After conversing with two of my peers, all three of us have come to the conclusion that we have no idea what the English homework is for tonight. I've done the last two blogs on the syllabus, so I haven't a clue as to what to do tonight. I've been browsing blogs for the last hour, but now I'll write one last blog for this class...maybe (there may be another later).
One would agree that this class has been a great experience, and it is coming to an end quickly. I know I have had a wonderful time learning a lot in this class, and I am sad to see it end. We should all take another class with Dr. Souder in an effort to extend our learning enjoyment with her. You should enroll in another one of Dr. Souder's classes right away!
Thank you for a wonderful semester everyone! Dr. Souder, thank you for being one of the great professors at CSU-P who contributes to my wonderful experience here. You rock!!! I look forward to going to Germany with you and my lovely classmates this summer!
*~*Dr. Starr*~*
Thursday, April 15, 2010
Thursday, April 8, 2010
Ch 10 #3
This is an excerpt from a paper I wrote this semester on the play A Streetcar Named Desire. Because I was writing a formal paper for a literature class, it is already a bit formal. However, I will make it more formal and add more figures and tropes.
Original: Blanche is also trying to live up to her own expectations of what a woman should be. Blanche believes that women are to be attractive, pure, delicate, and the desire of men. She leads everyone to believe that her sister is older than her even though she is older than her sister (2356). Later, she admits to her sister that she has not been honest about her age. Blanche states, “Of course he—he doesn't know—I mean I haven’t informed him—of my real age” (IV 2368). She does this because she feels that youth is attractive and desirable to men. The man that she most wants to be desirable to is Mitch; therefore, she is purposely keeping her age from him. She also gives illusions that she is a pure woman instead of a promiscuous woman. She makes note that she was born under the sign of the Virgo which is the virgin. (IV 2366). She even explains to Stella that she hasn't done anything with Mitch but kiss him because she has an idea that women are to be chaste:
He hasn’t gotten a thing but a good-night kiss, that’s all I have given him, Stella. I want his respect. And men don’t want anything they get too easy. But on the other hand men lose interest quickly. Especially when the girl is over—thirty. They think a girl over thirty ought to be—the vulgar term is—“put out.”…And I—I’m not “putting out.” (IV 2368)
In this passage, it is clear to see that Blanche is struggling with her idea of gender roles. She wants to be the sweet innocent southern belle that she was raised to be, but she is scared that Mitch will lose interest if she is not a little willful. She goes on to tell her sister that she wants to lie to him about her age and sexual behavior just enough to make him want to be with her (2368). All of these illusions that Blanche is letting others believe and the behavior that she is exhibiting is a direct result of the gender roles that she believes men and women should uphold.
Revision: Blanche is also striving to fulfill her own expectations of how a woman should carry herself and control her actions in an acceptable manner. Blanche believes that women are to be attractive, pure, delicate, and the desire of men. To satisfy this idea that she has concocted, she leads everyone to believe that her sister is older than she is; however, Blanche is several years her sister's senior. (2356). Later, Blanche is forthcoming with her sister, and informs her that she has not been honest about her age. Blanche states, “Of course he—he doesn’t know—I mean I haven't informed him—of my real age” (IV 2368). She does this because she feels that youth is attractive and desirable to men. would you not agree that these conclusions are not entirely delusional? The man that she most wants to be desirable to is Mitch; therefore, she is purposely deceiving him just as one might fib about her weight. She also gives illusions that she is a pure woman instead of a promiscuous woman. She makes note that she was born under the sign of the Virgo which is the virgin (she really is not fooling anyone into believing she is a virgin regardless of the sign she was born under). (IV 2366). She even explains to her sister that she has not done anything with Mitch but kiss him because she has an idea that women are to be chaste:
He hasn’t gotten a thing but a good-night kiss, that’s all I have given him, Stella. I want his respect. And men don’t want anything they get too easy. But on the other hand men lose interest quickly. Especially when the girl is over—thirty. They think a girl over thirty ought to be—the vulgar term is—“put out.”…And I—I’m not “putting out.” (IV 2368)
In this passage, it is clear to see that Blanche is in a constant battle to fulfill her idea of gender roles. She wants to be the sweet innocent southern belle that she was raised to be, but she is scared that Mitch will lose interest if she is not a little willful. After all, desire has a mind of it's own, and if the thought of having that desire fulfilled is not entertained, men can lose interest quickly. She goes on to admit to her sister that she wants to lie to him about her age and sexual behavior just enough to make him want to be with her (2368). Do you not feel sorry for her? All of these illusions that Blanche is letting others believe and the behavior that she is exhibiting is a direct result of the gender roles that she believes men and women should uphold.
Original: Blanche is also trying to live up to her own expectations of what a woman should be. Blanche believes that women are to be attractive, pure, delicate, and the desire of men. She leads everyone to believe that her sister is older than her even though she is older than her sister (2356). Later, she admits to her sister that she has not been honest about her age. Blanche states, “Of course he—he doesn't know—I mean I haven’t informed him—of my real age” (IV 2368). She does this because she feels that youth is attractive and desirable to men. The man that she most wants to be desirable to is Mitch; therefore, she is purposely keeping her age from him. She also gives illusions that she is a pure woman instead of a promiscuous woman. She makes note that she was born under the sign of the Virgo which is the virgin. (IV 2366). She even explains to Stella that she hasn't done anything with Mitch but kiss him because she has an idea that women are to be chaste:
He hasn’t gotten a thing but a good-night kiss, that’s all I have given him, Stella. I want his respect. And men don’t want anything they get too easy. But on the other hand men lose interest quickly. Especially when the girl is over—thirty. They think a girl over thirty ought to be—the vulgar term is—“put out.”…And I—I’m not “putting out.” (IV 2368)
In this passage, it is clear to see that Blanche is struggling with her idea of gender roles. She wants to be the sweet innocent southern belle that she was raised to be, but she is scared that Mitch will lose interest if she is not a little willful. She goes on to tell her sister that she wants to lie to him about her age and sexual behavior just enough to make him want to be with her (2368). All of these illusions that Blanche is letting others believe and the behavior that she is exhibiting is a direct result of the gender roles that she believes men and women should uphold.
Revision: Blanche is also striving to fulfill her own expectations of how a woman should carry herself and control her actions in an acceptable manner. Blanche believes that women are to be attractive, pure, delicate, and the desire of men. To satisfy this idea that she has concocted, she leads everyone to believe that her sister is older than she is; however, Blanche is several years her sister's senior. (2356). Later, Blanche is forthcoming with her sister, and informs her that she has not been honest about her age. Blanche states, “Of course he—he doesn’t know—I mean I haven't informed him—of my real age” (IV 2368). She does this because she feels that youth is attractive and desirable to men. would you not agree that these conclusions are not entirely delusional? The man that she most wants to be desirable to is Mitch; therefore, she is purposely deceiving him just as one might fib about her weight. She also gives illusions that she is a pure woman instead of a promiscuous woman. She makes note that she was born under the sign of the Virgo which is the virgin (she really is not fooling anyone into believing she is a virgin regardless of the sign she was born under). (IV 2366). She even explains to her sister that she has not done anything with Mitch but kiss him because she has an idea that women are to be chaste:
He hasn’t gotten a thing but a good-night kiss, that’s all I have given him, Stella. I want his respect. And men don’t want anything they get too easy. But on the other hand men lose interest quickly. Especially when the girl is over—thirty. They think a girl over thirty ought to be—the vulgar term is—“put out.”…And I—I’m not “putting out.” (IV 2368)
In this passage, it is clear to see that Blanche is in a constant battle to fulfill her idea of gender roles. She wants to be the sweet innocent southern belle that she was raised to be, but she is scared that Mitch will lose interest if she is not a little willful. After all, desire has a mind of it's own, and if the thought of having that desire fulfilled is not entertained, men can lose interest quickly. She goes on to admit to her sister that she wants to lie to him about her age and sexual behavior just enough to make him want to be with her (2368). Do you not feel sorry for her? All of these illusions that Blanche is letting others believe and the behavior that she is exhibiting is a direct result of the gender roles that she believes men and women should uphold.
Ch 10
Here is a paragraph from a paper I wrote early this semester on whether or not I would choose to teach The Adventrues of Huckelberry Finn
After examining both sides of the controversy over whether or not to teach Twain’s novel in high schools, I came to my own decision that I would choose to teach the novel. Because the book is a classic piece of literature and history, it is important to share it with students. As Peaches Henry says in her article, “Active engagement with Twain’s novel provides one method for students to confront their deepest racial feelings and insecurities” (405). I fully agree with Henry in that the novel provides an opportunity for students to examine the harmful and corrupt views and stereotypes of society towards the issue of race. Although the novel is fiction, it has a very solid place in history. If students examine the novel with a historical context, they can see that the issue of racism is still just as prevalent today as it was during the time before and after the Civil War. Toni Morrison states in her article that “The 1880s saw the collapse of civil rights for blacks as well as the publication of Huckleberry Finn. This collapse was an effort to bury the combustible issues Twain raised in his novel” (378). By studying this, readers can hopefully see the harmful effects of these dangerous views. Only then can steps be taken to progress towards equality among different races and the problems described in the novel can be addressed.
I don't think that I used a lot of figures and tropes in this paragraph. The rewritten version that includes many more figures and tropes follows:
After examining both sides of the intense controversy over whether or not to teach Twain’s novel in high schools, I came to my very own decision (after much thought and research) that I would choose to teach this widely-banned novel. Because the book is a classic piece of literature and history, it is important to allow students to absorb all that is has to offer. As Peaches Henry says in her article, “Active engagement with Twain’s novel provides one method for students to confront their deepest racial feelings and insecurities” (405). I fully agree with Henry in that the novel provides an opportunity for students to examine the harmful and corrupt views and stereotypes of society towards the issue of race. Although the novel is fiction, it has a very solid place in history just like King's "I Have a Dream" speech. If students preform a close reading of the novel with a historical context, they can see that the issue of racism is still just as prevalent today as it was during the time before and after the Civil War. This issue is a virus in our society that can not be ignorned. Toni Morrison states in her article that “The 1880s saw the collapse of civil rights for blacks as well as the publication of Huckleberry Finn. This collapse was an effort to bury the combustible issues Twain raised in his novel” (378). By studying this influential novel, readers can hopefully see the harmful effects of these dangerous views. Only then can steps be taken to progress towards equality among different races and the problems described in the novel can be addressed. Wouldn't you agree?
After examining both sides of the controversy over whether or not to teach Twain’s novel in high schools, I came to my own decision that I would choose to teach the novel. Because the book is a classic piece of literature and history, it is important to share it with students. As Peaches Henry says in her article, “Active engagement with Twain’s novel provides one method for students to confront their deepest racial feelings and insecurities” (405). I fully agree with Henry in that the novel provides an opportunity for students to examine the harmful and corrupt views and stereotypes of society towards the issue of race. Although the novel is fiction, it has a very solid place in history. If students examine the novel with a historical context, they can see that the issue of racism is still just as prevalent today as it was during the time before and after the Civil War. Toni Morrison states in her article that “The 1880s saw the collapse of civil rights for blacks as well as the publication of Huckleberry Finn. This collapse was an effort to bury the combustible issues Twain raised in his novel” (378). By studying this, readers can hopefully see the harmful effects of these dangerous views. Only then can steps be taken to progress towards equality among different races and the problems described in the novel can be addressed.
I don't think that I used a lot of figures and tropes in this paragraph. The rewritten version that includes many more figures and tropes follows:
After examining both sides of the intense controversy over whether or not to teach Twain’s novel in high schools, I came to my very own decision (after much thought and research) that I would choose to teach this widely-banned novel. Because the book is a classic piece of literature and history, it is important to allow students to absorb all that is has to offer. As Peaches Henry says in her article, “Active engagement with Twain’s novel provides one method for students to confront their deepest racial feelings and insecurities” (405). I fully agree with Henry in that the novel provides an opportunity for students to examine the harmful and corrupt views and stereotypes of society towards the issue of race. Although the novel is fiction, it has a very solid place in history just like King's "I Have a Dream" speech. If students preform a close reading of the novel with a historical context, they can see that the issue of racism is still just as prevalent today as it was during the time before and after the Civil War. This issue is a virus in our society that can not be ignorned. Toni Morrison states in her article that “The 1880s saw the collapse of civil rights for blacks as well as the publication of Huckleberry Finn. This collapse was an effort to bury the combustible issues Twain raised in his novel” (378). By studying this influential novel, readers can hopefully see the harmful effects of these dangerous views. Only then can steps be taken to progress towards equality among different races and the problems described in the novel can be addressed. Wouldn't you agree?
Thursday, April 1, 2010
ch 9 #1
Exordium: Several states have issued laws that regulate the use of a cell phone while driving. Many states require a hands-free device for talking on a cell phone while driving. Recently, texting while driving has been outlawed in several states. These laws attempt to limit the distractions caused by cell phones in an effort to prevent accidents. However, talking on the phone while driving not only creates a physical distraction, but it also creates a cognitive distraction. Although these laws help reduce accidents related to cell phone usage while driving, they do not solve the problem of drivers being distracted from cell phone usage.
Narrative: There are people who believe that talking on a hands-free device while driving is safe. However, holding a conversation requires cognitive functions. The process requires mental engagement which can be a distraction while driving. For this reason, it is not enough to limit phone conversations to hands-free devices. To eliminate distractions and create a safer driving environment, motorists should not have conversations on the phone while driving.
Partition: All states must pass and enforce laws that prevent motorists from holding a conversation on a cell phone regardless of the type of device being used. In addition, all motorists should be informed of the dangers of driving while holding a phone conversation.
Peroration: No phone call is important enough to cause an accident and put others and the motorist at risk. Laws that require a hands-free device are really doing all motorists and passengers a disservice. The cognitive process that is required to carry on a conversation is a distraction. Laws that limit conversations to hands-free devices do not inform citizens of the dangers of driving while holding a conversation. This leads citizens to believe that there is no danger in carrying on a conversation while driving. Without a question, laws need to be established and enforced that prohibit the use of a cell phone, hands-free or not, to create a safer driving environment for everyone on the road.
Narrative: There are people who believe that talking on a hands-free device while driving is safe. However, holding a conversation requires cognitive functions. The process requires mental engagement which can be a distraction while driving. For this reason, it is not enough to limit phone conversations to hands-free devices. To eliminate distractions and create a safer driving environment, motorists should not have conversations on the phone while driving.
Partition: All states must pass and enforce laws that prevent motorists from holding a conversation on a cell phone regardless of the type of device being used. In addition, all motorists should be informed of the dangers of driving while holding a phone conversation.
Peroration: No phone call is important enough to cause an accident and put others and the motorist at risk. Laws that require a hands-free device are really doing all motorists and passengers a disservice. The cognitive process that is required to carry on a conversation is a distraction. Laws that limit conversations to hands-free devices do not inform citizens of the dangers of driving while holding a conversation. This leads citizens to believe that there is no danger in carrying on a conversation while driving. Without a question, laws need to be established and enforced that prohibit the use of a cell phone, hands-free or not, to create a safer driving environment for everyone on the road.
Thursday, March 18, 2010
The First Amendment
Introduction: The first Amendment grants Americans five basic freedoms: freedom of religion, freedom of speech, freedom of press, freedom to peaceably assemble, and the freedom to petition the government for a redress of grievances. The exact wording of this amendment follows: "Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances." However, these freedoms are not to be taken at face value.
Constitutionality and Consistency: The freedoms in this amendment are not to be taken at face value, however. There are several side notes and exceptions to these freedoms. One reading this amendment would assume that it granted all Americans the five freedoms mentioned without hindrance. However, it does not. There are several exceptions and points of clarification to be looked at in regards to this amendment. The main concern is the misinterpretation of this amendment. "Congress shall make no law respecting an establishment of religion..." There is no law known to me about congress choosing a preference of religion; however, there is evidence of a religious preference by the government. Take swearing Justices in on the bible, "In God We Trust" appearing on currency, scripture engraved in government buildings, and "under one God" in the Pledge of Allegiance for examples. Also, the freedom of speech is not so free. Speech that is deemed to be a danger to the public peace is not supported in the First Amendment. This is why you can not yell fire in a crowded movie theatre. You can not make speeches of libel or slander, and you can not make speeches that are considered to be obscene either.
Justice: Citizens who believes that they have a right to say what's on their minds, or when the government claims to have no preference of religion, they should be sure to check the exceptions and asides to this amendment. Law suits can be filed against people for things they say, and the government has been under severe scrutiny for it's strong connections with Christianity. In fact, certain companies can sue a person for voicing their opinion about their product. Therefore; when the First Amendment states that American citizens are granted the freedom of speech, it is not explicit, and some speech is considered unacceptable and intolerable.
Expediency: It is not expedient to have all of these exceptions and loopholes in the First Amendment. This amendment should be revised to say what it actual is. It gives an image of freedom that isn't really there. But that's just my opinion.
Practicability: It is not practical for the First Amendment to be so ambiguous. It's not clearly written; therefore, it's not understood. What good are these freedoms when Americans aren't able to understand all of the laws associated with these freedoms? It has the potential to leave Americans asking if they are really free and to what extent is their freedom free.
Conclusion: To allow for better understanding of the First Amendment, it should be explicitly stated as should all other amendments. Only then can citizens fully understand how free they really are. Once this is done, hopefully the freedoms granted under the First Amendment can be seen for what they really are: freedoms with strong limitations.
Constitutionality and Consistency: The freedoms in this amendment are not to be taken at face value, however. There are several side notes and exceptions to these freedoms. One reading this amendment would assume that it granted all Americans the five freedoms mentioned without hindrance. However, it does not. There are several exceptions and points of clarification to be looked at in regards to this amendment. The main concern is the misinterpretation of this amendment. "Congress shall make no law respecting an establishment of religion..." There is no law known to me about congress choosing a preference of religion; however, there is evidence of a religious preference by the government. Take swearing Justices in on the bible, "In God We Trust" appearing on currency, scripture engraved in government buildings, and "under one God" in the Pledge of Allegiance for examples. Also, the freedom of speech is not so free. Speech that is deemed to be a danger to the public peace is not supported in the First Amendment. This is why you can not yell fire in a crowded movie theatre. You can not make speeches of libel or slander, and you can not make speeches that are considered to be obscene either.
Justice: Citizens who believes that they have a right to say what's on their minds, or when the government claims to have no preference of religion, they should be sure to check the exceptions and asides to this amendment. Law suits can be filed against people for things they say, and the government has been under severe scrutiny for it's strong connections with Christianity. In fact, certain companies can sue a person for voicing their opinion about their product. Therefore; when the First Amendment states that American citizens are granted the freedom of speech, it is not explicit, and some speech is considered unacceptable and intolerable.
Expediency: It is not expedient to have all of these exceptions and loopholes in the First Amendment. This amendment should be revised to say what it actual is. It gives an image of freedom that isn't really there. But that's just my opinion.
Practicability: It is not practical for the First Amendment to be so ambiguous. It's not clearly written; therefore, it's not understood. What good are these freedoms when Americans aren't able to understand all of the laws associated with these freedoms? It has the potential to leave Americans asking if they are really free and to what extent is their freedom free.
Conclusion: To allow for better understanding of the First Amendment, it should be explicitly stated as should all other amendments. Only then can citizens fully understand how free they really are. Once this is done, hopefully the freedoms granted under the First Amendment can be seen for what they really are: freedoms with strong limitations.
Thursday, March 4, 2010
It's Her Choice
Abortion is a highly controversial topic. Recently, there was a pro-life commercial aired in the Super Bowl that provoked even more discussion on the topic. Pathos is the obvious appeal that is targeted in controversy. If I were to try to persuade an audience why I am pro-choice and why they should be pro-choice also, I would certainly employ various strategies of the pathos appeal.
In order to appeal to my audience's emotions, I would have to understand my audience's views and a bit of background on them. Women who would attend such a speech would most likely have some feelings about abortion. These women could be mothers, women who have lost a child, women who are unable to conceive, women who are very religious, or women who know someone who had an abortion.
These women are most likely to be audience members because they could all potentially have an emotional tie to the topic. For example, the mothers understand the love and connection that they have with their child. They understand how precious this relationship is. They know what it's like to give life; therefore, they want to protect this. Women who have lost a child understand that pain. They know what it's like to be expecting a child and then have it taken from them. They are probably against abortion because they don't want anyone to "waste" a life. Women who are unable to conceive may feel the same because they want a child, but are unable to have one and may be envious of women who can have children. Religious women will probably have a strong emotional interest in the issue because abortion is not acceptable in most religions. Women who know someone who had an abortion could feel strongly in either camp--pro-life or pro-choice. If the person they know had a positive experience with their abortion (e.g. their life was in jeopardy, and they chose abortion to save their life, or their child had a chance of being severely disabled; therefore, they chose to abort and were thankful for that option), they may feel strongly for pro-choice. However, if the person they know had a negative experience with an abortion (e.g. regret and guilt), then the person might feel strongly about pro-life.
I am pro-choice because I believe a woman should not be told what she can and can not do to her body. Having an abortion is a personal choice and the reasons vary greatly from person to person. I would never have an abortion; I would also never tell a woman that she can't have one. I would try to persuade my audience to feel the same by using the following pathetic proofs:
Enargeia: I would describe a situation in which a woman needed an abortion such as being a rape victim and becoming pregnant or having a pregnancy that was life threatening to herself. I would play up the dilemma of having an abortion or not as best I could to allow the audience to become interested and invested in the scenario.
Honorific language: I would use honorific language when discussing the ways in which being pro-choice can benefit women. I would talk about the values of freedom that Americans cherish so much with honorific language because being pro-choice is a matter of the freedom of the woman to choose abortion.
Sympathy: I would call on their sympathy to understand how this decision is too big to let the government make it for the woman. I would use the scenario from the enargeia to get the woman to care about the woman's right to choose.
In order to appeal to my audience's emotions, I would have to understand my audience's views and a bit of background on them. Women who would attend such a speech would most likely have some feelings about abortion. These women could be mothers, women who have lost a child, women who are unable to conceive, women who are very religious, or women who know someone who had an abortion.
These women are most likely to be audience members because they could all potentially have an emotional tie to the topic. For example, the mothers understand the love and connection that they have with their child. They understand how precious this relationship is. They know what it's like to give life; therefore, they want to protect this. Women who have lost a child understand that pain. They know what it's like to be expecting a child and then have it taken from them. They are probably against abortion because they don't want anyone to "waste" a life. Women who are unable to conceive may feel the same because they want a child, but are unable to have one and may be envious of women who can have children. Religious women will probably have a strong emotional interest in the issue because abortion is not acceptable in most religions. Women who know someone who had an abortion could feel strongly in either camp--pro-life or pro-choice. If the person they know had a positive experience with their abortion (e.g. their life was in jeopardy, and they chose abortion to save their life, or their child had a chance of being severely disabled; therefore, they chose to abort and were thankful for that option), they may feel strongly for pro-choice. However, if the person they know had a negative experience with an abortion (e.g. regret and guilt), then the person might feel strongly about pro-life.
I am pro-choice because I believe a woman should not be told what she can and can not do to her body. Having an abortion is a personal choice and the reasons vary greatly from person to person. I would never have an abortion; I would also never tell a woman that she can't have one. I would try to persuade my audience to feel the same by using the following pathetic proofs:
Enargeia: I would describe a situation in which a woman needed an abortion such as being a rape victim and becoming pregnant or having a pregnancy that was life threatening to herself. I would play up the dilemma of having an abortion or not as best I could to allow the audience to become interested and invested in the scenario.
Honorific language: I would use honorific language when discussing the ways in which being pro-choice can benefit women. I would talk about the values of freedom that Americans cherish so much with honorific language because being pro-choice is a matter of the freedom of the woman to choose abortion.
Sympathy: I would call on their sympathy to understand how this decision is too big to let the government make it for the woman. I would use the scenario from the enargeia to get the woman to care about the woman's right to choose.
Dear Sammie
What up Sammizle! What it do? So yesterday, I heard this thing about Tiger Woods on the radio. I think they said that there is an application created off of his scandizzles. I am not a hundred percent sure, but I'm almost certain that that's who the app is made after. Anywho, this app will delete your texts after a certain time. According to the radio dj guy, the text not only gets deleted from your phone, but the text also gets deleted from the person you send it to and the server. Well I'm pretty sure that that's what they said. I'm sure you could google it. Then again sammizle, if you are sending inappropriate texts it serves you right to get caught, hooker! I'd laugh so hard at you if you downloaded this app and all your texts were uploaded onto your facebook or some shit. Oh man would that be hilarious! Just think bout it, you send this text that you don't want nobody to see, and you use this app thinking it will cover your tracks. But guess what...IT DOESN'T! Instead, it posts it on your wall. Oh man! I would die laughin. Anywayz chick, I gotta go. Class is bout to be over and I gotta bounce.
Peace out homeslice!
As if my inappropriate language were not enough to deminish any good character that I might have hoped of establishing, my lack of securing goodwill and lack of doing my homework make this letter especially horrible for establishing ethos.
Peace out homeslice!
As if my inappropriate language were not enough to deminish any good character that I might have hoped of establishing, my lack of securing goodwill and lack of doing my homework make this letter especially horrible for establishing ethos.
Thursday, February 18, 2010
Elvis has Left the Building
Major Premise: After a show, musicians often don't stick around. When fans hang around the venue or ask about the artist, they are told that the star has left the building. This lets them know that they can go home, or wait around for the next show to begin.
Minor Premise: Elvis was a very popular performer.
Conclusion: After Elvis was done performing and had swarms of fans waiting for him or asking about him, the audience was informed that Elvis had left the building.
Minor Premise: Elvis was a very popular performer.
Conclusion: After Elvis was done performing and had swarms of fans waiting for him or asking about him, the audience was informed that Elvis had left the building.
Thursday, February 4, 2010
Ch 4. Progymnasmata Cheating
Prologue: Because college is a higher level of education paid for by the student, it is supposed to be challenging and even stressful. College is supposed to prepare the student for the real world. Because it is challenging, sometimes students are tempted to cheat in order to do well. Although there are policies against this, some students still feel that cheating is the best way to handle the stress and rigors of college.
Contrary: Because university administrators understand that the work load for students can be challenging and because university administrators have been students and observed students, they are well aware that the temptation to cheat is present, and they know that students often give into that temptation. This is why the academic dishonesty policy exists. This policy clearly outlines that any student caught cheating will be punished. Punishment can be a failing grade in the course or having the dean of student life contacted which is severe. The policy is required to be included in every syllabus to ensure that students are made aware of the policy. Any student who cheats will be punished.
Exposition: This being said, any student who cheats has no regard for the rules set in place, their fellow classmates, professors or their own character. Such students only care about earning a better grade off of someone else's work. They are not concerned about how their fellow classmates work to do well and that they are undermining their efforts. They have no respect toward their professor who teaches them the information they need to be successful in the class. Most importantly, they are not concerned with their own character and integrity. Even if they don't get caught, they know what they did. If they can live with themselves receiving a better grade than they deserve because they deceived others to earn it, obviously their morals are very questionable.
Comparison: Accepting that you didn't study the material like you should have and taking the lower grade that you deserve is far better than stealing a higher grade and ignoring your lack of preparation. The student who accepts the lower grade shows accountability for his or her own actions or lack thereof. The student who cheats his or her way to a higher grade shows laziness, deception, and poor character.
Intention: When a student cheats in school, they intend to deceive their professors. They want to appear responsible, prepared and smart. They believe that they will succeed by cheating. In reality, they are setting themselves up for failure in their future.
Digression: If a student was not made aware of the policy against cheating, or if the student never learned right from wrong, then maybe the act of cheating could be excused. Since all students are made aware of the policy, and since most human beings know right from wrong, cheating is not acceptable under any circumstances.
Rejection of Pity: It may be tempting to have pity for students who cheat because they are struggling with the material or fell behind. However, there are free services available to help struggling students. There are even free services to teach students to manage their time better. Excusing cheating only reinforces it. Not only will students not learn the information being taught to them, but also students will never learn to be responsible if they are not made accountable for their actions. The purpose of college is to educate students and teach them skills to help them in the real world. Responsibility is one of those skills.
Legality: Because students who work hard to earn good grades are rewarded by being included on the Dean’s List, being eligible for more financial aid, and granted other privileges, students who lie to steal a good grade need to be punished.
Justice: This punishment can be determined by the professor, the department chair, or the dean of student life.
Advantage: Punishment for cheating will affect all students. Responsible students will be recognized for their hard work. Cheating students will not be rewarded for stealing a good grade which will teach them to be more responsible if they want to pass their classes.
Possibility: It will be easy to punish students who cheat. The policy for handling academic dishonesty can be easily enforced via the professor, department chairperson, and even the dean of student life.
Contrary: Because university administrators understand that the work load for students can be challenging and because university administrators have been students and observed students, they are well aware that the temptation to cheat is present, and they know that students often give into that temptation. This is why the academic dishonesty policy exists. This policy clearly outlines that any student caught cheating will be punished. Punishment can be a failing grade in the course or having the dean of student life contacted which is severe. The policy is required to be included in every syllabus to ensure that students are made aware of the policy. Any student who cheats will be punished.
Exposition: This being said, any student who cheats has no regard for the rules set in place, their fellow classmates, professors or their own character. Such students only care about earning a better grade off of someone else's work. They are not concerned about how their fellow classmates work to do well and that they are undermining their efforts. They have no respect toward their professor who teaches them the information they need to be successful in the class. Most importantly, they are not concerned with their own character and integrity. Even if they don't get caught, they know what they did. If they can live with themselves receiving a better grade than they deserve because they deceived others to earn it, obviously their morals are very questionable.
Comparison: Accepting that you didn't study the material like you should have and taking the lower grade that you deserve is far better than stealing a higher grade and ignoring your lack of preparation. The student who accepts the lower grade shows accountability for his or her own actions or lack thereof. The student who cheats his or her way to a higher grade shows laziness, deception, and poor character.
Intention: When a student cheats in school, they intend to deceive their professors. They want to appear responsible, prepared and smart. They believe that they will succeed by cheating. In reality, they are setting themselves up for failure in their future.
Digression: If a student was not made aware of the policy against cheating, or if the student never learned right from wrong, then maybe the act of cheating could be excused. Since all students are made aware of the policy, and since most human beings know right from wrong, cheating is not acceptable under any circumstances.
Rejection of Pity: It may be tempting to have pity for students who cheat because they are struggling with the material or fell behind. However, there are free services available to help struggling students. There are even free services to teach students to manage their time better. Excusing cheating only reinforces it. Not only will students not learn the information being taught to them, but also students will never learn to be responsible if they are not made accountable for their actions. The purpose of college is to educate students and teach them skills to help them in the real world. Responsibility is one of those skills.
Legality: Because students who work hard to earn good grades are rewarded by being included on the Dean’s List, being eligible for more financial aid, and granted other privileges, students who lie to steal a good grade need to be punished.
Justice: This punishment can be determined by the professor, the department chair, or the dean of student life.
Advantage: Punishment for cheating will affect all students. Responsible students will be recognized for their hard work. Cheating students will not be rewarded for stealing a good grade which will teach them to be more responsible if they want to pass their classes.
Possibility: It will be easy to punish students who cheat. The policy for handling academic dishonesty can be easily enforced via the professor, department chairperson, and even the dean of student life.
Thursday, January 28, 2010
"Cop Copters Are No Loss"
The following letter was retrieved from http://www.gazette.com/opinion/memorial-91899-page-editorial.html on 28 Jan. 2010
Cop copters are no loss
It is so great to see police helicopters finally grounded and we taxpayers begin to enjoy some savings from this needless waste. As a city with a robbery and murder rate one half the national average, we need to scale back the size of our police force sharply. Taxpayers should demand the police force be reduced by 50 percent from its current level so the police force size is in line with the crime rate in our city. The reality is that with Colorado’s concealed handgun law, bad guys are afraid to commit violent crimes in Colorado Springs because they know there is a good chance they will be killed by an armed citizen.
Armed citizens, and not police, make our city a safe place. We taxpayers should take advantage of this and reduce our police force now and we might see there are opportunities to also reduce tax rates that would lead to economic growth and more jobs for all.
Rick Supplee
Colorado Springs
The issue under debate in this letter is that the police force in Colorado Springs needs to be reduced to fit the crime rate and save taxpayers money. I believe that the stasis of the argument is one of policy. I say this because Supplee suggests reducing the police force because we really don't need such a large force in when "armed citizens, and not police, make our city a safe place." The position that is being argued against is anyone in favor of the current size of the police force or making the police force larger. Supplee really has no support to achieve stasis with his opponents on this issue because of his lack support. He states that Colorado Springs's crime rate is half that of the national average, but he does not give specific information on the ratio of the police force to the crime rate. Simply stating that our crime rate is lower than the national average is not enough evidence to support his argument for a smaller police force. Supplee really loses all hope of achieving stasis when he writes that armed citizens keep the peace in the city. Why don't we just do away with the police force altogether and rely on armed citizens to maintain a safe city. We will save boatloads of money!
Cop copters are no loss
It is so great to see police helicopters finally grounded and we taxpayers begin to enjoy some savings from this needless waste. As a city with a robbery and murder rate one half the national average, we need to scale back the size of our police force sharply. Taxpayers should demand the police force be reduced by 50 percent from its current level so the police force size is in line with the crime rate in our city. The reality is that with Colorado’s concealed handgun law, bad guys are afraid to commit violent crimes in Colorado Springs because they know there is a good chance they will be killed by an armed citizen.
Armed citizens, and not police, make our city a safe place. We taxpayers should take advantage of this and reduce our police force now and we might see there are opportunities to also reduce tax rates that would lead to economic growth and more jobs for all.
Rick Supplee
Colorado Springs
The issue under debate in this letter is that the police force in Colorado Springs needs to be reduced to fit the crime rate and save taxpayers money. I believe that the stasis of the argument is one of policy. I say this because Supplee suggests reducing the police force because we really don't need such a large force in when "armed citizens, and not police, make our city a safe place." The position that is being argued against is anyone in favor of the current size of the police force or making the police force larger. Supplee really has no support to achieve stasis with his opponents on this issue because of his lack support. He states that Colorado Springs's crime rate is half that of the national average, but he does not give specific information on the ratio of the police force to the crime rate. Simply stating that our crime rate is lower than the national average is not enough evidence to support his argument for a smaller police force. Supplee really loses all hope of achieving stasis when he writes that armed citizens keep the peace in the city. Why don't we just do away with the police force altogether and rely on armed citizens to maintain a safe city. We will save boatloads of money!
Thursday, January 21, 2010
Progymnasmata #1
"The root of education is bitter, but sweet are its fruits."
Praise for the Author: Isocrates was very wise in saying this. It seems like common sense, but sometimes it just needs to be said. He most likely came up with this from his own experiences. I bet his educational experiences were very bitter considering the amount of information that he learned and the style in which it was taught to him.
Paraphrase: Earning a degree is challenging. It involves long hours and stressful assignments. It demands your full attention and requires you to balance all of your activities. However, once you graduate and are able to secure a high paying job in a field that you love, it will be worth it all. That’s the hope anyway. You have to struggle through the rigors of being a student in order to enjoy the benefits of a career you love.
Cause or Reasoning for Saying: Every student will struggle with the demands of school sometime during their career as a student. It is best to come to terms with it early on.
A Contrast: Some students decide that the stress and hard work are not worth it. Some give up and drop out. My sister did this, and now she is working a job that she really isn’t too fond of. There are many stories just like this. If you turn on the TV, you can watch numerous commercials of people trying to go back to school because they did drop out or not even go to begin with, and now they wish they had.
A Comparison: It’s like when I completed the Avon Walk for Breast Cancer in 2008. I had to raise $1800.00 and walk 40 miles. At times it was really hard and stressful. Some days I wanted to give up and just forget about it. However, I stuck through it, raised the money, and completed all forty miles. At the end of the walk, survivors of breast cancer greeted all of the walkers. Having them tell me how much they appreciated my efforts to raise awareness and help find a cure made all the hard work worth it.
An Example: I'm dealing with this right now. It's rough learning all you have to in order to get where you want to. Right now, I'm struggling with balancing all my school work, work-work, and other commitments-work. It's a lot of freaking work!
Testimony: I continue my education because I know that when it's all over, I'll come out stronger, educated, well-rounded, and ready for a good paying job—hopefully!
Epilogue: At the end of the day, no matter how much I want to give up, I realize that I am blessed to be able to attend college. I know a lot of people who are not able to earn an education. (Or so they think). I acknowledge that I have a brain, financial aid, a flexible job to work around my schedule, and a supportive family. I will not waste it!
Praise for the Author: Isocrates was very wise in saying this. It seems like common sense, but sometimes it just needs to be said. He most likely came up with this from his own experiences. I bet his educational experiences were very bitter considering the amount of information that he learned and the style in which it was taught to him.
Paraphrase: Earning a degree is challenging. It involves long hours and stressful assignments. It demands your full attention and requires you to balance all of your activities. However, once you graduate and are able to secure a high paying job in a field that you love, it will be worth it all. That’s the hope anyway. You have to struggle through the rigors of being a student in order to enjoy the benefits of a career you love.
Cause or Reasoning for Saying: Every student will struggle with the demands of school sometime during their career as a student. It is best to come to terms with it early on.
A Contrast: Some students decide that the stress and hard work are not worth it. Some give up and drop out. My sister did this, and now she is working a job that she really isn’t too fond of. There are many stories just like this. If you turn on the TV, you can watch numerous commercials of people trying to go back to school because they did drop out or not even go to begin with, and now they wish they had.
A Comparison: It’s like when I completed the Avon Walk for Breast Cancer in 2008. I had to raise $1800.00 and walk 40 miles. At times it was really hard and stressful. Some days I wanted to give up and just forget about it. However, I stuck through it, raised the money, and completed all forty miles. At the end of the walk, survivors of breast cancer greeted all of the walkers. Having them tell me how much they appreciated my efforts to raise awareness and help find a cure made all the hard work worth it.
An Example: I'm dealing with this right now. It's rough learning all you have to in order to get where you want to. Right now, I'm struggling with balancing all my school work, work-work, and other commitments-work. It's a lot of freaking work!
Testimony: I continue my education because I know that when it's all over, I'll come out stronger, educated, well-rounded, and ready for a good paying job—hopefully!
Epilogue: At the end of the day, no matter how much I want to give up, I realize that I am blessed to be able to attend college. I know a lot of people who are not able to earn an education. (Or so they think). I acknowledge that I have a brain, financial aid, a flexible job to work around my schedule, and a supportive family. I will not waste it!
Rhetorical Activity #4
Imagine that you have just finished proof reading your very important paper that was due in fifteen minutes. You have worked hard on this paper, but you notice a few errors that you would like to fix before turning it in. You head to the nearest computer lab knowing that it will only take a few minutes to correct your paper.
Upon arrival to the lab, you try to log on. You become impatient as the computer stays frozen on the dialog box that reads that the computer is logging on. Your heart starts beating a little faster as you feel the adrenaline kick in. You begin to stress a little bit about making it to class on time.
Finally, the computer is up, and you are able to make the revisions. You save your paper, then proceed to print it. Uh oh! The gray dialog box pops up that says there is an error and your paper can not be printed. What do you do now? You don't have a printer at home. Even if you did, class will be starting in five minutes. Then you think to yourself, "Aren't I paying money for access to these printers? What good are they if they don't work when I need them most?" By now, you're really stressing. You feel almost defeated as you walk to class empty handed. Too bad this paper is worth twenty percent of your grade. Too bad your professor will take away some points for it being late if they even accept it at all.
Aren't you tired of dealing with slow computers and broken printers? Don't you deserve better quality for the money you pay? Wouldn't you feel less stressed if the technology at the school actually benefited you when you needed it most?
Upon arrival to the lab, you try to log on. You become impatient as the computer stays frozen on the dialog box that reads that the computer is logging on. Your heart starts beating a little faster as you feel the adrenaline kick in. You begin to stress a little bit about making it to class on time.
Finally, the computer is up, and you are able to make the revisions. You save your paper, then proceed to print it. Uh oh! The gray dialog box pops up that says there is an error and your paper can not be printed. What do you do now? You don't have a printer at home. Even if you did, class will be starting in five minutes. Then you think to yourself, "Aren't I paying money for access to these printers? What good are they if they don't work when I need them most?" By now, you're really stressing. You feel almost defeated as you walk to class empty handed. Too bad this paper is worth twenty percent of your grade. Too bad your professor will take away some points for it being late if they even accept it at all.
Aren't you tired of dealing with slow computers and broken printers? Don't you deserve better quality for the money you pay? Wouldn't you feel less stressed if the technology at the school actually benefited you when you needed it most?
Tuesday, January 19, 2010
Introducing the One and Only Mrs. Amanda Starr!
Hello World!
I have no idea where to begin telling you about myself, so I will start with my edumacation. I am double majoring in English and Psychology and minoring in Professional Writing. I want to be a clinical psychologist and specialize in abnormal psych. This is my third year at CSU-Pueblo. I am active in the sorority on campus--Alpha Sigma Alpha. I love my girls!
I have no idea where to begin telling you about myself, so I will start with my edumacation. I am double majoring in English and Psychology and minoring in Professional Writing. I want to be a clinical psychologist and specialize in abnormal psych. This is my third year at CSU-Pueblo. I am active in the sorority on campus--Alpha Sigma Alpha. I love my girls!
After this semester in English 304, I would like to be a better writer and a better arguer. Yep. That's my new word :)
Also after this semester, I am looking forward to welcoming my husband back home from Afghanistan. He is due back by mid-may. My engagement ring was a car, love love love my Chrysler 300!, but I am excited for an actual ring when he gets home lol.
Also after this semester, I am looking forward to welcoming my husband back home from Afghanistan. He is due back by mid-may. My engagement ring was a car, love love love my Chrysler 300!, but I am excited for an actual ring when he gets home lol.
Right after that, me and my best friend will head to Vegas to celebrate her bachelorette party. I'm really looking forward to that! Then, I will visit Germany on a literary tour with Dr. Souder. I am so excited to see another country! As soon as I return from Germany, I will head to Keystone and walk forty miles to raise awareness for breast cancer. This will be my second year participating in the Avon Walk for Breast Cancer. I must raise $1800.00 to walk, so if you would like to support me you can visit my personal page at www.tinyurl.com/ybactyq. I would really love to tell you more about this, so shoot me an email if you would like more information.
I enjoy helping others, working on campus in the Writing Room as a tutor, being a mother to a beautiful Husky and a very hyper German Shepherd mix (Yes, I treat them like I would my own children), going to school, and living this wonderful life of mine!
I enjoy helping others, working on campus in the Writing Room as a tutor, being a mother to a beautiful Husky and a very hyper German Shepherd mix (Yes, I treat them like I would my own children), going to school, and living this wonderful life of mine!
I love pink (As if you hadn't noticed), my friends and family, music, reading, and writing. I hate spiders, peanut butter, math, bad drivers (although this is a bit hypocritical of me because I'm not too great myself), waiting, and heavy metal.
I look forward to having a great semester and getting to know some new people! :)
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