Student Choice: 500 words or 5-minute video. You author content that includes a title, category, and a reflection about your experiences in this class. Consider specific assignments, specific readings/films, specific conversations, and/or specific processes that helped you learn and grow. In this blog, I will be writing about how my writing process improved within the course of one semester in my English Composition 1 class.
Beginning this course, I thought that the blogs were going to be such a waste of my time. I thought their main purpose was to keep me busy for that class when I had no other assignments. I definitely thought wrong. The blogs have tremendously helped my writing process, in more ways than one. Each blog had its own way to help the me write the required pieces for the course. Such as, all the "life choice" blogs, helped me with my decision on my Life-Choice Memoir. Also, the blog, Annotated Bibliography, helped organize my research paper with the sources and why I wanted to use the sources. This helped me because if I forgot why I was going to use that source, I could look back on that bibliography and know. I plan to do this again when I have more papers in the future. Not only did the blogs help me, but they also taught me a new way of writing. If I write down every thing I know about something, and why I thought that, or just anything that would help me with the paper, I could easily remember. This class inspired me to write more, and that no matter what I wrote, I could always revise it. It didn't have to be perfect for it to be finished. As my quote calendar said, "Strive for progress, not perfection".
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Student Choice: 500 words or 5-minute video. You author content that includes a title, category, and a reflection about your experiences in this class. Consider specific assignments, specific readings/films, specific conversations, and/or specific processes that helped you learn and grow. This blog is a continuation of the blog, "Lets Talk!" Part One, as I am continuing to talk about the gameshow. The first game can be found in part one, linked above. In this blog, I am writing about the second game. In our groups, we had to piece together a writing called "The Art of Memoir", by Mary Karr. The pages were cut in half, and we had to find the other half to each page, and put them in order from the first page to the last page. To put the pages together, you just had to read a little and to see where the flow would be. By the flow, I mean how the words works with each other, as well as when she would talk about what she did. Mary Karr wrote about the three truths that she heard from every mouth. "(1) Writing is painful—it’s “fun” only for novices, the very young, and hacks; (2) other than a few instances of luck, good work only comes through revision; (3) the best revisers often have reading habits that stretch back before the current age, which lends them a sense of history and raises their standards for quality." The most important thing within those truths, is reflection. Reflection is the main point of the piece, yet she does go into other points. This game was fun and challenging, as it made you put together "puzzle pieces", but you also had to read to understand where they went. Using clues, you could easily put them together. Below I will be providing pictures of the writing put together. Student Choice: 500 words or 5-minute video. You author content that includes a title, category, and a reflection about your experiences in this class. Consider specific assignments, specific readings/films, specific conversations, and/or specific processes that helped you learn and grow. In this blog, I get to choose a class-based topic to write about. In class on Thursday, we played in a game show, called "Lets Talk!" . There were two games we participated in as groups, and I am going to be talking about the first one in this blog. The second game will be in the blog, "Lets Talk!" Part Two.
The first game, we had to match a certain number of phrases/words to a category that was listed in bold. The four categories were, Rhetorical Mode, Rhetorical Purposes, Motives, and, Genres/Subgenres. This game was very beneficial to me, as I did not originally know the difference between a rhetorical mode and a rhetorical purpose. Now that I have participated in this game, I have a new understanding of the two. I have also learned two new acronyms for the rhetorical purposes and rhetorical mode. PIE and DEAN. PIE is for the purposes, standing for, Persuade, Inform, and Entertain. DEAN is for the modes, standing for, Description, Exposition, Argumentation, and Narration. The genres and subgenres category was the easier one of the four categories, as they are the categories for literature pieces. The ones listed were, creative nonfiction, reflective writing, and memoir. Memoir is a subgenre of creative nonfiction. The last category was motives, which were inspiring, and makes you understand the purpose of the class a little bit better. I'm not going to list them all, but some of them were, to travel to different places: past self, other countries, examine my life, make meaning. Get good grades was there too, yet, he didn't just want us to be motivated by grades. Below are pictures of the 4 categories and their answers.
In this blog post, I will being looking back onto my research paper, and answering questions about my writing process and how I plan to revise my first draft. A video called reflective writing, describes the 3 step process of reflective thinking.
My thoughtful answers to the questions above:
Source #1: Britt, Lawrence. The 14 Characteristics of Fascism. Spring 2003. https://ratical.org/ratville/CAH/fasci14chars.html In this article, writer, Lawrence Britt, discusses the 14 characteristics of fascism. He goes into depth about why they are labeled as characteristics, and explains them expertly. The text of this source describes the different way fascism can be interpreted. Not much is said, other than the descriptions of each one. Britt, had studied the different fascist regimes of Hitler, Mussolini, Franco, Suharto, and Pinochet. Discussing the 14 different elements they all had in common. He labeled them as the identifying characteristics of fascism. With these characteristics, I am able to define fascism a little bit better with these. I am going to discuss how fascism is an "ism" and how it is destroying democracy. I am going to interpret the different isms as well throughout the characteristics. Source #2: Principles of Democracy. http://lawanddemocracy.org/pdffiles/amazing.prin..pdf In this article, the writer discusses the 13 principles of a democracy. The principles are the ones throughout the Constitution, and the Bill of Rights. The writer lists the principles, and then thoroughly describes them below. The text mostly describes the principles and doesn't say much more, such as the fascism characteristics above. The text describe such characteristics like, equality, rule of law, accountability, and the Bill of rights itself. Throughout this text, the characteristic I am most concerned about is equality. It will help me discuss how the "isms" break equality, which is apart of a democracy. Source #3: The Relationship Between the Isms. http://www.sascwr.org/files/www/resources_pdfs/anti_oppression/Definition_of_Isms.pdf Within this text, the writer is talking about the relationship of Isms. Providing the definitions of each, and describing them. Not much is said within the text, other than the definitions of each "ism" stated. The text provides insight on the "isms" and how they affect people's lives. According to Suzanne Pharr, the mentioned isms, "[have] the ability to control and destroy lives". Also, it says that they are all linked because they, "all involved a negative prejudgment whose purpose is to maintain control and power". Meaning that one standard person control the rest, and having these "isms", sets a standard norm of what is wanted in a person. I want to use this source as a way to add that all "isms" affect our democratic society. To me, all "isms" destroy a democracy, as they are used as a way to separate the people, which goes against the democratic, "equality". Fascism is a main one that is currently taking over our democracy, and will be a big part of my paper. Source #4: Brian Frydenborg. Welcome to the Era of Rising Democratic Fascism Part I: Defining Democracy, Fascism, and Democratic Fascism Usefully, and Spin vs. Lies. February 17th, 2017. https://www.linkedin.com/pulse/welcome-era-rising-democratic-fascism-i-defining-brian-frydenborg In this article, Brian Frydenborg discusses fascism and explains it uprising in America. Caused by Trump, he ties in the media and news to discover a different way of seeing it, as he proclaims fascism comes in many forms. He sets up the article in a way which is smart. He defines democracy, and then he defines fascism. Frydenborg brings up the point that there are no democracies, and then goes into explaining why that is. Later, he talks about the poor and over use of the word, "fascism", such used like "terrorism", and "democracy". In his third section of the article, he delves into how America is becoming, "A more presentable Fascism for the Twenty-First Century". Similar to Bernie Sanders', "democratic socialism", it is "democratic fascism". I plain to use this source as a counterargument within my paper. Since he is describing how fascism is not destroying the democracy, but becoming apart of it, and adding its' ideas to a democracy. It seems like a good counterargument since I am going to write about how mostly fascism poses a threat onto our democracy. Source #5: (Credo) "fascism." A Glossary of Political Theory, John Hoffman, Edinburgh University Press, 1st edition, 2007. Credo Reference, https://libdb.dccc.edu/login?url=http://search.credoreference.com/content/entry/edinburghgpt/fascism/0?institutionId=5109. Accessed 19 Nov 2017. In this article, the writer is talking about fascism and its many approaches to different isms. They also talk about when fascism became popular and the different ways it is used in todays society. Inside the text, they go into fascism attacking liberalism from the "right" referring to "right-wing politics", which puts us into a whole different conversation. Moving forward, Marxism attacks liberalism from the "left". It goes into which causes it more supports, as well as the causes it deters from. Meaning, fascism relates more to totalitarianism rather than cosmopolitanism. For my research paper, I explained how I would like to go into fascism being the main ism affecting the democracy we currently are struggling for. Yet, all isms affect the democracy the same. Therefore, this article will help to strengthen my main point of the affect of fascism. Also, there are more isms in this article which I can look into, since some of them are favored by fascism. Source #6: (Academic Search) Broad, David B. "Fascism and Democracy in the Human Mind: A Bridge between Mind and Society." International Social Science Review, vol. 82, no. 1/2, Jan. 2007, pp. 91-92.EBSCOhost,search.ebscohost.com.libdb.dccc.edu/login.aspx?direct=true&db=aph&AN=25738793&site=ehost-live. This article is a summary based on a book written by Charny. It is about the gap in one's mind between fascism and democracy. As well as how to build a bridge in order to cover this gap. Mind and society around an individual both occupy unique and separate dimensions. The article explains how this volume wants to construct a unity of science model of psychological process by explaining the complex patterns off behavior referred to as fascist and democratic as having arisen out of basic human needs at two different stages of development. Including two quotes from the book about the model of fascism and democratic mind. The analysis is based on cases of his therapeutic career, therefore it revolves around that therapy is the bridge that will close the gap in the individual's mind. I'm not sure of what I am going to do with this information yet. However, I believe it is beneficial to the claim of my paper, as therapy is being shown as a "fix" for fascism. Meaning, fascism is very well destroying democracy and there is a way to fix this. Source #7: (Opposing Viewpoints) Berman, Sheri. "Three Faces of Fascism." World Policy Journal, vol. 21, no. 3, 2004, p. 95+. Opposing Viewpoints in Context, libdb.dccc.edu/login?url=http://link.galegroup.com/apps/doc/A125486925/OVIC?u=pa_de_ccc&xid=0089299. Accessed 20 Nov. 2017. Inside this article, Sheri Berman discusses the three different books written by the three different authors. She tackles the main three perspectives of fascism--political, social, and ideological. Berman talks about how each author discusses one and interprets fascism throughout history. Berman recognizes the harm of fascism ideas and how it chipped away at liberal democracy's support and legitimacy. Talking about the ideas brought up by history in England, and how those ideas will always be with us here in America. Whether it is upon us during the present time, or buried under the soil. I want to use this source for more of the historical background that is discussed throughout. Interpreting how the history of fascism from England, was brought over to the U.S and how it affects us now, although it is different from how it was used in England.
In this blog post, I am going to be choosing three topics for research from within Where to Invade Next. I discussed Where to Invade Next in a previous blog post, talking about what Michael Moore was trying to achieve.
In the documentary Where to Invade Next, Michael Moore traveled to multiple European countries in order to discover new cultures to bring back to the U.S. Throughout his travels, Michael Moore, had talked to many people who were making change in their countries. In the beginning of the documentary, the ideas he was going to bring to America were very simple, and unheard of. However, towards the end, the ideas started getting more complex, in a sense that America had made these ideas. He traveled to these European countries in hopes of finding new cultures, and values, yet, they were recycled from America. All of America's ideas were used, but in a better interpretation. Below I have attached an image of a Norwegian prison cell. According to the guards of Norway prisons, the cells are made comfortable like this because of the U.S. Constitution. As in, "No cruel or unusual punishment". Even the Norwegian maximum security prisons were set up nice. American cultures have been thrown away, in my opinion. They are less of what can make our country great, and more of how we can maintain being the strongest country in the world.
Introduction: For this blog post, I am reflecting on my creative narrative piece. I have recently written a memoir about my life choice for my English Comp 1 class. Also, I watched a Reflective Writing Video to help with my discussion today. I will be providing answers to the questions following this text.
Introduction: For this blog post, I have read "The Lottery" by Shirley Jackson. A tradition is depicted in this story, that is disliked by the villagers, yet they still perform it anyways. They wouldn't want to go against their tradition that has been set for many years. I will be answering two questions that go along with the story.
Are there any American traditions that share similarities with the lottery tradition in the village? Hazing is a common tradition for college kids. They have a particular system to determine who will be a part of the "hazing" process. They have a "rush", where two minute conversations are held with the incoming freshman. If the new-comers are liked after the conversation, then they are placed in the hazing phase. There are different types of hazing for male and female. The males typically show their masculinity by drinking too much, and showing how they can get females. On the other hand, females are more embarrassed by the upper classmen and are written on and body shamed. This tradition has been dated back to the 1960's; bringing multiple negative occasions and poor statistics, showing how this tradition is bad. Yet, the frats still continue to do this. Likewise, in the lottery, the tradition has negative effects on the town, yet the tradition dates so far back, that its almost just as wrong to stop doing it. I read an article here, going more into depth about the topic. When have I made an important choice to break away or not break away from a strong cultural tradition I shared with a family, friends, or culture? Growing up, I never experienced much tradition. My family was always simple, and uninvolved in things. However, a tradition that I still carry out today, is banging on pots and pans for the coming of a New Year. It is something that I will always want to do, since it makes my mom happy. She loves to see us continue that tradition because it reminds her of when we were little. I grew up always feeling that you had to make a lot of noise when the new year arrived. I never knew, and still don't know, why she always makes a big deal about it. Yet, I will pass this tradition onto my own kids and hope that they do the same. I know that a lot of families have this tradition as well, but this is one that my family will keep forever. No matter how old we get.
Introduction: I have read the short-story, Hills Like White Elephants by Ernest Hemingway. In this blog post, I will be answering two questions; one about the reading, and one about my life. The story is about a woman and her significant other talking about an abortion at a train station. The woman has to decide to stay or leave the man based on both of their feelings.
Does the girl in the story stay in her relationship? Ultimately, the woman stays with the man physically. However, with the context in the story, she makes it seem like she is going to leave him. He doesn't want the baby, and on the other hand, she does. I think that the women realizes this, and decides that she is going to do what she wants to do. She shows a lot of sudden happiness at the end, which wasn't depicted throughout the story. Near the end of the story, the man is bringing the bags to the other side of the train station, and my interpretation of her happiness is the sense of him leaving. She was begging him to stop talking, but he wasn't. Then after he left, she was much more happier. I feel as though when he was gone, she realized how better it would be without him around; she would be able to worry and think about her and her unborn child. If the story were to continue, I think she wouldn't be with him anymore. When have I made an important choice to stay in a relationship or leave a relationship -- OR -- stay or leave a difficult situation? I was sitting with him for the last time in my car, and I think we both knew it. We both knew how each other felt, and yet we were still there, pretending to have something we didn't. It wasn't going to last for long. I loved him, and I still do, but not in that way anymore. I hugged him before he walked through the two metal doors for work. We looked into each others eyes, saying goodbye in our heads. Before I drove off, he said, "Your face is so soft today". I nodded in acknowledgement, and silently drove off, down the windy path. I was laughing in my head, thinking, "Who says that to someone"? As I drove past his building again, I looked through the large windows, hoping to catch one last glimpse of him. To my dismay, I saw nothing but racks full of oxygen tanks. Our relationship was going downhill for a while, and we couldn't do anything to fix it. We were no longer happy; yet, we still loved each other. Mutually, we decided together to break things off, since that's what was best for us. |
Nicole
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