On your blog, write about what you wish you had done differently while you worked on your paper.
If I could go back and do things differently I would certainly zone in on lesson 10, I received my worste grade ever on that lesson, a 70%, any lower would have been a D! I would go back to that lesson and pay closer attentiont to what the instructor was really asking for. I completely missed the point of that lesson and my grades suffered for it.
Another thing that I would do differently...I would pay more attentiont to the corrections my instructor made. I feel like I made a lot of monotonous mistakes.
This course has certainly taught me to pay more attention to detail and instructions, but obviously I will always have room to improve.
Saturday, May 29, 2010
Monday, May 24, 2010
Lesson 13
Journal:
Write about your experience consulting with someone about your writing. 500 words
I turned my paper over to a science teacher with a BA in history and science. For our intents and purposes we'll just call her "Miss Smith". She worked at my school as a teacher's aid and often corrected high school students' papers. So I asked if she would be willing to correct my and then I emailed it to her. While I waited I corrected my paper on my own and crossed my fingers. I was hoping that I wouldn't disappoint her. A few days later she called me on the phone so we could discuss the mistakes, strengths, and weaknesses. She seemed very pleased with my work, which was a relief to me, but there were some errors we had to address.
My WC page had some formatting errors, errors that my UAF instructor had tried to point out earlier but I didn't understand. Miss Smith was able to answer my questions and then I was able to understand my formatting errors. She also pointed out that I had some citing issues in the body of the paper. I was citing my sources, but I wasn't explaining what/who my sources were or how they were significant in supporting my thesis. I spent several hours afterward filling in those blanks.
Miss Smith said that my paper had many strengths and that it had good flow. She was pleased with the lack of plagiarism, which she said had been an issue when she was a teacher on the East Coast. She especially liked the hook in the beginning of my paper; she said the statistics were shocking.
My original plan was to submit my paper to the writing center at UAF, but I have a very strict deadline and I wasn't sure how long it would take the center to correct my paper and then get back to me. So I instead chose someone who I knew would be able to do it quickly.
After we had our telephone meeting she sent an email to my instructor and then also sent me a copy so I could produce proof of consultation pertaining to lesson 13. I received a 98% for lesson 13, my highest score yet! And I have submitted my paper for lesson 14; it's THE BIG paper and I'm hoping for the best. I think I did well, I should be getting at least a B, possibly an A, but we'll see; my instructor sees errors that I may not have caught even if I had read the paper ten times over; she's very good at that.
So, I’ll just finish by saying that it is a very good idea to have papers proof read by other people before submitting them. It really helps with catching the little mistakes (and some of the embarrassing big ones). Not only that, but it helps improve flow, style, and voice. My high school teacher always said, “Good writing is good thinking.” And he was right, but I can add to that list. Good writing equals good grade. Note to self:
Have all important papers and assignments proof read by at least one other person before submitting.
Write about your experience consulting with someone about your writing. 500 words
I turned my paper over to a science teacher with a BA in history and science. For our intents and purposes we'll just call her "Miss Smith". She worked at my school as a teacher's aid and often corrected high school students' papers. So I asked if she would be willing to correct my and then I emailed it to her. While I waited I corrected my paper on my own and crossed my fingers. I was hoping that I wouldn't disappoint her. A few days later she called me on the phone so we could discuss the mistakes, strengths, and weaknesses. She seemed very pleased with my work, which was a relief to me, but there were some errors we had to address.
My WC page had some formatting errors, errors that my UAF instructor had tried to point out earlier but I didn't understand. Miss Smith was able to answer my questions and then I was able to understand my formatting errors. She also pointed out that I had some citing issues in the body of the paper. I was citing my sources, but I wasn't explaining what/who my sources were or how they were significant in supporting my thesis. I spent several hours afterward filling in those blanks.
Miss Smith said that my paper had many strengths and that it had good flow. She was pleased with the lack of plagiarism, which she said had been an issue when she was a teacher on the East Coast. She especially liked the hook in the beginning of my paper; she said the statistics were shocking.
My original plan was to submit my paper to the writing center at UAF, but I have a very strict deadline and I wasn't sure how long it would take the center to correct my paper and then get back to me. So I instead chose someone who I knew would be able to do it quickly.
After we had our telephone meeting she sent an email to my instructor and then also sent me a copy so I could produce proof of consultation pertaining to lesson 13. I received a 98% for lesson 13, my highest score yet! And I have submitted my paper for lesson 14; it's THE BIG paper and I'm hoping for the best. I think I did well, I should be getting at least a B, possibly an A, but we'll see; my instructor sees errors that I may not have caught even if I had read the paper ten times over; she's very good at that.
So, I’ll just finish by saying that it is a very good idea to have papers proof read by other people before submitting them. It really helps with catching the little mistakes (and some of the embarrassing big ones). Not only that, but it helps improve flow, style, and voice. My high school teacher always said, “Good writing is good thinking.” And he was right, but I can add to that list. Good writing equals good grade. Note to self:
Have all important papers and assignments proof read by at least one other person before submitting.
Wednesday, May 19, 2010
Lesson 12
Well it would appear that there is no assignment for lesson 12, so I'll just spout a little about my recent writings. It absolutely crushed me when I received a terrible grade on Lesson 10. I just about melted for the day. My older sister received an A in this class three or four years ago, so it's a sibling rivalry thing, I want an A as well. But I am averaging out to a B. Getting a B wouldn't be so bad, but I know that I'm capable of earning an A, so it's a little bit frustrating when I dip way below the line of my expectations. I received an A on lesson 11, and a B on 12, I don't think there's much chance of pulling an A out of this class, but who knows. Maybe if I'm extra vigilent I can do it...maybe...
Wednesday, April 14, 2010
Lesson #11
1) On your blog, write about your experience summarizing the reading (500 words)
And what an experience it has been! Finding electronic articles for my research paper was a no-brainer, it was very easy. However, since I do not have access to a significant library, finding a non-electronic source proved to be a little more difficult. I browsed through my mother's stash of magazines and none of them related to my research topic (which, by the way, has to do with the effect of the media on its female viewers). I then went "house-hopping" and asked for up-to-date magazines related to my research topic. I finally came across a magazine that had a relevant article. The article did not necessarily agree with my thesis, however, inadvertently, it did support it. I’ve learned that when I’m looking for a particular article to support my thesis, I don’t need to find an article that agrees with me. Opposing views can prove my point just as well. All one needs is an open mind and perseverance. I suppose as these research papers continue, I'll keep running into road blocks and hang ups, but I'll learn how to trouble-shoot that way.
Next year I will not be living in a bush village, I’ll be living in a city where there are several public libraries (and a few private ones). I’m looking forward to all of the tangible research I’ll be able to do there. I’ve only been inside a real library once, and it was a very small one, but it was still a very nice one. Some day I would love to walk inside of a HUGE library and spend an entire day under a pile of books.
So many times I’ve been hung up on writers-block with my head in my hands. My high school teacher tells me just to keep writing. He says as long as I’m writing something I’m not wasting time, so I’ve learned to write whatever pops into my head and it’s really helping me to overcome the helpless feeling of writers-block. It feels awful to be sitting and staring at a blank screen when the deadline clock is ticking away. But I guess that’s part of the adrenalin of writing, isn’t it? Most of us seem to perform better under pressure.
I can definitely say that I’m better at summarizing and annotating articles than I was at the beginning of this course. I’ve learned different ways to approach writing-pieces, such as reading as a believer and a doubter. And I never thought it possible to read and reread the same articles over and over again as much as I have been, but it really does help and it improves my writing. I’m still learning the fine art of it, but it I keep at it than one day I’ll be good at it.
One thing that is confusing me a bit about this particular assignment is my instructor is asking for summaries with a works cited page and copies of the annotated articles. Are summaries and annotations the same thing? If anyone could help me I would greatly appreciate it.
And what an experience it has been! Finding electronic articles for my research paper was a no-brainer, it was very easy. However, since I do not have access to a significant library, finding a non-electronic source proved to be a little more difficult. I browsed through my mother's stash of magazines and none of them related to my research topic (which, by the way, has to do with the effect of the media on its female viewers). I then went "house-hopping" and asked for up-to-date magazines related to my research topic. I finally came across a magazine that had a relevant article. The article did not necessarily agree with my thesis, however, inadvertently, it did support it. I’ve learned that when I’m looking for a particular article to support my thesis, I don’t need to find an article that agrees with me. Opposing views can prove my point just as well. All one needs is an open mind and perseverance. I suppose as these research papers continue, I'll keep running into road blocks and hang ups, but I'll learn how to trouble-shoot that way.
Next year I will not be living in a bush village, I’ll be living in a city where there are several public libraries (and a few private ones). I’m looking forward to all of the tangible research I’ll be able to do there. I’ve only been inside a real library once, and it was a very small one, but it was still a very nice one. Some day I would love to walk inside of a HUGE library and spend an entire day under a pile of books.
So many times I’ve been hung up on writers-block with my head in my hands. My high school teacher tells me just to keep writing. He says as long as I’m writing something I’m not wasting time, so I’ve learned to write whatever pops into my head and it’s really helping me to overcome the helpless feeling of writers-block. It feels awful to be sitting and staring at a blank screen when the deadline clock is ticking away. But I guess that’s part of the adrenalin of writing, isn’t it? Most of us seem to perform better under pressure.
I can definitely say that I’m better at summarizing and annotating articles than I was at the beginning of this course. I’ve learned different ways to approach writing-pieces, such as reading as a believer and a doubter. And I never thought it possible to read and reread the same articles over and over again as much as I have been, but it really does help and it improves my writing. I’m still learning the fine art of it, but it I keep at it than one day I’ll be good at it.
One thing that is confusing me a bit about this particular assignment is my instructor is asking for summaries with a works cited page and copies of the annotated articles. Are summaries and annotations the same thing? If anyone could help me I would greatly appreciate it.
Friday, April 2, 2010
Lesson #10
You have plenty to write about at this point. The subject of the jounal entry on your blog for this lesson is one of your choosing. The entry should be at least 250 words.
Wow, I've learned quite a bit from F111X, and I'm sure the toughest lessons are yet to come. Since I come from an area of limited research sources, I'm having some difficulty finding non electronic, up-to-date sources that back up my claim. I'm going to ask around for some magazines that depict the latest fashion, maybe I'll find some support from those, but it seems like a fashion magazine would oppose my thesis. Which, by the way, my thesis is that the media is having a negative impact on the body image of its viewers.
Most females that the media uses are either very in shape, toned, and sculpted, or they are ridiculously thin. And what I mean by ridiculously thin is that they're so skinny they're unhealthy. All we have to do is mingle with the general population to see that the media isn't promoting the average joe. Somewhere I read that only eight out of a hundred girls have a chance at becoming a model, and only one in a hundred has are capable of being a super-model. Pretty skewed huh?
Models used to be larger than the average person because in the early 1900's only the wealthy could afford to be overweight. More money=more food=more fat. People who were thinner obviously had to work hard to feed themselves and in the process burned off a lot of what they ate. Now the figures have completely switched (no pun intended). Models are incredibly thin and 65% of the population is overweight.
I don't think that these issues are anything that the government should regulate, I like the way The Tale of Despareaux puts it, "You might as well make flies illegal, or sweat, or Monday morning..." I think that these issues are ones that need to be dealt with individually, the people need to step up to the plate (or maybe some need to step away from it)and focus on a healthy way of living, rather than trying to be thin or splurging on food.
Wow, I've learned quite a bit from F111X, and I'm sure the toughest lessons are yet to come. Since I come from an area of limited research sources, I'm having some difficulty finding non electronic, up-to-date sources that back up my claim. I'm going to ask around for some magazines that depict the latest fashion, maybe I'll find some support from those, but it seems like a fashion magazine would oppose my thesis. Which, by the way, my thesis is that the media is having a negative impact on the body image of its viewers.
Most females that the media uses are either very in shape, toned, and sculpted, or they are ridiculously thin. And what I mean by ridiculously thin is that they're so skinny they're unhealthy. All we have to do is mingle with the general population to see that the media isn't promoting the average joe. Somewhere I read that only eight out of a hundred girls have a chance at becoming a model, and only one in a hundred has are capable of being a super-model. Pretty skewed huh?
Models used to be larger than the average person because in the early 1900's only the wealthy could afford to be overweight. More money=more food=more fat. People who were thinner obviously had to work hard to feed themselves and in the process burned off a lot of what they ate. Now the figures have completely switched (no pun intended). Models are incredibly thin and 65% of the population is overweight.
I don't think that these issues are anything that the government should regulate, I like the way The Tale of Despareaux puts it, "You might as well make flies illegal, or sweat, or Monday morning..." I think that these issues are ones that need to be dealt with individually, the people need to step up to the plate (or maybe some need to step away from it)and focus on a healthy way of living, rather than trying to be thin or splurging on food.
Monday, March 29, 2010
Lesson #9
Journal
On your blog, respond to and elaborate on the following prompts:
*
What else do I still need to do? (50 words)
*
What do I need outside help with? (50-100 words)
*
Why am I feeling threatened by this research paper? (50-200 words)
1) I still have a ways to go before I'm finished with this course. The next several lessons will be aimed at writing an effective research and argument paper. I've filled out a calendar that shows me what I need to do and when. I'm still creating effective visual arguments and need to write a rough draft, second draft, and final draft of the research paper. I also need to write a summary of Class in America - 2003. So much work to be done...but I like being challenged, this class has been really good for me.
2) I need outside help with this research paper because it needs to be pretty in depth and Assignment #13 requires me to get outside help on it. Where I live, the local library is half class room and half library. The room is about 300 feet squared and contains mostly books from the 70's and 80's, my village doesn't have a large, up to date library. So I will definitely need outside help tracking down applicable books and magazines for my research topic.
3) I feel threatened by this research paper because it needs to be substantially larger than papers written in the previous lessons, it needs a variety of sources, visual elements are being introduced, and I'm still struggling with MLA format and Works Citing. So, I need to make sure I'm going about this process with tedious care and paying very careful attention.What's scaring me the most is the lack of sources available to me because of where I live.
On your blog, respond to and elaborate on the following prompts:
*
What else do I still need to do? (50 words)
*
What do I need outside help with? (50-100 words)
*
Why am I feeling threatened by this research paper? (50-200 words)
1) I still have a ways to go before I'm finished with this course. The next several lessons will be aimed at writing an effective research and argument paper. I've filled out a calendar that shows me what I need to do and when. I'm still creating effective visual arguments and need to write a rough draft, second draft, and final draft of the research paper. I also need to write a summary of Class in America - 2003. So much work to be done...but I like being challenged, this class has been really good for me.
2) I need outside help with this research paper because it needs to be pretty in depth and Assignment #13 requires me to get outside help on it. Where I live, the local library is half class room and half library. The room is about 300 feet squared and contains mostly books from the 70's and 80's, my village doesn't have a large, up to date library. So I will definitely need outside help tracking down applicable books and magazines for my research topic.
3) I feel threatened by this research paper because it needs to be substantially larger than papers written in the previous lessons, it needs a variety of sources, visual elements are being introduced, and I'm still struggling with MLA format and Works Citing. So, I need to make sure I'm going about this process with tedious care and paying very careful attention.What's scaring me the most is the lack of sources available to me because of where I live.
Tuesday, March 23, 2010
WORKING BIBLIOGRAPHY
Bella. "Beauty Bye: 25 Percent of Beauty Ads Fake!" Fab Sugar UK. 29 Mar. 2010. 7 Apr. 2010. http://www.fabsugar.co.uk/25-Percent-Beauty-Ads-Fake-7930023 >
Coontz, Stephanie. “What We Really Miss About the 1950s.” Rereading America. 7th ed. Ed. Colombo, Cullen, Lisle. Bedford/St. Martin’s. 2007. 31-47.
Fox, Kate. "Mirror, mirror." SIRC. 1996. 12 Apr. 2010.http://www.sirc.org/publik/mirror.html >
Gibbons, Sheila. “Teen Magazines Send Girls All The Wrong Messages.” We.News. 29 Oct. 2003. 25 Mar. 2010. http://www.womensenews.org/story/uncovering-gender/031029/teen-magazines-send-girls-all-the-wrong-messages >
Goodchild, Sophie. “Dying To Be Thin.” AlterNet. 22 Nov. 2006. 25 Mar. 2010. http://www.alternet.org/story/44526/ >
Hellmich, Nanci. “Do Thin Models Warp Girls’ Body Image?” USA Today. 26 Sept. 2006. 25 Mar. 2010. http://www.usatoday.com/news/health/2006-09-25-thin-models_x.htm >
Hutton, Deborah. Vogue: Complete Beauty. New York: Harmony Books, 1985 >
Jennifer L. Derenne, M.D. and Eugene V. Beresin, M.D. "Body Image, Media, and Eating Disorders." June. 2006. May 10. 2010.
< http://ap.psychiatryonline.org/cgi/content/full/30/3/257 >
Kilbourne, Jean. “Beauty…and the Beast of Advertising.” Center for Media Literacy. 2007. 25 Mar. 2010. http://www.medialit.org/reading_room/article40.html >
Lowen, Linda. "Women as Sex Objects - Influenced By Sexy Images, Men See Women as Objects." Ask.com. Feb. 23. 2009. 8 Apr. 2010. http://womensissues.about.com/od/intheworkplace/a/MenObjects.htm >
Nauert, Rick. “Media Can Damage Self-Image.” Psych Central. 27 Oct. 2006. 25 Mar. 2010. http://psychcentral.com/news/2006/10/27/media-can-damage-self-image/362.html >
Stasi, Linda. Simply Beautiful. New York: St. Martin’s/Marek, 1983
Webster, Irina. “Media and Influence on Body Image.” Ezine Articles. 6 Sept. 2006. 25 Mar. 2010 http://ezinearticles.com/?Media-And-Influence-On-Women-Body-Image&id=720646 >
Witmen, Denise. "How does the media effect body image in teens?" About.com. 7 Apr. 2010. http://parentingteens.about.com/od/bodyimage/f/media_bodyimage.htm >
"Influence of Media Images Upon Body Esteem." Missouri Western. May 19. 2003. Apr. 12. 2010. http://clearinghouse.missouriwestern.edu/manuscripts/413.php >
"Advertising: It's Everywhere." Media Awareness Network. May 10. 2010.
< http://www.media-awareness.ca/english/parents/marketing/advertising_everywhere.cfm >
"Media is feulling eating disorders, say psychiatrists." BBC. 22 Feb. 2010. 11 May 2010.
< http://news.bbc.co.uk/2/hi/8528443.stm >
"Will Kate Moss Eat Her Words?" CBSNews. 11 May. 2010.
< http://www.cbsnews.com/stories/2009/11/19/entertainment/main5712294.shtml >
"Eating Disorder Statistics." Marisol. 11 May. 2010.
< http://www.mirasol.net/eating-disorders/information/eating-disorder-statistics.php >
Coontz, Stephanie. “What We Really Miss About the 1950s.” Rereading America. 7th ed. Ed. Colombo, Cullen, Lisle. Bedford/St. Martin’s. 2007. 31-47.
Fox, Kate. "Mirror, mirror." SIRC. 1996. 12 Apr. 2010.http://www.sirc.org/publik/mirror.html >
Gibbons, Sheila. “Teen Magazines Send Girls All The Wrong Messages.” We.News. 29 Oct. 2003. 25 Mar. 2010. http://www.womensenews.org/story/uncovering-gender/031029/teen-magazines-send-girls-all-the-wrong-messages >
Goodchild, Sophie. “Dying To Be Thin.” AlterNet. 22 Nov. 2006. 25 Mar. 2010. http://www.alternet.org/story/44526/ >
Hellmich, Nanci. “Do Thin Models Warp Girls’ Body Image?” USA Today. 26 Sept. 2006. 25 Mar. 2010. http://www.usatoday.com/news/health/2006-09-25-thin-models_x.htm >
Hutton, Deborah. Vogue: Complete Beauty. New York: Harmony Books, 1985 >
Jennifer L. Derenne, M.D. and Eugene V. Beresin, M.D. "Body Image, Media, and Eating Disorders." June. 2006. May 10. 2010.
< http://ap.psychiatryonline.org/cgi/content/full/30/3/257 >
Kilbourne, Jean. “Beauty…and the Beast of Advertising.” Center for Media Literacy. 2007. 25 Mar. 2010. http://www.medialit.org/reading_room/article40.html >
Lowen, Linda. "Women as Sex Objects - Influenced By Sexy Images, Men See Women as Objects." Ask.com. Feb. 23. 2009. 8 Apr. 2010. http://womensissues.about.com/od/intheworkplace/a/MenObjects.htm >
Nauert, Rick. “Media Can Damage Self-Image.” Psych Central. 27 Oct. 2006. 25 Mar. 2010. http://psychcentral.com/news/2006/10/27/media-can-damage-self-image/362.html >
Stasi, Linda. Simply Beautiful. New York: St. Martin’s/Marek, 1983
Webster, Irina. “Media and Influence on Body Image.” Ezine Articles. 6 Sept. 2006. 25 Mar. 2010 http://ezinearticles.com/?Media-And-Influence-On-Women-Body-Image&id=720646 >
Witmen, Denise. "How does the media effect body image in teens?" About.com. 7 Apr. 2010. http://parentingteens.about.com/od/bodyimage/f/media_bodyimage.htm >
"Influence of Media Images Upon Body Esteem." Missouri Western. May 19. 2003. Apr. 12. 2010. http://clearinghouse.missouriwestern.edu/manuscripts/413.php >
"Advertising: It's Everywhere." Media Awareness Network. May 10. 2010.
< http://www.media-awareness.ca/english/parents/marketing/advertising_everywhere.cfm >
"Media is feulling eating disorders, say psychiatrists." BBC. 22 Feb. 2010. 11 May 2010.
< http://news.bbc.co.uk/2/hi/8528443.stm >
"Will Kate Moss Eat Her Words?" CBSNews. 11 May. 2010.
< http://www.cbsnews.com/stories/2009/11/19/entertainment/main5712294.shtml >
"Eating Disorder Statistics." Marisol. 11 May. 2010.
< http://www.mirasol.net/eating-disorders/information/eating-disorder-statistics.php >
Monday, March 22, 2010
Lesson #8
Journal
1) I am currently looking at a container of shake mix. The label goes like this:
Nature's Plus. The Energy Supplements
Vegetarian
FRUITEIN
High Protein Energy Shake
BANANA ORANGE CREME
Incredibly Delicious
2) My thesis is that the media has a negative effect on the body image of its viewers. Every time a "regular sized person" looks at a fashion magazine, watches a TV add or movie, they feel dissatisfied with themselves. On the link below there are plenty of visual images backing up the statistics that are listed. I think the images are effective because they show what the media shows, but the pictures are shown in a different light so to speak, they're pretty "weighty" once they're taken into perspective.
http://momgrind.com/2009/01/28/women-body-image/
3) I do believe I have a strong thesis that I will be able to do research on and back up with what I find.
Respond to each of the prompts below.
1. Preview, read, and annotate a package of food. What is its strongest argument? Why? Would its packaging prompt you to buy it again? Why?
2. Read any article pertaining to your research topic that contains a visual element (a graphic). Explain why the visual is effective or ineffective in swaying your view on the topic. Make it interesting for the reader who does not already know your thesis.
3. Is your thesis weak? Hacker can help you figure out what is wrong with your thesis. Is it too broad or too narrow in focus? is it grounded or too speculative to be researched? For practice recognizing good thesis statements, go to http://www.dianahacker.com. Choose student sites, click on the icon representing our textbook, click on Writing Exercises. You can click Cancel when the login prompt appears. Complete the 10 Thesis Exercises, click Score, save the page, and attach it to lesson for 10 extra lesson points. BE SURE to mention the extra credit points in the message box on the transmittal page when you attach the Thesis Exercise. [According to my calculation there should be 24 separate entries in your blog by now.
1) I am currently looking at a container of shake mix. The label goes like this:
Nature's Plus. The Energy Supplements
Vegetarian
FRUITEIN
High Protein Energy Shake
BANANA ORANGE CREME
Incredibly Delicious
The can is an attractive orange, yellow, and white one with pictures of oranges and bananas decorating it. When I first opened it there was a little certificate inside saying:
Your Guarantee of Quality
~
From an Independent FDA Approved Testing Laboratory
It's supposed to be a healthy energy shake full of protein to sustain you and help you lose weight along the way. On the side is a logo saying Healthy Heart and above that is another logo saying Non-GMO (Natural Soy). There are only 99 calories per serving, and it only takes one or two servings to feel full.
I think that it's strongest argument is that it is a healthy shake, healthy for your digestive system, heart, metabolism, and mind.
Your Guarantee of Quality
~
From an Independent FDA Approved Testing Laboratory
It's supposed to be a healthy energy shake full of protein to sustain you and help you lose weight along the way. On the side is a logo saying Healthy Heart and above that is another logo saying Non-GMO (Natural Soy). There are only 99 calories per serving, and it only takes one or two servings to feel full.
I think that it's strongest argument is that it is a healthy shake, healthy for your digestive system, heart, metabolism, and mind.
2) My thesis is that the media has a negative effect on the body image of its viewers. Every time a "regular sized person" looks at a fashion magazine, watches a TV add or movie, they feel dissatisfied with themselves. On the link below there are plenty of visual images backing up the statistics that are listed. I think the images are effective because they show what the media shows, but the pictures are shown in a different light so to speak, they're pretty "weighty" once they're taken into perspective.
http://momgrind.com/2009/01/28/women-body-image/
3) I do believe I have a strong thesis that I will be able to do research on and back up with what I find.
Monday, March 15, 2010
Lesson #7
On your blog, respond to all of the prompts below:
- Who is the audience for your essay? What is the thesis of essay?
- Can the audience be swayed by your claim and reasons? Why or why not?
- What value do your sources have to your audience?
Read another student's blog. Indicate whose you read. Did you make any comments on that blog?
1) My audience (other than my professor) is an undecided one. I presented more facts supporting my thesis rather than listing and refuting the opposition's position on my topic.
2) I think that the audience could be swayed by my claim and reasons, assuming that they have the same underlying values as I do. If we have no common values than the argument is worthless.
3) I think my audience would value my sources because some of the appear on the news (such as CBS).
I read Katie Baldwin's blog and have been following it for a few weeks. I left a comment saying I enjoyed her writings and thought they were well done. She seems like a nice person.
Monday, March 8, 2010
Lesson 5
Respond to either photo of President Bush on p. 145 of Writing Arguments by telling what the argument is. Write a thesis statement for the photograph's argument. How did you figure out the claim being made?
On page 145 of Writing Arguments there are two pictures of President Bush. One is a picture of him clearing brush from a Texas ranch, and the other is one of him greeting a crowd. I will respond to the one of him in Figure 9.2.
The argument being made is that President Bush isn't afraid of getting his hands dirty. In the picture he's wearing a dirty and stained t-shirt and jeans, and he's wearing a cowboy hat and sunglasses to protect him from the sun. His hands are gloved because what he's carrying has the potential to hurt him. The set of his mouth gives the impression that the physical labor is difficult. The thesis of this picture is that President Bush is human and is a hard worker.
It seems that we forget that famous people are still human. They brush their teeth, they need at least 8 hours of
sleep, they have "blonde moments" (and I'm allowed to say that because I am a blonde, so don't take offense if you're blonde), and like the picture states, they can perform difficult tasks.
Find another graphic, commercial, or video to analyze. Report on the argument being made. Attach a copy of the graphic element or explain how to find or view the graphic. Write a strong thesis statement for this argument.
In this photo, an anorexic is looking at her reflection in the mirror. The girl is quite thin, in fact she's malnourished and her bones are protruding, and yet she still sees herself as overweight. The picture may seem silly, but unfortunately it's not an uncommon conception.
Recent statistics show that
On page 145 of Writing Arguments there are two pictures of President Bush. One is a picture of him clearing brush from a Texas ranch, and the other is one of him greeting a crowd. I will respond to the one of him in Figure 9.2.
The argument being made is that President Bush isn't afraid of getting his hands dirty. In the picture he's wearing a dirty and stained t-shirt and jeans, and he's wearing a cowboy hat and sunglasses to protect him from the sun. His hands are gloved because what he's carrying has the potential to hurt him. The set of his mouth gives the impression that the physical labor is difficult. The thesis of this picture is that President Bush is human and is a hard worker.
It seems that we forget that famous people are still human. They brush their teeth, they need at least 8 hours of
sleep, they have "blonde moments" (and I'm allowed to say that because I am a blonde, so don't take offense if you're blonde), and like the picture states, they can perform difficult tasks.Find another graphic, commercial, or video to analyze. Report on the argument being made. Attach a copy of the graphic element or explain how to find or view the graphic. Write a strong thesis statement for this argument.
In this photo, an anorexic is looking at her reflection in the mirror. The girl is quite thin, in fact she's malnourished and her bones are protruding, and yet she still sees herself as overweight. The picture may seem silly, but unfortunately it's not an uncommon conception.
Recent statistics show that
- Anorexia is the third most common chronic illness among adolescents.
- 40 – 60% of high school girls diet.
- 50% of girls between the ages of 13 and 15 believe they are overweight.
- 80% of 13 year old girls have dieted.
- 40% of 9 year old girls dieted.
Thursday, March 4, 2010
Lesson 5
1) Which of the techniques for generating ideas for essays has been most valuable to you? Why? Give an example.
Of the techniques I used, I preferred the Pro and Con "because" clauses because it made me think about the negative and positive of a stated thesis. It was fast, it put a lot of facts down in an organized fashion, and looked nice.
2) Which technique would you choose not to use again? Why?
I didn't like the idea mapping because it's not something that's easy to put on paper and I like writing in full and explaining sentences, not short, choppy ideas.
3) What have you learned about the writing process and/or about yourself during this lesson?
I have learned an awful lot from the writing process. In the past I wasn't much into writing rough drafts or sifting through things and thinking them out, I would just bolt head first into a project and usually become pretty frustrated. Now I know how useful pre-writing is.
4) What questions do you have about anything that other students might respond to?
Hmmmm.... Is there any way to make idea clustering simpler, or less confusing? That's pretty redundant isn't it?
5) What have you learned about the textbooks we are using for this course?
The textbooks. There are three of them: A Writer's Reference (Hacker), Rereading America, and Writing Arguments.
A Writer's Reference is basically a book stuffed full of information about proper writing, listing, formatting, and basically anything you would ever need to look up about proper writing. Great book!
Rereading America looks to be a book full of essays and stories to challenge thinking, it's a melding pot of different ideas, theories, and view points. Certain essays are selected for assignments and some of them are pretty interesting. I don't always agree with what some of the authors are saying, but I don't have to agree with something to learn from it.
Writing Arguments is very detailed about how to write out a proper and effective argument. Sometimes it's pretty heavy reading and I have to go back over passages, but once I see how it applies it's much easier to understand.
Of the techniques I used, I preferred the Pro and Con "because" clauses because it made me think about the negative and positive of a stated thesis. It was fast, it put a lot of facts down in an organized fashion, and looked nice.
2) Which technique would you choose not to use again? Why?
I didn't like the idea mapping because it's not something that's easy to put on paper and I like writing in full and explaining sentences, not short, choppy ideas.
3) What have you learned about the writing process and/or about yourself during this lesson?
I have learned an awful lot from the writing process. In the past I wasn't much into writing rough drafts or sifting through things and thinking them out, I would just bolt head first into a project and usually become pretty frustrated. Now I know how useful pre-writing is.
4) What questions do you have about anything that other students might respond to?
Hmmmm.... Is there any way to make idea clustering simpler, or less confusing? That's pretty redundant isn't it?
5) What have you learned about the textbooks we are using for this course?
The textbooks. There are three of them: A Writer's Reference (Hacker), Rereading America, and Writing Arguments.
A Writer's Reference is basically a book stuffed full of information about proper writing, listing, formatting, and basically anything you would ever need to look up about proper writing. Great book!
Rereading America looks to be a book full of essays and stories to challenge thinking, it's a melding pot of different ideas, theories, and view points. Certain essays are selected for assignments and some of them are pretty interesting. I don't always agree with what some of the authors are saying, but I don't have to agree with something to learn from it.
Writing Arguments is very detailed about how to write out a proper and effective argument. Sometimes it's pretty heavy reading and I have to go back over passages, but once I see how it applies it's much easier to understand.
Friday, February 26, 2010
Lesson 4
The thesis of my revised essay is that people have to be willing to challenge themselves in order to grow in character and to discover things about themselves. To back this thesis up with evidence I talked to the head teacher of the school I attend. I asked him why students should challenge themselves and what happens when they do not. He asked me how else would a student reach their potential and then went on to say, "When a students does not challenge himself he becomes mentally lazy. His mind stagnates and he does not advance."
I then looked up some sources on line to take a look into what actually goes on in the brain when a person is challenged and I used their examples in my paper.
1) Which of the suggested Tasks from Writing Arguments did you find most helpful in pre-writing your revision? Why?
Task #3 Choose several areas of controversy for exploration - I was able to practice hitting different problems from different points of view.
2) Which genre of argument would you most likely write on your own? Why?
I would most likely choose Scholarly Journals. I would do this because my opinion would have a greater chance of being heard even though only to a smaller number of readers.
3) Did you ask anyone else to make recommendations about your revising process? Why or why not?
Yes, I asked two or three of my school teachers for help on how to revise my paper because I felt very unsure of what the assignment was really asking for.
4) Why and how is argument both a process and a product?
An argument is both a process and a product because there is an exchange of information, ideas, and opinions. That is the process. Also in an argument someone is usually persuaded to see differently, and that is the product.
5) What is the goal of argument?
The goal of an argument is to persuade someone to your way of thinking (hopefully) in order to benefit society.
I then looked up some sources on line to take a look into what actually goes on in the brain when a person is challenged and I used their examples in my paper.
1) Which of the suggested Tasks from Writing Arguments did you find most helpful in pre-writing your revision? Why?
Task #3 Choose several areas of controversy for exploration - I was able to practice hitting different problems from different points of view.
2) Which genre of argument would you most likely write on your own? Why?
I would most likely choose Scholarly Journals. I would do this because my opinion would have a greater chance of being heard even though only to a smaller number of readers.
3) Did you ask anyone else to make recommendations about your revising process? Why or why not?
Yes, I asked two or three of my school teachers for help on how to revise my paper because I felt very unsure of what the assignment was really asking for.
4) Why and how is argument both a process and a product?
An argument is both a process and a product because there is an exchange of information, ideas, and opinions. That is the process. Also in an argument someone is usually persuaded to see differently, and that is the product.
5) What is the goal of argument?
The goal of an argument is to persuade someone to your way of thinking (hopefully) in order to benefit society.
Tuesday, February 23, 2010
Assignment #3 Why and how is argument both a process and a product?
An argument is a process because two or more people are contrasting ideas, opinions, and beliefs about something they disagree on. Well, I suppose one person can argue with themselves as well...
And an argument is a product because ideally there is a solution reached at the end of it, hopefully a solution that both sides can consent to.
And an argument is a product because ideally there is a solution reached at the end of it, hopefully a solution that both sides can consent to.
Monday, February 22, 2010
What is truth?
So, what is truth? There are so many different explanations from so many different perspectives, cultures, and beliefs that we could make a mountain out of them.
The Word Net Web defines truth as conformity to reality or actuality.
Buddha said The gift of truth excels all other gifts.
Muslims believe that Allah will lead his followers into truth.
Christ said I am the Way the Truth and the Life.
I'm sure there will be many points of truth that I will touch base on, but right now I am going to start with only a few key concepts.
Today there is a "new concept" of truth that makes me roll my eyes. This statement right here, "What's truth to you is truth for you and what's true to me is truth for me." There are several reasons why I have totally thrown this concept out.
It totally annihilates what has been proven by science. An orange is an orange, and an apple is an apple. If you plant an apple seed, an apple tree will grow. Even if you paint the apples orange, or wrap them up in orange peels, or dump citric juice on them, they are still apples. If someone said, "Well it may be an apple to you but it's an orange to me," I would dismiss that comment as an ignorant assumption or denial. Your personal opinion does not change truth! I may not believe in gravity, saying that it runs against my religious views or personal opinions, but that doesn't mean gravity doesn't exist!
So people would say to this, "Give me a break, I would never try to convince myself to mix up my fruits. This applies to science, but can spiritual things really be proven by science? What about feelings and thoughts? Science can't test those things because they're not physical." True, science cannot test thoughts, feelings, or the soul; they are not tangible. So how do we dictate what is truth about those sort of things?
This is where people start the whole, "If it feels right to me than it must be true for me. And if this feels right to you it must be true for you." And this is where my eyes start to roll. Here's why... You can't dictate truth by feelings because feelings are so misleading! Examples- 1) The murderer felt like killing that person at the time. 2) It felt right to date that person at the time. 3) Today I felt like yelling at my younger brother. See what I'm saying? We can all agree that murder is wrong, most of us would dismiss the murderer as a crooked minded freak that isn't worth considering. So what about example #2? How many people have "gone out" with a significant other, gotten physical, later broken up, and then felt regret or disgust about ever doing that with that person. And then example #3... Yes, my own feelings are also misleading, I was wrong to yell at my brother, in that particular circumstance I could have spoken to him in a regular tone and been much kinder about the issue.
My point is, we all make mistakes, our feelings are not a very good moral compass, everyone makes mistakes based on how they felt at the time. So, if a person believes a particular something for 50 years, lives their life accordingly, and accepts it as truth, is it truth? What if that person suddenly changes their mind and believes something else as truth? What is truth? The first belief? The second? Both? I have an example dialogue below, it's kind of abstract, but work with me here:
Linda: "I believe that when it rains, it means the gods are sad. So when it rains I will stay inside, burn incense, and cry with them. I feel that that must be the explanation for rain, so it must be true."
(And for twenty years Linda follows this practice)
Betsy (Linda's friend) : "Linda, what are you doing inside? Why don't you come puddle jumping with me? Lets play in the rain and have fun!"
Linda: (horrified) "But Betsy! Don't you know that when it rains it's because the gods are sad. They would be angry if we took pleasure in their tears!"
Betsy: "Linda, that's not true at all! I feel that when it rains it is because the gods are happy. They are watering mother earth and causing things to grow bright and beautiful, it's like they're cleaning and gardening their masterpiece! They would be disappointed if we missed out on it! I have felt this way for years, so it must be true!"
Linda: "Why, I believe you're right, what you're saying must be true!"
OK so here's a question, was Linda wrong about her first belief? Or was she wrong about her second belief? They can't have both been right. And both beliefs were dictated by how she felt! Either the gods will take wrath on her for delighting in their tears or be disappointed by her lack of enjoying their work if she switches sides or views.
Time and time again, it has been shown that human feeling cannot always be trusted for suitable guidance. So what are we to dictate truth be? More on that later...
The Word Net Web defines truth as conformity to reality or actuality.
Buddha said The gift of truth excels all other gifts.
Muslims believe that Allah will lead his followers into truth.
Christ said I am the Way the Truth and the Life.
I'm sure there will be many points of truth that I will touch base on, but right now I am going to start with only a few key concepts.
Today there is a "new concept" of truth that makes me roll my eyes. This statement right here, "What's truth to you is truth for you and what's true to me is truth for me." There are several reasons why I have totally thrown this concept out.
It totally annihilates what has been proven by science. An orange is an orange, and an apple is an apple. If you plant an apple seed, an apple tree will grow. Even if you paint the apples orange, or wrap them up in orange peels, or dump citric juice on them, they are still apples. If someone said, "Well it may be an apple to you but it's an orange to me," I would dismiss that comment as an ignorant assumption or denial. Your personal opinion does not change truth! I may not believe in gravity, saying that it runs against my religious views or personal opinions, but that doesn't mean gravity doesn't exist!
So people would say to this, "Give me a break, I would never try to convince myself to mix up my fruits. This applies to science, but can spiritual things really be proven by science? What about feelings and thoughts? Science can't test those things because they're not physical." True, science cannot test thoughts, feelings, or the soul; they are not tangible. So how do we dictate what is truth about those sort of things?
This is where people start the whole, "If it feels right to me than it must be true for me. And if this feels right to you it must be true for you." And this is where my eyes start to roll. Here's why... You can't dictate truth by feelings because feelings are so misleading! Examples- 1) The murderer felt like killing that person at the time. 2) It felt right to date that person at the time. 3) Today I felt like yelling at my younger brother. See what I'm saying? We can all agree that murder is wrong, most of us would dismiss the murderer as a crooked minded freak that isn't worth considering. So what about example #2? How many people have "gone out" with a significant other, gotten physical, later broken up, and then felt regret or disgust about ever doing that with that person. And then example #3... Yes, my own feelings are also misleading, I was wrong to yell at my brother, in that particular circumstance I could have spoken to him in a regular tone and been much kinder about the issue.
My point is, we all make mistakes, our feelings are not a very good moral compass, everyone makes mistakes based on how they felt at the time. So, if a person believes a particular something for 50 years, lives their life accordingly, and accepts it as truth, is it truth? What if that person suddenly changes their mind and believes something else as truth? What is truth? The first belief? The second? Both? I have an example dialogue below, it's kind of abstract, but work with me here:
Linda: "I believe that when it rains, it means the gods are sad. So when it rains I will stay inside, burn incense, and cry with them. I feel that that must be the explanation for rain, so it must be true."
(And for twenty years Linda follows this practice)
Betsy (Linda's friend) : "Linda, what are you doing inside? Why don't you come puddle jumping with me? Lets play in the rain and have fun!"
Linda: (horrified) "But Betsy! Don't you know that when it rains it's because the gods are sad. They would be angry if we took pleasure in their tears!"
Betsy: "Linda, that's not true at all! I feel that when it rains it is because the gods are happy. They are watering mother earth and causing things to grow bright and beautiful, it's like they're cleaning and gardening their masterpiece! They would be disappointed if we missed out on it! I have felt this way for years, so it must be true!"
Linda: "Why, I believe you're right, what you're saying must be true!"
OK so here's a question, was Linda wrong about her first belief? Or was she wrong about her second belief? They can't have both been right. And both beliefs were dictated by how she felt! Either the gods will take wrath on her for delighting in their tears or be disappointed by her lack of enjoying their work if she switches sides or views.
Time and time again, it has been shown that human feeling cannot always be trusted for suitable guidance. So what are we to dictate truth be? More on that later...
Sunday, February 21, 2010
Journal Topics for Assignment #3
So, the question is, "How does one demonstrate his or her beliefs in an opinion?" There are several ways to do this:
Writing about your beliefs
Arguing about your beliefs
Living your beliefs
"Speeching" about your beliefs
And the list goes on.....
According to the web dictionary, a belief is any cognitive content held as true. And based on these convictions there is typically a form of action, usually it shapes the way you live, and if you feel strongly enough about it you will progress to convince other people to your stand point. Typically, this is done through an argument.
There are two prominent questions to keep in mind here.
1) What is worth arguing about?
2) What is the goal of an argument?
If I were to ask my younger siblings these questions, they would most likely say:
1) Argue when you need to get your way
2) The goal of the argument is to win
They're actually pretty cute, but most of us (I hope) know that there is a lot more to it than that! I feel like something is worth arguing about when there may be a negative consequence if I do not argue. These things could range all the way from an argument about a clashing outfit to an argument about the war in Iraq. Some consequences are so small that they can be overlooked and ignored (like the clashing outfit) whereas other arguments will merit a full debate team, jury, and judge.
For me, if something clashes with my convictions that I think will have regrettable effects, I speak up against that something. If I'm concerned or unsure about something, I voice my concerns, but i don't necessarily argue. It's more like I'm trying to have my questions answered..and then I might argue...
In any argument it's a very foolish thing to argue just to be right, there needs to be something more substantial involved. I may think a shirt is purple while my friend says it's dark blue, so what? The shirt being blue or purple won't affect anything else.
An argument's goal should be to find a solution for a conflict, one that is just and right.
But then, what is just? What is right? More importantly, what is truth?
What does the book Writing Arguments tell us about the concept of truth?
I'll give the best summary I can of what the section said:
Back in the day there were the Sophists and then there was Socrates. The Sophists basically argued to be right, they argued for whoever was in power. Socrates believed that...truth could be discovered through philosophic inquiry. He believed that truth resided in the ideal world of forms, and through philosophic rigor humans could transcend the changing, shadow like world of everyday reality to perceive the world of universals where Truth, Beauty, and Goodness resided.
The book says... "Truth seeking mean taking responsibility for determining the "best answer" or "best solution" to the question for the good of the whole community when taking into consideration the interests of all stakeholders."
It's very late for me right now, and the subject of truth is incredibly deep and profound. Tomorrow I will expound on my personal beliefs on it a little more....until then...
Writing about your beliefs
Arguing about your beliefs
Living your beliefs
"Speeching" about your beliefs
And the list goes on.....
According to the web dictionary, a belief is any cognitive content held as true. And based on these convictions there is typically a form of action, usually it shapes the way you live, and if you feel strongly enough about it you will progress to convince other people to your stand point. Typically, this is done through an argument.
There are two prominent questions to keep in mind here.
1) What is worth arguing about?
2) What is the goal of an argument?
If I were to ask my younger siblings these questions, they would most likely say:
1) Argue when you need to get your way
2) The goal of the argument is to win
They're actually pretty cute, but most of us (I hope) know that there is a lot more to it than that! I feel like something is worth arguing about when there may be a negative consequence if I do not argue. These things could range all the way from an argument about a clashing outfit to an argument about the war in Iraq. Some consequences are so small that they can be overlooked and ignored (like the clashing outfit) whereas other arguments will merit a full debate team, jury, and judge.
For me, if something clashes with my convictions that I think will have regrettable effects, I speak up against that something. If I'm concerned or unsure about something, I voice my concerns, but i don't necessarily argue. It's more like I'm trying to have my questions answered..and then I might argue...
In any argument it's a very foolish thing to argue just to be right, there needs to be something more substantial involved. I may think a shirt is purple while my friend says it's dark blue, so what? The shirt being blue or purple won't affect anything else.
An argument's goal should be to find a solution for a conflict, one that is just and right.
But then, what is just? What is right? More importantly, what is truth?
What does the book Writing Arguments tell us about the concept of truth?
I'll give the best summary I can of what the section said:
Back in the day there were the Sophists and then there was Socrates. The Sophists basically argued to be right, they argued for whoever was in power. Socrates believed that...truth could be discovered through philosophic inquiry. He believed that truth resided in the ideal world of forms, and through philosophic rigor humans could transcend the changing, shadow like world of everyday reality to perceive the world of universals where Truth, Beauty, and Goodness resided.
The book says... "Truth seeking mean taking responsibility for determining the "best answer" or "best solution" to the question for the good of the whole community when taking into consideration the interests of all stakeholders."
It's very late for me right now, and the subject of truth is incredibly deep and profound. Tomorrow I will expound on my personal beliefs on it a little more....until then...
Monday, February 1, 2010
F111X Schedul
Plan for completing course in a timely manner:
I'm not very far into the course, so I'm not sure what the average time is for completing a lesson, but I'll start with the goal of finishing one lesson per week and writing/editing for an hour a day.
I'm not very far into the course, so I'm not sure what the average time is for completing a lesson, but I'll start with the goal of finishing one lesson per week and writing/editing for an hour a day.
Thursday, January 28, 2010
F111X
Well...today I completed my first writing assignment and I'm now waiting for my grade. In the meantime I'd like to begin the 2nd lesson. And I have most likely started later than anyone else in the class...
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