Statement Misunderstood
A statement that I have made, but which is often misunderstood, is that "family usually will hurt you the most blood does not matter." My impression is that the first part of this statement is actually fairly well understood. People realize that you rely on family, and trust in them, and this leaves you far more vulnerable. If a stranger rejects you, or does something hurtful, it really does not matter compared with when family does the same thing. But the second clause of the statement often throws people, and is misunderstood.
There are two parts to something being misunderstood. The first is the message intended by the speaker or writer. In my case, the message is that just because somebody is your family, does not mean that they care about you. There is no guarantee that your blood will matter at all, and no guarantee that those people care. This is something that has been my experience. In my upbringing , I found this to be the case.
The second part of being misunderstood is the message that people receive. I am genuinely unsure of what message people receive. In a way, I wonder if they are receiving the...
…value, disbelief and misunderstanding that I create from that is in a way necessary. I want to create that misunderstanding so that people take a step back a bit, and realize that maxims and things that they hold to be universal truths might not actually be universal truths. There are people out there with such radically different experiences that those experiences actually stand in direct contrast to conventional understanding. Only be directly challenging that conventional understanding is there really a hope that genuine understanding of my reality can occur, at least for those who take the time to understand the context…
" ("A letter to David Epston," p.97 In the process of communicating our ideas through writing, we are more than one person. Another person appears who helps us build the dialogue. He may challenges our long-held views, appreciate some of them, improve on others and contradicts or rejects yet some others completely. Penn and other therapists might use writing with their clients as a way of weaving in a new story
Still, the significance of his work for the entire academic community can be gathered from Barlow's uncertainties. Barlow writes that he has searched the literature for an effective way of incorporating both the skills required for students to be good writers and teaching the test. Still he found that "they assume a greater control of the academic environment external to the particular classroom than I, as a part-time teacher,
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Some of the questions that the teacher might ask that will lead to drafting are as follows: At the end of the story, the cow goes home happy, but I'm not sure why. Can we add why the cow goes home happy in there? At the beginning of the story, we talk about three girls, but at the end there are only two. What happened to the other girl?
While writing to demonstrate learning is the most common goal of any writing assignment, instructors may also wish to encourage assignments that involve writing to learn. These low-stakes assignments will allow students to explore ideas and issues that will help guide them in their learning. As indicated by Farris & Smith (1992), a WAC program can help establish criteria for writing-intensive courses, consult in the design of the courses,
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