Dear Dr. O’Rourke,
I entered English 102 with little expectations. I took the writing placement test when I registered for my classes. I expected that they would evaluate me more harshly, but apparently they must have thought I could write a sentence well enough, and they passed me through. I had no prior warning about this class and I did not know what I was getting into, until the first day that is. When you described what this class focused on, argumentative writing, I had mixed feelings. First I was concerned, I have not had many courses, if any, specializing in argumentative writing and I was not looking forward to my unfamiliarity. Also, I am a more creative person, and I would have preferred to take a creative writing course. However, I did see the value of this class. I realized that my college career would be full of argumentative papers and I needed to learn how to do it well. This was a class that promised me that I would learn a new skill, and I have.
Friday, December 7, 2007
Friday, November 30, 2007
to revise
I need to write more and possibly clarify my paragraphs to excentuate my main idea.
I think this exersice was very helpful in that I was able to see where I was going and what I need to fix.
I think this exersice was very helpful in that I was able to see where I was going and what I need to fix.
Paper as it goes
Do me a favor and take a few seconds to write down five things that come to your mind when you think of piracy. Now look at your list, do you have anything about software piracy or bootlegged copies of movies and music? Did you have anything about rogues swinging on ropes, with a patch over one eye, a parrot on their shoulder, and yelling “Arrrr” while threatening you with a rusty cutlass? How about Johnny Depp?
I would be curious to see how many people wrote down speedboats, machine guns, grenade launchers, Global Positioning Systems, and it all happening yesterday, today and tomorrow?
There are still pirates prowling the waters in search for “booty”. But these pirates are nothing like what is seen in the movies. In fact, modern pirates are even more dangerous than their famous predecessors, Blackbeard and Kidd. Modern day pirates stalk the port towns and trading straights for any seafaring prey. They board unsuspecting ships and steal anything they can get their hands on, ranging from a bucket of paint and a piece of rope to the ship itself.
Modern pirates roam the waters of busy trading routes under the disguise of simple and poor fishing boats. They look for anyone who may be sailing a little to close to shore, although they do not limit themselves to these. Although pirates attack any type of ship, including a cruise liner in 2005, they also look for features that could help them gain access to the ship. Ships with little distance between deck and the waterline, called freeboard, offer an easy climb for pirates. Ships without their deck lights on are prime targets, without any lights, pirates can slip through the shadows without detection.
To get on board a ship, pirates use different tactics. Poor pirates usually sneak aboard ships anchored at port. Unseen they climb up the gangway or scramble up the sides of the ship. These types of pirates just use this opportunity to take what ever has not been locked down by the ship’s crew. Many ships have lost buckets of paint and coils of rope due to these thefts. “They will typically be armed with knives” states an article about modern piracy written in 2007, “and although not looking to fight they will attack if they think they are under threat and cannot escape”.
Richer, more organized, pirates used a variety of
I would be curious to see how many people wrote down speedboats, machine guns, grenade launchers, Global Positioning Systems, and it all happening yesterday, today and tomorrow?
There are still pirates prowling the waters in search for “booty”. But these pirates are nothing like what is seen in the movies. In fact, modern pirates are even more dangerous than their famous predecessors, Blackbeard and Kidd. Modern day pirates stalk the port towns and trading straights for any seafaring prey. They board unsuspecting ships and steal anything they can get their hands on, ranging from a bucket of paint and a piece of rope to the ship itself.
Modern pirates roam the waters of busy trading routes under the disguise of simple and poor fishing boats. They look for anyone who may be sailing a little to close to shore, although they do not limit themselves to these. Although pirates attack any type of ship, including a cruise liner in 2005, they also look for features that could help them gain access to the ship. Ships with little distance between deck and the waterline, called freeboard, offer an easy climb for pirates. Ships without their deck lights on are prime targets, without any lights, pirates can slip through the shadows without detection.
To get on board a ship, pirates use different tactics. Poor pirates usually sneak aboard ships anchored at port. Unseen they climb up the gangway or scramble up the sides of the ship. These types of pirates just use this opportunity to take what ever has not been locked down by the ship’s crew. Many ships have lost buckets of paint and coils of rope due to these thefts. “They will typically be armed with knives” states an article about modern piracy written in 2007, “and although not looking to fight they will attack if they think they are under threat and cannot escape”.
Richer, more organized, pirates used a variety of
Wednesday, November 28, 2007
progress report
Well...
I revised my intro. I hope its good.
I need to see where I am going with this and I need to get started.
I need to start tonight when I get home.
I spent a part of my classtime today trying to translate a comment on my last post. I think it was in spanish and I think it may be helpfull
I revised my intro. I hope its good.
I need to see where I am going with this and I need to get started.
I need to start tonight when I get home.
I spent a part of my classtime today trying to translate a comment on my last post. I think it was in spanish and I think it may be helpfull
Working 2
Do me a favor and take a few seconds to write down five things that come to your mind when you think of piracy. Now look at your list, do you have anything about software piracy or bootlegged copies of movies and music? Did you have anything about rogues swinging on ropes, with a patch over one eye, a parrot on their shoulder, and yelling “Arrrr” while threatening you with a rusty cutlass? How about Johnny Depp?
I would be curious to see how many people wrote down speedboats, machine guns, grenade launchers, Global Positioning Systems, and it all happening yesterday, today and tomorrow?
There are still pirates prowling the waters in search for “booty”. But these pirates are nothing like what is seen in the movies. In fact, modern pirates are even more dangerous than their famous predecessors, Blackbeard and Kidd. Modern day pirates stalk the port towns and trading straights for any seafaring prey. They board unsuspecting ships and steal anything they can get their hands on, ranging from a bucket of paint and a piece of rope to the ship itself.
As said before, modern pirates are not anything like the pirate who roamed the seas in yesteryear. Romantic stories of exciting men forcing their way through daring adventures and impossible escapes
I would be curious to see how many people wrote down speedboats, machine guns, grenade launchers, Global Positioning Systems, and it all happening yesterday, today and tomorrow?
There are still pirates prowling the waters in search for “booty”. But these pirates are nothing like what is seen in the movies. In fact, modern pirates are even more dangerous than their famous predecessors, Blackbeard and Kidd. Modern day pirates stalk the port towns and trading straights for any seafaring prey. They board unsuspecting ships and steal anything they can get their hands on, ranging from a bucket of paint and a piece of rope to the ship itself.
As said before, modern pirates are not anything like the pirate who roamed the seas in yesteryear. Romantic stories of exciting men forcing their way through daring adventures and impossible escapes
Monday, November 26, 2007
Working on it
Do me a favor and take a few seconds to write down five things that comes to your mind when you think of piracy. Now look at your list, do you have anything about software piracy or bootlegged copies of movies and music? Did you have anything like rogues swinging on ropes, with a patch over one eye, a parrot on their shoulder, and yelling “Arrrr” while threatening you with a rusty cutlass? How about Johnny Depp?
I wonder, did you have anything about speedboats, machine guns, granade launchers, Global Positioning Systems, and it all happening yesterday, today and tomorrow?
Modern day pirates stalk the port towns and trading straights for any seafaring prey. They board unsuspecting ships, many times crewed by men in disbelief to the current exsistance of pirates, and steal anything, ranging from a bucket of paint to the ship itself. In fact, modern pirates are even more dangerous than their famous predessesors, Blackbeard and Kidd.
I wonder, did you have anything about speedboats, machine guns, granade launchers, Global Positioning Systems, and it all happening yesterday, today and tomorrow?
Modern day pirates stalk the port towns and trading straights for any seafaring prey. They board unsuspecting ships, many times crewed by men in disbelief to the current exsistance of pirates, and steal anything, ranging from a bucket of paint to the ship itself. In fact, modern pirates are even more dangerous than their famous predessesors, Blackbeard and Kidd.
Monday, November 19, 2007
Sorry
Sorry about the format of the outline below. I understand that it must be hard to read, and I know it is in the wrong format, but blogger messed up the format and I don't know how to fix it, nor do I want to,. Instead, I will color code the different layors for your understand-ment.
Look its an Outline!
I. Piracy
A. Ancient Piracy
1. Who they were
a. Fishermen
b. Professionals
c. Criminals
2. Weapons
a. Blades
b. Guns
c. Ships
3. Prizes and Strategies
a. Ships sought after
b. ways to get on ship
c. what happened to captured crew
4. Loot
a. Ships stolen
b. ships robbed
c. Ransom
B. Modern Piracy
1. Who they were
a. Fishermen
b. Professionals
c. Criminals
2. Weapons
a. Blades
b. Guns
c. Ships
3. Prizes and Strategies
a. Ships sought after
b. ways to get on ship
c. what happened to captured crew
4. Loot
a. Ships stolen
b. ships robbed
c. Ransom
II. Defense
A. On ship Defense
1. Hoses
2. Education of Sailors
B. Government Intervention
1. Who’s responsible
2. Where pirates are hunted
A. Ancient Piracy
1. Who they were
a. Fishermen
b. Professionals
c. Criminals
2. Weapons
a. Blades
b. Guns
c. Ships
3. Prizes and Strategies
a. Ships sought after
b. ways to get on ship
c. what happened to captured crew
4. Loot
a. Ships stolen
b. ships robbed
c. Ransom
B. Modern Piracy
1. Who they were
a. Fishermen
b. Professionals
c. Criminals
2. Weapons
a. Blades
b. Guns
c. Ships
3. Prizes and Strategies
a. Ships sought after
b. ways to get on ship
c. what happened to captured crew
4. Loot
a. Ships stolen
b. ships robbed
c. Ransom
II. Defense
A. On ship Defense
1. Hoses
2. Education of Sailors
B. Government Intervention
1. Who’s responsible
2. Where pirates are hunted
Wednesday, November 14, 2007
Annotated Bibliography
Many people don't believe that pirates exsist today, but the media men beg to differ. People stealing, "Pirating", music and videos from the internet and not paying for them. Yes these people are real, but what about thier action's name sake? Surely the pirates from the movies are extinct, or if they aren't, we would have heard about them. That is why my question for this reasearch paper is ... I am writing this paper for ..., so that they can realise that there is still the threat of piracy out there and it doesn't live inside our computers.
In this paper I am going to talk about where these modern pirates come from and what drove them into piracy. I will also discuss the use of technology and modern weapons in piracy. Finally I will tell of possible ways to defend against the modern pirates. Within the paper, I will compare and contrast modern pirates with thier forefathers, as well as add several stories told to me by a history professor who has second hand stories of modern pirates.
BIBLIOGRAPHY
SECTOR, CHARLOTTE. Danger Adrift: Modern-Day Pirates Threaten More Than the High Seas. 14 November 2005. 5 November 2007.
In this article, the author clearly states that these new modern pirates are not those of the Johnny Depp fashion. In fact, they are more dangerous than their ancesters. Now modern pirates are equiped with rocket propelled granades and machine guns. Modern pirates are attacking ships from all classes. This article starts off with a Carnival Ship Cruiseliner. The article, however, does state that pirate attacks have gone down in recent years, but the attacks have become more fatal.
Coughlan, Sean. Rise of modern-day pirates. 6 July 2006. 5 November 2007 http://news.bbc.co.uk/2/hi/uk_news/magazine/5146582.stm.
In this article, it is again clearly stated that modern pirates are not like those of the movies. These pirates started off as little gangs trying to get some money, but now they are becoming a large, organized problem. These pirates come nowhere close to the romanticized swashbucklers of the past. Although these pirates did the same things as past pirates; rape, murder, theft, and kidnapping. There is debate, however, that modern pirates are a form of terrorism and whether or not it should be fought.
Dolby, Ieuan. Modern Day Pirates. 2007. 5 November 2007.
This article specifies the wide range of who a pirate can be. In it, the author claims that a pirate can be a poor fisherman with a machete and maybe a pistol, hopefully looking for anything that can come in use such as a bucket of paint, or, if they're lucky, a watch stolen from somebody. The other side of modern piracy is a group of highly trained professionals in camo gear, armed with machine guns and granade launchers, and ready to kill at any given moment. These groups, of course, are after something bigger than a can of paint, they are after the cargo. This article goes on to tell about the tactics pirates use to find and board ships, and about techniques ships use to defend themselves.
In this paper I am going to talk about where these modern pirates come from and what drove them into piracy. I will also discuss the use of technology and modern weapons in piracy. Finally I will tell of possible ways to defend against the modern pirates. Within the paper, I will compare and contrast modern pirates with thier forefathers, as well as add several stories told to me by a history professor who has second hand stories of modern pirates.
BIBLIOGRAPHY
SECTOR, CHARLOTTE. Danger Adrift: Modern-Day Pirates Threaten More Than the High Seas. 14 November 2005. 5 November 2007
In this article, the author clearly states that these new modern pirates are not those of the Johnny Depp fashion. In fact, they are more dangerous than their ancesters. Now modern pirates are equiped with rocket propelled granades and machine guns. Modern pirates are attacking ships from all classes. This article starts off with a Carnival Ship Cruiseliner. The article, however, does state that pirate attacks have gone down in recent years, but the attacks have become more fatal.
Coughlan, Sean. Rise of modern-day pirates. 6 July 2006. 5 November 2007 http://news.bbc.co.uk/2/hi/uk_news/magazine/5146582.stm.
In this article, it is again clearly stated that modern pirates are not like those of the movies. These pirates started off as little gangs trying to get some money, but now they are becoming a large, organized problem. These pirates come nowhere close to the romanticized swashbucklers of the past. Although these pirates did the same things as past pirates; rape, murder, theft, and kidnapping. There is debate, however, that modern pirates are a form of terrorism and whether or not it should be fought.
Dolby, Ieuan. Modern Day Pirates. 2007. 5 November 2007
This article specifies the wide range of who a pirate can be. In it, the author claims that a pirate can be a poor fisherman with a machete and maybe a pistol, hopefully looking for anything that can come in use such as a bucket of paint, or, if they're lucky, a watch stolen from somebody. The other side of modern piracy is a group of highly trained professionals in camo gear, armed with machine guns and granade launchers, and ready to kill at any given moment. These groups, of course, are after something bigger than a can of paint, they are after the cargo. This article goes on to tell about the tactics pirates use to find and board ships, and about techniques ships use to defend themselves.
Monday, November 12, 2007
Here are the sources that took me about a half hour to log on to AOL and get from an e-mail that my ma sent me, so there.
Friday, November 9, 2007
Many people don't believe that pirates exsist today, but the media men beg to differ. People stealing, "Pirating", music and videos from the internet and not paying for them. Yes these people are real, but what about thier action's name sake? Surely the pirates from the movies are extinct, or if they aren't, we would have heard about them. That is why my question for this reasearch paper is ... I am writing this paper for ..., so that they can realise that there is still the threat of piracy out there and it doesn't live inside our computers.
In this paper I am going to talk about where these modern pirates come from and what drove them into piracy. I will also discuss the use of technology and modern weapons in piracy. Finally I will tell of possible ways to defend against the modern pirates. Within the paper, I will compare and contrast modern pirates with thier forefathers, as well as add several stories told to me by a history professor who has second hand stories of modern pirates.
this should be fun.
In this paper I am going to talk about where these modern pirates come from and what drove them into piracy. I will also discuss the use of technology and modern weapons in piracy. Finally I will tell of possible ways to defend against the modern pirates. Within the paper, I will compare and contrast modern pirates with thier forefathers, as well as add several stories told to me by a history professor who has second hand stories of modern pirates.
this should be fun.
Wednesday, November 7, 2007
Topics on Piracy
I'm thinking about changing my topic, because I feel that the one I have now is too big for me and I wouldn't be able to give it justice.
So I am thinking about changing it to Modern Piracy. I know that Dr. Johnson has some stories that I could use so I'll set up a meeting with him. Also, I found some articles:
http://www.popularmechanics.com/technology/military_law/1280886.html
http://news.nationalgeographic.com/news/2006/07/060706-modern-pirates.html
http://www.rand.org/commentary/040101JIR.html
So I am thinking about changing it to Modern Piracy. I know that Dr. Johnson has some stories that I could use so I'll set up a meeting with him. Also, I found some articles:
http://www.popularmechanics.com/technology/military_law/1280886.html
http://news.nationalgeographic.com/news/2006/07/060706-modern-pirates.html
http://www.rand.org/commentary/040101JIR.html
Friday, November 2, 2007
In a planet far, far away...
Well, this is a difficult thing.
Supposedly I am supposed to have read one of my sources for my research paper. But I have a problem. I only got my resources from the library today, so I haven't read any of them yet. I don't even know if they're worth using. Of Course I would read them this weekend...
...Oh wait, I can't
(you'll like this story)
Today (Friday) and Tomorrow (Saturday), I am helping to run, organize, and control a girl scout lock in. This Lockin is being attended by over 100 girls, each night, and all these girls are going through rotations and meals and activites and all kinds of good fun. There will be little sleep and even less patience. I admit that these lockins are usually the high light of my year (isn't that sad?) but due to the promise of lack of sleep as well as my dislike of being near too many people for too long (hense my extreme dislike of parties)(the reason for this may be that I have a little Asbergers in me, and my mind "overloads" and I just need to get away sometimes) I fully predict myself to be very crabby, short tempered, and extremely tired. I suppose myself to take the time to disappear from the publics view, with intention of reading one of my sources, and instead of getting the work done, I will find myself having read about ten pages and not taking in a single word. In which case I will give up and fall asleep and have a very annoying dream where I am reading a very good book that will have a very bad ending (like the one in Stone Wolf, which I beseach you to never read).
Well I suppose that is the end of my story, I'll tell you how true it is the next time I become consious. Good bye, and sorry for the spelling errors
CJ
Supposedly I am supposed to have read one of my sources for my research paper. But I have a problem. I only got my resources from the library today, so I haven't read any of them yet. I don't even know if they're worth using. Of Course I would read them this weekend...
...Oh wait, I can't
(you'll like this story)
Today (Friday) and Tomorrow (Saturday), I am helping to run, organize, and control a girl scout lock in. This Lockin is being attended by over 100 girls, each night, and all these girls are going through rotations and meals and activites and all kinds of good fun. There will be little sleep and even less patience. I admit that these lockins are usually the high light of my year (isn't that sad?) but due to the promise of lack of sleep as well as my dislike of being near too many people for too long (hense my extreme dislike of parties)(the reason for this may be that I have a little Asbergers in me, and my mind "overloads" and I just need to get away sometimes) I fully predict myself to be very crabby, short tempered, and extremely tired. I suppose myself to take the time to disappear from the publics view, with intention of reading one of my sources, and instead of getting the work done, I will find myself having read about ten pages and not taking in a single word. In which case I will give up and fall asleep and have a very annoying dream where I am reading a very good book that will have a very bad ending (like the one in Stone Wolf, which I beseach you to never read).
Well I suppose that is the end of my story, I'll tell you how true it is the next time I become consious. Good bye, and sorry for the spelling errors
CJ
Wednesday, October 31, 2007
Monday, October 29, 2007
POST
Question: "Where are libraries headed and what is making them go that way?"
Primary Sources: Im hungry, really really hungry. I will put out surveys and have interviews with librarians.
Secondary Sources: I found some books on innovations being made in libraries. I consider those secondary to the interviews.
Primary Sources: Im hungry, really really hungry. I will put out surveys and have interviews with librarians.
Secondary Sources: I found some books on innovations being made in libraries. I consider those secondary to the interviews.
Blogity Blog
Blog, Blog, Blog, Blog, Blog, Blog, Blog, Blog, Blogity Blog.
I wanna know what does the word "blog" really mean, where it came from, and why we do it. I suppose thats a research project of it's own, but I'm not writing a paper on it. I'm just saying it.
Blogity, Blogity, Blogity, Blogity, Blogity, Blogity, Blogity, Blog.
ToLater
Blogity, Blog, Blogity, Blog, Blogity, Blog, Blogity, Blog, Blogity, Blog, Blog, Blogity.
I wanna know what does the word "blog" really mean, where it came from, and why we do it. I suppose thats a research project of it's own, but I'm not writing a paper on it. I'm just saying it.
Blogity, Blogity, Blogity, Blogity, Blogity, Blogity, Blogity, Blog.
ToLater
Blogity, Blog, Blogity, Blog, Blogity, Blog, Blogity, Blog, Blogity, Blog, Blog, Blogity.
Things for research
This is the site where I got all the sites below
http://scholar.google.com/scholar?q=library+innovations&hl=en&lr=
These are the sites from above and I don't want to go on to infinaty by copy pasteing them to this blog.
http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=225527&pageindex=1
http://www3.cambridge.org/uk/catalogue/catalogue.asp?isbn=9780521623612
http://forskningsbasen.deff.dk/ddf/rec.external?id=auc87561
http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED367317&ERICExtSearch_SearchType_0=eric_accno&accno=ED367317
http://scholar.google.com/scholar?q=library+innovations&hl=en&lr=
These are the sites from above and I don't want to go on to infinaty by copy pasteing them to this blog.
http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=225527&pageindex=1
http://www3.cambridge.org/uk/catalogue/catalogue.asp?isbn=9780521623612
http://forskningsbasen.deff.dk/ddf/rec.external?id=auc87561
http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED367317&ERICExtSearch_SearchType_0=eric_accno&accno=ED367317
Friday, October 26, 2007
What I have, What is next
Progress Report.
I know that I need tons of statistics and first hand interviews. To find out where libraries are headed, I should research new ideas and new stratagies that are coming into libraries and changing them. Basically what I am saying is that I have just figured out what I need to find, and I'm not sure on how to find it. Wish me happy hunting.
To Do List.
*Create surveys and polls and send them out.
*Make an appointment with librarian in the college and the public libraries
-Ask about library budgets and new innovations
*Research new methods and innovations circulating libraries.
I know that I need tons of statistics and first hand interviews. To find out where libraries are headed, I should research new ideas and new stratagies that are coming into libraries and changing them. Basically what I am saying is that I have just figured out what I need to find, and I'm not sure on how to find it. Wish me happy hunting.
To Do List.
*Create surveys and polls and send them out.
*Make an appointment with librarian in the college and the public libraries
-Ask about library budgets and new innovations
*Research new methods and innovations circulating libraries.
Wednesday, October 24, 2007
Site for Research
http://www.humorwriters.org/startlingstats.html
I wouldn't use this site as direct reference, for it is way too old. But the links It has may be helpful.
http://jis.sagepub.com/cgi/content/abstract/21/1/1
*I'm not very sure on what I can get for research. I'm not sure on how to get research. I want to find statistics about library funding and a national survey info would be nice, but I don't know how to find it.
Found this book, it should help
http://library.ilcso.illinois.edu/elm/cgi-bin/Pwebrecon.cgi?DB=local&CNT=20&Search_Arg=Redesigning+Library+Services%3A+A+Manifesto.&Search_Code=TALL
This one too
http://puboff.lis.uiuc.edu/catalog/lancaster.html
I wouldn't use this site as direct reference, for it is way too old. But the links It has may be helpful.
http://jis.sagepub.com/cgi/content/abstract/21/1/1
*I'm not very sure on what I can get for research. I'm not sure on how to get research. I want to find statistics about library funding and a national survey info would be nice, but I don't know how to find it.
Found this book, it should help
http://library.ilcso.illinois.edu/elm/cgi-bin/Pwebrecon.cgi?DB=local&CNT=20&Search_Arg=Redesigning+Library+Services%3A+A+Manifesto.&Search_Code=TALL
This one too
http://puboff.lis.uiuc.edu/catalog/lancaster.html
Friday, October 19, 2007
Purpose and Audience
Topic: How will digitalization of books effect libraries in the future?
Purpose: I want to convince people that the of digitalization of books to bring the end of the ink and paper world is a bad thing, and it should not be allowed. I want to see if people will let digitalization of books destroy libraries in the future. I want to inverstigate whether people think the digitalization of books will result in the disappearance of physical books or not.
Audience: I would like to address everyone, because it takes everyone to stop the end of libraries. Academically, peers, teachers, and librarians, anyone.
Purpose: I want to convince people that the of digitalization of books to bring the end of the ink and paper world is a bad thing, and it should not be allowed. I want to see if people will let digitalization of books destroy libraries in the future. I want to inverstigate whether people think the digitalization of books will result in the disappearance of physical books or not.
Audience: I would like to address everyone, because it takes everyone to stop the end of libraries. Academically, peers, teachers, and librarians, anyone.
Monday, October 15, 2007
Three questions
1. What are libraries doing today that is moving them to digitalization?
2. What does society think about the topic?
3. How would digitalization effect libraries in the future?
2. What does society think about the topic?
3. How would digitalization effect libraries in the future?
Open Ended Question
Will books become digital, therefore making libraries obsolete, and will society allow it?
Topic Questions for Research Paper
1. Identify the issue or problem that you plan to focus on in your research project.
The problem of the future threat of digitalization of books and the written word, and therefore the end of books.
2. What is your personal connection to and interest in this topic?
I am a bibliophile, I love books as books. I am a bookworm; I love to read books for their stories. I want to be, and will be, a librarian one day, and without books, that’s kind of impossible.
3. What opinions do you already hold about this topic?
I do not think it will happen and I don’t want it to happen, but it might. I just don’t want a Fahrenheit 451 on our hands. I know I’ll be one of those who is either hiding my books in an air vent or being one of those outcast from civilization (if you can call it that).
4. What knowledge do you already have about this topic?
I know that more and more libraries are cataloging digitally (and I’m not saying that’s bad). I know that over a million books are printed daily (I’m not sure about exact numbers). I know that librarian positions will be numerous when I am looking for a job, although I don’t know exactly why.
5. What are your main questions about this topic? What are you most curious about?
What do people think about digitalization of books and the loss of libraries? Will digitalization happen and how will it happen.
6. Within what scholarly discipline (such as history, biology, psychology) do you expect to do most of your research? How does this discipline approach or study this topic?
History for what has happened in the past years ago and yesterday. Culture, to find out what people think about this and if the general opinion points to what may or may not happen in the future.
7. How could you research this topic outside the library (for example, through interviews
and/or observations)?
I could post surveys, send e-mails, and post polls on all the sights I am registered on. I will try to get as wide a polling area as possible so I do not get a biased poll. If I only ask those in college, I may get only one answer, but if I ask other places like online forums, I may get different answers and different views.
The problem of the future threat of digitalization of books and the written word, and therefore the end of books.
2. What is your personal connection to and interest in this topic?
I am a bibliophile, I love books as books. I am a bookworm; I love to read books for their stories. I want to be, and will be, a librarian one day, and without books, that’s kind of impossible.
3. What opinions do you already hold about this topic?
I do not think it will happen and I don’t want it to happen, but it might. I just don’t want a Fahrenheit 451 on our hands. I know I’ll be one of those who is either hiding my books in an air vent or being one of those outcast from civilization (if you can call it that).
4. What knowledge do you already have about this topic?
I know that more and more libraries are cataloging digitally (and I’m not saying that’s bad). I know that over a million books are printed daily (I’m not sure about exact numbers). I know that librarian positions will be numerous when I am looking for a job, although I don’t know exactly why.
5. What are your main questions about this topic? What are you most curious about?
What do people think about digitalization of books and the loss of libraries? Will digitalization happen and how will it happen.
6. Within what scholarly discipline (such as history, biology, psychology) do you expect to do most of your research? How does this discipline approach or study this topic?
History for what has happened in the past years ago and yesterday. Culture, to find out what people think about this and if the general opinion points to what may or may not happen in the future.
7. How could you research this topic outside the library (for example, through interviews
and/or observations)?
I could post surveys, send e-mails, and post polls on all the sights I am registered on. I will try to get as wide a polling area as possible so I do not get a biased poll. If I only ask those in college, I may get only one answer, but if I ask other places like online forums, I may get different answers and different views.
Wednesday, October 10, 2007
Sinthisis Paper
For all of the children who got A’s and B’s throughout their schooling career, there were even more who were struggling through their C’s, D’s and F’s. Could this possibly show that the A and B students were intelligent and that the C, D, and F student were not? What about the students who have A’s in one subject and D’s in another with B’s and C’s all throughout? These children are obviously not stupid, for they received one or more A’s, but how can they be called Intelligent when they earned a D?
In his work Frames of Mind: the Theory of Multiple Intelligences, Howard Gardner gives a reason to this dilemma. He states that there are seven different types of intelligences, not just the one tested for school. He suggests that everybody has one or more of these intelligences and that each one is just as valuable as the other. The first intelligence is Linguistic Intelligence, where a person is able to comprehend works of literature, and write thoughtful and well-organized pieces. These people are usually seen as poets or bookworms. The next intelligence is Musical Intelligence where one is very fluent in the art of music. These people are able to understand the concept of writing music and playing instruments. Logical- Mathematical Intelligence follows, with people who excel in straight-forward thinking. This is where things are the same no matter what. Next is Spatial Intelligence which is so difficult to explain that Gardner used visual examples to explain this category. If one is able to understand the relationship of space between objects and know when an object has changed when compared to other, similar looking objects, the person can be said to have Spatial Intelligence. Those with Bodily-Kinesthetic Intelligence are simply those who are athletic. People who are very good in sports and are able to play them are in this category. The last intelligence is Personal Intelligence where one is able to read a situation and respond in the appropriate way. Social butterflies and gossips are usually found in this section. After listing and explaining each Intelligence, Gardner explains that a person can have one, many, or all of the Intelligences. One example is a dancer, who needs the skills of Bodily-Kinesthetic Intelligence to move in the desired way as well as the ability to connect the movement to the rhythms of music, which comes from Musical Intelligence.
Even though many people read his work and agreed full heartedly, several people disagreed with Howard Gardner. One such person is Barbara Osburg. In her opinion piece titled Multiple Intelligence: A New Category of Losers, she explains how many people in the teaching profession have jumped right into this new idea, yet she was skeptical. She stated that even if students can be found to excel in the different groups, they would still be found wanting in the ones they failed. Students would still be separated into “winners and losers”. For example, if a student is a Personal, Musical, and Linguistic intelligent person, they will still be placed in a group who fails in the other categories.
As a response to Osburg’s and others’ comments to his work, Howard Gardner wrote Multiple Intelligences as a Catalyst. In it, he comments on how people have taken his theory to heart and how they have incorporated it into their classrooms. But as a response to Osburg, he claims that she “is completely off the mark” saying that he never had any intention or thoughts on separating students into winners and losers. Gardner suggests that she “has her own axe to grind and is simply using “Multiple Intelligences” theory to do some fresh grinding.”
So if we are to believe this theory of multiple intelligence, how are we to teach students? One way is to have a arsenal of teaching methods, accommodating the different types of intelligences. One method can be found in Gerald Graff’s Hidden Intellectualism, which can accommodate students with the Bodily-Kinesthetic Intelligence. Graff suggest using a student’s interest in sports to connect the student to school and other intelligences. This method can be used to connect other intelligences to each other, in that a teacher should use a student’s interests to help them see the connection in categories.
The world is full of people with different ideas and views. Arguments and agreements are made daily and all are a result to the differences in intelligences.
In his work Frames of Mind: the Theory of Multiple Intelligences, Howard Gardner gives a reason to this dilemma. He states that there are seven different types of intelligences, not just the one tested for school. He suggests that everybody has one or more of these intelligences and that each one is just as valuable as the other. The first intelligence is Linguistic Intelligence, where a person is able to comprehend works of literature, and write thoughtful and well-organized pieces. These people are usually seen as poets or bookworms. The next intelligence is Musical Intelligence where one is very fluent in the art of music. These people are able to understand the concept of writing music and playing instruments. Logical- Mathematical Intelligence follows, with people who excel in straight-forward thinking. This is where things are the same no matter what. Next is Spatial Intelligence which is so difficult to explain that Gardner used visual examples to explain this category. If one is able to understand the relationship of space between objects and know when an object has changed when compared to other, similar looking objects, the person can be said to have Spatial Intelligence. Those with Bodily-Kinesthetic Intelligence are simply those who are athletic. People who are very good in sports and are able to play them are in this category. The last intelligence is Personal Intelligence where one is able to read a situation and respond in the appropriate way. Social butterflies and gossips are usually found in this section. After listing and explaining each Intelligence, Gardner explains that a person can have one, many, or all of the Intelligences. One example is a dancer, who needs the skills of Bodily-Kinesthetic Intelligence to move in the desired way as well as the ability to connect the movement to the rhythms of music, which comes from Musical Intelligence.
Even though many people read his work and agreed full heartedly, several people disagreed with Howard Gardner. One such person is Barbara Osburg. In her opinion piece titled Multiple Intelligence: A New Category of Losers, she explains how many people in the teaching profession have jumped right into this new idea, yet she was skeptical. She stated that even if students can be found to excel in the different groups, they would still be found wanting in the ones they failed. Students would still be separated into “winners and losers”. For example, if a student is a Personal, Musical, and Linguistic intelligent person, they will still be placed in a group who fails in the other categories.
As a response to Osburg’s and others’ comments to his work, Howard Gardner wrote Multiple Intelligences as a Catalyst. In it, he comments on how people have taken his theory to heart and how they have incorporated it into their classrooms. But as a response to Osburg, he claims that she “is completely off the mark” saying that he never had any intention or thoughts on separating students into winners and losers. Gardner suggests that she “has her own axe to grind and is simply using “Multiple Intelligences” theory to do some fresh grinding.”
So if we are to believe this theory of multiple intelligence, how are we to teach students? One way is to have a arsenal of teaching methods, accommodating the different types of intelligences. One method can be found in Gerald Graff’s Hidden Intellectualism, which can accommodate students with the Bodily-Kinesthetic Intelligence. Graff suggest using a student’s interest in sports to connect the student to school and other intelligences. This method can be used to connect other intelligences to each other, in that a teacher should use a student’s interests to help them see the connection in categories.
The world is full of people with different ideas and views. Arguments and agreements are made daily and all are a result to the differences in intelligences.
Tuesday, October 9, 2007
The Works I am Useing
Gardner, H. (n.d.). Multiple Intelligences as a Catalyst. Retrieved October 1, 2007, from www.jstor.org: http://www.jstor.org/view/00138274/ap030788/03a00080/0?frame=noframe&userID=ce447777@elmhurst.edu/01cc99331600501c8e88b&dpi=3&config=jstor
Osburg, B. (n.d.). Multiple Intelligences: A New Category of Losers. Retrieved October 1, 2007, from www.jstor.org: http://www.jstor.org/view/00138274/ap030788/03a00070/0
Gardner, H. (1985). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books, Inc., Publishers.
Graff, G. (2006). Hidden Intellectualism. In G. G. Birkenstein, They Say, I Say (pp. 142-148). New York: W. W. Norton and Company.
Osburg, B. (n.d.). Multiple Intelligences: A New Category of Losers. Retrieved October 1, 2007, from www.jstor.org: http://www.jstor.org/view/00138274/ap030788/03a00070/0
Gardner, H. (1985). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books, Inc., Publishers.
Graff, G. (2006). Hidden Intellectualism. In G. G. Birkenstein, They Say, I Say (pp. 142-148). New York: W. W. Norton and Company.
Wednesday, October 3, 2007
Citations
Gardner, H. (n.d.). Multiple Intelligences as a Catalyst. Retrieved October 1, 2007, from www.jstor.org: http://www.jstor.org/view/00138274/ap030788/03a00080/0?frame=noframe&userID=ce447777@elmhurst.edu/01cc99331600501c8e88b&dpi=3&config=jstor
Klein, P. D. (n.d.). A Response to Howard Gardner: Falsifiabiliy, Empirical Evidence, and Pedagogical Usefulness in Educational Psychologies. Retrieved October 1, 2007, from www.jstor.org: http://www.jstor.org/view/03802361/ap050089/05a00090/0
Letters: Winners, Losers, and Multiple Intelligences. (n.d.). Retrieved oCTOBER 1, 2007, from www.jstor.org: http://www.jstor.org/view/00138274/ap030790/03a00010/0
Massick, S. (n.d.). Multiple Intelligences or Multilevel Intelligence? Selective Emphasis on Distinctive Properties of Hierarchy: On Gardner's Frames of Mind and Sternburg's Beyond IQ in the Context of Theory and Research on the Structure of Human Abilities. Retrieved october 1, 2007, from www.jstor.org: http://www.jstor.org/view/1047840x/ap050012/05a00210/0
Osburg, B. (n.d.). Multiple Intelligences: A New Category of Losers. Retrieved October 1, 2007, from www.jstor.org: http://www.jstor.org/view/00138274/ap030788/03a00070/0
Klein, P. D. (n.d.). A Response to Howard Gardner: Falsifiabiliy, Empirical Evidence, and Pedagogical Usefulness in Educational Psychologies. Retrieved October 1, 2007, from www.jstor.org: http://www.jstor.org/view/03802361/ap050089/05a00090/0
Letters: Winners, Losers, and Multiple Intelligences. (n.d.). Retrieved oCTOBER 1, 2007, from www.jstor.org: http://www.jstor.org/view/00138274/ap030790/03a00010/0
Massick, S. (n.d.). Multiple Intelligences or Multilevel Intelligence? Selective Emphasis on Distinctive Properties of Hierarchy: On Gardner's Frames of Mind and Sternburg's Beyond IQ in the Context of Theory and Research on the Structure of Human Abilities. Retrieved october 1, 2007, from www.jstor.org: http://www.jstor.org/view/1047840x/ap050012/05a00210/0
Osburg, B. (n.d.). Multiple Intelligences: A New Category of Losers. Retrieved October 1, 2007, from www.jstor.org: http://www.jstor.org/view/00138274/ap030788/03a00070/0
Summary
http://www.jstor.org/view/00138274/ap030790/03a00010/0
In this article, written as a response to Barbara Osburg's opinion essay "Multiple Intelligences: A New Catagory of Losers", the author doesn't really, if at all, follow the I say, they say format, and because of that it is hard to pick up and follow what the author is saying. He doesn't give any reason to why he thinks the things he thinks or why the article he is responding to inspired this essay. However, I think he is talking about how learning is messy and not organized and that there needs to be more than what the article he responds to is saying, unfortunatly, he doesn't say what that is.
In this article, written as a response to Barbara Osburg's opinion essay "Multiple Intelligences: A New Catagory of Losers", the author doesn't really, if at all, follow the I say, they say format, and because of that it is hard to pick up and follow what the author is saying. He doesn't give any reason to why he thinks the things he thinks or why the article he is responding to inspired this essay. However, I think he is talking about how learning is messy and not organized and that there needs to be more than what the article he responds to is saying, unfortunatly, he doesn't say what that is.
Sites for paper
http://www.jstor.org/view/00138274/ap030788/03a00080/0?frame=noframe&userID=ce447777@elmhurst.edu/01cc99331600501c8e88b&dpi=3&config=jstor
http://www.jstor.org/view/03802361/ap050089/05a00090/0
http://www.jstor.org/view/00138274/ap030790/03a00010/0
http://www.jstor.org/view/00138274/ap030788/03a00070/0
http://www.jstor.org/view/1047840x/ap050012/05a00210/0
Frames of Mind: Theory of Multiple Intelligence - Gardner
Beyond IQ, a triarchic theory of human intelligence - Sternberg
http://www.jstor.org/view/03802361/ap050089/05a00090/0
http://www.jstor.org/view/00138274/ap030790/03a00010/0
http://www.jstor.org/view/00138274/ap030788/03a00070/0
http://www.jstor.org/view/1047840x/ap050012/05a00210/0
Frames of Mind: Theory of Multiple Intelligence - Gardner
Beyond IQ, a triarchic theory of human intelligence - Sternberg
Monday, September 24, 2007
Computers
In the article Video Games and the Future of Learning, the educational aspect of videogames is made clear. The article tells about how videogames help teach childeren not only thier math and how to read in a fun way, but it places childeren in situations that classrooms never can provide. The writers argue that videogames help and will continue to help childeren in thier learning career. But that's not what Clifford Stoll says in his essay Who Needs Computers. Stoll writes about how computers, instead of helping, are harming the academic world. When childeren play a game where they must solve a problem to get an award, they get frustrated at the problem and dislike anything getting in the way of the reward. This kind of situation is teaching childeren to hate learning. Also, Stoll says that computers are also replacing books and soon there will be no libraries anymore. Instead the sources will all be an instant click away, therefore the opportunity of plagerism.
Friday, September 21, 2007
Synithesis
Ok I probably spelled that wrong.
I am going to use the article Who Needs Computers and Video Games and the Future of Learning. If there were ever two articles debateing different views, they are it. I plan to talk about the way they both argue about computers and videogames in school and how they help to teach students. WNC argues that they do not help students and do more harm than good. VGATFOL says that students are helped in a tremendous way and are being prepared for the future.
I am going to use the article Who Needs Computers and Video Games and the Future of Learning. If there were ever two articles debateing different views, they are it. I plan to talk about the way they both argue about computers and videogames in school and how they help to teach students. WNC argues that they do not help students and do more harm than good. VGATFOL says that students are helped in a tremendous way and are being prepared for the future.
Video Games Summaries
I thought everyone did a good job with their summaries. I believe that everyone explained what thier section was about and what the author was getting at.
Computers and Technology
In this article, written by Richard Ohmann, the cause and effect of computers and technology in schools and classrooms are made clear. The writer tells about how even though computers have brought up scores in the lowest of schools and have helped chi8lderen immensly, they are great distractions. Teachers are driven crazy by slow modums and crash downs. And the childeren always need to be watched, lest they stray onto the internet path of games. Even with this great distractions and more, computers have helped the schools a great deal.
Monday, September 17, 2007
The old paper
What a shame it is when a bright and clever child fails at school. If only they had the discipline to apply themselves, they could go far. But is that really the problem here? Is it the child’s fault for not being successful? In his essay, Hidden Intellectualism, Gerald Graff argues that it is t he school’s fault for the child’s failure. He claims that schools fail to attract the attention of certain students because schools do not teach things that students can relate to. He suggests schools should cover the “subjects that interest [the students] rather than those that interest us.” That is not to say, however, that academics should be thrown out the window and replaced by sports and video games. Graff urges that the use of a student’s interest “is not simply to exploit students’ nonacademic interests, but to get them to see those interests through academic eyes.” What Graff is saying here is that schools should use a student’s interest as a gateway to link academics to life.
Graff himself tells about how he, as a child, did not do well in school and was only interested in sports. It was not until later in his life that he realized sports had taught him more than school ever did. “Sports after all [is] full of challenging arguments, debates, problems for analysis, and intricate statistics that you could care about, as school conspicuously [is] not.” Through sports, Graff learned many things that school intended to teach him, but never did. Graff believes that if schools were to realize the connection between a student’s interest and academics, and then help the students to recognize the link, the student will go farther than originally expected.
To achieve this result, Graff suggest making the student’s interests a way of academic study. For example, give a student an assignment to write a paper about videogames. This will make the student interested in doing the work, but that does not mean the student will to it well. “As long as students are required to see these interests “through academic eyes,” that is, to think and write about cars, sports, and fashions in a reflective, analytical way.” Graff’s point is that it does not matter what the topic is, a paper can still be dry if it is not written in a well thought out way. Therefore it is the school’s job to teach the student to think and write that way.
I agree with Gerald Graff in that schools should use a child’s interests to help them learn, but I think schools should be aware of other methods as well. Schools and teachers should have an arsenal of teaching methods designed to help students having difficulty with the standard method. Graff’s method should be in the arsenal, but it shouldn’t be the only one, for I do not think it applies to everyone.
My case in point is myself. When I was in grammar school, I was not athletic and very unsocial. I didn’t read magazines or books, listen to music, or go to other houses to play. I was only interested in my dollhouse and Littlest Pet Shoppe toys. I was not horrid a school, I had mostly Bs and Cs, with usually an A in art and music. The most difficult thing I remember doing, was learning to read. My teacher decided to use a new method designed to make us read faster with thoughts on helping us later on in the ACTs. We were to memorize what the word looked like and to read a sentence by memory. We were not taught to read the word, sounding out the letters, just to recognize it.
As you can imagine, this method worked for some but not for others, I was one of those others. I stumbled and fell over one-on-one tests with the teacher, where she held up a flashcard and if I didn’t say the word instantly I would fail. Because of this method, I had trouble learning to read, and even now, years later, I still find myself having to make myself slow down and sound out the word in front of me. This would have been a perfect time to use a different method, but Graff’s method does not apply.
Graff’s method is for people who are bad at school because they are occupied with life. My life was school; I loved it even though I had some difficulties. Graff’s method is designed to help struggling students get interested in school, and I think it is a very good and important method to know, but I don’t think it is the only one. Schools need to be aware of a number of methods designed to help in different situations. Methods for reading, writing, mathematics, science, and even art and music, should be numerous and diverse. No child is alike; therefore, they do not learn the same way.
Engaging in a child’s interests is a very clever idea, but it is not the only one. The methods used should be ads diverse as the children being taught. Once schools realize this, they can help more children that they thought possible.
Graff himself tells about how he, as a child, did not do well in school and was only interested in sports. It was not until later in his life that he realized sports had taught him more than school ever did. “Sports after all [is] full of challenging arguments, debates, problems for analysis, and intricate statistics that you could care about, as school conspicuously [is] not.” Through sports, Graff learned many things that school intended to teach him, but never did. Graff believes that if schools were to realize the connection between a student’s interest and academics, and then help the students to recognize the link, the student will go farther than originally expected.
To achieve this result, Graff suggest making the student’s interests a way of academic study. For example, give a student an assignment to write a paper about videogames. This will make the student interested in doing the work, but that does not mean the student will to it well. “As long as students are required to see these interests “through academic eyes,” that is, to think and write about cars, sports, and fashions in a reflective, analytical way.” Graff’s point is that it does not matter what the topic is, a paper can still be dry if it is not written in a well thought out way. Therefore it is the school’s job to teach the student to think and write that way.
I agree with Gerald Graff in that schools should use a child’s interests to help them learn, but I think schools should be aware of other methods as well. Schools and teachers should have an arsenal of teaching methods designed to help students having difficulty with the standard method. Graff’s method should be in the arsenal, but it shouldn’t be the only one, for I do not think it applies to everyone.
My case in point is myself. When I was in grammar school, I was not athletic and very unsocial. I didn’t read magazines or books, listen to music, or go to other houses to play. I was only interested in my dollhouse and Littlest Pet Shoppe toys. I was not horrid a school, I had mostly Bs and Cs, with usually an A in art and music. The most difficult thing I remember doing, was learning to read. My teacher decided to use a new method designed to make us read faster with thoughts on helping us later on in the ACTs. We were to memorize what the word looked like and to read a sentence by memory. We were not taught to read the word, sounding out the letters, just to recognize it.
As you can imagine, this method worked for some but not for others, I was one of those others. I stumbled and fell over one-on-one tests with the teacher, where she held up a flashcard and if I didn’t say the word instantly I would fail. Because of this method, I had trouble learning to read, and even now, years later, I still find myself having to make myself slow down and sound out the word in front of me. This would have been a perfect time to use a different method, but Graff’s method does not apply.
Graff’s method is for people who are bad at school because they are occupied with life. My life was school; I loved it even though I had some difficulties. Graff’s method is designed to help struggling students get interested in school, and I think it is a very good and important method to know, but I don’t think it is the only one. Schools need to be aware of a number of methods designed to help in different situations. Methods for reading, writing, mathematics, science, and even art and music, should be numerous and diverse. No child is alike; therefore, they do not learn the same way.
Engaging in a child’s interests is a very clever idea, but it is not the only one. The methods used should be ads diverse as the children being taught. Once schools realize this, they can help more children that they thought possible.
Friday, September 14, 2007
Here it is now
What a shame it is when a bright and clever child fails at school. If only they had the discipline to apply themselves, they could go far. But is that really the problem here? Is it the child’s fault for not being successful? In his essay, Hidden Intellectualism, Gerald Graff argues that it is the school’s fault for the child’s failure. He claims that schools fail to attract the attention of certain students because schools do not teach things that students can relate to. He suggests schools should cover the “subjects that interest [the students] rather than those that interest us.” That is not to say, however, that academics should be thrown out the window and replaced by sports and video games. Graff urges that the use of a student’s interest “is not simply to exploit students’ nonacademic interests, but to get them to see those interests through academic eyes.” What Graff is saying here is that schools should use a student’s interest as a gateway to link academics to life.
Graff himself tells about how he, as a child, did not do well in school and was only interested in sports. It was not until later in his life that he realized sports had taught him more than school ever did. “Sports after all [is] full of challenging arguments, debates, problems for analysis, and intricate statistics that you could care about, as school conspicuously [is] not.” Through sports, Graff learned many things that school intended to teach him, but never did. Graff believes that if schools were to realize the connection between a student’s interest and academics, and then help the students to recognize the link, the student will go farther than originally expected.
To achieve this result, Graff suggest making the student’s interests a way of academic study. For example, give a student an assignment to write a paper about videogames. This will make the student interested in doing the work, but that does not mean the student will to it well. Graff says, “As long as students are required to see these interests “through academic eyes,” that is, to think and write about cars, sports, and fashions in a reflective, analytical way.” Graff’s point is that it does not matter what the topic is, a paper can still be dry if it is not written in a well thought out way. Therefore it is the school’s job to teach the student to think and write that way, and the use a student’s interest can make it easier.
I agree with Gerald Graff in that schools should use a child’s interests to help them learn, but I think schools should be aware of other methods as well. Schools and teachers should have an arsenal of teaching methods designed to help students having difficulty with the standard method. Graff’s method should be in the arsenal, but it shouldn’t be the only one, for I do not think it applies to everyone.
My case in point is myself. When I was in grammar school, I was not athletic and very unsocial. I didn’t read magazines or books, listen to music, or go to other houses to play. I was only interested in my dollhouse and Littlest Pet Shoppe toys. I was not horrid at school; I had mostly Bs and Cs, with usually an A in art and music. The most difficult thing I remember doing, was trying to learn to read. My teacher decided to use a new method designed to make us read faster, thinking that if students could read faster, they would do better in high school when they took the ACTs. We were to memorize what a word looked like and then read a sentence by memory. We were not taught to read a word, sounding out the letters, just to recognize it.
As you can imagine, this method worked for some but not for others, I was one of those others. I stumbled and fell over one-on-one tests with the teacher, where she held up a flashcard and if I would have to say the word instantly or else I would fail. Because of this method, I had trouble learning to read, and even now, years later, I still find myself having to make myself slow down and sound out the word in front of me. This would have been a perfect time to use a different method, but Graff’s method does not apply.
Graff’s method is for people who are bad at school because they are occupied with life. My life was school; I loved it even though I had some difficulties. Graff’s method is designed to help struggling students get interested in school, and I think it is a very good and important method to know, but I don’t think it is the only one. Schools need to be aware of a number of methods designed to help in different situations. Methods for reading, writing, mathematics, science, and even art and music, should be numerous and diverse. No child is alike; therefore, they do not learn the same way.
Engaging in a child’s interests is a very clever idea, but it is not the only one. The methods used should be as diverse as the children being taught. Once schools realize this, they can help more children then they thought possible.
Graff himself tells about how he, as a child, did not do well in school and was only interested in sports. It was not until later in his life that he realized sports had taught him more than school ever did. “Sports after all [is] full of challenging arguments, debates, problems for analysis, and intricate statistics that you could care about, as school conspicuously [is] not.” Through sports, Graff learned many things that school intended to teach him, but never did. Graff believes that if schools were to realize the connection between a student’s interest and academics, and then help the students to recognize the link, the student will go farther than originally expected.
To achieve this result, Graff suggest making the student’s interests a way of academic study. For example, give a student an assignment to write a paper about videogames. This will make the student interested in doing the work, but that does not mean the student will to it well. Graff says, “As long as students are required to see these interests “through academic eyes,” that is, to think and write about cars, sports, and fashions in a reflective, analytical way.” Graff’s point is that it does not matter what the topic is, a paper can still be dry if it is not written in a well thought out way. Therefore it is the school’s job to teach the student to think and write that way, and the use a student’s interest can make it easier.
I agree with Gerald Graff in that schools should use a child’s interests to help them learn, but I think schools should be aware of other methods as well. Schools and teachers should have an arsenal of teaching methods designed to help students having difficulty with the standard method. Graff’s method should be in the arsenal, but it shouldn’t be the only one, for I do not think it applies to everyone.
My case in point is myself. When I was in grammar school, I was not athletic and very unsocial. I didn’t read magazines or books, listen to music, or go to other houses to play. I was only interested in my dollhouse and Littlest Pet Shoppe toys. I was not horrid at school; I had mostly Bs and Cs, with usually an A in art and music. The most difficult thing I remember doing, was trying to learn to read. My teacher decided to use a new method designed to make us read faster, thinking that if students could read faster, they would do better in high school when they took the ACTs. We were to memorize what a word looked like and then read a sentence by memory. We were not taught to read a word, sounding out the letters, just to recognize it.
As you can imagine, this method worked for some but not for others, I was one of those others. I stumbled and fell over one-on-one tests with the teacher, where she held up a flashcard and if I would have to say the word instantly or else I would fail. Because of this method, I had trouble learning to read, and even now, years later, I still find myself having to make myself slow down and sound out the word in front of me. This would have been a perfect time to use a different method, but Graff’s method does not apply.
Graff’s method is for people who are bad at school because they are occupied with life. My life was school; I loved it even though I had some difficulties. Graff’s method is designed to help struggling students get interested in school, and I think it is a very good and important method to know, but I don’t think it is the only one. Schools need to be aware of a number of methods designed to help in different situations. Methods for reading, writing, mathematics, science, and even art and music, should be numerous and diverse. No child is alike; therefore, they do not learn the same way.
Engaging in a child’s interests is a very clever idea, but it is not the only one. The methods used should be as diverse as the children being taught. Once schools realize this, they can help more children then they thought possible.
Thursday, September 13, 2007
My paper as of now
What a shame it is when a bright and clever child fails at school. If only they had the discipline to apply themselves, they could go far. But is that really the problem here? Is it the child’s fault for not being successful? In his essay, Hidden Intellectualism, Gerald Graff argues that it is t he school’s fault for the child’s failure. He claims that schools fail to attract the attention of certain students because schools do not teach things that students can relate to. He suggests schools should cover the “subjects that interest [the students] rather than those that interest us.” That is not to say, however, that academics should be thrown out the window and replaced by sports and video games. Graff urges that the use of a student’s interest “is not simply to exploit students’ nonacademic interests, but to get them to see those interests through academic eyes.” What Graff is saying here is that schools should use a student’s interest as a gateway to link academics to life. Graff himself tells about how he, as a child, did not do well in school and was only interested in sports. It was not until later in his life that he realized sports hod taught him more than school ever did. “Sports after all was full of challenging arguments, debates, problems for analysis, and intricate statistics that you could care about, as school conspicuously was not.” Through sports, Graff learned many things that school intended to teach him, but never did. Graff believes that if schools were to realize the connection between a student’s interst and academics, and then help the students to recognize the link, the student will go farther than originally expected. To achieve this result, Graff suggest making the student’s interests a way of academic study. For example, give a student an assignment to write a paper about videogames. This will make the student interested in doing the work, but that does not mean the student will to it well. “As long as students are required to see these interests “through academic eyes,” that is, to think and write about cars, sports, and fashions in a reflective, analytical way.” Graff’s point is that it does not matter what the topic is, a paper can still be dry if it is not written in a well thought out way. Therefore it is the school’s job to teach the student to think and write that way.
Wednesday, September 12, 2007
Hidden Intellectualism - Thought Path
Gerald Graff(apostrophe)s main argument is that students do not recognize their personal talents as intelligence because academia does not acknowledge them to be so (period)(space space)Therefore(comma) schools should realize(comma) and help students realize(comma) the connection between students(apostrophe) personal interests and academics(period)(space space)Graff suggests a couple of step on how to help students make the connection(period)(space space)First(comma) give the students a topic to write about that interest them like sports(comma) cars(comma) videogames(comma) etc(period)(space space)Second(comma) help the student to analyze the topic and see the relations between the topic and modern culture(comma) helping them to relate that to their writing(period)
Gerald Graff’s main argument is that students do not recognize their personal talents as intelligence because academia does not acknowledge them to be so. Therefore, schools should realize, and help students realize, the connection between students’ personal interests and academics. Graff suggests a couple of step on how to help students make the connection. First, give the students a topic to write about that interest them like sports, cars, videogames, etc. Second, help the student to analyze the topic and see the relations between the topic and modern culture, helping them to relate that to their writing.
Gerald Graff’s main argument is that students do not recognize their personal talents as intelligence because academia does not acknowledge them to be so. Therefore, schools should realize, and help students realize, the connection between students’ personal interests and academics. Graff suggests a couple of step on how to help students make the connection. First, give the students a topic to write about that interest them like sports, cars, videogames, etc. Second, help the student to analyze the topic and see the relations between the topic and modern culture, helping them to relate that to their writing.
Monday, September 10, 2007
Exercise 2, 38 agree with curcumstance.
In his article "Don't Blame the Eater", David Zinczenko tells about childeren suing McDonald's for making them fat. He agrees that it is the fast food chains' fault for the childeren's obesity, in that the chains make the unhealthy food and they don't place nutritional information in eyesight. Also, fast food chains spend large amounts of time and money in advertisement campaigns, time and money that could be used in better ways. Zinczenko disagrees, howerever, that tehere should be lawsuits against the companies. Even though the companies are selling health hazardous food with no warning labels, he belives it is not only the fault of the companies, but of the consumer as well. Even with his beliefs, he would not be surprised to see lawsuits in the future and warns his readers that they could be next.
Exercise 2 pg 38 disagree
In his article "Don't Blame the Eater", David Zinczenko argues that childeren are overweight because fast food was the only choice for a meal. He tells about the limited eating options for a child whose parents had no time to cook. Because of the lack of inexpensive and convenient food sources, he was forced to eat fast foos. He insists that the lack of alternatives was made worse by the lack of nutrition. Zinczenko states that a seemingly healthy salad, said to have 150 cal., has an additional 190 cal. from the almonds and noodles, not to mention the 280 cal. salad dressing you add later. Zinczenko belives that the lack of quick and healthy eating options are the reasons why people are overweight.
I disagree with Zinczenko in that there are, in fact, a number of convenient, inexpensive, and nutritional resautrants in the market today: Subway, Potbellies, Panera, and Boston Market being a few of them.
I disagree with Zinczenko in that there are, in fact, a number of convenient, inexpensive, and nutritional resautrants in the market today: Subway, Potbellies, Panera, and Boston Market being a few of them.
Exersice 2, pg. 38
In this exersise in "They Say, I Say" we, the students, had to sumemrize an article in two different ways. One way was to disagree and the other to agree with a circumstance.
I found this exersise very intersting. I learned that I could tell two very different stories with the same information. And in that, spin the information to strenghten my own argument. Once again, I found the exersice to be very beneficial.
I found this exersise very intersting. I learned that I could tell two very different stories with the same information. And in that, spin the information to strenghten my own argument. Once again, I found the exersice to be very beneficial.
Thursday, September 6, 2007
First Off
Possibly the best example of a website that may or may not show what people are saying is http://news.aol.com/ . This website posts several current events and reports on them, People then are free to comment on the articles. I have found the comments to have very mixed views. Some of them start with what the article is talking about and trying to address it while stateing thier opinion on the topic. While others satisfy themselves by picking fights with eachother and ignoring the fact there are issues out there. In one article about the missing Nicaraguans after Hurricane Felix. The comments range from people saying there should be more help out there and we are sitting in our plush sofas while there are people in need floating somewhere in the ocean, to "IF PEOPLE GO FISHING, DO FISH GO PEOPLING?". So I have mixed ideas about this website. It both shows people addressing and failing to address the topic.
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