I came into this class with a background of business writing training. I was taught to get right to the point, and cut out anything that was unnecessary. So when I read that I would be writing essays every day, and that they would have a word limit, I was very intimidated. After the first few essays, I started to get the hang of non-business writing. Now I was able to free-write and add detail to minor events without fearing penalty. A new world of writing was opening up to me as I completed every essay for this class. Looking back, I have learned many things from this English writing class.
The main thing that I learned from this class was revision. It is not that I was unable to revise my writings before I had this class, but that I only knew how to trim stuff from my papers. I was real good at editing things from my writings, and now I am able to actually add stuff. My revision skills are now more about clarifying points for my reader's sake, and not about editing out stuff that may be too wordy or confusing. Now I understand that my readers are not always going to be upper management with no time to waste. Some of my writings will be for people who are looking to read my topic because it interests or pertains to them.
While writing for an audience that actually has time to spend, I have had to shape my writings to their needs. I used unity as a basis for each essay that I wrote. After each essay, I reread and ask "is there anything that is not unified with the thesis statement?" This question makes me really look in depth at my writing. If something is not in complete unity, I do not have to cut it out. I can revise it to fit the thesis and keep it in the essay.
The type of essay that I found the most difficult to keep in unity was the illustrative essay. It was very hard to describe events and topics colorfully without straying from the thesis statement. However in the illustrative essay, I was able to go into detail on the points that I presented. This was a very good exercise to break me of business writing. Also, this is gave me a chance to write about something that I was interested in.
I actually was able to write about things that I wanted to with most of the essays. I really liked this, because writing is an art form. I used to draw, and hated to have to draw something that I did not want to draw. It made it seem like work, instead of fun. The same idea is true with writing. I find that I actually enjoy writing about topics that I choose. If a topic is assigned to me, there is a good chance that I will not be able to relate to the topic. If that happens, how can I put any kind of passion into the writing?
If I am able to relate to my topic, I find that writing up to and past the word limit is a simple task. Also, I tend to have time to go back and clarify topics. Since this was a summer course, time was always a factor. If I had time to go back and review an essay, I found that I was able to go back and add writing techniques into it. I really liked using dialogue, because it really seemed to bring the writing to life. Also, I loved using synonyms to help describe the point that I am trying to get across.
This is why i really liked the compare and contrast essay. I like that I was able to pick what I was comparing and contrasting more. This allowed me to already have to knowledge about my topic, so I could focus my efforts on improving my writing skills, and using newly learned writing techniques. A lot of the essays took me a while to write because I had to do prewriting exercises to gather information about a topic. This made my focus lean away from using new techniques.
This class was a great experience for learning and demonstrating new writing techniques. It definitely pulled me away from briefness of business writings, and showed me a new world of detail that can be explored. In the future, I plan to use just about everything that I learned in this class to achieve my personal goals for the future.
Friday, August 20, 2010
Wednesday, August 18, 2010
Peer Review for Kyle D.'s "How Do We Find..." Essay
1. Is the introductory paragraph interesting? Why or why not? Does the introduction specify clearly what is to be classified and/or divided into groups?
It is interesting, because I can relate to the topic. It is also clear as to what will be classified.
2. Is there a clear thesis statement? Can you find a sentence (or two) that reveals the writer’s point or purpose for the classification and/or division? Type the sentence(s) below that you believe to be the writer’s thesis statement. If the thesis is implied, state it in your own words below.
"High school though, is the time when you begin associating with a particular “click” and defining who you are", is the thesis statement.
3. Is the writer’s basis of classification clear (see “Notes on Classification and Division” posted August 12th)? Why or why not? By what means is the writer grouping his or her subject matter?
His basis is clear. He is classifying people into cliques.
4. Are the groups or categories clearly defined and uniquely named? Do any seem to overlap or appear oversimplified or based on stereotypes? Explain.
The groups do not overlap. The gangsta group may be oversimplified. Extra detail for this group will help this essay.
5. Would the essay improve if the paragraphs were arranged differently? Why/why not? Note any paragraph that seems out of order. Are the paragraphs connected to one another smoothly and logically? Are there transitions between paragraphs that help you understand how the writer’s ideas are connected? Explain.
The paragraphs are in a nice order, and the transitions help for a smooth and easy read.
6. Do individual paragraphs seem well detailed? What suggestions would you make about adding/subtracting specific examples to help illustrate the writer’s classification and/or division?
The paragraph on the gangsta group could use a little bit more detail.
7. Are all of the writer’s paragraphs unified and coherent? Indicate which paragraphs have any sentences that seem irrelevant (“unity” concerns) or out of order (“coherence” concerns).
Each paragraph is coherent to the essay.
8. Go back and read the first and last paragraph. Has the writer fulfilled the obligations he or she established in the introduction? Does the writer accomplish everything promised in the introduction, or does the essay go off track or seem to switch focus? Why or why not? How can the conclusion be improved?
The introduction is good, but the conclusion needs to be rewritten to reflect the introduction.
9. Now look at sentences. Does the writer have sentences that strike you as effective because they include strong verbs, specific details, memorable phrases, or striking images? Does the writer have any words they repeat too often, use incorrectly, or misspells? Finally, does the writer have any tendencies for error they should be made aware of? (Think comma splices, run-on sentences, or switches in verb tense, etc.)
The one thing that stands out to me is the word "click". The proper spelling of the word that you are thinking of is "clique".
10. Write a summary comment that explains what you like best about the paper. Then, describe the two features of the paper that most need improvement. What suggestion(s) for overcoming these problems do you have?
I can relate to this topic, because I have experienced the same classifications in high school. However, if you rewrite the conclusion to reflect the introduction, the essay would benefit. Also, replace the word "click" with "clique" for reason of understandability.
It is interesting, because I can relate to the topic. It is also clear as to what will be classified.
2. Is there a clear thesis statement? Can you find a sentence (or two) that reveals the writer’s point or purpose for the classification and/or division? Type the sentence(s) below that you believe to be the writer’s thesis statement. If the thesis is implied, state it in your own words below.
"High school though, is the time when you begin associating with a particular “click” and defining who you are", is the thesis statement.
3. Is the writer’s basis of classification clear (see “Notes on Classification and Division” posted August 12th)? Why or why not? By what means is the writer grouping his or her subject matter?
His basis is clear. He is classifying people into cliques.
4. Are the groups or categories clearly defined and uniquely named? Do any seem to overlap or appear oversimplified or based on stereotypes? Explain.
The groups do not overlap. The gangsta group may be oversimplified. Extra detail for this group will help this essay.
5. Would the essay improve if the paragraphs were arranged differently? Why/why not? Note any paragraph that seems out of order. Are the paragraphs connected to one another smoothly and logically? Are there transitions between paragraphs that help you understand how the writer’s ideas are connected? Explain.
The paragraphs are in a nice order, and the transitions help for a smooth and easy read.
6. Do individual paragraphs seem well detailed? What suggestions would you make about adding/subtracting specific examples to help illustrate the writer’s classification and/or division?
The paragraph on the gangsta group could use a little bit more detail.
7. Are all of the writer’s paragraphs unified and coherent? Indicate which paragraphs have any sentences that seem irrelevant (“unity” concerns) or out of order (“coherence” concerns).
Each paragraph is coherent to the essay.
8. Go back and read the first and last paragraph. Has the writer fulfilled the obligations he or she established in the introduction? Does the writer accomplish everything promised in the introduction, or does the essay go off track or seem to switch focus? Why or why not? How can the conclusion be improved?
The introduction is good, but the conclusion needs to be rewritten to reflect the introduction.
9. Now look at sentences. Does the writer have sentences that strike you as effective because they include strong verbs, specific details, memorable phrases, or striking images? Does the writer have any words they repeat too often, use incorrectly, or misspells? Finally, does the writer have any tendencies for error they should be made aware of? (Think comma splices, run-on sentences, or switches in verb tense, etc.)
The one thing that stands out to me is the word "click". The proper spelling of the word that you are thinking of is "clique".
10. Write a summary comment that explains what you like best about the paper. Then, describe the two features of the paper that most need improvement. What suggestion(s) for overcoming these problems do you have?
I can relate to this topic, because I have experienced the same classifications in high school. However, if you rewrite the conclusion to reflect the introduction, the essay would benefit. Also, replace the word "click" with "clique" for reason of understandability.
Peer Review for Braco's Cause and Effect Essay
1. Is the introductory paragraph interesting? Why or why not? Does the introduction specify clearly what is to be analyzed? Can you tell if causes (a number of television programs or characters), effects (positive influences or benefits), or both will be emphasized?
The introduction is interesting because it shows an important point in his life, and how things were going to change. This leads me to believe that there will be a lot of cause and effect situations in this essay.
2. Is there a clear thesis statement? Can you find a sentence (or two) that reveals the writer’s point or purpose for the analysis? Type the sentence(s) below that you believe to be the writer’s thesis statement. If the thesis is implied, state it in your own words below.
"I was in love with all of those cartoons and never missed one episode. When I got into eight grade was first time I saw the anime called Ruroni Kenshin", are the thesis sentences, but a revision for clarity will help a lot.
3. Does the writer include a sufficient number of programs or characters (cause) and positive results (effect)? Why or why not? What other causes or effects should the writer consider?
He includes many cartoons in a general group. Then he picks one to show all the causes and effects that it had on his life.
4. Are the causes/effects reasonable or believable and not too far fetched? Does the author make any creative connections or offer anything that surprises you—or does the analysis seem obvious? Explain.
The connections are very reasonable, because his life changed very rapidly when he moved from Bosnia to the United States. There was bound to be something that affected him at this time. It happened to be cartoons.
5. Would the essay improve if the paragraphs were arranged differently? Why/why not? Note any paragraph that seems out of order. Are the paragraphs connected to one another smoothly and logically? Are there transitions between paragraphs that help you understand how the writer’s ideas are connected? Explain.
The introduction and thesis statement needs a bit of revision. Also, the transition between the introduction and second paragraph could be smoother. These revisions are needed to be able to clearly see what the thesis statement.
6. Do individual paragraphs seem well detailed? What suggestions would you make about adding/subtracting specific examples to help illustrate the writer’s cause and/or effect analysis?
Near the end of the essay, the point about his parents being strict could be intertwined with the main focus of the essay a bit better. This will help combat any unity problems.
7. Are all of the writer’s paragraphs unified and coherent? Indicate which paragraphs have any sentences that seem irrelevant (“unity” concerns) or out of order (“coherence” concerns).
As mentioned before, the point about strict parents can be unified with the main focus of the essay better.
8. Go back and read the first and last paragraph. Has the writer fulfilled the obligations he or she established in the introduction? Does the writer accomplish everything promised in the introduction, or does the essay go off track or
seem to switch focus? Why or why not? How can the conclusion be improved?
Once the introduction is revised, the conclusion will make more sense. The conclusion is fine, but the problem lies with the introduction.
9. Now look at sentences. Does the writer have sentences that strike you as effective because they include strong verbs, specific details, memorable phrases, or striking images? Does the writer have any words they repeat too often, use incorrectly, or misspells? Finally, does the writer have any tendencies for error they should be made aware of? (Think comma splices, run-on sentences, or switches in verb tense, etc.)
This essay has a lot of spelling errors. If it is proofread a few times, all the errors should become obvious. Also, there are a few run-on sentences that would benefit from a proofreading.
10. Write a summary comment that explains what you like best about the paper. Then, describe the two features of the paper that most need improvement. What suggestion(s) for overcoming these problems do you have?
I really like how his life is changed for the better, instead of for the worse. However, a revision of the thesis statement will help this essay become clearer. Also, proofreading this essay a few times will correct the spelling and run-on sentence errors.
The introduction is interesting because it shows an important point in his life, and how things were going to change. This leads me to believe that there will be a lot of cause and effect situations in this essay.
2. Is there a clear thesis statement? Can you find a sentence (or two) that reveals the writer’s point or purpose for the analysis? Type the sentence(s) below that you believe to be the writer’s thesis statement. If the thesis is implied, state it in your own words below.
"I was in love with all of those cartoons and never missed one episode. When I got into eight grade was first time I saw the anime called Ruroni Kenshin", are the thesis sentences, but a revision for clarity will help a lot.
3. Does the writer include a sufficient number of programs or characters (cause) and positive results (effect)? Why or why not? What other causes or effects should the writer consider?
He includes many cartoons in a general group. Then he picks one to show all the causes and effects that it had on his life.
4. Are the causes/effects reasonable or believable and not too far fetched? Does the author make any creative connections or offer anything that surprises you—or does the analysis seem obvious? Explain.
The connections are very reasonable, because his life changed very rapidly when he moved from Bosnia to the United States. There was bound to be something that affected him at this time. It happened to be cartoons.
5. Would the essay improve if the paragraphs were arranged differently? Why/why not? Note any paragraph that seems out of order. Are the paragraphs connected to one another smoothly and logically? Are there transitions between paragraphs that help you understand how the writer’s ideas are connected? Explain.
The introduction and thesis statement needs a bit of revision. Also, the transition between the introduction and second paragraph could be smoother. These revisions are needed to be able to clearly see what the thesis statement.
6. Do individual paragraphs seem well detailed? What suggestions would you make about adding/subtracting specific examples to help illustrate the writer’s cause and/or effect analysis?
Near the end of the essay, the point about his parents being strict could be intertwined with the main focus of the essay a bit better. This will help combat any unity problems.
7. Are all of the writer’s paragraphs unified and coherent? Indicate which paragraphs have any sentences that seem irrelevant (“unity” concerns) or out of order (“coherence” concerns).
As mentioned before, the point about strict parents can be unified with the main focus of the essay better.
8. Go back and read the first and last paragraph. Has the writer fulfilled the obligations he or she established in the introduction? Does the writer accomplish everything promised in the introduction, or does the essay go off track or
seem to switch focus? Why or why not? How can the conclusion be improved?
Once the introduction is revised, the conclusion will make more sense. The conclusion is fine, but the problem lies with the introduction.
9. Now look at sentences. Does the writer have sentences that strike you as effective because they include strong verbs, specific details, memorable phrases, or striking images? Does the writer have any words they repeat too often, use incorrectly, or misspells? Finally, does the writer have any tendencies for error they should be made aware of? (Think comma splices, run-on sentences, or switches in verb tense, etc.)
This essay has a lot of spelling errors. If it is proofread a few times, all the errors should become obvious. Also, there are a few run-on sentences that would benefit from a proofreading.
10. Write a summary comment that explains what you like best about the paper. Then, describe the two features of the paper that most need improvement. What suggestion(s) for overcoming these problems do you have?
I really like how his life is changed for the better, instead of for the worse. However, a revision of the thesis statement will help this essay become clearer. Also, proofreading this essay a few times will correct the spelling and run-on sentence errors.
Tuesday, August 17, 2010
Peer Review for Michelle B.'s Definition Essay
1. First of all, does the essay respond appropriately to the assignment: 1) Is the writer writing about a group or class that he or she is a member of? (For example, a male shouldn’t be writing an “I Want a Girlfriend” essay; also an “I Want a Genie” essay would not be acceptable), or 2) Is the writer ranting against a pet peeve or current societal shortcoming? Explain your answer.
The essay does respond appropriately to the assignment. There are a few rants about pet peeves, but that is to be expected when talking about this topic.
2. “I Want a Wife” is a good example of an essay with an implied thesis statement. Does your writer have an explicit (stated) or implicit (implied) thesis? If the thesis is clearly stated, re-write it below. If the thesis is implied, write what you believe the thesis to be below.
"There are certain aspects of being a sister that are not perfect, but it would be nice for my sister to be the perfect sister for just one day", is the thesis statement for this essay.
3. Is the writer’s term or concept sufficiently defined? Why or why not? What other information would help you “define” this term?
This writer does a great job defining the concept. The essay was easy to understand.
4. Do all of the paragraphs contribute to the development of the thesis? Point out any paragraph(s) that you have difficulty relating to the thesis statement or definition.
All paragraphs support the thesis statement very well.
5. Would the essay improve if the paragraphs were arranged differently? Why/why not? Note any paragraph that seems out of order. Are the paragraphs connected to one another smoothly and logically? Are there transitions between paragraphs that help you understand how the writer’s ideas are connected? Explain.
The paragraph arrangement is fine. However, if the second to last and last sentence in the second paragraph were switched with each other, the transition would be smoother.
6. Do individual paragraphs seem well detailed? What suggestions would you make about adding/subtracting specific details that would help define the writer’s term(s) or concept? Does the writer utilize the different strategies of definition (see “Notes of Definition” posted August 10th)? What strategy should the writer consider using more? Explain your answer—why would this strategy be effective?
She does not use the basic definition techniques, but she does define by example, description, and enumeration. I think the way she defined her perfect sister was effective.
7. Are all of the writer’s paragraphs unified and coherent? Indicate which paragraphs have any sentences that seem irrelevant (“unity” concerns) or out of order (“coherence” concerns).
The paragraphs are coherent, but the third paragraph seems to lack a topic sentence.
8. Brady’s essay is also a good example of an effective tone…while not quite a rant, she definitely exudes frustration with society’s expectations of “wifely” duties. Does the essay you’re reading have a similar tone? What could the writer do to sound even more exasperated?
This writer's essay follows the tone that Brady set in "I Want a Wife". It has times when it borderlines a rant, but the essay stays on track until the end.
9. Now look at sentences. Does the writer have sentences that strike you as effective because they include strong verbs, specific details, memorable phrases, or striking images? Does the writer have any words they repeat too often, use incorrectly, or misspells? Finally, does the writer have any tendencies for error they should be made aware of? (Think comma splices, run-on sentences, or switches in verb tense, etc.)
Nearly every sentence is detailed specifically to define by description and enumeration. A basic sentence structure is repeated throughout the essay, but is effective for defining.
10. Write a summary comment that explains what you like best about the paper. Then, describe the two features of the paper that most need improvement. What suggestion(s) for overcoming these problems do you have?
I can relate on this topic, because I have siblings. Seeing a list of a perfect sister is very amusing to me, because I get where the writer is coming from. The third paragraph needs a topic sentence. Also, the transition from the second to the third paragraph could be smoothed out by switching the sentences that I mentioned before.
The essay does respond appropriately to the assignment. There are a few rants about pet peeves, but that is to be expected when talking about this topic.
2. “I Want a Wife” is a good example of an essay with an implied thesis statement. Does your writer have an explicit (stated) or implicit (implied) thesis? If the thesis is clearly stated, re-write it below. If the thesis is implied, write what you believe the thesis to be below.
"There are certain aspects of being a sister that are not perfect, but it would be nice for my sister to be the perfect sister for just one day", is the thesis statement for this essay.
3. Is the writer’s term or concept sufficiently defined? Why or why not? What other information would help you “define” this term?
This writer does a great job defining the concept. The essay was easy to understand.
4. Do all of the paragraphs contribute to the development of the thesis? Point out any paragraph(s) that you have difficulty relating to the thesis statement or definition.
All paragraphs support the thesis statement very well.
5. Would the essay improve if the paragraphs were arranged differently? Why/why not? Note any paragraph that seems out of order. Are the paragraphs connected to one another smoothly and logically? Are there transitions between paragraphs that help you understand how the writer’s ideas are connected? Explain.
The paragraph arrangement is fine. However, if the second to last and last sentence in the second paragraph were switched with each other, the transition would be smoother.
6. Do individual paragraphs seem well detailed? What suggestions would you make about adding/subtracting specific details that would help define the writer’s term(s) or concept? Does the writer utilize the different strategies of definition (see “Notes of Definition” posted August 10th)? What strategy should the writer consider using more? Explain your answer—why would this strategy be effective?
She does not use the basic definition techniques, but she does define by example, description, and enumeration. I think the way she defined her perfect sister was effective.
7. Are all of the writer’s paragraphs unified and coherent? Indicate which paragraphs have any sentences that seem irrelevant (“unity” concerns) or out of order (“coherence” concerns).
The paragraphs are coherent, but the third paragraph seems to lack a topic sentence.
8. Brady’s essay is also a good example of an effective tone…while not quite a rant, she definitely exudes frustration with society’s expectations of “wifely” duties. Does the essay you’re reading have a similar tone? What could the writer do to sound even more exasperated?
This writer's essay follows the tone that Brady set in "I Want a Wife". It has times when it borderlines a rant, but the essay stays on track until the end.
9. Now look at sentences. Does the writer have sentences that strike you as effective because they include strong verbs, specific details, memorable phrases, or striking images? Does the writer have any words they repeat too often, use incorrectly, or misspells? Finally, does the writer have any tendencies for error they should be made aware of? (Think comma splices, run-on sentences, or switches in verb tense, etc.)
Nearly every sentence is detailed specifically to define by description and enumeration. A basic sentence structure is repeated throughout the essay, but is effective for defining.
10. Write a summary comment that explains what you like best about the paper. Then, describe the two features of the paper that most need improvement. What suggestion(s) for overcoming these problems do you have?
I can relate on this topic, because I have siblings. Seeing a list of a perfect sister is very amusing to me, because I get where the writer is coming from. The third paragraph needs a topic sentence. Also, the transition from the second to the third paragraph could be smoothed out by switching the sentences that I mentioned before.
Peer Review for Jenna B.'s Compare & Contrast Essay
1. Is the introductory paragraph interesting? Why or why not? Does the introduction specify clearly what is to be compared and/or contrasted?
The introduction does forecast what is to come a bit, but is quite short and not too specific.
2. Is there a clear thesis statement? Can you find a sentence (or two) that reveals the writer’s point or purpose for the comparison and/or contrast? Type the sentence(s) below that you believe to be the writer’s thesis statement. If the thesis is implied, state it in your own words below.
"I think it is great how close my family is that I can count on any of them when I am in need, especially my Grandpa and Papaw", is the thesis statement. However, it is a bit vague, and can be rewritten to better fit what the body of the essay explains.
3. Does the writer establish a basis for comparison (see “Notes on Comparison and Contrast” posted August 9th)? Which points of comparison and/or contrast need further development? Which points should be deleted? Where do significant points seem to be missing? How has the most important similarity or difference been emphasized?
The basis for comparison is there and clear. Also, she uses a point-by-point style. One difference that was emphasized was the number of grandchildren. This was emphasized by the total number of grandchildren that each grandfather had.
4. Does the writer use subject-by-subject (block) or point-by-point (alternating) analysis? Why is that the best strategy for this essay?
She uses a point-by-point analysis for her comparison and contrast essay.
5. Would the essay improve if the paragraphs were arranged differently? Why/why not? Note any paragraph that seems out of order. Are the paragraphs connected to one another smoothly and logically? Are there transitions between paragraphs that help you understand how the writer’s ideas are connected? Explain.
The paragraphs are arranged nicely, but the transition from paragraph 3 to 4 could be smoother. This would enable an easier read.
6. Do individual paragraphs seem well detailed? What suggestions would you make about adding/subtracting specific examples to help illustrate the writer’s comparison and/or contrast?
I like how the paragraphs are detailed, but I think dialogue from each grandfather would be a nice touch. The introduction could be a bit more detailed, too.
7. Are all of the writer’s paragraphs unified and coherent? Indicate which paragraphs have any sentences that seem irrelevant (“unity” concerns) or out of order (“coherence” concerns).
It is a coherent essay, but the introduction needs some detail and a clearer thesis statement.
8. Go back and read the first and last paragraph. Has the writer fulfilled the obligations he or she established in the introduction? Does the writer accomplish everything promised in the introduction, or does the essay go off track or seem to switch focus? Why or why not? How can the conclusion be improved?
Other than the thesis needing revision, the introduction and conclusion support this essay well.
9. Now look at sentences. Does the writer have sentences that strike you as effective because they include strong verbs, specific details, memorable phrases, or striking images? Does the writer have any words they repeat too often, use incorrectly, or misspells? Finally, does the writer have any tendencies for error they should be made aware of? (Think comma splices, run-on sentences, or switches in verb tense, etc.)
The comparison of two grandfather's backgrounds was very interesting. Also, reading how many grandchildren the one grandfather had was very intriguing. As far as errors, the second sentence in the first paragraph is not very clear. In the second sentence of the second paragraph, "eighty-five" is misspelled. Also, in the sixth paragraph "Mama" is misspelled once.
10. Write a summary comment that explains what you like best about the paper. Then, describe the two features of the paper that most need improvement. What suggestion(s) for overcoming these problems do you have?
I really like the personal touch that this essay has. I also like the good memories in this essay. However, the introduction could be a bit longer and more detailed. Also, the thesis statement could be clearer. Make the thesis more obvious, and the essay will benefit.
The introduction does forecast what is to come a bit, but is quite short and not too specific.
2. Is there a clear thesis statement? Can you find a sentence (or two) that reveals the writer’s point or purpose for the comparison and/or contrast? Type the sentence(s) below that you believe to be the writer’s thesis statement. If the thesis is implied, state it in your own words below.
"I think it is great how close my family is that I can count on any of them when I am in need, especially my Grandpa and Papaw", is the thesis statement. However, it is a bit vague, and can be rewritten to better fit what the body of the essay explains.
3. Does the writer establish a basis for comparison (see “Notes on Comparison and Contrast” posted August 9th)? Which points of comparison and/or contrast need further development? Which points should be deleted? Where do significant points seem to be missing? How has the most important similarity or difference been emphasized?
The basis for comparison is there and clear. Also, she uses a point-by-point style. One difference that was emphasized was the number of grandchildren. This was emphasized by the total number of grandchildren that each grandfather had.
4. Does the writer use subject-by-subject (block) or point-by-point (alternating) analysis? Why is that the best strategy for this essay?
She uses a point-by-point analysis for her comparison and contrast essay.
5. Would the essay improve if the paragraphs were arranged differently? Why/why not? Note any paragraph that seems out of order. Are the paragraphs connected to one another smoothly and logically? Are there transitions between paragraphs that help you understand how the writer’s ideas are connected? Explain.
The paragraphs are arranged nicely, but the transition from paragraph 3 to 4 could be smoother. This would enable an easier read.
6. Do individual paragraphs seem well detailed? What suggestions would you make about adding/subtracting specific examples to help illustrate the writer’s comparison and/or contrast?
I like how the paragraphs are detailed, but I think dialogue from each grandfather would be a nice touch. The introduction could be a bit more detailed, too.
7. Are all of the writer’s paragraphs unified and coherent? Indicate which paragraphs have any sentences that seem irrelevant (“unity” concerns) or out of order (“coherence” concerns).
It is a coherent essay, but the introduction needs some detail and a clearer thesis statement.
8. Go back and read the first and last paragraph. Has the writer fulfilled the obligations he or she established in the introduction? Does the writer accomplish everything promised in the introduction, or does the essay go off track or seem to switch focus? Why or why not? How can the conclusion be improved?
Other than the thesis needing revision, the introduction and conclusion support this essay well.
9. Now look at sentences. Does the writer have sentences that strike you as effective because they include strong verbs, specific details, memorable phrases, or striking images? Does the writer have any words they repeat too often, use incorrectly, or misspells? Finally, does the writer have any tendencies for error they should be made aware of? (Think comma splices, run-on sentences, or switches in verb tense, etc.)
The comparison of two grandfather's backgrounds was very interesting. Also, reading how many grandchildren the one grandfather had was very intriguing. As far as errors, the second sentence in the first paragraph is not very clear. In the second sentence of the second paragraph, "eighty-five" is misspelled. Also, in the sixth paragraph "Mama" is misspelled once.
10. Write a summary comment that explains what you like best about the paper. Then, describe the two features of the paper that most need improvement. What suggestion(s) for overcoming these problems do you have?
I really like the personal touch that this essay has. I also like the good memories in this essay. However, the introduction could be a bit longer and more detailed. Also, the thesis statement could be clearer. Make the thesis more obvious, and the essay will benefit.
Monday, August 16, 2010
Peer Review for Nicole S.'s Illustration Essay
1. Is the introductory paragraph interesting? Why or why not? What does the writer give you to make you want to continue reading?
It is interesting how she finds humor in something that some people may find distressing. Other than that, the introduction does not give me much of what is to come.
2. Is there a clear thesis statement? Can you find a sentence (or two) that reveals the writer’s purpose?
The thesis statement is somewhat clear, but needs to be refined.
3. Type the sentence(s) below that you believe to be the writer’s thesis statement. If the thesis is implied, state it in your own words below.
"It makes me laugh that people see how I look physically and already make a judgment of me before they get a chance to know how smart and awesome I actually am", is the thesis statement. However, I think it could be trimmed down and clarified, so it is easier to see what is to come.
4. Do all of the paragraphs contribute to the development of the thesis? Point out any paragraph(s) that you have difficulty relating to the thesis statement or illustration.
The paragraphs do relate to the thesis, but the paragraphs often become too general. More detail can add a lot to this essay.
5. Would the essay improve if the paragraphs were arranged differently? Why/why not? Note any paragraph that seems out of order. Are the paragraphs connected to one another smoothly and logically? Are there transitions between paragraphs that help you understand how the writer’s ideas are connected? Explain.
The order is okay. However, the last paragraph can be broken into two ideas, and then transitioned into a new conclusion.
6. Do individual paragraphs seem well detailed? What suggestions would you make about adding/subtracting specific examples to help illustrate the writer’s point or concept?
Some paragraphs are too vague. If some dialogue or examples are added, it would enhance this essay greatly.
7. Are all of the writer’s paragraphs unified and coherent? Indicate which paragraphs have any sentences that seem irrelevant (“unity” concerns) or out of order (“coherence” concerns).
As mentioned earlier, the final paragraph could be broken into two paragraphs. This would make the essay a bit easier to understand.
8. Go back and read the first and last paragraph. Has the writer fulfilled the obligations he or she established in the introduction? Does the writer accomplish everything promised in the introduction, or does the essay go off track or seem to switch focus? Why or why not? How can the conclusion be improved?
The conclusion is not there. A conclusion needs to be written to close out this essay. Also, the introduction is very short and not specific. A revised introduction would help a lot.
9. Now look at sentences. Does the writer have sentences that strike you as effective because they include strong verbs, specific details, memorable phrases, or striking images? Does the writer have any words they repeat too often, use incorrectly, or misspells? Finally, does the writer have any tendencies for error they should be made aware of? (Think comma splices, run-on sentences, or switches in verb tense, etc.)
Nothing specific stands out in my mind, but the writer's style is interesting. Her style kept my attention throughout the essay.
10. Write a summary comment that explains what you like best about the paper. Then, describe the two features of the paper that most need improvement. What suggestion(s) for overcoming these problems do you have?
The writing style is interesting, but the essay is not detailed enough. The essay also needs a conclusion. If some examples are used for detail, the essay would benefit. Furthermore, a good conclusion would close this essay out in great fashion.
It is interesting how she finds humor in something that some people may find distressing. Other than that, the introduction does not give me much of what is to come.
2. Is there a clear thesis statement? Can you find a sentence (or two) that reveals the writer’s purpose?
The thesis statement is somewhat clear, but needs to be refined.
3. Type the sentence(s) below that you believe to be the writer’s thesis statement. If the thesis is implied, state it in your own words below.
"It makes me laugh that people see how I look physically and already make a judgment of me before they get a chance to know how smart and awesome I actually am", is the thesis statement. However, I think it could be trimmed down and clarified, so it is easier to see what is to come.
4. Do all of the paragraphs contribute to the development of the thesis? Point out any paragraph(s) that you have difficulty relating to the thesis statement or illustration.
The paragraphs do relate to the thesis, but the paragraphs often become too general. More detail can add a lot to this essay.
5. Would the essay improve if the paragraphs were arranged differently? Why/why not? Note any paragraph that seems out of order. Are the paragraphs connected to one another smoothly and logically? Are there transitions between paragraphs that help you understand how the writer’s ideas are connected? Explain.
The order is okay. However, the last paragraph can be broken into two ideas, and then transitioned into a new conclusion.
6. Do individual paragraphs seem well detailed? What suggestions would you make about adding/subtracting specific examples to help illustrate the writer’s point or concept?
Some paragraphs are too vague. If some dialogue or examples are added, it would enhance this essay greatly.
7. Are all of the writer’s paragraphs unified and coherent? Indicate which paragraphs have any sentences that seem irrelevant (“unity” concerns) or out of order (“coherence” concerns).
As mentioned earlier, the final paragraph could be broken into two paragraphs. This would make the essay a bit easier to understand.
8. Go back and read the first and last paragraph. Has the writer fulfilled the obligations he or she established in the introduction? Does the writer accomplish everything promised in the introduction, or does the essay go off track or seem to switch focus? Why or why not? How can the conclusion be improved?
The conclusion is not there. A conclusion needs to be written to close out this essay. Also, the introduction is very short and not specific. A revised introduction would help a lot.
9. Now look at sentences. Does the writer have sentences that strike you as effective because they include strong verbs, specific details, memorable phrases, or striking images? Does the writer have any words they repeat too often, use incorrectly, or misspells? Finally, does the writer have any tendencies for error they should be made aware of? (Think comma splices, run-on sentences, or switches in verb tense, etc.)
Nothing specific stands out in my mind, but the writer's style is interesting. Her style kept my attention throughout the essay.
10. Write a summary comment that explains what you like best about the paper. Then, describe the two features of the paper that most need improvement. What suggestion(s) for overcoming these problems do you have?
The writing style is interesting, but the essay is not detailed enough. The essay also needs a conclusion. If some examples are used for detail, the essay would benefit. Furthermore, a good conclusion would close this essay out in great fashion.
Peer Review for Cory R.'s Process Essay
1. Is the introductory paragraph interesting? Why or why not? What does the writer give you to make you want to continue reading?
It is interesting, because most everyone has been through high school and can relate to the topic. This topic made me curious to his high school experience.
2. Is there a clear thesis statement? Can you find a sentence (or two) that reveals the writer’s purpose?
The thesis statement is mostly clear, but it would not hurt to state it more obviously.
3. Type the sentence(s) below that you believe to be the writer’s thesis statement. If the thesis is implied, state it in your own words below.
The implied thesis is the decisions that he and his friends made in high school were mostly based on fitting in and making friends.
4. Do all of the paragraphs contribute to the development of the thesis? Is it clear to you how each of the paragraphs relate to the process the writer is examining? Are any of the required steps or stages left out? Point out any paragraph(s) that you have difficulty relating to the thesis statement or process.
All of the paragraphs relate. The first couple set up the thesis and the process, while the rest carry us through the process. The process does come to an abrupt end, though. A sentence or two could be added to the second to last paragraph to wrap up the story a bit better.
5. Would the essay improve if the paragraphs were arranged differently? Why/why not? Note any paragraph that seems out of order.
All of his paragraphs are in order, and I found it easy to read because of this.
6. Are the paragraphs connected to one another smoothly and logically? Are there transitions between paragraphs that help you understand how the writer’s ideas are connected? Do individual paragraphs seem well detailed? What suggestions would you make about adding/subtracting specific details?
The transitions are pretty good, but I think the second to last paragraph's transition needs work. As mentioned before, a sentence or two could be added to make the transition a bit smoother.
7. Are all of the writer’s paragraphs unified and coherent? Indicate which paragraphs have any sentences that seem irrelevant (“unity” concerns) or out of order (“coherence” concerns).
The coherence of his essay is good. It was easy for me to understand from paragraph to paragraph.
8. Go back and read the first and last paragraph. Has the writer fulfilled the obligations he or she established in the introduction? Does the writer accomplish everything promised in the introduction, or does the essay go off track or seem to switch focus? Why or why not? How can the conclusion be improved?
Actually, yes, the introduction and conclusion seem to mismatch. The introduction is more about Cory, but the conclusion is more about his friend. If the introduction is reviewed and the conclusion is rewritten, the essay would make more sense.
9. Now look at sentences. Does the writer have sentences that strike you as effective because they include strong verbs, specific details, memorable phrases, or striking images? Does the writer have any words they repeat too often, use incorrectly, or misspells? Finally, does the writer have any tendencies for error they should be made aware of? (Think comma splices, run-on sentences, switches in verb tense, etc.)
When the "charred burgers" were mentioned, it helped bring life to the essay. However, a lot of run on sentences hindered my ability to smoothly understand what was happening at times.
10. Write a summary comment that explains what you like best about the paper. Then, describe the two features of the paper that most need improvement. What suggestion(s) for overcoming these problems do you have?
I liked how this essay touched on a topic that is relevant to nearly anyone in college. However, having someone proofread this essay will help combat against run on sentences. Also, forming a better transition from the body to the conclusion, and revising the conclusion will make this essay more understandable and clear.
It is interesting, because most everyone has been through high school and can relate to the topic. This topic made me curious to his high school experience.
2. Is there a clear thesis statement? Can you find a sentence (or two) that reveals the writer’s purpose?
The thesis statement is mostly clear, but it would not hurt to state it more obviously.
3. Type the sentence(s) below that you believe to be the writer’s thesis statement. If the thesis is implied, state it in your own words below.
The implied thesis is the decisions that he and his friends made in high school were mostly based on fitting in and making friends.
4. Do all of the paragraphs contribute to the development of the thesis? Is it clear to you how each of the paragraphs relate to the process the writer is examining? Are any of the required steps or stages left out? Point out any paragraph(s) that you have difficulty relating to the thesis statement or process.
All of the paragraphs relate. The first couple set up the thesis and the process, while the rest carry us through the process. The process does come to an abrupt end, though. A sentence or two could be added to the second to last paragraph to wrap up the story a bit better.
5. Would the essay improve if the paragraphs were arranged differently? Why/why not? Note any paragraph that seems out of order.
All of his paragraphs are in order, and I found it easy to read because of this.
6. Are the paragraphs connected to one another smoothly and logically? Are there transitions between paragraphs that help you understand how the writer’s ideas are connected? Do individual paragraphs seem well detailed? What suggestions would you make about adding/subtracting specific details?
The transitions are pretty good, but I think the second to last paragraph's transition needs work. As mentioned before, a sentence or two could be added to make the transition a bit smoother.
7. Are all of the writer’s paragraphs unified and coherent? Indicate which paragraphs have any sentences that seem irrelevant (“unity” concerns) or out of order (“coherence” concerns).
The coherence of his essay is good. It was easy for me to understand from paragraph to paragraph.
8. Go back and read the first and last paragraph. Has the writer fulfilled the obligations he or she established in the introduction? Does the writer accomplish everything promised in the introduction, or does the essay go off track or seem to switch focus? Why or why not? How can the conclusion be improved?
Actually, yes, the introduction and conclusion seem to mismatch. The introduction is more about Cory, but the conclusion is more about his friend. If the introduction is reviewed and the conclusion is rewritten, the essay would make more sense.
9. Now look at sentences. Does the writer have sentences that strike you as effective because they include strong verbs, specific details, memorable phrases, or striking images? Does the writer have any words they repeat too often, use incorrectly, or misspells? Finally, does the writer have any tendencies for error they should be made aware of? (Think comma splices, run-on sentences, switches in verb tense, etc.)
When the "charred burgers" were mentioned, it helped bring life to the essay. However, a lot of run on sentences hindered my ability to smoothly understand what was happening at times.
10. Write a summary comment that explains what you like best about the paper. Then, describe the two features of the paper that most need improvement. What suggestion(s) for overcoming these problems do you have?
I liked how this essay touched on a topic that is relevant to nearly anyone in college. However, having someone proofread this essay will help combat against run on sentences. Also, forming a better transition from the body to the conclusion, and revising the conclusion will make this essay more understandable and clear.
Friday, August 13, 2010
Vocabulary Growth
Growing up, many people choose or are required to move their place of residence. I was one of these people. While my parents were married, we moved a few times. We had to follow the job trail. If my dad was offered a job up north, we moved up north. After my parents' divorce, my mother, two brothers and I had to move again. From now on, when we moved, we stayed in the same city. All of this moving affected my language, on account of being around different people. This influence of diversity added so much to my vocabulary, in way of words and phrases.
The first word that I was influenced into saying, that I can remember, was a curse word. I had heard my parents say it a few times. I even heard it on television. I was very young at the time, so I felt that it was natural to say it. I did not know what it meant, but I wanted to use the new word. The day I was able to use it in a sentence is the day that I found out that it was a very bad word. A word that should not be used at all, let alone by a small child. If I had never been influenced to that word, I would have not known about it. If I had no knowledge of the word, I would have never used it.
After my parents divorced we lived in a very racially diverse area of the city. I had friends from nearly every ethnicity. One of my friends, Carlos, had a mother who was very energetic. She had a full dictionary of slang words and sayings. One word that I learned from her was knucklehead. Carlos was the kind of guy who was laid back, and did things without thinking. His mother would always point out his mistake, so he could learn from it. The time I was present when he made a fool of himself, his mom called him a knucklehead. I did not really know what it meant, but I had a general idea. Also, I liked the sound of it. Therefore, it became one of my favorite things to call people when I was trying to degrade them.
It seems like all the words and phrases that I can think of are ones that have a negative meaning. This is very true when I learned about racism. I was still young at the time, but the world was starting to open up to me. Racism was one of the things that I learned at that time. Unfortunately this was when I learned a bunch of new hateful words. At the time, I did not know the pain and anger that they could cause. I admit that I used some of those derogatory words. Using them made me learn the impact that they caused. That impact surprised me, and opened my eyes to the true nature of those words. I wish I had never learned those words.
I also learned very much from my grandfather, in the way of slang words and sayings. As my grandfather was driving back from the store with me in the car, we passed by a house that was surrounded by and iron fence. This house had a huge yard and was guarded by a huge gate. I asked what that place was, and he answered. Then he stated that it was for "rich b*tches and Vander-b*tches". I had no clue what he was talking about. When I asked my mother, she told me that he meant the Vanderbilts. She explained that the Vanderbilts were a rich family. I pieced things together after that.
I guess a lot of my vocabulary is imitation from what I've heard. To prove this point you can ask my mother what I used to always say every time we had pizza for dinner. When I was a child and was about to eat pizza, I would channel my favorite cartoon characters, the Ninja Turtles, and yell, "Pizza power!" Even today, I quote my favorite shows and movies.
From past to the present, I have learned many words from the varying influences in my life. My friends have been the biggest influence on my vocabulary. In second place comes my family. Finally, all the media I am exposed to bring up the rear. With all these influences, my vocabulary for slang words have grown more than even I expected.
The first word that I was influenced into saying, that I can remember, was a curse word. I had heard my parents say it a few times. I even heard it on television. I was very young at the time, so I felt that it was natural to say it. I did not know what it meant, but I wanted to use the new word. The day I was able to use it in a sentence is the day that I found out that it was a very bad word. A word that should not be used at all, let alone by a small child. If I had never been influenced to that word, I would have not known about it. If I had no knowledge of the word, I would have never used it.
After my parents divorced we lived in a very racially diverse area of the city. I had friends from nearly every ethnicity. One of my friends, Carlos, had a mother who was very energetic. She had a full dictionary of slang words and sayings. One word that I learned from her was knucklehead. Carlos was the kind of guy who was laid back, and did things without thinking. His mother would always point out his mistake, so he could learn from it. The time I was present when he made a fool of himself, his mom called him a knucklehead. I did not really know what it meant, but I had a general idea. Also, I liked the sound of it. Therefore, it became one of my favorite things to call people when I was trying to degrade them.
It seems like all the words and phrases that I can think of are ones that have a negative meaning. This is very true when I learned about racism. I was still young at the time, but the world was starting to open up to me. Racism was one of the things that I learned at that time. Unfortunately this was when I learned a bunch of new hateful words. At the time, I did not know the pain and anger that they could cause. I admit that I used some of those derogatory words. Using them made me learn the impact that they caused. That impact surprised me, and opened my eyes to the true nature of those words. I wish I had never learned those words.
I also learned very much from my grandfather, in the way of slang words and sayings. As my grandfather was driving back from the store with me in the car, we passed by a house that was surrounded by and iron fence. This house had a huge yard and was guarded by a huge gate. I asked what that place was, and he answered. Then he stated that it was for "rich b*tches and Vander-b*tches". I had no clue what he was talking about. When I asked my mother, she told me that he meant the Vanderbilts. She explained that the Vanderbilts were a rich family. I pieced things together after that.
I guess a lot of my vocabulary is imitation from what I've heard. To prove this point you can ask my mother what I used to always say every time we had pizza for dinner. When I was a child and was about to eat pizza, I would channel my favorite cartoon characters, the Ninja Turtles, and yell, "Pizza power!" Even today, I quote my favorite shows and movies.
From past to the present, I have learned many words from the varying influences in my life. My friends have been the biggest influence on my vocabulary. In second place comes my family. Finally, all the media I am exposed to bring up the rear. With all these influences, my vocabulary for slang words have grown more than even I expected.
"Mother Tongue" Question Responses
1. I have never heard this expression before, but if I were to give it a meaning, it would be the language that you learned while being reared. However, in this essay, it seems to mean how her mother uses the English language.
2. Using dialogue enables the readers to clearly imagine how her mother used English. "So mad he lie to me, losing me money", is one of my favorite lines. She may not be very proficient with the English language, but she knows exactly how to get her point across.
3. They judged her as ignorant, because she could not speak the language as well as they could. These judgments were mostly intentional. They were probably raised to look down on people with intellectual shortcomings. It is the same way that average people make fun of how rappers or hillbillies talk.
2. Using dialogue enables the readers to clearly imagine how her mother used English. "So mad he lie to me, losing me money", is one of my favorite lines. She may not be very proficient with the English language, but she knows exactly how to get her point across.
3. They judged her as ignorant, because she could not speak the language as well as they could. These judgments were mostly intentional. They were probably raised to look down on people with intellectual shortcomings. It is the same way that average people make fun of how rappers or hillbillies talk.
Thursday, August 12, 2010
Teachers Keep On Teaching
If it were not for teachers, my intellectual growth would not be where it is today. I have learned things on my own, but teachers have expedited my learning process. Even though I had not always been so eager to learn, teachers kept on teaching. These teachers have presented themselves as varying types.
One type is the perfectionist. This teacher is always prompt, and very organized. As the teacher gets ready for class, you can see that he or she seems to have a folder for everything. When you look at his or her desk or shirt pocket, you will see a variety of pens. Each pen is ready for any task that may arise. However, if a student poses a question that is off topic, it will be answered swiftly. The teacher has a lesson plan, and has allotted every minute of class to certain topics. If he or she is thrown off course, they are put in disarray. Therefore, if any question takes to long too answer, the teacher will remind the student of his or her available office hours, and to schedule an appointment.
Another type of teacher is one of my favorites. This teacher presents information in a classroom setting without following a boring pace. He or she cracks jokes, and takes a light-hearted approach on a lot of topics. This type of teacher may be a true comedian, and have a full arsenal of comedic anecdotes, or they may just have cheesy jokes to lighten the mood. Both kinds of comedic teachers may have humorous stories that correspond with what they teach, and have told the stories year after year.
Most teachers have experience, but some have a massive amount under their belts. This type of teacher usually has a library of stories to help explain topics that they are teaching about. This teacher does not rely only on stories, because they have experienced, in depth, what they are teaching. They usually have no problem helping struggling students find their way in class. This teacher usually has high class success rates, and is favored by students. Students often suggest this teacher to all of their friends, even if their friends do not require his courses.
One teacher that never gets recommended is the new teacher, because no one knows of them yet. This teacher is usually fresh out of college, and can be mistaken for a student in the halls. This teacher does not have the practical experience to know what to expect from a class full of students, but the teacher does well, due to the fact that he or she wants to stay employed. This is one reason why they seem to be tense at times. Students can sense a new teacher's apprehension and distress. This teacher is like putty. They can grow to be any kind of teacher type.
Another type of teacher that seems to be very tense is the foreign teacher. This teacher has not fully grasped the culture and does their best to keep up with students. Lesson plans of foreign teachers are usually as well planned as a perfectionist teacher, but never completely realized. Foreign teachers sometimes find it hard to help struggling students, but they give 100% in trying to help. It is not that the teacher is not qualified; it is that he or she is not completely adapted to the culture. Usually the foreign teacher is extremely qualified.
Having qualifications that could make a resume explode, the passionate teacher is another of my favorite types. They absolutely love the topics they teach, and have no trouble at all explaining, in detail, facts about what they teach. This teacher usually is very active with students outside of class. He or she will be happy to talk via email, office hours, or over the phone about the class. Students are usually split about their feelings for this teacher. The students who do not really care for the subject think of the teacher as a dork. However, the students who want to learn or are enthralled by the passion of the teacher love coming to the class.
From passion to perfection, teachers have a wide range of personalities. Some personalities never gain popularity for the teacher, but some gain instant popularity among students. One thing is for sure, teachers teach because they want to. Their classes reflect their personalities, and vise-versa. No matter what type of class I enter into, I know that my knowledge will be expanded greatly, thanks to the teacher.
One type is the perfectionist. This teacher is always prompt, and very organized. As the teacher gets ready for class, you can see that he or she seems to have a folder for everything. When you look at his or her desk or shirt pocket, you will see a variety of pens. Each pen is ready for any task that may arise. However, if a student poses a question that is off topic, it will be answered swiftly. The teacher has a lesson plan, and has allotted every minute of class to certain topics. If he or she is thrown off course, they are put in disarray. Therefore, if any question takes to long too answer, the teacher will remind the student of his or her available office hours, and to schedule an appointment.
Another type of teacher is one of my favorites. This teacher presents information in a classroom setting without following a boring pace. He or she cracks jokes, and takes a light-hearted approach on a lot of topics. This type of teacher may be a true comedian, and have a full arsenal of comedic anecdotes, or they may just have cheesy jokes to lighten the mood. Both kinds of comedic teachers may have humorous stories that correspond with what they teach, and have told the stories year after year.
Most teachers have experience, but some have a massive amount under their belts. This type of teacher usually has a library of stories to help explain topics that they are teaching about. This teacher does not rely only on stories, because they have experienced, in depth, what they are teaching. They usually have no problem helping struggling students find their way in class. This teacher usually has high class success rates, and is favored by students. Students often suggest this teacher to all of their friends, even if their friends do not require his courses.
One teacher that never gets recommended is the new teacher, because no one knows of them yet. This teacher is usually fresh out of college, and can be mistaken for a student in the halls. This teacher does not have the practical experience to know what to expect from a class full of students, but the teacher does well, due to the fact that he or she wants to stay employed. This is one reason why they seem to be tense at times. Students can sense a new teacher's apprehension and distress. This teacher is like putty. They can grow to be any kind of teacher type.
Another type of teacher that seems to be very tense is the foreign teacher. This teacher has not fully grasped the culture and does their best to keep up with students. Lesson plans of foreign teachers are usually as well planned as a perfectionist teacher, but never completely realized. Foreign teachers sometimes find it hard to help struggling students, but they give 100% in trying to help. It is not that the teacher is not qualified; it is that he or she is not completely adapted to the culture. Usually the foreign teacher is extremely qualified.
Having qualifications that could make a resume explode, the passionate teacher is another of my favorite types. They absolutely love the topics they teach, and have no trouble at all explaining, in detail, facts about what they teach. This teacher usually is very active with students outside of class. He or she will be happy to talk via email, office hours, or over the phone about the class. Students are usually split about their feelings for this teacher. The students who do not really care for the subject think of the teacher as a dork. However, the students who want to learn or are enthralled by the passion of the teacher love coming to the class.
From passion to perfection, teachers have a wide range of personalities. Some personalities never gain popularity for the teacher, but some gain instant popularity among students. One thing is for sure, teachers teach because they want to. Their classes reflect their personalities, and vise-versa. No matter what type of class I enter into, I know that my knowledge will be expanded greatly, thanks to the teacher.
"How Do We Find the Student...?" Question Responses
1. His tone is one of enlightenment. He uses his experience to inform his audience about students. Furthermore, he speaks about students in a way that fellow professors can understand easily.
2. I think his classifications are fair from what he has experienced. I find some of his classifications very accurate. However, he does not represent the full spectrum of students, because there are different cultures across the world. People from different cultures have differing types of students. He does not take them fully into account.
3. With a few minor differences, the classifications are still mostly accurate. All of these types of students are at USI, and I have noticed another type. This type of student is now back in school at an older age, after being fired or laid off from their job, due to the economy. They are working towards a degree, so they can find a new career to support their life.
2. I think his classifications are fair from what he has experienced. I find some of his classifications very accurate. However, he does not represent the full spectrum of students, because there are different cultures across the world. People from different cultures have differing types of students. He does not take them fully into account.
3. With a few minor differences, the classifications are still mostly accurate. All of these types of students are at USI, and I have noticed another type. This type of student is now back in school at an older age, after being fired or laid off from their job, due to the economy. They are working towards a degree, so they can find a new career to support their life.
Wednesday, August 11, 2010
Picture Tube Icons
Let me start off by saying that I had a great childhood. My mother reared me well, and my family was always a joy to be around. Even at present day, I seek out things that remind me of my childhood. Not that I am unhappy now, I just love memories. Triggering childhood memories is definitely one of my favorite random treasures in life. As I think back, I am able to see how I was shaped as an individual. Many factors presented themselves as tools for forming me as a person, and since I was born in the 1980's, the television was a powerful factor.
Television brought forth so much of life that I would have never been able to experience at my young age. One aspect of life that shot straight to the top was violence. Violence is a harsh word, but it covers a lot. The violence I am talking about came in the form of professional wrestling. Every Saturday afternoon, after cartoons, I took over the television and changed it to the professional wrestling program. This is where I learned new ways to combat against my two brothers. Since all I had was brothers, fighting and wrestling was commonplace. Professional wrestling helped to show me new was to inflict pain and submit my brothers to defeat. Using violence as a mean of getting what I want sounds bad, but with two brothers, sometimes it is the only tool I have.
Violence is a tool that can get out of control. However, within the same wrestling show that I learned the power of violence, I learned self control. My favorite wrestler was the world champion, The Immortal Hulk Hogan. He was tall, massive, built with muscles on muscles, and used the power of violence to crush all of his opponents. He was nearly unstoppable, and that made me an avid follower of his. Yet the one thing that really made me admire him was his heroic nature. He knew the power that surged through his veins, and was smart enough to only use it to thwart evil doers. He used his power not for pain and suffering, but for the greater good of man. This automatically made me want to do the same. I wanted to gain power for heroic purposes.
Speaking of heroes, I had 4 others that appeared on the television to shape my life. These four were short, green, lived in the sewers, practiced ninjutsu, and had an overgrown rat for a sensei (master). These four heroes of mine were known as the Teenage Mutant Ninja Turtles. I watched them intently as they studied martial arts and disciplined themselves. Often they would get into squabbles with bad guys. During this time, all of their hard work paid off, and they were always able to defeat their enemies.
I often imitated the four "ninja-turtles" by gathering friends and pretending to be a ninja. This had lead to new friendship and a lot of outdoor physical activity. Plus, during times of distress, I would remember my heroes and pull through any situation. For example, if I had a lot of homework, I sometimes would not want to do it. However, I thought to myself, the "ninja-turtles" would work hard and get their studies done. That pushed me to better myself in more ways than one.
The influence of television to better myself has not stopped since I was a child. At present day, I find myself having fictional role models that guide me down a good path in life. In a show that a currently watch called, Dr. Who, I am amazed by the fictional protagonist called, The Doctor. He tells no one his name, and hardly anyone knows of him. He travels through time fixing problems and righting wrongs. The only way he can achieve all this is by being super intelligent and absolutely brilliant. From him I see a way of living that is phenomenal. I strive for more knowledge, because of him. I want to fix all my problems with the power of my mind!
I guess I have come a long way since my great childhood. Back then shows of violent nature intrigued and influenced me greatly. Today, I find myself favoring and being influenced by programs that present the power of the mind. I have to admit, violent programming is still a part of my viewing schedule, but I am more aware of how much more powerful the mind is over the body. This awareness has come with the great help of television, past and present.
Television brought forth so much of life that I would have never been able to experience at my young age. One aspect of life that shot straight to the top was violence. Violence is a harsh word, but it covers a lot. The violence I am talking about came in the form of professional wrestling. Every Saturday afternoon, after cartoons, I took over the television and changed it to the professional wrestling program. This is where I learned new ways to combat against my two brothers. Since all I had was brothers, fighting and wrestling was commonplace. Professional wrestling helped to show me new was to inflict pain and submit my brothers to defeat. Using violence as a mean of getting what I want sounds bad, but with two brothers, sometimes it is the only tool I have.
Violence is a tool that can get out of control. However, within the same wrestling show that I learned the power of violence, I learned self control. My favorite wrestler was the world champion, The Immortal Hulk Hogan. He was tall, massive, built with muscles on muscles, and used the power of violence to crush all of his opponents. He was nearly unstoppable, and that made me an avid follower of his. Yet the one thing that really made me admire him was his heroic nature. He knew the power that surged through his veins, and was smart enough to only use it to thwart evil doers. He used his power not for pain and suffering, but for the greater good of man. This automatically made me want to do the same. I wanted to gain power for heroic purposes.
Speaking of heroes, I had 4 others that appeared on the television to shape my life. These four were short, green, lived in the sewers, practiced ninjutsu, and had an overgrown rat for a sensei (master). These four heroes of mine were known as the Teenage Mutant Ninja Turtles. I watched them intently as they studied martial arts and disciplined themselves. Often they would get into squabbles with bad guys. During this time, all of their hard work paid off, and they were always able to defeat their enemies.
I often imitated the four "ninja-turtles" by gathering friends and pretending to be a ninja. This had lead to new friendship and a lot of outdoor physical activity. Plus, during times of distress, I would remember my heroes and pull through any situation. For example, if I had a lot of homework, I sometimes would not want to do it. However, I thought to myself, the "ninja-turtles" would work hard and get their studies done. That pushed me to better myself in more ways than one.
The influence of television to better myself has not stopped since I was a child. At present day, I find myself having fictional role models that guide me down a good path in life. In a show that a currently watch called, Dr. Who, I am amazed by the fictional protagonist called, The Doctor. He tells no one his name, and hardly anyone knows of him. He travels through time fixing problems and righting wrongs. The only way he can achieve all this is by being super intelligent and absolutely brilliant. From him I see a way of living that is phenomenal. I strive for more knowledge, because of him. I want to fix all my problems with the power of my mind!
I guess I have come a long way since my great childhood. Back then shows of violent nature intrigued and influenced me greatly. Today, I find myself favoring and being influenced by programs that present the power of the mind. I have to admit, violent programming is still a part of my viewing schedule, but I am more aware of how much more powerful the mind is over the body. This awareness has come with the great help of television, past and present.
"Why We Crave Horror Stories" Question Responses
1. I think the thesis is implied. The thesis is a bit difficult to narrow down, but it is roughly that people have dark or morbid urges, just as they have the urges for love and happiness.
2. He uses a simile to describe how horror movies are like roller coasters. He also uses the examples of Robert Redford and Diana Ross as definitions of beauty. Something else that caught my eye was the analogies used about football/combat and horror movies/lynching.
3. The last sentence was my favorite, because it is so very true! He kept it short, because it branches off a very popular lyric. People know this lyric, so he just added his twist to it. This allows readers to feel the light-hearted side of life through the lyric, and then bring them back to reality with a fact that is usually avoided.
2. He uses a simile to describe how horror movies are like roller coasters. He also uses the examples of Robert Redford and Diana Ross as definitions of beauty. Something else that caught my eye was the analogies used about football/combat and horror movies/lynching.
3. The last sentence was my favorite, because it is so very true! He kept it short, because it branches off a very popular lyric. People know this lyric, so he just added his twist to it. This allows readers to feel the light-hearted side of life through the lyric, and then bring them back to reality with a fact that is usually avoided.
Tuesday, August 10, 2010
I Can Always Be Replaced
How can this be fair? I understand that as the business grows, more is expected of a supervisor. However, when it comes to my yearly raise, the economy is used as an excuse, never mind the flourishing business. Minimum wage is catching up to me, but more and more is asked of me. If I only get a 2% raise, does that mean I only have to put forth 2% more effort forth? Better yet, if that 2% does not cover the inflation of the cost of living in this area, does that mean that I can put forth less effort? The answer is no? I guess a superb work ethic is needed no matter what my reward is. I guess I have to expand on all the tasks I perform, just to keep my job.
First and most important of all, I have to keep all the customers of this business happy. That is basic customer service. "Customer service is key", I hear. Happy customers are returning customers. Also, customers are what keep me in a job, right? How do I keep them happy when it is recommended that I leave personal issues at home, and not bring them to work? I guess I just have to develop my acting skills. I never took a drama class. I have never aspired to participate in performing arts. However, I have to learn it for job, if I want to keep it. "Make sure the customer returns." That is a nice statement for a successful business, but I have a more appropriate one: "Make sure the customer returns, at any cost to you." Bending over backwards, enduring verbal abuse, never getting upset, and withstanding all the emotional stress that goes with it is just part of the job description for any pay grade. I deal with it to keep my job.
It does not stop at the customers. As a supervisor, I must ensure that the employees are happy too? What? After having them endure the emotional onslaught that is customer service, I have to bend even more to ensure that they keep smiles on their faces. I am a sociable guy, and do not find it hard to encourage a good work ethic. Therefore, I accept the task. However, the business hires people of the stubborn and antisocial nature. This makes my job that much more difficult. It is expected, so I obey to keep my job.
Now that everyone is happy, the business is happy right? No, I have many other duties to perform. These duties are essential to making the business a success. One duty is the business's stock inventory. Stock inventory is all the items for sale to the customers. After ensuring that the business has enough of every item, I have to rally the troops to place the stock in all the proper places. There is so much stock. No one person could ever do it alone. If this stock is not handled properly, it could be detrimental to the business, and nobody wants that! So, I exert more effort to ensure the business is not harmed, and I keep my job.
Lastly, since everyone is happy and the inventory is available to the customers, I am handed the task of dealing with the businesses money. I must provide the best security when dealing with the business's money. Every protocol must be followed, because it is what is expected. If any money is missing, I have to find who is responsible. If I do not, then I will be held accountable. All money must be under lock and key, and logs of all the money's movement should be thoroughly kept. If I do not follow this, I could lose my job. I fall in line to keep my job.
After all is said and done, I must conform to the business. I have to put forth more effort than I think I can. I have to follow the rules, even if they change. Complaining is unacceptable from a supervisor, because there is always someone to replace me. I do not make much, so offering someone a ten cent raise is an easy way to fill my spot. This is only fair, right?
First and most important of all, I have to keep all the customers of this business happy. That is basic customer service. "Customer service is key", I hear. Happy customers are returning customers. Also, customers are what keep me in a job, right? How do I keep them happy when it is recommended that I leave personal issues at home, and not bring them to work? I guess I just have to develop my acting skills. I never took a drama class. I have never aspired to participate in performing arts. However, I have to learn it for job, if I want to keep it. "Make sure the customer returns." That is a nice statement for a successful business, but I have a more appropriate one: "Make sure the customer returns, at any cost to you." Bending over backwards, enduring verbal abuse, never getting upset, and withstanding all the emotional stress that goes with it is just part of the job description for any pay grade. I deal with it to keep my job.
It does not stop at the customers. As a supervisor, I must ensure that the employees are happy too? What? After having them endure the emotional onslaught that is customer service, I have to bend even more to ensure that they keep smiles on their faces. I am a sociable guy, and do not find it hard to encourage a good work ethic. Therefore, I accept the task. However, the business hires people of the stubborn and antisocial nature. This makes my job that much more difficult. It is expected, so I obey to keep my job.
Now that everyone is happy, the business is happy right? No, I have many other duties to perform. These duties are essential to making the business a success. One duty is the business's stock inventory. Stock inventory is all the items for sale to the customers. After ensuring that the business has enough of every item, I have to rally the troops to place the stock in all the proper places. There is so much stock. No one person could ever do it alone. If this stock is not handled properly, it could be detrimental to the business, and nobody wants that! So, I exert more effort to ensure the business is not harmed, and I keep my job.
Lastly, since everyone is happy and the inventory is available to the customers, I am handed the task of dealing with the businesses money. I must provide the best security when dealing with the business's money. Every protocol must be followed, because it is what is expected. If any money is missing, I have to find who is responsible. If I do not, then I will be held accountable. All money must be under lock and key, and logs of all the money's movement should be thoroughly kept. If I do not follow this, I could lose my job. I fall in line to keep my job.
After all is said and done, I must conform to the business. I have to put forth more effort than I think I can. I have to follow the rules, even if they change. Complaining is unacceptable from a supervisor, because there is always someone to replace me. I do not make much, so offering someone a ten cent raise is an easy way to fill my spot. This is only fair, right?
"I Want a Wife" Question Responses
1. The thesis of this essay is the definition of a wife, and the explanation of all the duties and expectations of a wife.
2. To me, it implies a perfect person. A wife must have every quality necessary, and be that perfect person.
3. The wife she is describing is not a certain gender. It is just a wife. It is a perfect wife. It almost sounds like it has to be a robot, because only a robot could meet all such demands listed in the essay.
4. In the introductions, she states that she wants a wife. In the conclusion, after defining what a wife is, she states how great having a wife would be. There is not much to be said in the introduction and conclusion, because the body says everything. This allows the reader to focus on the definition of a wife, and understand the writer's point of view on this topic.
5. She does not want this type of spouse, and I don't think anyone should expect this type of spouse to exist. She most likely wrote this essay to show the burden that a wife has on her. She shows the tremendous responsibility on the shoulders of wives. Writing this essay was a way for her to inform those who don't know about a wife's expectations, in the eyes of men.
2. To me, it implies a perfect person. A wife must have every quality necessary, and be that perfect person.
3. The wife she is describing is not a certain gender. It is just a wife. It is a perfect wife. It almost sounds like it has to be a robot, because only a robot could meet all such demands listed in the essay.
4. In the introductions, she states that she wants a wife. In the conclusion, after defining what a wife is, she states how great having a wife would be. There is not much to be said in the introduction and conclusion, because the body says everything. This allows the reader to focus on the definition of a wife, and understand the writer's point of view on this topic.
5. She does not want this type of spouse, and I don't think anyone should expect this type of spouse to exist. She most likely wrote this essay to show the burden that a wife has on her. She shows the tremendous responsibility on the shoulders of wives. Writing this essay was a way for her to inform those who don't know about a wife's expectations, in the eyes of men.
Monday, August 9, 2010
Randy and Derek: A Bortherly Study in Contrasts
As we stroll from hole to hole, hurling differing types of Frisbees, a casual game of disc golf is taking place between my two brothers, Randy and Derek, and myself. This game happens to be a common interest between them. While playing anything competitive or just being near them for a certain period of time, I can recall the similarities and differences between my older and younger brother.
When I was young, I was able to start contrasting the two. The easiest time to do so was during time in front of the television playing Nintendo. If my older brother was playing a racing type of game, he would stare expressionless at the screen. He must have been so deep in concentration. It makes sense since I remember him setting all the records on any racing game he came across. However, that expressionless face would drastically change if things did not go his way. If another car would cut him off or cause him to wreck, his grip on the control would break, his arms would rise as his voice did, then he would commence yelling at the television. Sometimes he even let the controller fly across the room as he became furious. It was quite a sight to behold. That is Irish blood for you, I guess.
That same blood runs through my little brother's veins. However, when he played the same type of racing game, he was not so focused. He played it just for fun. Even though he was not as focused, he was just as into the game. As his pixilated vehicle zoomed around the track, he would actually lean his body every time he proceeded through a turn. Sometimes his body would be facing sideways while he played. This is one way I knew he enjoyed the game. My mother used to get a kick out of watching him play, because he would sometimes even sit on his knees and hop, when his car on television hit a ramp. He had fun with video games, but never played for the glory of setting records. Like Randy, he loved video games, but he played for different reasons.
Growing up, they took different paths in life. Randy moved away from home to spend time in Michigan before deciding to join the United States Marine Corp. He did his time in boot camp, and was shipped to Iraq. He stayed in Iraq for 9 months. He once said that it doesn't get hot in Indiana, it gets hot in Iraq. Those were not his exact words, but he said something along those lines. It was easy to tell that he had been across the world, by how he talked about his experiences. Once he was back in the states, he was stationed at Camp Pendleton, in California. While in California, he took up surfing. He was away from home but had many Marine buddies. He eventually moved back to Michigan, with a Marine buddy, before he moved home again. Through all the years I did not see him, he had different girlfriends, but never got married or had any kids. I do not think he wants kids.
Kids may not have been in the plan for my little brother either, but he now has two. The oldest one is Noah and the youngest is Ethan. After high school, he moved into a house with a few of his friends. While living there, he threw many parties. At one of these parties, he met Brittany. They dated for a while, but it basically fell apart when she got pregnant with Noah. After that, Derek had a hard time keeping a steady job. Eventually he met Madonna, and started to date her. After a while she became pregnant with Ethan. She and Derek still talk and their relationship is complicated. To me his life seems complicated. It is definitely a different path than my older brother's.
They may lead different lives, but they do have some similarities that are noticeable. They both are very much free thinkers, and live life the way they want. Video games are still a favorite to both of them. Plus, both have developed a high skill in playing guitars.
All in all, it is easy to contrast my two brothers, because I grew up with them. They are different in a lot of ways. Being brothers, however, they have a lot of similar traits and interests. One similar interest is disc golf, which we happen to be playing right now. Derek just teed off, and it is Randy's turn. Let me see how his throw will compare and contrast with Derek's.
When I was young, I was able to start contrasting the two. The easiest time to do so was during time in front of the television playing Nintendo. If my older brother was playing a racing type of game, he would stare expressionless at the screen. He must have been so deep in concentration. It makes sense since I remember him setting all the records on any racing game he came across. However, that expressionless face would drastically change if things did not go his way. If another car would cut him off or cause him to wreck, his grip on the control would break, his arms would rise as his voice did, then he would commence yelling at the television. Sometimes he even let the controller fly across the room as he became furious. It was quite a sight to behold. That is Irish blood for you, I guess.
That same blood runs through my little brother's veins. However, when he played the same type of racing game, he was not so focused. He played it just for fun. Even though he was not as focused, he was just as into the game. As his pixilated vehicle zoomed around the track, he would actually lean his body every time he proceeded through a turn. Sometimes his body would be facing sideways while he played. This is one way I knew he enjoyed the game. My mother used to get a kick out of watching him play, because he would sometimes even sit on his knees and hop, when his car on television hit a ramp. He had fun with video games, but never played for the glory of setting records. Like Randy, he loved video games, but he played for different reasons.
Growing up, they took different paths in life. Randy moved away from home to spend time in Michigan before deciding to join the United States Marine Corp. He did his time in boot camp, and was shipped to Iraq. He stayed in Iraq for 9 months. He once said that it doesn't get hot in Indiana, it gets hot in Iraq. Those were not his exact words, but he said something along those lines. It was easy to tell that he had been across the world, by how he talked about his experiences. Once he was back in the states, he was stationed at Camp Pendleton, in California. While in California, he took up surfing. He was away from home but had many Marine buddies. He eventually moved back to Michigan, with a Marine buddy, before he moved home again. Through all the years I did not see him, he had different girlfriends, but never got married or had any kids. I do not think he wants kids.
Kids may not have been in the plan for my little brother either, but he now has two. The oldest one is Noah and the youngest is Ethan. After high school, he moved into a house with a few of his friends. While living there, he threw many parties. At one of these parties, he met Brittany. They dated for a while, but it basically fell apart when she got pregnant with Noah. After that, Derek had a hard time keeping a steady job. Eventually he met Madonna, and started to date her. After a while she became pregnant with Ethan. She and Derek still talk and their relationship is complicated. To me his life seems complicated. It is definitely a different path than my older brother's.
They may lead different lives, but they do have some similarities that are noticeable. They both are very much free thinkers, and live life the way they want. Video games are still a favorite to both of them. Plus, both have developed a high skill in playing guitars.
All in all, it is easy to contrast my two brothers, because I grew up with them. They are different in a lot of ways. Being brothers, however, they have a lot of similar traits and interests. One similar interest is disc golf, which we happen to be playing right now. Derek just teed off, and it is Randy's turn. Let me see how his throw will compare and contrast with Derek's.
"Grant and Lee: A Study in Contrasts" Question Responses
1. He uses point-by-point comparison.
2. Grant wanted the nation to grow and change from old classes. Lee, however, did not want change, and wanted the nation to live as they did in the past.
3. The two did want the nation to go in separate directions, but they both wanted what they thought was best for the nation. Through their battles, they proved that they both had will and determination. This showed that Americans from the north and the south had differing opinions, but had the nation's health in mind. This idea of a strong nation would live on.
4. We are in debt to Grant and Lee, because the differences of the north and south could have drove the nation apart. They understood this and met. Their meeting kept the nation unified.
5. The essay was not about the meeting that took place. The essay was about the similarities and differences between Grant and Lee.
2. Grant wanted the nation to grow and change from old classes. Lee, however, did not want change, and wanted the nation to live as they did in the past.
3. The two did want the nation to go in separate directions, but they both wanted what they thought was best for the nation. Through their battles, they proved that they both had will and determination. This showed that Americans from the north and the south had differing opinions, but had the nation's health in mind. This idea of a strong nation would live on.
4. We are in debt to Grant and Lee, because the differences of the north and south could have drove the nation apart. They understood this and met. Their meeting kept the nation unified.
5. The essay was not about the meeting that took place. The essay was about the similarities and differences between Grant and Lee.
Friday, August 6, 2010
What I've Learned from Hercule Poirot
I have always thought of myself as being "intelligent enough". I know enough to get by most situations, and I have the wherewithal to gain the knowledge needed to surpass situations that I struggle with. Also, I have a firm sense of what is good and what is bad. I figure that I am in a good place with my mind, and improvement would not be very progressive to me. However, this changed when I encountered a character named Hercule Poirot.
Fairly recently I had gone to the nearest public library to find a book, any book, by Agatha Christie. The reason for this was that a show, that I really enjoy, had Agatha Christie as the main focus of the storyline. Throughout this episode, I watched with pure wonder. As the episode concluded, I decided that I would read a book authored by her. This decision is what got me into the library's mystery section.
At first, I really did not know where to find books by Agatha Christie. Therefore, I asked at the help desk, and was pointed to two separate sections that contained books by her. Each section had so many choices! I paced between the sections trying to decide which title and synopsis seemed to intrigue me the most. After nearly twenty minutes comparing and contrasting, I finalized my decision and took "Murder on the Links" to the checkout counter. As my steps lead me away from the library, I was ready to dive into this novel.
Arriving home, I accompanied myself with a cup of my signature tea. The tea that I brew relaxes me, and I was ready to kick back and enjoy my literary selection. Comfortably burrowed in my favorite chair, I peel open the cover and initial pages to reveal chapter one. "Here we go" is what I thought.
About midway through the third chapter I sorted out the characters logically, and set my mind to alert, because a murder happened. I was usually good at figuring out Hollywood movies, so I was a bit cocky. I figured that I could solve the mystery before the books end. I pieced events together with the facts presented. However, with each conclusion I drew, there was a character in the book that would throw out or trump the conclusions I made. His name was Hercule Poirot.
This man used his mind in ways that I never knew possible. I was in utter amazement. He always took time to let his "little gray cells" work. These cells are what he attributes his successes to, as he taps his head. His ability to critically think in depth was astonishing. Hercule Poirot quickly became an icon to me.
I have had icons that have influenced my life previously. The main icon was from my childhood. Hulk Hogan told me to exercise, take my vitamins, and say my prayers. So, I did. Now there was a new icon to me. He is a man who made me want to use my brain in new critical ways. He is a man who helped me to see minor details in everyday life. He is a man who was not even real. He is named Hercule Poirot.
I am not easily influenced, but I have been persuaded to see everything there is to see. With that information, I do my best to break it down critically. Being able to break things down and see each piece of information and how they could relate has helped me in many aspects of life. It has really helped my academics. I have a new approach to problems, and am usually able to break them down thoroughly to achieve a solution.
This new logical and critical way of solving problems has shown me that my previous amount of intelligence was acceptable, but not as high as it could be. Using my own "little gray cells" as much as possible in daily life has given me a new view. The person I thank for this progression of my mind is a fictional man by the name of Hercule Poirot.
Fairly recently I had gone to the nearest public library to find a book, any book, by Agatha Christie. The reason for this was that a show, that I really enjoy, had Agatha Christie as the main focus of the storyline. Throughout this episode, I watched with pure wonder. As the episode concluded, I decided that I would read a book authored by her. This decision is what got me into the library's mystery section.
At first, I really did not know where to find books by Agatha Christie. Therefore, I asked at the help desk, and was pointed to two separate sections that contained books by her. Each section had so many choices! I paced between the sections trying to decide which title and synopsis seemed to intrigue me the most. After nearly twenty minutes comparing and contrasting, I finalized my decision and took "Murder on the Links" to the checkout counter. As my steps lead me away from the library, I was ready to dive into this novel.
Arriving home, I accompanied myself with a cup of my signature tea. The tea that I brew relaxes me, and I was ready to kick back and enjoy my literary selection. Comfortably burrowed in my favorite chair, I peel open the cover and initial pages to reveal chapter one. "Here we go" is what I thought.
About midway through the third chapter I sorted out the characters logically, and set my mind to alert, because a murder happened. I was usually good at figuring out Hollywood movies, so I was a bit cocky. I figured that I could solve the mystery before the books end. I pieced events together with the facts presented. However, with each conclusion I drew, there was a character in the book that would throw out or trump the conclusions I made. His name was Hercule Poirot.
This man used his mind in ways that I never knew possible. I was in utter amazement. He always took time to let his "little gray cells" work. These cells are what he attributes his successes to, as he taps his head. His ability to critically think in depth was astonishing. Hercule Poirot quickly became an icon to me.
I have had icons that have influenced my life previously. The main icon was from my childhood. Hulk Hogan told me to exercise, take my vitamins, and say my prayers. So, I did. Now there was a new icon to me. He is a man who made me want to use my brain in new critical ways. He is a man who helped me to see minor details in everyday life. He is a man who was not even real. He is named Hercule Poirot.
I am not easily influenced, but I have been persuaded to see everything there is to see. With that information, I do my best to break it down critically. Being able to break things down and see each piece of information and how they could relate has helped me in many aspects of life. It has really helped my academics. I have a new approach to problems, and am usually able to break them down thoroughly to achieve a solution.
This new logical and critical way of solving problems has shown me that my previous amount of intelligence was acceptable, but not as high as it could be. Using my own "little gray cells" as much as possible in daily life has given me a new view. The person I thank for this progression of my mind is a fictional man by the name of Hercule Poirot.
"What I've Learned from Men" Question Responses
1. The tone I felt from paragraph one was hostility and annoyance. It made me feel like I was going to disagree with the entire essay.
2. Being tough is more attributable to men. It means not smiling or feeling the need to fill pauses with chat. Being ladylike is what women are trained into doing. This means the responsibility of making sure everyone is comfortable and always smiling.
3. If they embrace power, they feel conceited. Also, they may feel that it will be destructive to them.
4. She shares that story, because it is a good example of how differently men and women can act during a conversation.
5. She basically replays the scene to illustrate how she should have handled the situation, instead of being ladylike.
2. Being tough is more attributable to men. It means not smiling or feeling the need to fill pauses with chat. Being ladylike is what women are trained into doing. This means the responsibility of making sure everyone is comfortable and always smiling.
3. If they embrace power, they feel conceited. Also, they may feel that it will be destructive to them.
4. She shares that story, because it is a good example of how differently men and women can act during a conversation.
5. She basically replays the scene to illustrate how she should have handled the situation, instead of being ladylike.
Thursday, August 5, 2010
You've Got Me Wrong
I wake up in the morning and do the morning ritual of getting ready for the day. I comb my hair, brush my teeth, shave, put on deodorant, and dress myself nice. All this is done for the sake of presenting myself well in public. The main public place in which I have to present myself well is my job. After class, I head into work as a clean cut man. Sometimes this is not enough. Expressions escape my face that set people in an uneasy mood.
My face is somewhat long with big brow bones. On the skin above my brown bones rest two thick patches copper-red eyebrows. Protruding just below the middle of the two brows is an above average sized nose. This nose is placed between two cheek bones that make themselves known. Right above these bones are my eyes. My eyes have been called pretty by many females, but I, unfortunately, do not take good care of what protects them. Having trouble sleeping through the night, at times, I occasionally develop dark bags under my eyes. On top of all that I have mentioned so far, I have been a little sensitive to light since I was a young child. Through my life, I have been pinching my eyebrows together in an attempt to block all excess light from reaching my eyes. As a result, I have formed a few slight "worry lines" on my brow. These lines are more aptly described as "anger lines", because that is what they really look like. I am not degrading myself by any means, but my face has its moments of giving people the wrong idea.
One event that comes to mind happened while I was working. I was doing my job diligently. Going around to each cash register and collecting money to place in the safe was a task that I was responsible for every few hours. I did my best to keep on a timely schedule and correctly do the task at hand. As I was executing the job, I had all sorts of numbers running through my head, on account of a register being short a few dollars. So I was deep in thought. As I walk down an aisle of the sales floor, I kept my mind focused on the money count while trying to dig my work keys out of my pocket. As I finally achieved the retrieval of my keys, I looked up to find a small child, six or seven years of age, cowering behind her mother. The child's grip was tight on her mother's pants, being sure to keep on the opposite side of her mother. This would not have affected me so much if I did not notice the same kid running around the store freely, being so happy and worry-free. I like kids. What did I do to scare this child so much?
The answer came while I was working a few weeks later. My friend's dad came in for some medicine, and noticed me taking stock in an aisle. He said that I looked angry. In fact, I was very happy. It was about time to go home for the weekend, and I had fun plans. However, once I heard what he said, I began to hear it more. Co-workers would ask if I was mad about something. Friends would ask why I had such a scornful expression on my face. I guess that I make these expressions unintentionally. I even once thought that my long hair played a role in accidental expressions that people see on my face, but that thought was wrong. My little brother, who looks much like I do, has short hair. He told me that people randomly ask if he is angry too. Now, I am just racking it all up to my facial structure and the expression that my face makes when I am thinking or trying to block extra light from my eyes.
I continue to wake up each morning and prepare my appearance in a sociable way. Since I inadvertently express negative feelings with my face, I try my best to counter-balance it with a clean cut look. This is very important for my job since customers want friendly service, not service filled with false disdain.
My face is somewhat long with big brow bones. On the skin above my brown bones rest two thick patches copper-red eyebrows. Protruding just below the middle of the two brows is an above average sized nose. This nose is placed between two cheek bones that make themselves known. Right above these bones are my eyes. My eyes have been called pretty by many females, but I, unfortunately, do not take good care of what protects them. Having trouble sleeping through the night, at times, I occasionally develop dark bags under my eyes. On top of all that I have mentioned so far, I have been a little sensitive to light since I was a young child. Through my life, I have been pinching my eyebrows together in an attempt to block all excess light from reaching my eyes. As a result, I have formed a few slight "worry lines" on my brow. These lines are more aptly described as "anger lines", because that is what they really look like. I am not degrading myself by any means, but my face has its moments of giving people the wrong idea.
One event that comes to mind happened while I was working. I was doing my job diligently. Going around to each cash register and collecting money to place in the safe was a task that I was responsible for every few hours. I did my best to keep on a timely schedule and correctly do the task at hand. As I was executing the job, I had all sorts of numbers running through my head, on account of a register being short a few dollars. So I was deep in thought. As I walk down an aisle of the sales floor, I kept my mind focused on the money count while trying to dig my work keys out of my pocket. As I finally achieved the retrieval of my keys, I looked up to find a small child, six or seven years of age, cowering behind her mother. The child's grip was tight on her mother's pants, being sure to keep on the opposite side of her mother. This would not have affected me so much if I did not notice the same kid running around the store freely, being so happy and worry-free. I like kids. What did I do to scare this child so much?
The answer came while I was working a few weeks later. My friend's dad came in for some medicine, and noticed me taking stock in an aisle. He said that I looked angry. In fact, I was very happy. It was about time to go home for the weekend, and I had fun plans. However, once I heard what he said, I began to hear it more. Co-workers would ask if I was mad about something. Friends would ask why I had such a scornful expression on my face. I guess that I make these expressions unintentionally. I even once thought that my long hair played a role in accidental expressions that people see on my face, but that thought was wrong. My little brother, who looks much like I do, has short hair. He told me that people randomly ask if he is angry too. Now, I am just racking it all up to my facial structure and the expression that my face makes when I am thinking or trying to block extra light from my eyes.
I continue to wake up each morning and prepare my appearance in a sociable way. Since I inadvertently express negative feelings with my face, I try my best to counter-balance it with a clean cut look. This is very important for my job since customers want friendly service, not service filled with false disdain.
"Night Walker" Question Responses
1. She is in distress of sorts. Even though the distress is unintentional, she is the victim of it.
2. His unwieldy inheritance is being born black.
3. The language of fear is everything that he experiences that bring and keep people in a state of fear. Some examples that he gives are the locking of car doors as he passes through a crosswalk, how people cross the street to pass him by, and having to deal with police and bouncers.
4. These two titles come off as arrogant to me. They are saying to me, "I am more entitled than you."
5. If he whistles these selections, he comes off as more intelligent and high brow. People are not scared of these types of persona in public settings.
2. His unwieldy inheritance is being born black.
3. The language of fear is everything that he experiences that bring and keep people in a state of fear. Some examples that he gives are the locking of car doors as he passes through a crosswalk, how people cross the street to pass him by, and having to deal with police and bouncers.
4. These two titles come off as arrogant to me. They are saying to me, "I am more entitled than you."
5. If he whistles these selections, he comes off as more intelligent and high brow. People are not scared of these types of persona in public settings.
Wednesday, August 4, 2010
The Syllabus
I have been in college for a little over two years, and I hold an Associate's Degree in accounting (I am retaking this class to improve my grade point average). Yes, that means I prefer numbers over words. Is a class like this kryptonite to me? Maybe it is. However, I will not let such a small obstacle block me from my main goal of obtaining a Bachelor's Degree in accounting. With the existence of other classes that I must pass, that do not directly deal with my area of study, I have found a way to gain a good grade in just about any class. It is easy as following the syllabus.
Each semester, I am bombarded with syllabuses. I used to just push them into my backpack or folder and forget about them. I figured that they were all the same. In fact, a lot of the same material is in different syllabuses, but the most important stuff is in there before, between, or after the repetition. Once I realized this, the syllabus ceased being a crumpled mess at the bottom of my book bag. With the syllabus of each class in hand, I can start my voyage towards a grade that I can be proud of.
The syllabus is phenomenal in the fact that it tells you what the future of the class holds. Most syllabuses have everything broken down by date. I know what will happen each day of class. Information is power. If I know what is going to happen, I can be well prepared for it. Since preparation is the first step in about anything I do, I have a jump on the class already. In preparing for a class, I look at the syllabus to find what the topics discussed will be. Then I find an interest in as many topics that I can. If I am interested in a subject, it is so much easier to learn about it. If it is easy to learn, then the good grade will come as easy. Now that the advantage is mine, it will be difficult to stop me.
After initially preparing for a class, I look more in depth at the syllabus. This is where I find the specific learning objectives and requirements. The professor explains exactly what they want from me in the class. So all I really have to do is follow the instructions. It is as easy as that. The work on the other hand is not "as easy as" that. Doing the actual work does take time and effort on my part. That is just effort that is put forth to follow the path laid out it the syllabus. The path may be bumpy, hilly, mountainous, or, if lucky, smooth. Whatever the terrain, the path will lead me to a fruitful grade.
However, sometimes the path changes while I am on it. That is just how life is. At times a professor will mention a change in the syllabus. Therefore, I have to keep my attention set to high during every class meeting. A change in the syllabus can throw me off, if I do not catch it. Furthermore, minor changes can be made without directly mentioning it. If I think one topic that we will be discussing has a certain meaning, I could be wrong. I need to pay attention thoroughly to make sure the information for each topic on the syllabus is correct. This ensures that my syllabus's meaning is true.
The syllabus is one of the most important tools for classroom success. After using the syllabus for preparation, knowing the expectations of the professor, and understanding the real meaning of information provided, I will produce the grade that I want. Since I am paying for all of this, I think I deserve a certain grade, and will work for it. Being an accounting major, I really do not like wasting money.
Each semester, I am bombarded with syllabuses. I used to just push them into my backpack or folder and forget about them. I figured that they were all the same. In fact, a lot of the same material is in different syllabuses, but the most important stuff is in there before, between, or after the repetition. Once I realized this, the syllabus ceased being a crumpled mess at the bottom of my book bag. With the syllabus of each class in hand, I can start my voyage towards a grade that I can be proud of.
The syllabus is phenomenal in the fact that it tells you what the future of the class holds. Most syllabuses have everything broken down by date. I know what will happen each day of class. Information is power. If I know what is going to happen, I can be well prepared for it. Since preparation is the first step in about anything I do, I have a jump on the class already. In preparing for a class, I look at the syllabus to find what the topics discussed will be. Then I find an interest in as many topics that I can. If I am interested in a subject, it is so much easier to learn about it. If it is easy to learn, then the good grade will come as easy. Now that the advantage is mine, it will be difficult to stop me.
After initially preparing for a class, I look more in depth at the syllabus. This is where I find the specific learning objectives and requirements. The professor explains exactly what they want from me in the class. So all I really have to do is follow the instructions. It is as easy as that. The work on the other hand is not "as easy as" that. Doing the actual work does take time and effort on my part. That is just effort that is put forth to follow the path laid out it the syllabus. The path may be bumpy, hilly, mountainous, or, if lucky, smooth. Whatever the terrain, the path will lead me to a fruitful grade.
However, sometimes the path changes while I am on it. That is just how life is. At times a professor will mention a change in the syllabus. Therefore, I have to keep my attention set to high during every class meeting. A change in the syllabus can throw me off, if I do not catch it. Furthermore, minor changes can be made without directly mentioning it. If I think one topic that we will be discussing has a certain meaning, I could be wrong. I need to pay attention thoroughly to make sure the information for each topic on the syllabus is correct. This ensures that my syllabus's meaning is true.
The syllabus is one of the most important tools for classroom success. After using the syllabus for preparation, knowing the expectations of the professor, and understanding the real meaning of information provided, I will produce the grade that I want. Since I am paying for all of this, I think I deserve a certain grade, and will work for it. Being an accounting major, I really do not like wasting money.
"How to Con an Instructor" Revision
Enter college, and you'll soon be reminded of an old saying: “The pen is mightier than the
sword.” That person behind the instructor's desk holds your future in his or her ink-stained hands. So your first important assignment in college has nothing to do with required readings, examinations, or even the hazards of registration. It is, instead, how to con an instructor.
The first step in conning an instructor is to use body language. You may be able to convince your instructor that you are special, without even saying a word. When you enter the classroom, be sure to sit in the front row. That way, the instructor can't possibly miss you. Then, as the instructor lectures, take notes frantically. The instructor will be flattered that you think so much of his or her words, and want to write them all down. A felt-tip pen is superior to a pen or pencil; it will help you write faster and prevent aching wrists. While you are writing, be sure to smile at the instructor's jokes and nod violently in agreement with every major point. Most important, as class continues, sit with your body pitched forward and your eyes wide open, fixed firmly, as if hypnotized, on your instructor's face. Make your whole body suggest that you are watching a star.
Once you have mastered body language, it is time to move on to the second phase of conning the instructor: class participation. Everyone knows that the student who is most eager to learn is the one who responds to the questions that are asked, and even comes up with a few more. Therefore, be sure to be responsive. Questions such as, “How does this affect the future of the United States?” or “Don’t you think that someday this will all be done by computer?” can be used in any class without prior knowledge of the subject matter. Many students, especially in large classes, get lost in the crowd and never do anything to make themselves stand out. Another good participation technique is to wait until the instructor has said something that sounds profound and then ask him or her to repeat it slowly, so you can get it down word-for-word in your notes. No instructor can resist this kind of flattery. However, the most advanced form of conning an instructor happens after class.
Don’t be like the others who slap their notebooks closed, snatch up their books, and rush out the door before the echoes of the final bell have died away. Did you ever notice how students begin to get restless about five minutes before class ends, even if there’s no clock on the wall? Instead, be reluctant to leave. Approach the instructor’s desk hesitantly, almost reverently. Say that you want to find out more about the topic. Is there any extra reading you can do? Even better, ask if the instructor has written anything on the topic—and whether you could borrow it to read (or, even better, where you can purchase a copy).
Finally, compliment your instructor by saying that this is the most interesting course you’ve ever taken. Nothing beats the personal approach for making an instructor think you care. Body language, questions, after-class discussions—these are the secrets of conning an instructor that every college student should know. These kinds of things go on in high school, too, and they’re just as effective on that level. Once you master these methods, you won’t have to worry about a thing—until the final exam.
sword.” That person behind the instructor's desk holds your future in his or her ink-stained hands. So your first important assignment in college has nothing to do with required readings, examinations, or even the hazards of registration. It is, instead, how to con an instructor.
The first step in conning an instructor is to use body language. You may be able to convince your instructor that you are special, without even saying a word. When you enter the classroom, be sure to sit in the front row. That way, the instructor can't possibly miss you. Then, as the instructor lectures, take notes frantically. The instructor will be flattered that you think so much of his or her words, and want to write them all down. A felt-tip pen is superior to a pen or pencil; it will help you write faster and prevent aching wrists. While you are writing, be sure to smile at the instructor's jokes and nod violently in agreement with every major point. Most important, as class continues, sit with your body pitched forward and your eyes wide open, fixed firmly, as if hypnotized, on your instructor's face. Make your whole body suggest that you are watching a star.
Once you have mastered body language, it is time to move on to the second phase of conning the instructor: class participation. Everyone knows that the student who is most eager to learn is the one who responds to the questions that are asked, and even comes up with a few more. Therefore, be sure to be responsive. Questions such as, “How does this affect the future of the United States?” or “Don’t you think that someday this will all be done by computer?” can be used in any class without prior knowledge of the subject matter. Many students, especially in large classes, get lost in the crowd and never do anything to make themselves stand out. Another good participation technique is to wait until the instructor has said something that sounds profound and then ask him or her to repeat it slowly, so you can get it down word-for-word in your notes. No instructor can resist this kind of flattery. However, the most advanced form of conning an instructor happens after class.
Don’t be like the others who slap their notebooks closed, snatch up their books, and rush out the door before the echoes of the final bell have died away. Did you ever notice how students begin to get restless about five minutes before class ends, even if there’s no clock on the wall? Instead, be reluctant to leave. Approach the instructor’s desk hesitantly, almost reverently. Say that you want to find out more about the topic. Is there any extra reading you can do? Even better, ask if the instructor has written anything on the topic—and whether you could borrow it to read (or, even better, where you can purchase a copy).
Finally, compliment your instructor by saying that this is the most interesting course you’ve ever taken. Nothing beats the personal approach for making an instructor think you care. Body language, questions, after-class discussions—these are the secrets of conning an instructor that every college student should know. These kinds of things go on in high school, too, and they’re just as effective on that level. Once you master these methods, you won’t have to worry about a thing—until the final exam.
Subscribe to:
Posts (Atom)