. Finishing the vegetables and barbequing the beef satay was the next on our list. The last-minute decision to add a peanut sauce was a huge hit with my mentors’ younger kids. Links and pictures can be seen below.

Steamed Fish

Malaysian Chicken Curry

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ZIP Final DOL

Inquiry Question:

How does audience impact creative writing from an author’s perspective?

So often in our lives, we read books and have a differing opinion than others reading the same book. One of the reasons this happens is that books are written by authors for specific audiences, and often don’t appeal to other demographics. The actual intent of the author is not to appeal to everyone, but to appeal to a very small group of people. My inquiry question allows me to understand how authors write for such specific demographics. Throughout my project my question has changed in wording but not in my focus. In the beginning, I wanted to focus on the effect of audience-specific literature on the average reader, instead of authors. I changed my question to focus on authors because these two ideas are interconnected, and author strategies ultimately lead to the effects their writing has on audiences. By changing my question, I made my research more specific and narrowed down my question to a more manageable size. Moreover, I was able to exercise my ability to connect ideas and study the relationship of cause and effect from writers to readers. By adapting my question and studying an interest I was able to form a deeper understanding of the author and audience dynamics.

target-audience

Skills:

Throughout ZIP I have expanded many important literacy skills that will further benefit me as a student. Firstly, I have gained a better understanding of different demographics within society, and how to interact with different people. Research concerning author and audience dynamics lead to more research into different dynamics authors could possibly target. Secondly, most of my research came from marketing sources about targeting demographics. I synthesized my research to relate to writing instead of marketing purposes. This gave me practice synthesizing information to different mediums and topics, which can be used in the future for different inquiry projects. Moreover, synthesizing research also helped me form a deeper understanding of connections between different literary concepts. Through developing my understanding of demographics, research, and synthesizing information, I am now able to utilize each of these skills for future projects.

Answering inquiry question:

There is no true answer to my inquiry question, as there is no perfect way to write for an audience. An author’s identity will always come across in their writing, and authors are often limited to demographics they personally belong to. An example of demographic barriers would be gender, economic class, family life, and career. All these demographical components can contain authors within their own lived experiences. You will notice this as female writers tend to write for female audiences, or parents tend to write parenting books. In this way, our ability to write literature is dictated by shared experiences such as being female or being a parent. These shared experiences make you reliable and trustworthy, which help you build a relationship with your reader through the characters in your novel. “You need to serve primarily and sell to secondarily” as stated by Peter Frances in his study on changing demographics in business. This quote shows us that serving your audience or forming a relationship is more important than selling the idea of understanding. Forcing a relationship never works. In order to form a meaningful connection over literature, the author must convince readers to care about their characters. To do this author’s often write similarities from the main character to the audience through thought, decisions, and lifestyle. Such as Harry Potter was written for children ages 9-13 in the middle to lower class. Similarly, the main character is an 11year old boy who lives with a middle-class family. Another example of this being books directed towards a female audience having female main characters, who make decisions primarily based on female logic. Overall, the answer to my question is undefined. Authors are most effective when writing from experience to demographics they relate to and can connect with through characters within their fictional stories.

 

Artifact:

21da516adbd2239c22b789abedb15b79My final learning artifact is two stories directed to different ages of children following the same plot line. Both stories are about a female main character who discovers goblins living in a laundry room wall whose sole purpose is to collect socks. As explained in the previous paragraph authors are contained to write from shared experience. In this way, I decided to make both my characters female. The first story is for ages 2-5 and encompasses the theme of kindness and always keeping a positive attitude. This story utilizes my learning by showcasing my ability to sift through vocabulary and make thematic decisions based on my chosen audience. The second story is written for children ages 10-12 with younger siblings. Writing from my own experience as an older sibling allows me to create a relatable character based on lived experience. This story encompasses the older sister’s acceptance of her younger brother’s constant torment and the theme of accepting others for their own identities. Throughout these two stories, I utilize skills learned throughout this project to write for specific audiences from lived experience.

 

This artifact demonstrates my chosen competencies as audience writing is the art of adapting different aspects of literary tools. My first competency being to “Recognize and appreciate how different forms, formats, structures, and features of texts enhance and shape meaning and impact”. This relates to my artifact as by adapting the format and features of text I can create two stories with different meaning but the same plot. The second competency is to “Explore how language constructs personal and cultural identities”. This competency is incredibly important when writing children’s stories, as your vocabulary as a child dictates your perceived identity to others. I utilize this in my first story for ages 2-5 as shown in the quote “Mom got up and helped Kate get ready for the day”. By referring to Kate’s mother as Mom the story further identifies that vocabulary of its audience. Moreover, utilizing the third person allows children to learn from other people’s experiences. Using first or the second person confuses children at a young age, as they cannot understand the complexity of putting yourself in someone else’s life. When using ‘I’ children get confused as to who you are referring to and cannot understand that they are the person within the story. The final competency for my project is to “Transform ideas and information to create original texts”. This competency is the base of my entire ZIP project, as I have used audience ideas and transformed them into two fictional stories.

 

Resources:

https://openoregon.pressbooks.pub/technicalwriting/chapter/2-3-adapting-your-writing-to-meet-your-audiences-needs/

This source incorporates how to adapt a written work to fit an audience. This was incredibly useful when writing my artifact as I wrote the same plot for two different audiences.

 

https://searchengineland.com/10-common-mistakes-setting-audiences-adwords-229858

This source teaches key point when relating to an audience’s ethos side. This source also includes helpful statistics on common vocabulary mistakes.

 

https://smallbusiness.chron.com/difference-marketing-strategy-towards-men-women-15438.html

This source focuses on the difference of marketing to men and women as a small business. This is useful as it gets into the most common differences in mindset between men and women which is useful when studying audience analysis and writing characters. This source helped me realize how hard it is to write for someone outside your relatable demographic.

 

https://marketingartfully.com/2010/11/10/what-are-important-customer-demographics/

This source explains the importance of customer demographics and targeting audiences in marketing. By looking at the most important demographics in marketing I can transfer this into the important demographics for authors writing for audiences.

 

New Questions:

I have many new and exciting questions to further explore my inquiry topic. One of these questions is, do authors choose their plot or audience first, and how do authors write fictional experiences based on real life? These questions all relate to the ambiguous answer to my inquiry question. Since I now know how authors write for audiences I want to further explore how they choose the appropriate demographic. This excites me as understanding this piece would make my ZIP relevant throughout the entire writing process, from choosing, writing, and editing for an audience.

In-Depth Introductory Post

This year my in-depth is cooking healthy lentil-based foods using substitutions. In today’s world people so often have different dietary restrictions, or simply want to eat better. My project will allow me to explore different ways to adapt recipes for these restrictions. I will research substitutions and ways to improve the health of food dishes. By implementing different dietary restrictions, I will improve my understanding of the components of recipes and food. Moreover, improving my understanding of nutritional value will increase my nutritional health in my own life.

 

My mentor is a family friend who has always been incredibly passionate about cooking. He has known me since birth and was overjoyed to assist me in my project. My mentor, Bob, is always in the kitchen preparing delicious foods whenever we go on vacation together. When we all go to Tofino every year for Thanksgiving, he always makes dinner for everyone, and occasionally makes advanced meals such as crab or oysters. Although seafood is not my personal favorite, Bob is famous within our family friend group for preparing incredibly extravagant meals when camping. No expense is spared when it comes to food, and my personal favorite dish he makes while camping is Japanese red curry. Throughout my In-depth I hope to learn some advanced cooking skills and a passion for food from my mentor.

January.15th-January.16th ZIP#3

Take a moment to reflect on your inquiry plan (calendar). Do you need to make any revisions to your original plan? If so why? If you haven’t made any changes to your plan, why do you feel you have been so successful sticking to it?

 

Throughout my inquiry, I have been incredibly successful following my ZIP calendar. I have completed all the aspects of my project in advance before my assigned due dates. I feel I have been this successful due to the way I set my due dates. I know that as a procrastinator setting reasonable due dates is important to ensure I don’t get everything done extra early. In this way, I avoid finishing my project too far in advance and spend more time on each aspect. Therefore, I set due dates that I follow up to a day in advance. I don’t let myself spend less time on each aspect. By forcing myself to spend adequate amounts of time on each aspect of my project, I can fully understand my topic. Another reason for my success is that I utilize in-class blocks. Most of my work for ZIP has been completed in class. By completing work in class, I can worry less about deadlines and have a good balance of homework. Overall, my due dates have been working largely due to my timely work habits and working in-class.

Jan.10th ZIP Post

My Notes for Jan.10th:

https://www.ethos3.com/2012/04/choosing-appropriate-vocab-in-presentations/ Vocabulary

·       Writing I is like talking, only use words you would use in a conversation

·       People on average prefer you to talk below their grade level

·       Don’t dress up vocabulary

·       For people who speak European languages it may be easier to use big words as they are rooted in Latin

https://www.nngroup.com/articles/specialized-words-specialized-audience/ ·       Use specialized words not jargon

·       Words should add to the flow

·       Even highly educated people prefer simple writing

http://ww2.usj.edu/PDF/cae/toneaudience.pdf ·       Avoid gender specific pronouns if possible

·       Use concrete language to not be abstract

·       Use derogatory language to increase

Questions:

·       What is the composition of my audience? Characteristics? Demographics?

·       Will they understand my language?

·       What beliefs or values does my audience believe in?

·       Will my audience appreciate the tone I am using to persuade or inform them about an issue?

https://hdwebpros.com/blog/10-effective-tips-to-reach-your-audience.html ·       Know your audience

·       Get their attention

·       Practice and immerse yourself in their literary world

·       Create a lasting impression

·       Don’t demand

·       Spark questions

·       Entertain your reader

·       Be professional

·       Be vivid

·       Let your personality show

https://writingcenter.unc.edu/tips-and-tools/audience/ ·       Put yourself in their shoes and read your draft
https://www.aims.edu/student/online-writing-lab/process/determining-audience.php ·       Your audience is the people YOU WANT to persuade

·       Incorporate your audience into your THESIS for essays

https://www.inc.com/guides/2010/06/defining-your-target-market.html ·       Choose a specific audience

·       You cannot target everyone

·       Target specific people

·       Look at who you are comfortable writing for (experience)

·       Analyze what you want to say (does this help you narrow down your audience?)

·       Choose specific demographics

·       Choose specific psychographics

·       Evaluate your decision

https://www.inc.com/news/articles/2009/12/customer-demographics.html ·       Stereotypes are useful

·       Consider location

https://www.inc.com/articles/2004/06/zogby.html ·       Opinion research (scientific)

·       Relate character to how they think

·       Polling is never a bad option

I feel that there are many skills I still need to explore throughout my ZIP project. I understand age demographics and considering audiences I now need to focus on specific strategies. Throughout last year’s project, I covered appealing to audiences in reference to age. This year I hope to find more on specific demographics. Moreover, I found an interesting article about how the demographics of your audience are only a part of writing for an audience. If you are thinking about someone else reading your writing you are technically writing for an audience. Writing changes when it is not for an audience because you are then writing for your own ideas and no longer need to explain your thoughts. Therefore, when writing anything we should always be considering how our audience will perceive or understand our topic.

ZIP DOL Jan.8th-Jan.9th

Question:

Record a journal entry of how you used one of our in-class focus blocks. What did you accomplish during this time? What did you struggle with? What might be your next step in your next focus block? Set a goal.

Jan.9th 2019,

I used my focus block on Jan.8th to finish and edit my proposal and start my ZIP research. I finished my last paragraph during class time and finished posting my proposal on my blog. After posting my proposal I looked at the sources available for my topic. Similarly to last year, I find the most useful sources are websites on public speaking. Most sources on the web about audiences and appealing to different demographics are about marketing and public speaking. However, I can adapt and synthesize these resources to create strategies as a writer for different audiences. By taking the main message about audience demographics and behavior I will be able to create an artifact combining the observations found on the web. Moreover, connecting these different topics in relation to my inquiry question will further connect my project to the curriculum. Connecting to the curricular competency “Use[s] writing and design processes to plan, develop, and create engaging and meaningful texts for a variety of purposes and audiences”. I connect to this competency by creating more than one purpose for my project. I am not only learning about audiences in relation to writing, but also in relation to public speaking and marketing. In this way, my project encompasses many purposes along with writing for audiences. On Jan.9th I continued my research and finished this document of learning. My goal for Jan.10th is to find 5 more sources for my research, as using many resources is important to eliminate bias.

Notes:

https://conorneill.com/2009/12/20/persuasive-speaking-the-four-types-of-audience/ ·       4 types of audiences

·       Friendly (reinforce their ideas)

·       Apathetic (So What)

·       Uninformed (educate first)

·       Hostile (respect them)

https://marketingartfully.com/2010/11/10/what-are-important-customer-demographics/ Customer Demographics

·       Gender

·       Race

·       Age

·       Household income

·       Home ownership

·       Disabilities

·       Education

·       Employment status

·       Children

·       Location

·       Type of car

·       Marital status

·       savings

http://she-conomy.com/report/marketing-to-women-quick-facts Marketing to women (US data)

85% of consumer purchases:

  • 91% of New Homes
  • 66% PCs
  • 92% Vacations
  • 80% Healthcare
  • 65% New Cars
  • 89% Bank Accounts
  • 93% Food
  • 93 % OTC Pharmaceuticals
  • 58% of Total Online Spending

Education

·       140 women graduate with college deg for every 100 men

http://marketingartfully.com/2010/07/13/small-business-customer-demographics/ ·       Create ideal client/audience

·       Target specific people

·       Have a specific marketing plan

·

https://smallbusiness.chron.com/difference-marketing-strategy-towards-men-women-15438.html Men:

·       Prefer direct explained benefits

·       Concrete reliability

·       Don’t like decisions come to a more abrupt answer

Women:

·       Like background info

·       Interaction is beneficial

·       Like getting the whole picture before making decisions

 

http://growthdot.com/marketing/6-dead-simple-tips-succeed-marketing-men-vs-women/ Men:

·       Disregard cost

·       Go for the most popular brand

Women:

·       Want all the facts

·       Hunt for deals

 

 

ZIP Proposal 2019

Question:

How do fictional authors approach different audiences, in relation to profession and lifestyle?

 

By looking into different audience styles, I can further understand human behavior and literary lenses. Through deeper analysis of different author styles in relation to the reader response lens I can understand the views of different groups within society. I will learn many different views and become aware of the variety of people within our society. I hope to learn how lifestyle affects our views of fictional texts. Profession, global positioning, and exposure to media will all be a part of my research. Inquiring about authors intentions will further my understanding of fictional literary works and of lenses within our society.

As an extension of my previous ZIP project, I know quite a bit of the surface level understanding of audiences. Last year I focused on audiences from the populace’s perspective; this year I will focus on audience writing from an author’s perspective. I understand the three different appeals and how demographic analysis impacts writing but am interested in how authors write for specific audiences. I know the different considerations that go into writing for an audience but not the specific strategies or audiences not split on age. In my previous project, I focused on audiences broken up by age and hope to look at lifestyle in this year’s project.

While investigating my inquiry question, I will develop several skills. Such as organization, time management, research, synthesis, creative writing, and prospective analysis. Throughout ZIP I will be managing my own schedule and organizing my research information. I will need to focus on a broad research topic while formulating a synthesized version of my research in order to properly cover my topic. By researching into both author and audience perspectives I will be critical of factual evidence and qualitative bias. I must learn to sift through large quantities of information while synthesizing my research on audiences into a simple artifact.

There are many people I may approach form assistance during this project. Anyone who has studied or read literature is subject to an opinion. It will be imperative to my project to eliminate bias and ensure I have done research with all demographics. In this way interviewing anyone for my project would be a valid way to receive information, especially since people with a lot of literary experience may have a biased opinion. Contrarily, any authors or literary experienced individuals may be able to provide a more cohesive list of strategies that authors use to write for audiences. Overall, when researching and asking others I must focus to eliminate bias.

There are many resources I can use to complete my ZIP project. I can use online writer’s websites or demographic statistics. Many books have a target audience that I can analyze to better understand author strategies. I can also talk to literary experts about their opinions on demographic lifestyles and relatability to different audiences. In modern culture, there are many iconic novels that are extremely popular within certain demographics of people which could be helpful to analyze.

To create an artifact, I am going to synthesize my research in three stories written for different audiences. I will choose three different demographics and write three stories. To present this to my peers I will point out the differences between my stories to show the differences between demographic perspectives.

Schedule:

schedule

Earthsea- Literary styles Blog Post

Throughout the first chapter of Ursula Le Guin’s novel Wizards of Earthsea you can see various literary tools in use. By using these tools she is able to put emphasis on specific plot points. The most commonly used literary devices include Foreshadowing, Imagery, Parallelism, and Personification. These styles assist the author in bringing attention to certain plot points within the novel. Firstly, Foreshadowing is used at the very beginning to bring attention to magic throughout the novel. Foreshadowing such as “His life is told of in the Deed of Ged and in many songs, but this is a tale of the time before his fame before the songs were made,” this quote shows us how important the main character is automatically centering the novel about his journey (1). This quotation is also a great form of parallelism and focuses us on the before effects of Ged’s journey. Both these devices are trying to focus the reader of Ged and his journey to fame. Moreover, Imagery and Personification are used in the battle with the Kargs when Duny uses a smoke spell to save the village. Le Guin uses personification to describe the smoke as though it is alive, drawing the reader to the unearthliness of magic as a whole and to Duny’s power. Imagery is also used to the same effect. Overall, Le Guin uses literary tools to focus the plot of the novel.

Anticipation Guide- Wizard of Earthsea Blog Post

Disagree: A person or a thing must have a name to truly exist.

Why does a name represent an object . . . because we assigned it. The world of tangible ideas and objects is dictated by words and nouns. These nouns are most often names. However, it is possible for objects to exist without names. Firstly, objects are not confined to their given name. This is proven since many objects have multiple names in different languages and cultures. No object has one name and neither does any person. People have many names as well and are often called different things by different people. Secondly, before we assigned names to objects these objects were still a part of the universe. One such example is before North America was discovered by humans, North America still existed. Contrastly, although names do not define the existence of objects our perception is often limited to our vocabulary. Therefore you could say that our perception and understanding of objects and people is limited to our naming structure at a given time.