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.
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