Just got back from the Truman @ MWSU volleyball game. I had to go for my journalism class and I'll write a season wrap-up story. It was Senior night.
Going to this volleyball game really made me miss playing volleyball in middle school. Of course, I hated it then. I didn't talk to anyone on the team. I had no friends on the team. I liked volleyball, I just didn't get along with the stuck-up people. But tonight made me want to play again. On a school team. I think I would like that. I just don't have my own vehicle, since my mom has my car, to get to practices and such, plus I am sure that my hubby would not only throw a fit about me spending more time with my team than with him, but about the uniforms they wear too, because the shorts are super skimpy and tight.
I really like tennis, too, though. Except they wear skirts. And he'd bitch about that too. I've never actually played tennis on a team, but I have tried to teach myself to play. It's more of an almost one-on-one or two-on-two, though.
I did like volleyball when I played in school, though. It was fun. You felt a sense of inclusiveness. I am strongly debating emailing the coach and seeing about getting involved with the school's volleyball program. I really think I would enjoy playing again.
But then it comes down to trying to start a family. If I get pregnant at any time during the season, I am basically screwed on playing. I'm not in the best of shape and I really hate running. Volleyball would be a good motivator, though, to get me back into shape. I just don't think I'd be good enough to be accepted onto the team. I'm actually not even sure how that works. I thought they did mostly recruits and didn't have try-outs or anything. I guess it is just something that I would have to look into. I think I may do that, though. But I do not know. I have no decided yet.
At the same time though, college is just like high school all over again in some aspects. In the athletics aspect. Those who are there for a real education typically do not play sports. Those who are there playing sports are only getting a degree because they have to attend class to play. Personally, I think, anymore, my #1 goal, my main reason I am there, is to learn. More specifically, to learn to speak Spanish. I fear I couldn't do that if I joined a sports team. But I feel I am never fill my uselessness without SOMETHING else. Like an activity in my life. I believe that is part of the reason I want to have a kid. There would be something else there, other than Blogger, other than facebook, other than FarmVille to occupy my time. I think, ultimately, that is what I am searching for.
Saturday, November 13, 2010
The Merchant of Venice Theme Paper
An Anti-Semitic Premise in The Merchant of Venice
Shakespeare’s The Merchant of Venice, is, without a doubt, an incredibly anti-Semitic play and seems to be, predominantly, via religion. Christian guards keep Jewish people in captivity, refusing them the right to own land. The Christians’ ways of treating Shylock and the other Jewish populace show’s Shakespeare’s anti-Semitic undertone of the play. For instance, their calling Shylock derogatory names, or, rather than referring to him by his birth-given name, calling him “The Jew” proves this point. Among these examples, at the beginning of the play, Antonio spits in Shylock’s face and all of the Jewish citizens are required to wear red caps to identify themselves in public. Religious anti-Semitism is verbally known, specifically, when Shylock says:
“These be the Christian husbands. I have a daughter;
Would any of the stock of Barrabas
Had been her husband rather than a Christian!” (lines 293-295)
Considering the end of act four, scene one, which is commonly referred to as the court scene, when Shylock makes a considerable tribulation concerning the switching from the Jewish religion to the Christian religion, it is perceived that said conversion is a fate worse than death. Shylock’s greed in caring more about his material items and his contract with Antonio, as well, confirms the anti-Semitism of the comedy. Not only is Shylock’s greed proof of anti-Semitism, but the court scene in itself contains a vast amount of anti-Semitism. This anti-Semitism and stereotypical theme is displayed not only by Shylock, but by Portia and the entirety of the audience. Shylock’s voracity is proved by his words in the fourth act:
“Nay, take my life and all! Pardon not that!
You take my house when you do take the prop
That doth sustain my house. You take my life
When you do take the means whereby I live.” (372-375)
During the court scene, Portia frequently refers to Shylock as “The Jew” in place of calling him “Shylock”. For instance, in lines 319-320, she states “The Jew shall have all justice… He shall have nothing but the penalty.” Additionally, when Shylock reiterates what his name is, he puts emphasis on “Shylock” (174), asserting the fact that that is his name, rather than “The Jew”. Portia and the other inhabitants behave callously towards him in their judgments through the entirety of the scene. Portia’s actions are verification of anti-Semitism, as are Shylock’s own dealings. Shylock is offered double and more what his contract with Antonio was worth. He states:
“When it is paid according to the tenor.
It doth appear you are a worthy judge.
You know the law. Your exposition
Hath been most sound. I charge you by the law,
Whereof you are a well-deserving pillar,
Proceed to judgment. By my soul I swear
There is no power in the tongue of man
To alter me: I stay here on my bond.” (233-240)
He, selfishly declines and demands, instead, that they honor the bond and he receive a pound of flesh in lieu of the offered ducats. As Antonio emphasizes:
“You may as well do anything most hard
As to seek to soften that-than which what’s harder?-
His Jewish heart.” (78-80)
Portia’s witty ploy carried out against Shylock is the prevalent example of anti-Semitism in the entire scene. She cons him into believing he will be allowed to receive the pound of flesh that he desires and then contradicts her verdict by informing him that he may take only the flesh, but must spill no blood. She enlightens him of this fact by saying:
“Shed thou no blood, nor cut thou less nor more
But just a pound of flesh.” (323-324)
She also informs him that:
“if the scale do turn
But in the estimation of a hair,
Thou diest, and all thy goods are confiscate.” (328-330)
Another confirmation of anti-Semitism in The Merchant of Venice is Lancelot’s treatment of Shylock’s daughter, Jessica in act three, scene five. This is best seen in Lancelot says to Jessica in the beginning of the scene. He asserts that
“the sin of the father are to be laid upon the children; therefore, I promise you, I fear you. I was always plain with you, and so now I speak my agitation of the matter. Therefore be o’ good cheer, for truly I think you are damned. There is but one hope in it that can do you any good, and that is but a kind of bastard hope, neither… Marry, you may partly hope that your father for you not, that you are not the Jew’s daughter… I fear you are damned both by father and mother. Thus when I shun Scylla, your father, I fall into Charybdis, your mother. Well, you are gone both ways.” (1-16)
In response to which Jessica declares “I shall be saved by my husband. He hath made me a Christian.” (17-18) The Jewish religion is thought less of by Christians, than the Christian religion is. For one to be considered damned due to being Jewish, yet saved if revolutionized into a Christian, is yet another illustration of anti-Semitism in the play.
Shakespeare portrays Shylock as a stereotypical Jewish man, not only in that the play as a whole has an anti-Semitic tone to it, but through Shylock’s greed. Not only is he insatiable in his yearning to maintain the accord between himself and Antonio, but he is also gluttonous concerning his daughter and his wealth. Shylock mentions, after he discovers that Jessica has taken his ring to trade with Lorenzo, that he would rather her be dead than be his Jewish-turned-Christian daughter made off with his material wealth.
Concisely, Shylock’s penchant to uphold his contract with Antonio and his desire for wealth above family demonstrates his orthodox, Jewish gluttony. However, Shylock’s greed, along with the treatment he and his daughter receive from the Christian’s and the other characters of the play substantiates the very anti-Semitic theme of The Merchant of Venice en bloc. Antonio spits in Shylock’s face, he is constantly identified as “The Jew” and Jessica is said to be damned as a result of her religion.
Works Cited
Shakespeare, William. The Complete Works of Shakespeare. Ed. David Bevington. 6th ed. New York: Pearson Longham, 2009.
English 341 - Shakespeare
The Merchant of Venice Theme Paper
Thursday, September 23, 2010
Shakespeare’s The Merchant of Venice, is, without a doubt, an incredibly anti-Semitic play and seems to be, predominantly, via religion. Christian guards keep Jewish people in captivity, refusing them the right to own land. The Christians’ ways of treating Shylock and the other Jewish populace show’s Shakespeare’s anti-Semitic undertone of the play. For instance, their calling Shylock derogatory names, or, rather than referring to him by his birth-given name, calling him “The Jew” proves this point. Among these examples, at the beginning of the play, Antonio spits in Shylock’s face and all of the Jewish citizens are required to wear red caps to identify themselves in public. Religious anti-Semitism is verbally known, specifically, when Shylock says:
“These be the Christian husbands. I have a daughter;
Would any of the stock of Barrabas
Had been her husband rather than a Christian!” (lines 293-295)
Considering the end of act four, scene one, which is commonly referred to as the court scene, when Shylock makes a considerable tribulation concerning the switching from the Jewish religion to the Christian religion, it is perceived that said conversion is a fate worse than death. Shylock’s greed in caring more about his material items and his contract with Antonio, as well, confirms the anti-Semitism of the comedy. Not only is Shylock’s greed proof of anti-Semitism, but the court scene in itself contains a vast amount of anti-Semitism. This anti-Semitism and stereotypical theme is displayed not only by Shylock, but by Portia and the entirety of the audience. Shylock’s voracity is proved by his words in the fourth act:
“Nay, take my life and all! Pardon not that!
You take my house when you do take the prop
That doth sustain my house. You take my life
When you do take the means whereby I live.” (372-375)
During the court scene, Portia frequently refers to Shylock as “The Jew” in place of calling him “Shylock”. For instance, in lines 319-320, she states “The Jew shall have all justice… He shall have nothing but the penalty.” Additionally, when Shylock reiterates what his name is, he puts emphasis on “Shylock” (174), asserting the fact that that is his name, rather than “The Jew”. Portia and the other inhabitants behave callously towards him in their judgments through the entirety of the scene. Portia’s actions are verification of anti-Semitism, as are Shylock’s own dealings. Shylock is offered double and more what his contract with Antonio was worth. He states:
“When it is paid according to the tenor.
It doth appear you are a worthy judge.
You know the law. Your exposition
Hath been most sound. I charge you by the law,
Whereof you are a well-deserving pillar,
Proceed to judgment. By my soul I swear
There is no power in the tongue of man
To alter me: I stay here on my bond.” (233-240)
He, selfishly declines and demands, instead, that they honor the bond and he receive a pound of flesh in lieu of the offered ducats. As Antonio emphasizes:
“You may as well do anything most hard
As to seek to soften that-than which what’s harder?-
His Jewish heart.” (78-80)
Portia’s witty ploy carried out against Shylock is the prevalent example of anti-Semitism in the entire scene. She cons him into believing he will be allowed to receive the pound of flesh that he desires and then contradicts her verdict by informing him that he may take only the flesh, but must spill no blood. She enlightens him of this fact by saying:
“Shed thou no blood, nor cut thou less nor more
But just a pound of flesh.” (323-324)
She also informs him that:
“if the scale do turn
But in the estimation of a hair,
Thou diest, and all thy goods are confiscate.” (328-330)
Another confirmation of anti-Semitism in The Merchant of Venice is Lancelot’s treatment of Shylock’s daughter, Jessica in act three, scene five. This is best seen in Lancelot says to Jessica in the beginning of the scene. He asserts that
“the sin of the father are to be laid upon the children; therefore, I promise you, I fear you. I was always plain with you, and so now I speak my agitation of the matter. Therefore be o’ good cheer, for truly I think you are damned. There is but one hope in it that can do you any good, and that is but a kind of bastard hope, neither… Marry, you may partly hope that your father for you not, that you are not the Jew’s daughter… I fear you are damned both by father and mother. Thus when I shun Scylla, your father, I fall into Charybdis, your mother. Well, you are gone both ways.” (1-16)
In response to which Jessica declares “I shall be saved by my husband. He hath made me a Christian.” (17-18) The Jewish religion is thought less of by Christians, than the Christian religion is. For one to be considered damned due to being Jewish, yet saved if revolutionized into a Christian, is yet another illustration of anti-Semitism in the play.
Shakespeare portrays Shylock as a stereotypical Jewish man, not only in that the play as a whole has an anti-Semitic tone to it, but through Shylock’s greed. Not only is he insatiable in his yearning to maintain the accord between himself and Antonio, but he is also gluttonous concerning his daughter and his wealth. Shylock mentions, after he discovers that Jessica has taken his ring to trade with Lorenzo, that he would rather her be dead than be his Jewish-turned-Christian daughter made off with his material wealth.
Concisely, Shylock’s penchant to uphold his contract with Antonio and his desire for wealth above family demonstrates his orthodox, Jewish gluttony. However, Shylock’s greed, along with the treatment he and his daughter receive from the Christian’s and the other characters of the play substantiates the very anti-Semitic theme of The Merchant of Venice en bloc. Antonio spits in Shylock’s face, he is constantly identified as “The Jew” and Jessica is said to be damned as a result of her religion.
Works Cited
Shakespeare, William. The Complete Works of Shakespeare. Ed. David Bevington. 6th ed. New York: Pearson Longham, 2009.
English 341 - Shakespeare
The Merchant of Venice Theme Paper
Thursday, September 23, 2010
Map of Othello
I.i When Brabrantio’s daughter leaves the house at night, Iago and Rodrigo tattle on her.
Iago: “I am one, sir, that comes to tell you your daughter and the Moor are now making the beast with two backs.” (118-120)
I.ii Brabantio is convinced his daughter did not leave willingly and orders Othello to jail.
Brabantio: “Damned as thou art, thou hast enchanted her!” (64)
I.iii Desdemona tells her father that she chose Othello.
Desdemona: “And so much duty as my mother showed To you, preferring you before her father, So much I challenge that I may profess Due to the Moor my lord.” (188-191)
II.i Othello announces the defeat of the Turks and is reunited with Desdemona.
Othello: “’Twere now to be most happy, for I fear My soul hath her content so absolute That not another comfort like to this Succeeds in unknown fate.” (189-192)
II.ii Othello and Desdemona’s marriage celebration is announced by Herald.
For, besides these beneficial news, it is the celebration of his nuptial.” (6-7)
II.iii Iago, Cassio and Montano celebrate until Othello breaks up a fight.
Cassio: “Oh, I have lost my reputation! I have lost the immortal part of myself, and what remains is bestial.” (257-258)
III.i Iago gets Othello out of the way so Cassio can talk to Desdemona.
Iago: “I’ll devise a mean to draw the Moor Out of the way, that your converse and business May be more free.” (39-41)
III.ii Othello asks Iago to do an errand for him.
Gentlemen: “We’ll wait upon Your Lordship.” (6)
III.iii Othello asks Iago his thoughts of Cassio.
Iago: “She did deceive her father, marrying you; And when she seemed to shake and fear your looks, She loved them most.” (218-220)
III.iv Convinced she’s unfaithful, Othello tells Desdemona of the handkerchief’s importance, but she has lost it.
Desdemona: “Believe me, I had rather have lost my purse Full of crusades; and but my noble Moor Is it true of mind and made of no such baseness As jealous creatures are, it were enough To put him to ill thinking.” (25-29)
IV.i Iago talks to Cassio about Bianca, making Othello think they discuss Desdemona.
Iago: “Did you perceive how he laughed at his vice?” (179)
IV.ii Othello discusses Desdemona and Cassio with Emilia, proclaiming her innocence.
Emilia: “I durst, my lord, to wager she is honest, Lay down my soul at stake. If you think other, Remove your thought; it doth abuse your bosom. In any wretch have put this in your head, Let heaven requite it with the serpent’s curse!” (13-17)
IV.iii Desdemona and Emilia discuss the infidelities of wives.
Emilia: “But I do think it is their husbands’ faults If wives do fall.” (89-90)
V.i Cassio stabs Rodrigo and Iago , pleasing Othello, stabs Cassio, then doesn’t admit involvement.
Iago: “Cassio hath here been set on in the dark By Rodrigo and fellows that are scaped. He’s almost slain, and Rodrigo dead.” (114-116)
V.ii In incorrect order, Othello kills Desdemona, Iago and himself and Emilia is killed by Iago.
Desdemona: “That death’s unnatural that kills for loving.” (44)
English 341 - Shakespeare
Othello Map
Iago: “I am one, sir, that comes to tell you your daughter and the Moor are now making the beast with two backs.” (118-120)
I.ii Brabantio is convinced his daughter did not leave willingly and orders Othello to jail.
Brabantio: “Damned as thou art, thou hast enchanted her!” (64)
I.iii Desdemona tells her father that she chose Othello.
Desdemona: “And so much duty as my mother showed To you, preferring you before her father, So much I challenge that I may profess Due to the Moor my lord.” (188-191)
II.i Othello announces the defeat of the Turks and is reunited with Desdemona.
Othello: “’Twere now to be most happy, for I fear My soul hath her content so absolute That not another comfort like to this Succeeds in unknown fate.” (189-192)
II.ii Othello and Desdemona’s marriage celebration is announced by Herald.
For, besides these beneficial news, it is the celebration of his nuptial.” (6-7)
II.iii Iago, Cassio and Montano celebrate until Othello breaks up a fight.
Cassio: “Oh, I have lost my reputation! I have lost the immortal part of myself, and what remains is bestial.” (257-258)
III.i Iago gets Othello out of the way so Cassio can talk to Desdemona.
Iago: “I’ll devise a mean to draw the Moor Out of the way, that your converse and business May be more free.” (39-41)
III.ii Othello asks Iago to do an errand for him.
Gentlemen: “We’ll wait upon Your Lordship.” (6)
III.iii Othello asks Iago his thoughts of Cassio.
Iago: “She did deceive her father, marrying you; And when she seemed to shake and fear your looks, She loved them most.” (218-220)
III.iv Convinced she’s unfaithful, Othello tells Desdemona of the handkerchief’s importance, but she has lost it.
Desdemona: “Believe me, I had rather have lost my purse Full of crusades; and but my noble Moor Is it true of mind and made of no such baseness As jealous creatures are, it were enough To put him to ill thinking.” (25-29)
IV.i Iago talks to Cassio about Bianca, making Othello think they discuss Desdemona.
Iago: “Did you perceive how he laughed at his vice?” (179)
IV.ii Othello discusses Desdemona and Cassio with Emilia, proclaiming her innocence.
Emilia: “I durst, my lord, to wager she is honest, Lay down my soul at stake. If you think other, Remove your thought; it doth abuse your bosom. In any wretch have put this in your head, Let heaven requite it with the serpent’s curse!” (13-17)
IV.iii Desdemona and Emilia discuss the infidelities of wives.
Emilia: “But I do think it is their husbands’ faults If wives do fall.” (89-90)
V.i Cassio stabs Rodrigo and Iago , pleasing Othello, stabs Cassio, then doesn’t admit involvement.
Iago: “Cassio hath here been set on in the dark By Rodrigo and fellows that are scaped. He’s almost slain, and Rodrigo dead.” (114-116)
V.ii In incorrect order, Othello kills Desdemona, Iago and himself and Emilia is killed by Iago.
Desdemona: “That death’s unnatural that kills for loving.” (44)
English 341 - Shakespeare
Othello Map
Map of A Midsummer Night’s Dream
I.i Egeus demands Hermia marry Demetrius, so she plans to flee with Lysander.
Helena: “I will go tell him of fair Hermia’s flight: Then to the wood will he tomorrow night Pursue her;” (246-247)
I.ii Quince gives play parts for Theseus’ wedding day play.
Quince: “Marry, our play is ‘The most lamentable comedy and most cruel death of Pyramus and Thisbe.’” (11-12)
II.i Oberon wants to put flower juice in Titania and Demetrius’ eyes.
Oberon: “And with the juice of this I’ll streak her eyes, And make her full of hateful fantasies. Take thou some of it, and seek through this grove: A sweet Athenian lady is in love With a disdainful youth: anoint his eyes; But do it when the next thing he espies May be the lady:” (257-263)
II.ii Puck anoints Lysander mistakenly, who now loves Helena, not Hermia.
Lysander: “Content with Hermia? No! I do repent The tedious minutes I with her have spent. Not Hermia but Helena I love.” (117-119)
III.i Titania awakes and loves Bottom, who has a donkey’s head.
Titania: “And I do love thee. Therefore, go with me.” (150)
III.ii Anointed, Demetrius and Lysander love Helena, angering Hermia, causing fights.
Puck: “When you wak’st, Thou tak’st True delight In the sight Of thy former lady’s eye:” (453-457)
IV.i Titania’s spell’s gone; the disputers found and allowed marriage respectively.
Theseus: “Egeus, I will overbear your will; For in the temple, by and by with us These couples shall eternally be knit.” (178-180)
IV.ii Unfound, Bottom’s arrival brings survival of the play and joy.
Bottom: “And, most dear actors, eat no onions not garlic, for we are to utter sweet breath; and I do not doubt but to hear them say it is a sweet comedy.” (39-42)
V.i The play ensues, and Puck assures life’s amendments by his kind.
Puck: “If we shadows have offended, This but this, and all is mended, That you have but slumbered here While these visions did appear. And this weak and idle theme, Not more yielding but a dream Gentles, do not reprehend. If you pardon, we will mend.” (418-425)
English 341 - Shakespeare
A Midsummer Night's Dream Map
Helena: “I will go tell him of fair Hermia’s flight: Then to the wood will he tomorrow night Pursue her;” (246-247)
I.ii Quince gives play parts for Theseus’ wedding day play.
Quince: “Marry, our play is ‘The most lamentable comedy and most cruel death of Pyramus and Thisbe.’” (11-12)
II.i Oberon wants to put flower juice in Titania and Demetrius’ eyes.
Oberon: “And with the juice of this I’ll streak her eyes, And make her full of hateful fantasies. Take thou some of it, and seek through this grove: A sweet Athenian lady is in love With a disdainful youth: anoint his eyes; But do it when the next thing he espies May be the lady:” (257-263)
II.ii Puck anoints Lysander mistakenly, who now loves Helena, not Hermia.
Lysander: “Content with Hermia? No! I do repent The tedious minutes I with her have spent. Not Hermia but Helena I love.” (117-119)
III.i Titania awakes and loves Bottom, who has a donkey’s head.
Titania: “And I do love thee. Therefore, go with me.” (150)
III.ii Anointed, Demetrius and Lysander love Helena, angering Hermia, causing fights.
Puck: “When you wak’st, Thou tak’st True delight In the sight Of thy former lady’s eye:” (453-457)
IV.i Titania’s spell’s gone; the disputers found and allowed marriage respectively.
Theseus: “Egeus, I will overbear your will; For in the temple, by and by with us These couples shall eternally be knit.” (178-180)
IV.ii Unfound, Bottom’s arrival brings survival of the play and joy.
Bottom: “And, most dear actors, eat no onions not garlic, for we are to utter sweet breath; and I do not doubt but to hear them say it is a sweet comedy.” (39-42)
V.i The play ensues, and Puck assures life’s amendments by his kind.
Puck: “If we shadows have offended, This but this, and all is mended, That you have but slumbered here While these visions did appear. And this weak and idle theme, Not more yielding but a dream Gentles, do not reprehend. If you pardon, we will mend.” (418-425)
English 341 - Shakespeare
A Midsummer Night's Dream Map
Enterprise Story - Student Debt
Money burning a hole in your pocket? Not college students. More and more of them are having to take out loans to pay for school.
The number of college students who take out loans to pay for school has steadily increased in the past six years.
Missouri Western, however, is well below the national average. At Missouri Western, 56.42 percent of students have loans, with an average amount per person of $6,535, as of the 2010 school year. The total amount of loan money taken out by Western students is $21,782,317.
National Postsecondary Student Aid Study (NPSAS), a nationwide study conducted by the U.S. Department of Education every four years that determines how college students pay for school reported that “At public universities, [(such as Missouri Western)] average [student] debt was $20,200” in 2008, which is much higher than Western itself.
The most common student loans, federal loans require no co-signer. They do not require a good credit score either. Federal loans have a grace period of six months after the borrower’s date of graduation or six month after they drop below the status of a part-time student. 12 credit hours is the lowest amount of hours a student can take to be considered a full-time student.
Alternative types of student loans are private student loans. Private student loans have a higher interest rate than federal loans. According to campusgrotto.com, these types of loans have become increasingly popular. They reported that “Last year, students borrowed $18.5 billion from private lenders, up 6 percent from the 2005-2006 school year, and now equal to 25% of all student loans in America.”
The terms of student loans can be found under Title IV of the Higher Education Act of 1965. Concerning the payments of loans and defaulting on loans, the website reported that “[Title IV guaranteed] repayment to the lender if a student defaults. Because the loans are guaranteed by the US Government, they are offered at a lower interest rate than the borrower would otherwise be able to get for a private loan.”
The two different types of federal loans are subsidized and unsubsidized. While the borrower is in school, the government pays all of the interest on unsubsidized loans, making them the better of the two choices if one must take out a loan to pay for school.
There are many ways to avoid student debt, or at least lessen it, if one learns to manage their money wisely.
According to George Mannes’ article “Earning a Degree in Debt”, when it comes to student loans, the borrower should set limits on the amount they take out and when it comes time to pay the money back, make payments early and make them often.
FinAid.org advises taking out no more than what is needed to pay for school when taking out a loan, take out federal loans before private loans, choose to attend a less expensive school, cut unnecessary costs, work a part-time job, talk to your financial aid department and consider saving for college by investing in the 529 College Savings Plans.
Concerning taking out loans and paying for school, one business major wishes she would have done things differently. “If I had it to do all over again, I would not have taken out student loans no matter what,” said sophomore Lisa Clifford. She advised that students find their books as cheap as possible to help save money. “I would have bought my books online, from the beginning, instead of at Missouri Western’s bookstore,” said Clifford.
Another student had a rather comedic view of student loans. “Student loans are like S.T.D.’s,” said freshman Mike Nagel. “You don’t know if you’ll get them, you don’t know how much and when or if you can get rid of ‘em, but it’s a risk you have to take [to get through school].”
The number of college students who take out loans to pay for school has steadily increased in the past six years.
Missouri Western, however, is well below the national average. At Missouri Western, 56.42 percent of students have loans, with an average amount per person of $6,535, as of the 2010 school year. The total amount of loan money taken out by Western students is $21,782,317.
National Postsecondary Student Aid Study (NPSAS), a nationwide study conducted by the U.S. Department of Education every four years that determines how college students pay for school reported that “At public universities, [(such as Missouri Western)] average [student] debt was $20,200” in 2008, which is much higher than Western itself.
The most common student loans, federal loans require no co-signer. They do not require a good credit score either. Federal loans have a grace period of six months after the borrower’s date of graduation or six month after they drop below the status of a part-time student. 12 credit hours is the lowest amount of hours a student can take to be considered a full-time student.
Alternative types of student loans are private student loans. Private student loans have a higher interest rate than federal loans. According to campusgrotto.com, these types of loans have become increasingly popular. They reported that “Last year, students borrowed $18.5 billion from private lenders, up 6 percent from the 2005-2006 school year, and now equal to 25% of all student loans in America.”
The terms of student loans can be found under Title IV of the Higher Education Act of 1965. Concerning the payments of loans and defaulting on loans, the website reported that “[Title IV guaranteed] repayment to the lender if a student defaults. Because the loans are guaranteed by the US Government, they are offered at a lower interest rate than the borrower would otherwise be able to get for a private loan.”
The two different types of federal loans are subsidized and unsubsidized. While the borrower is in school, the government pays all of the interest on unsubsidized loans, making them the better of the two choices if one must take out a loan to pay for school.
There are many ways to avoid student debt, or at least lessen it, if one learns to manage their money wisely.
According to George Mannes’ article “Earning a Degree in Debt”, when it comes to student loans, the borrower should set limits on the amount they take out and when it comes time to pay the money back, make payments early and make them often.
FinAid.org advises taking out no more than what is needed to pay for school when taking out a loan, take out federal loans before private loans, choose to attend a less expensive school, cut unnecessary costs, work a part-time job, talk to your financial aid department and consider saving for college by investing in the 529 College Savings Plans.
Concerning taking out loans and paying for school, one business major wishes she would have done things differently. “If I had it to do all over again, I would not have taken out student loans no matter what,” said sophomore Lisa Clifford. She advised that students find their books as cheap as possible to help save money. “I would have bought my books online, from the beginning, instead of at Missouri Western’s bookstore,” said Clifford.
Another student had a rather comedic view of student loans. “Student loans are like S.T.D.’s,” said freshman Mike Nagel. “You don’t know if you’ll get them, you don’t know how much and when or if you can get rid of ‘em, but it’s a risk you have to take [to get through school].”
Journalism 202
Enterprise Story - Student Debt
November 9, 2010
City Council Meeting Story
The St. Joseph City Council voted 8-1 against the amendment to the Fire Prevention Code at their meeting on Monday, November 1.
This bill requested a regulation of smoke detectors in homes to be interconnected so that when one goes off, they all go off. This bill also asked that land lords be responsible for these new detectors.
The cost of these smoke detectors would have a negative effect on land lords. “We’re talking about people that have contacted many of us here that are telling us it’s going to be a burden on them,” council member Pat Jones said. “They voted us in these offices and they’re wanting us to hear them and I think they’re telling us loud and clear they can’t afford this right now.”
According to the St. Joseph fire department chief, the smoke detectors cost approximately $40 each and are good for ten years. Therefore, they would cost under $3 per month.
On the issue of price, council member Starr said that she knew of some families who would not be able to afford these smoke detectors and they would not have even the ones they have now, had the fire department or Red Cross not bought them.
Council Member at Large, Donna Jean Boyer, in opposition, thought that the new smoke detectors would be more beneficial. “They would know that they are protecting not only their own families but the families that are trusting them to keep the property safe,” she said.
This bill was one of the most important discussions of the night and the one which triggered the greatest amount of discussion. Other than the amendment to the Fire Prevention Code, each bill on the agenda passed, save for bill #255-10 and bill #246-10.
Bill #255-10, requesting the purchase of a Native American hunting buffalo exhibit for the Remington Nature Center of St. Joseph was withdrawn.
Bill #246-10 which authorized an agreement with Burns & McDonnell Engineering Co., Inc. to design the Whitehead Creek Stormwater Separation Conduit and an agreement with Black & Veatch Corporation for program management services was postponed.
Among the bills passed, the council voted 9-0 to pass bill #243-10. This bill was to enter a contract with the Missouri Department of Health and Senior Services to provide Child Care Health and Safety Consultation Services. The department will offer more extensive training for the care of those with special needs.
As well, bill #1636-06 which authorized a contract with the International Association of Fire Fighters was passed. As did #261-10, authorizing the purchase of 7 patrol cars and 1 crew cab truck for the St. Joseph Police Department.
This bill requested a regulation of smoke detectors in homes to be interconnected so that when one goes off, they all go off. This bill also asked that land lords be responsible for these new detectors.
The cost of these smoke detectors would have a negative effect on land lords. “We’re talking about people that have contacted many of us here that are telling us it’s going to be a burden on them,” council member Pat Jones said. “They voted us in these offices and they’re wanting us to hear them and I think they’re telling us loud and clear they can’t afford this right now.”
According to the St. Joseph fire department chief, the smoke detectors cost approximately $40 each and are good for ten years. Therefore, they would cost under $3 per month.
On the issue of price, council member Starr said that she knew of some families who would not be able to afford these smoke detectors and they would not have even the ones they have now, had the fire department or Red Cross not bought them.
Council Member at Large, Donna Jean Boyer, in opposition, thought that the new smoke detectors would be more beneficial. “They would know that they are protecting not only their own families but the families that are trusting them to keep the property safe,” she said.
This bill was one of the most important discussions of the night and the one which triggered the greatest amount of discussion. Other than the amendment to the Fire Prevention Code, each bill on the agenda passed, save for bill #255-10 and bill #246-10.
Bill #255-10, requesting the purchase of a Native American hunting buffalo exhibit for the Remington Nature Center of St. Joseph was withdrawn.
Bill #246-10 which authorized an agreement with Burns & McDonnell Engineering Co., Inc. to design the Whitehead Creek Stormwater Separation Conduit and an agreement with Black & Veatch Corporation for program management services was postponed.
Among the bills passed, the council voted 9-0 to pass bill #243-10. This bill was to enter a contract with the Missouri Department of Health and Senior Services to provide Child Care Health and Safety Consultation Services. The department will offer more extensive training for the care of those with special needs.
As well, bill #1636-06 which authorized a contract with the International Association of Fire Fighters was passed. As did #261-10, authorizing the purchase of 7 patrol cars and 1 crew cab truck for the St. Joseph Police Department.
Journalism 202
City Council Meeting Story
November 6, 2010
Newt Gingrich Convocation
The former speaker of the House of Representatives, Newt Gingrich will be speaking at Missouri Western State University’s 2010 convocation about jobs, economic growth and prosperity, in the Looney Complex on Oct 7.
The Executive Director of the MWSU Foundation, Dan Nicoson anticipates about 3,000 people in attendance at the convocation.
Newt Gingrich, who is a presidential candidate hopeful, has also authored 19 books and served as Time magazine’s Man of the Year in 1995. Gingrich is the general chairman of American Solutions for Winning the Future and he is a senior fellow at the American Enterprise Institute. As well, he was elected to Congress in 1978 and served the Sixth District of Georgia for 20 years, along with many other achievements.
Gingrich, in comparison to last year’s convocation speaker, RFK Jr., is a conservative. “We do try to balance the political perspectives of the speakers over the years,” Nicoson said. “I am appreciative of the fact that our sponsors and patrons appreciated that the Convocation on Critical Issues brings nationally recognized speakers to our community and they are supportive whether or not they agree with the perspective of the speakers.”
Bringing Gingrich to speak on campus took a lot of planning and involves many factors. When budgeting the convocation, Missouri Western relies greatly on guarantors, as opposed to spending the university’s operating funds. Rather than his normal speaking fee of $75,750, Gingrich is only charging the university $50,750. $38,200 of which has already been donated by sponsors.
According to Nicoson, the university begins to work with the speakers bureau to decide who would be available and is within their price range. They submit a proposal to the speakers bureau to inform them of the dates during which the university can host the convocation. The person who is chosen is someone “who will help us achieve a balance in political or other perspectives, and to do the best we can at achieving diversity in the speakers over the long term,” he said.
Despite the hard work it requires, many students are intrigued to hear Gingrich speak. President of the College Republicans, Kelsey Breckenridge is happy that Gingrich will be the speaker for Missouri Western’s convocation this year. “I know how difficult it can be to get young people interested in politics and showing up to the polls,” Breckenridge said. “The more people are immersed in the issues the more likely they are to make smart, researched decisions when voting so hopefully this will give some the motivation to understand the issues and realize the seriousness of their vote and how it affects every aspect of their life.”
Like Breckenridge, Missouri Western sophomore Loriann Winslow is also glad that the foundation brought in a conservative to speak this year. “I am excited to hear a republican speaker,” Winslow said. “I am sure a lot goes into bringing someone to school to speak, so I think everyone should see him even for that reason alone.”
Nicoson, as well, hopes to see many people from the university and surrounding community in attendance. “Our eagerness to hear these speakers should not be affected by whether or not we agree with the views of the speakers. For that matter, how do we really know if we agree without hearing them? We may leave the presentation approving of what the speaker said or taking exception, but either way we have availed ourselves of the opportunity to listen and then further develop our own views.” Nicoson said.
A convocation dinner will be held on Oct 6, the night before the speech. The dinner, at $40.00 per plate, sold out to 500 attendees in just three days.
The Executive Director of the MWSU Foundation, Dan Nicoson anticipates about 3,000 people in attendance at the convocation.
Newt Gingrich, who is a presidential candidate hopeful, has also authored 19 books and served as Time magazine’s Man of the Year in 1995. Gingrich is the general chairman of American Solutions for Winning the Future and he is a senior fellow at the American Enterprise Institute. As well, he was elected to Congress in 1978 and served the Sixth District of Georgia for 20 years, along with many other achievements.
Gingrich, in comparison to last year’s convocation speaker, RFK Jr., is a conservative. “We do try to balance the political perspectives of the speakers over the years,” Nicoson said. “I am appreciative of the fact that our sponsors and patrons appreciated that the Convocation on Critical Issues brings nationally recognized speakers to our community and they are supportive whether or not they agree with the perspective of the speakers.”
Bringing Gingrich to speak on campus took a lot of planning and involves many factors. When budgeting the convocation, Missouri Western relies greatly on guarantors, as opposed to spending the university’s operating funds. Rather than his normal speaking fee of $75,750, Gingrich is only charging the university $50,750. $38,200 of which has already been donated by sponsors.
According to Nicoson, the university begins to work with the speakers bureau to decide who would be available and is within their price range. They submit a proposal to the speakers bureau to inform them of the dates during which the university can host the convocation. The person who is chosen is someone “who will help us achieve a balance in political or other perspectives, and to do the best we can at achieving diversity in the speakers over the long term,” he said.
Despite the hard work it requires, many students are intrigued to hear Gingrich speak. President of the College Republicans, Kelsey Breckenridge is happy that Gingrich will be the speaker for Missouri Western’s convocation this year. “I know how difficult it can be to get young people interested in politics and showing up to the polls,” Breckenridge said. “The more people are immersed in the issues the more likely they are to make smart, researched decisions when voting so hopefully this will give some the motivation to understand the issues and realize the seriousness of their vote and how it affects every aspect of their life.”
Like Breckenridge, Missouri Western sophomore Loriann Winslow is also glad that the foundation brought in a conservative to speak this year. “I am excited to hear a republican speaker,” Winslow said. “I am sure a lot goes into bringing someone to school to speak, so I think everyone should see him even for that reason alone.”
Nicoson, as well, hopes to see many people from the university and surrounding community in attendance. “Our eagerness to hear these speakers should not be affected by whether or not we agree with the views of the speakers. For that matter, how do we really know if we agree without hearing them? We may leave the presentation approving of what the speaker said or taking exception, but either way we have availed ourselves of the opportunity to listen and then further develop our own views.” Nicoson said.
A convocation dinner will be held on Oct 6, the night before the speech. The dinner, at $40.00 per plate, sold out to 500 attendees in just three days.
Journalism 202
Newt Gingrich Convocation story
Monday, September 27, 2010
First Spanish Compostion
En el pasado, comÃa muchas comidas con grasa. Yo antes habÃa bebido muchos refrescos. Ahora, yo como muchas frutas y no como grasa. Yo bebo mucha agua y jugo de fruta. Yo como una dieta equilibrada. Yo consumo suficientes vitaminas y minerales. Yo no consumo demasiada grasa. Yo tomo vitaminas de C y vitaminas de calcio. Quiero perder peso. Antes de mis clases en la universidad, ya habÃa perdido peso. Recientemente, yo aumentado de peso. Este año, he empeorado mi bienestar fÃsico. Este año, yo habÃa comido mucho chocolate y dulces. Yo habÃa comido muchas calorÃas. Yo voy a mejorar mi bienestar fÃsico, porque en el futuro, yo voy a comer muchas frutas. Yo voy a comer frutillas, manzanas, bananas, peras, naranjas, uvas y otras frutas. ¡Todas las frutas son muy deliciosas! Yo voy a comer muchas verduras, también. Yo voy a comer zanahorias, tomates, lechuga, maÃz, champiñónes y otras verduras.
Yo hago ejercicios todos los lunes, miércoles y viernes. Yo antes habÃa hecho ejercicios una vez todas las semanas. Yo no voy al gimnasio. Sin embargo, yo levanto pesas y hago ejercicios de estiramiento y paseo por mi pueblo, Amazonia. Yo juego tenis y yo juego fútbol a veces, también. Yo nado, y yo juego golf. Yo me he mantenido en forma, más o menos.
Yo sufro muchas presiones de mi clase de Advanced Composition, mi clase de Shakespeare y mi clase de periodismo. Para aliviar el estrés, yo debo me relajo y conseguir más sueño. Este año, mi bienestar emocional ha mejorado, porque yo he hecho ejercicios y he estado más tranquilo. Para mejorar mi bienestar emocional, yo debo conseguir más sueño.
Yo hago ejercicios todos los lunes, miércoles y viernes. Yo antes habÃa hecho ejercicios una vez todas las semanas. Yo no voy al gimnasio. Sin embargo, yo levanto pesas y hago ejercicios de estiramiento y paseo por mi pueblo, Amazonia. Yo juego tenis y yo juego fútbol a veces, también. Yo nado, y yo juego golf. Yo me he mantenido en forma, más o menos.
Yo sufro muchas presiones de mi clase de Advanced Composition, mi clase de Shakespeare y mi clase de periodismo. Para aliviar el estrés, yo debo me relajo y conseguir más sueño. Este año, mi bienestar emocional ha mejorado, porque yo he hecho ejercicios y he estado más tranquilo. Para mejorar mi bienestar emocional, yo debo conseguir más sueño.
Spanish 200
First Written Composition over a given topic to discuss
12 Noviembre 2010
Electronically Inclined to Not Speak No Good No Mo'
In posting messages on Facebook to friends, or inviting them out for dinner via Facebook inbox message, one is using internet language. While it is a form of a standard language, or a dialect, both parties comprehend the message and the language being used. The language being used is appropriate to the situation. The sender of the message, although it is not in Standard Written English, understands that he has asked a friend out to dinner and the recipient is aware that he is being asked. However, a foreign speaker who has learned English as a second language and has learned Standard Written English may not understand the message. Why is that? How does the use of internet language affect the writing, spelling and other grammatical aspects of the Standard Written English?
Internet language is predominantly found on online blogging sites or social networking sites, such as Facebook. According to Williams and Merten, these sites “involve individuals creating and maintaining personal Internet sites allowing authors and other users to post content, thus creating a personal network” (254).
Williams and Merten define social networking sites and blogging by saying:
Social networking profiles present a unique research opportunity as the process of blogging involves individuals voluntarily posting information about themselves—personal thoughts, feelings, beliefs, activities—in a public arena with unlimited access for anyone with an Internet connection. The amount of personal information contained in a blog is completely dependent on the author's judgment (254).
Personal blogs and sites on which people can broadcast themselves can easily alter others’ opinions. Things done online can change someone else’s view of the blog or site’s host. I have personally discontinued associations with people due to things they have said on a social networking site. Similarly, Gonzales and Hancock report that “the perceptions of others are decreased in computer-mediated interactions” (171). One of my personal pet peeves, even online, is the misuse of words that sound the same but have different meanings, like “there”, “their” and “they’re”, misspelling words and the incorrect use of Standard Written English grammar. For example, phrases such as “they is going” rather than “they are going” drive me crazy. I have not only encountered these mistakes frequently when speaking English to someone, but I have also encountered similar mistakes when speaking with someone in Spanish. Via instant message, I recently told someone “gracias”, or “thank you” in Spanish. To this, I got the reply “tú invitas”. The responder was attempting to say “you’re welcome”, which he did, however, in the wrong context. He told me “you’re welcome” in a way of, for example, offering entrance into your home. The correct response would have been “de nada”. In English, however, we would not encounter this issue since “you’re welcome” is the same for either expressing gratitude or for offering another person access.
Incorrect grammatical use Standard Written English is exhibited by people of many different ages on social networking sites. I have learned this from personal experience and by reading posts and status updates from my friends on Facebook and in text messages. Not only do my twelve-year-old and sixteen-year-old cousins misspell words frequently, omit proper capitalization and punctuation, but I have seen these mistakes often, from a fifty-year-old woman, a sixty-year-old man and from those within those of my own age group as well. With these mistakes in existence so often, blogging or social networking sites would not be an appropriate educational tool.
Although I do not agree, Hourigan and Murray believe social networking sites could be very useful in the educational field.
The potential impact of the blog writing phenomenon upon teaching and learning contexts reveals an important area for consideration for all university educators, and in particular for e-learning practitioners. Today, web users may access a wide variety of media to express themselves and to communicate with others. These may include conventional blog websites such as blogger.com or indeed social networking sites such as MySpace, Facebook or Bebo, which continue to integrate blog tools and which also encourage self-expression on the part of the users (209).
The educating of Standard Written English is best learned in person, rather than through distant education. If classes are conducted online, the internet language will integrate with schooling and will slowly demolish Standard Written English. Divergently, regarding online education, Hourigan and Murray reported:
[T]he context in which the actual learning takes place is regarded by many as being paramount to helping the teacher to implement realistic goals throughout the duration of the study (214).
Concerning the younger demographics, though, according to Williams and Merten, “fifty-five percent of teenagers online use and create online social networking profiles” (254). This would make for easy access and communication between the teacher and the student. However, my personal opinion is that education is best completed, when concerning Standard Written English errors, in person, regardless of accessibility.
According to All and Armstrong, there are many ways to use Facebook. To be most successful, they say to do ten things. A few of those ten things are:
1. Update your status
2. Ask your supporters to donate their status
3. Start a cause
4. Promote an event (18-19).
The least spelling, grammar and punctuation errors are found in latter two points. These two topics are more professional than a simple, personal page. A cause typically has an important goal to reach and that goal is more easily attainable when Standard Written English is used rather than a dialect of the English language. An event that is open to anyone with a Facebook account is better understood by their audience in Standard Written English as opposed to a dialect, as well. Alternatively, the most Standard Written English errors I have encountered online on social networking sites have been on Facebook by means of status updates. I have found spelling, capitalization, punctuation and grammatical errors within other aspects of Facebook. However, upon observation and documentation on my own account, I have found that there are approximately 80% fewer mistakes in causes or invitations created by Facebook account holders within a given week, than there are in status updates within that same week.
Page describes status updates as mini-stories. She says:
The stories reported in updates fall outside the literary, conversational, and electronic narrative canon, but are a rich data source for re-examining key concepts in narrative theory, including factors that give rise to perceptions of narrativity (423).
Due to internet language through Facebook status updates, for instance, contain grammatical, spelling and punctual Standard Written English mistakes that are forced into daily vocabulary, omitting and superseding the use of Standard Written English. When writing to someone and saying “u” instead of “you” or updating ones status to say, for example “immago tada apple market” as opposed to “I’m going to go to the apple market” has greatly affected Standard Written English in the educational field. These incorrect uses of punctuation, capitalization, etcetera have found their way into formal written papers and emails to a superior. Emails themselves, whether to a boss, a professor or anyone with whom speech should be formal, can greatly affect the recipient’s perception of the sender. These misuses yield an appearance of less maturity and intelligence than that person may actually have. Page believes that status’ have high importance, despite their toll on Standard Written English. She says:
Given the trend toward using mobile devices (cell phones, e-book readers such as the Kindle) for connecting to Internet services, the importance of small narrative units in online text capable of episodic distribution looks set to continue (440).
I conducted a study to record deviations from Standard Written English among different age groups. This study concludes that Standard Written English errors are exhibited among every age group. Internet language does not affect teenagers or profuse Facebook users solely. In this study, I required that each person send me a twenty word text message, a one hundred word email acting as though I were their boss and they were explaining why they missed a day of work and each person was required to write a letter on paper describing how to make a sandwich. In this study, I analyzed children ages eleven to seventeen, young adults ages eighteen to twenty-five, adults twenty-six to fifty and seniors over the age of fifty-one. The study was conducted in English. From this study, I learned that errors in the text messages came 50% from children, 35% from young adults, 10% from adults and 5% from seniors. In the emails, I found that, again 50% of the mistakes came from children, 35% from young adults, 10% from adults and 5% from seniors. In the letters, however, I discovered that only 35% of the mistakes were made by children, 35% were made by young adults, 20% by adults and 10% by seniors. My study group was more limited than I would have liked for it to be, therefore, affecting my results. The education completion levels among the test subjects were not consistent and the subjects were all from the same area of Missouri, specifically Saint Joseph, therefore, giving me a smaller geographical range as well.
Alongside my experiences with mistakes deviating from the standard language in English, I have also seen spelling mistakes in Spanish on an online social networking site. However, spelling mistakes are the only mistakes I have personally seen, other than the contextual mistake I encountered when I was told “tú invitas”. My inadequate detection of these mistakes is due to my trivial understanding of the language. On Facebook, a native Spanish speaker posted “ola”, in attempt to say “hello” to a friend. However, when “hola” is spoken, the ‘h’ sound is silent, leading this speaker to, in turn, spell the word without an ‘h’ at the beginning. Internet language has not only negatively affected Standard Written English and English speakers, but it has also, the extent to which I am uncertain, affected other standard forms of languages such as Spanish.
In the end, I simply wish for you, my fellow member of society, to be more aware of your language use and misuse. I implore you to represent yourself, online as well as offline, as an adult through your language use, when the situation is formal or public. From this analysis, I would like to be taken simply the knowledge of these misuses and a more in-depth knowledge about representing oneself on an online social networking site updating one’s status or making a post, or when blogging. When writing an important paper for school or in a job, I would like to, with this information, help by saving even a trifling amount of time editing, by avoiding the use of common Standard Written English mistakes found in online situations, rather than later omitting or altering them. Use “you’re” in the first draft, as opposed to “ur”, or “they’re” instead of “theyre”. I would like for this analysis to raise awareness of internet language drifting into and engulfing Standard Written English, with hopes of dismantling the issue of incorrectness being more common than correctness.
Works Cited
All, David, and Jerome Armstrong. “Ten Ways to Use Facebook to Get Your Message Out.”
Politics (Campaigns & Elections) Issue 282 (2009): 18-19. Print.
Gonzales, Amy L., and Jeffrey T. Hancock. “Identity Shift in Computer-Mediated Environments.” Media Psychology. 11.2 (2010): 167-185. Print.
Hourigan, TrÃona, and Liam Murray .“Using Blogs to Help Language Students Develop Reflective Learning Strategies: Towards a Pedagogical Framework.” Australasian Journal of Educational Technology 26.2 (2010): 1-17. Print.
Page, Ruth. “Re-examining Narrativity: Small Stories in Status Updates.” Text & Talk 30.4 (2010): 423-444. Print.
Williams, Amanda and Michael Merten. “A Review of Online Social Networking Profiles by
Adolescents: Implications for Future Research and Intervention.” Adolescence 43.170 (2008): 253-274. Print.
Internet language is predominantly found on online blogging sites or social networking sites, such as Facebook. According to Williams and Merten, these sites “involve individuals creating and maintaining personal Internet sites allowing authors and other users to post content, thus creating a personal network” (254).
Williams and Merten define social networking sites and blogging by saying:
Social networking profiles present a unique research opportunity as the process of blogging involves individuals voluntarily posting information about themselves—personal thoughts, feelings, beliefs, activities—in a public arena with unlimited access for anyone with an Internet connection. The amount of personal information contained in a blog is completely dependent on the author's judgment (254).
Personal blogs and sites on which people can broadcast themselves can easily alter others’ opinions. Things done online can change someone else’s view of the blog or site’s host. I have personally discontinued associations with people due to things they have said on a social networking site. Similarly, Gonzales and Hancock report that “the perceptions of others are decreased in computer-mediated interactions” (171). One of my personal pet peeves, even online, is the misuse of words that sound the same but have different meanings, like “there”, “their” and “they’re”, misspelling words and the incorrect use of Standard Written English grammar. For example, phrases such as “they is going” rather than “they are going” drive me crazy. I have not only encountered these mistakes frequently when speaking English to someone, but I have also encountered similar mistakes when speaking with someone in Spanish. Via instant message, I recently told someone “gracias”, or “thank you” in Spanish. To this, I got the reply “tú invitas”. The responder was attempting to say “you’re welcome”, which he did, however, in the wrong context. He told me “you’re welcome” in a way of, for example, offering entrance into your home. The correct response would have been “de nada”. In English, however, we would not encounter this issue since “you’re welcome” is the same for either expressing gratitude or for offering another person access.
Incorrect grammatical use Standard Written English is exhibited by people of many different ages on social networking sites. I have learned this from personal experience and by reading posts and status updates from my friends on Facebook and in text messages. Not only do my twelve-year-old and sixteen-year-old cousins misspell words frequently, omit proper capitalization and punctuation, but I have seen these mistakes often, from a fifty-year-old woman, a sixty-year-old man and from those within those of my own age group as well. With these mistakes in existence so often, blogging or social networking sites would not be an appropriate educational tool.
Although I do not agree, Hourigan and Murray believe social networking sites could be very useful in the educational field.
The potential impact of the blog writing phenomenon upon teaching and learning contexts reveals an important area for consideration for all university educators, and in particular for e-learning practitioners. Today, web users may access a wide variety of media to express themselves and to communicate with others. These may include conventional blog websites such as blogger.com or indeed social networking sites such as MySpace, Facebook or Bebo, which continue to integrate blog tools and which also encourage self-expression on the part of the users (209).
The educating of Standard Written English is best learned in person, rather than through distant education. If classes are conducted online, the internet language will integrate with schooling and will slowly demolish Standard Written English. Divergently, regarding online education, Hourigan and Murray reported:
[T]he context in which the actual learning takes place is regarded by many as being paramount to helping the teacher to implement realistic goals throughout the duration of the study (214).
Concerning the younger demographics, though, according to Williams and Merten, “fifty-five percent of teenagers online use and create online social networking profiles” (254). This would make for easy access and communication between the teacher and the student. However, my personal opinion is that education is best completed, when concerning Standard Written English errors, in person, regardless of accessibility.
According to All and Armstrong, there are many ways to use Facebook. To be most successful, they say to do ten things. A few of those ten things are:
1. Update your status
2. Ask your supporters to donate their status
3. Start a cause
4. Promote an event (18-19).
The least spelling, grammar and punctuation errors are found in latter two points. These two topics are more professional than a simple, personal page. A cause typically has an important goal to reach and that goal is more easily attainable when Standard Written English is used rather than a dialect of the English language. An event that is open to anyone with a Facebook account is better understood by their audience in Standard Written English as opposed to a dialect, as well. Alternatively, the most Standard Written English errors I have encountered online on social networking sites have been on Facebook by means of status updates. I have found spelling, capitalization, punctuation and grammatical errors within other aspects of Facebook. However, upon observation and documentation on my own account, I have found that there are approximately 80% fewer mistakes in causes or invitations created by Facebook account holders within a given week, than there are in status updates within that same week.
Page describes status updates as mini-stories. She says:
The stories reported in updates fall outside the literary, conversational, and electronic narrative canon, but are a rich data source for re-examining key concepts in narrative theory, including factors that give rise to perceptions of narrativity (423).
Due to internet language through Facebook status updates, for instance, contain grammatical, spelling and punctual Standard Written English mistakes that are forced into daily vocabulary, omitting and superseding the use of Standard Written English. When writing to someone and saying “u” instead of “you” or updating ones status to say, for example “immago tada apple market” as opposed to “I’m going to go to the apple market” has greatly affected Standard Written English in the educational field. These incorrect uses of punctuation, capitalization, etcetera have found their way into formal written papers and emails to a superior. Emails themselves, whether to a boss, a professor or anyone with whom speech should be formal, can greatly affect the recipient’s perception of the sender. These misuses yield an appearance of less maturity and intelligence than that person may actually have. Page believes that status’ have high importance, despite their toll on Standard Written English. She says:
Given the trend toward using mobile devices (cell phones, e-book readers such as the Kindle) for connecting to Internet services, the importance of small narrative units in online text capable of episodic distribution looks set to continue (440).
I conducted a study to record deviations from Standard Written English among different age groups. This study concludes that Standard Written English errors are exhibited among every age group. Internet language does not affect teenagers or profuse Facebook users solely. In this study, I required that each person send me a twenty word text message, a one hundred word email acting as though I were their boss and they were explaining why they missed a day of work and each person was required to write a letter on paper describing how to make a sandwich. In this study, I analyzed children ages eleven to seventeen, young adults ages eighteen to twenty-five, adults twenty-six to fifty and seniors over the age of fifty-one. The study was conducted in English. From this study, I learned that errors in the text messages came 50% from children, 35% from young adults, 10% from adults and 5% from seniors. In the emails, I found that, again 50% of the mistakes came from children, 35% from young adults, 10% from adults and 5% from seniors. In the letters, however, I discovered that only 35% of the mistakes were made by children, 35% were made by young adults, 20% by adults and 10% by seniors. My study group was more limited than I would have liked for it to be, therefore, affecting my results. The education completion levels among the test subjects were not consistent and the subjects were all from the same area of Missouri, specifically Saint Joseph, therefore, giving me a smaller geographical range as well.
Alongside my experiences with mistakes deviating from the standard language in English, I have also seen spelling mistakes in Spanish on an online social networking site. However, spelling mistakes are the only mistakes I have personally seen, other than the contextual mistake I encountered when I was told “tú invitas”. My inadequate detection of these mistakes is due to my trivial understanding of the language. On Facebook, a native Spanish speaker posted “ola”, in attempt to say “hello” to a friend. However, when “hola” is spoken, the ‘h’ sound is silent, leading this speaker to, in turn, spell the word without an ‘h’ at the beginning. Internet language has not only negatively affected Standard Written English and English speakers, but it has also, the extent to which I am uncertain, affected other standard forms of languages such as Spanish.
In the end, I simply wish for you, my fellow member of society, to be more aware of your language use and misuse. I implore you to represent yourself, online as well as offline, as an adult through your language use, when the situation is formal or public. From this analysis, I would like to be taken simply the knowledge of these misuses and a more in-depth knowledge about representing oneself on an online social networking site updating one’s status or making a post, or when blogging. When writing an important paper for school or in a job, I would like to, with this information, help by saving even a trifling amount of time editing, by avoiding the use of common Standard Written English mistakes found in online situations, rather than later omitting or altering them. Use “you’re” in the first draft, as opposed to “ur”, or “they’re” instead of “theyre”. I would like for this analysis to raise awareness of internet language drifting into and engulfing Standard Written English, with hopes of dismantling the issue of incorrectness being more common than correctness.
Works Cited
All, David, and Jerome Armstrong. “Ten Ways to Use Facebook to Get Your Message Out.”
Politics (Campaigns & Elections) Issue 282 (2009): 18-19. Print.
Gonzales, Amy L., and Jeffrey T. Hancock. “Identity Shift in Computer-Mediated Environments.” Media Psychology. 11.2 (2010): 167-185. Print.
Hourigan, TrÃona, and Liam Murray .“Using Blogs to Help Language Students Develop Reflective Learning Strategies: Towards a Pedagogical Framework.” Australasian Journal of Educational Technology 26.2 (2010): 1-17. Print.
Page, Ruth. “Re-examining Narrativity: Small Stories in Status Updates.” Text & Talk 30.4 (2010): 423-444. Print.
Williams, Amanda and Michael Merten. “A Review of Online Social Networking Profiles by
Adolescents: Implications for Future Research and Intervention.” Adolescence 43.170 (2008): 253-274. Print.
English 301 - advanced composition
Internet Language
Major Project #1
21 October 2010
The Language of Reading Challenged and Banned Books
Missouri Western State University held their Fourteenth Annual Reading of Challenged and Banned Books, hosted by Dr. Cadden, on Wednesday, September 29, 2010. During this reading, readers gave the reasons that their book of choice was either challenged or banned, and continued with reading a passage from that book. Each reader named and detailed their selections with a tone of comprehension entwined with ambiguity as to why said book was either banned or challenged. Each banned book listed seemed to be banned for ignorant reasons. Whether it is J.D. Salinger’s The Catcher in the Rye, read by Jessica Wilkinson, for being too racy, or Peter Parnell and Justin Richardson’s And Tango Makes Three, read by Mr. John Minnick, for promoting homosexuality; all concepts of these banned or challenged books, despite whether one agrees with the ideologies of the books or not, offer assistance for a well-rounded and open-minded educational experience for men and women of all ages.
With each book read being challenged or banned, every reader projected a section of their book with confidence and intelligence, with no regard for provincial reasoning as to the book’s ban or challenge; Thus showing no consent to the book being banned or challenged. The book reading colloquium was presented more formally, with Dr. Cadden and most of the readers dressed in suits and ties, skirts, or other forms of nice clothing. However, the language that was used by the book readers during the reading was more on the side of informal.
In the region of formality, the reading showed respect for books and authors presented. It showed reverence for the reasoning of books being banned or challenged and showed that it was a university-organized event. On the other hand, the informality of the speech at the reading showed disagreement with the reasons the books chosen were banned or challenged, and provided for a friendly environment that was open to discussion. It showed that the readers felt the books that they chose were banned or challenged for ill-mannered reasons, such as Shel Silverstein’s poem “How to Not Dry the Dishes”, read by Dr. Cindy Heider, being opposed because parents thought that it taught civil disobedience to children. Children, however, learn much more about disobedience though negligence from their parents, and from the things they are exposed to more often, like television and society.
Upon first glance at the program for the reading, one would believe that it was more of a formal presentation than an informal one, due to the list of readers. Going down the list, three out of eight readers have doctrines of some sort and all others are given the title of ‘Mr.’ or ‘Ms.’ along with explanations of their social status. For instance, the reader is enlightened, automatically after the reader’s name, that Ms. Sarah Lawson is an anchor and producer of New-Press 3 Now and Mr. Steve Silvius is the president of the student chapter of the International Reading Association. Notice that the reading continues to uphold the inequalities of society, in its program, between men and women, by labeling the women in regards to whether they “belong” to a man and are married or not. Nevertheless, the curriculum is very well written, detailed and organized. It does, though, have the playful tact of ‘Banned Books’ in the title being crossed out. This shows the audience, before the reading even begins, that it will not be entirely formal and there will be room for personal interpretation and the expression of personal opinions. The crossed out ‘Banned Books’ shows disregard for the fact that the books being presented were either banned or challenged somewhere in the world, at some point in time and proves an embrace for education in all forms, by associates and members of the university, whether the topics in the books are something with which one would agree or not.
With each book read being challenged or banned, every reader projected a section of their book with confidence and intelligence, with no regard for provincial reasoning as to the book’s ban or challenge; Thus showing no consent to the book being banned or challenged. The book reading colloquium was presented more formally, with Dr. Cadden and most of the readers dressed in suits and ties, skirts, or other forms of nice clothing. However, the language that was used by the book readers during the reading was more on the side of informal.
In the region of formality, the reading showed respect for books and authors presented. It showed reverence for the reasoning of books being banned or challenged and showed that it was a university-organized event. On the other hand, the informality of the speech at the reading showed disagreement with the reasons the books chosen were banned or challenged, and provided for a friendly environment that was open to discussion. It showed that the readers felt the books that they chose were banned or challenged for ill-mannered reasons, such as Shel Silverstein’s poem “How to Not Dry the Dishes”, read by Dr. Cindy Heider, being opposed because parents thought that it taught civil disobedience to children. Children, however, learn much more about disobedience though negligence from their parents, and from the things they are exposed to more often, like television and society.
Upon first glance at the program for the reading, one would believe that it was more of a formal presentation than an informal one, due to the list of readers. Going down the list, three out of eight readers have doctrines of some sort and all others are given the title of ‘Mr.’ or ‘Ms.’ along with explanations of their social status. For instance, the reader is enlightened, automatically after the reader’s name, that Ms. Sarah Lawson is an anchor and producer of New-Press 3 Now and Mr. Steve Silvius is the president of the student chapter of the International Reading Association. Notice that the reading continues to uphold the inequalities of society, in its program, between men and women, by labeling the women in regards to whether they “belong” to a man and are married or not. Nevertheless, the curriculum is very well written, detailed and organized. It does, though, have the playful tact of ‘Banned Books’ in the title being crossed out. This shows the audience, before the reading even begins, that it will not be entirely formal and there will be room for personal interpretation and the expression of personal opinions. The crossed out ‘Banned Books’ shows disregard for the fact that the books being presented were either banned or challenged somewhere in the world, at some point in time and proves an embrace for education in all forms, by associates and members of the university, whether the topics in the books are something with which one would agree or not.
English 301 - advanced composition
Language analysis of MWSU Challenged and Banned Books Reading
Outside Activity #1
30 September 2010
An Analysis of Sojourner Truth
Sojourner Truth was unable to read or write. Therefore, her speech was transcribed by the Frances Gage and given the title “Ain’t I a Woman?” in Gage’s 1881 publication of The History of Woman Suffrage. Sojourner Truth was born in New York and grew up in a Dutch family. However, the Gage’s text portrays her of having a seemingly southern drawl. Taking these facts into consideration how did Frances Gage affect Sojourner Truth’s speech in regards to reproducing it from spoken word onto paper?
Sojourner Truth, being from New York and having never been to the south, would not have a southern accent as Gage portrays her to. In Gage’s account of Truth’s speech that includes dialect, found online at About.com, Gage reports that Truth said things such as “I tink dat ‘twixt de niggers of de Souf and de womin at de Nork”, or “Den dey talks ‘bout dis ting in de head; what dis dey call it?”. According to Available Means ”Truth… would not have had a Southern dialect and that therefore any representation of dialect was likely created by the transcriber”. When I read the speech with dialect, it sounded, to me, very much like something that came out of the movie Gone with the Wind. When I read some of the dialect aloud, it reminded me of Scarlet O’Hara’s accent in the movie. It reminded me, more so, of the way Scarlet’s nurse, Mammy spoke in the movie. However, I would imagine that Truth’s voice would be less high-pitched and less “girly” than Scarlet’s, but possibly pretty similar to Mammy’s, assuming she did speak in a southern dialect. The fact that Truth was from New York shows Gage may have added the dialect herself and it was not really said by Truth. Therefore, Gage had an effect on the speech. Not only does Gage have an effect on the speech with the addition of dialect, but the spelling of the dialect is another way Gage’s affect’s Truth’s transcribed speech.
When it comes to the spelling in Gage’s speech, the “dialect” parts are spelled very inconsistently. In Gage’s version of the speech with dialect in it, “and” is spelled out. However, from Redd and Webb’s book, I learned that “and” is shortened to “an”. Gage writes “I have ploughed, and planted, and gathered into barns, and no man could head me!” This selection of speech, though, sounds very much like Standard English. Gage also reports that Truth said, at one point, “wouldn’t ye be mean…”, however, later in the speech, Truth is reported as saying “Whar did your Christ come from?” The first form of ‘you’ is written in dialect, but the ‘your’ is in Standard English. Therefore, my question is: why would Truth say this part in Standard English, yet say other things with a southern dialect? Gage’s spelling of the dialect being inconsistent is yet another way that she affected the transcription of Truth’s speech. Not only is the spelling in Gage’s report a way that she affected Truth’s speech, but the fact that it is argued whether the speech took place or not is another way Gage affected the speech.
The uncertainty of the speech taking place is an example of the affect Gage had. Available Means reports “Some scholars question whether Truth ever delivered this speech at all, suggesting that it was invented by Gage to advance white women’s causes”. This speech could very well have been made up by Gage to assist women in the Women’s Rights movement. The speech, however took place in 1851 and Gage’s book, in which she included the speech, was not published until thirty years later in 1881. Personally, I think it would be very difficult to remember, word-for-word, something that took place thirty years earlier. Since it is argued whether this speech actually took place or not, Gage’s reproduction of the speech is another way that she affected Truth’s speech. Despite whether the speech actually happened or not, including the speech in her own book towards the advancement of Women’s Right’s is another example of Gage’s affect on Truth’s speech.
“Ain’t I a Woman” has been known as an important part of the history of Women’s Right’s. According to Available Means, “These few words… broke open the ideology of the nineteenth century’s assumptions about ‘true womanhood’… [and] presages many of the central issues in women’s rhetoric to this day”. This speech having become such a respected, important document would have been a good reason for Gage to fake the speech to help advance Women’s Rights by putting it in her publication. The speech, in assistance to Women’s Rights makes Gage look good because she supposedly transcribed it. This is a way that Gage had an effect on Truth’s speech.
English 301 - advanced compositionSojourner Truth, being from New York and having never been to the south, would not have a southern accent as Gage portrays her to. In Gage’s account of Truth’s speech that includes dialect, found online at About.com, Gage reports that Truth said things such as “I tink dat ‘twixt de niggers of de Souf and de womin at de Nork”, or “Den dey talks ‘bout dis ting in de head; what dis dey call it?”. According to Available Means ”Truth… would not have had a Southern dialect and that therefore any representation of dialect was likely created by the transcriber”. When I read the speech with dialect, it sounded, to me, very much like something that came out of the movie Gone with the Wind. When I read some of the dialect aloud, it reminded me of Scarlet O’Hara’s accent in the movie. It reminded me, more so, of the way Scarlet’s nurse, Mammy spoke in the movie. However, I would imagine that Truth’s voice would be less high-pitched and less “girly” than Scarlet’s, but possibly pretty similar to Mammy’s, assuming she did speak in a southern dialect. The fact that Truth was from New York shows Gage may have added the dialect herself and it was not really said by Truth. Therefore, Gage had an effect on the speech. Not only does Gage have an effect on the speech with the addition of dialect, but the spelling of the dialect is another way Gage’s affect’s Truth’s transcribed speech.
When it comes to the spelling in Gage’s speech, the “dialect” parts are spelled very inconsistently. In Gage’s version of the speech with dialect in it, “and” is spelled out. However, from Redd and Webb’s book, I learned that “and” is shortened to “an”. Gage writes “I have ploughed, and planted, and gathered into barns, and no man could head me!” This selection of speech, though, sounds very much like Standard English. Gage also reports that Truth said, at one point, “wouldn’t ye be mean…”, however, later in the speech, Truth is reported as saying “Whar did your Christ come from?” The first form of ‘you’ is written in dialect, but the ‘your’ is in Standard English. Therefore, my question is: why would Truth say this part in Standard English, yet say other things with a southern dialect? Gage’s spelling of the dialect being inconsistent is yet another way that she affected the transcription of Truth’s speech. Not only is the spelling in Gage’s report a way that she affected Truth’s speech, but the fact that it is argued whether the speech took place or not is another way Gage affected the speech.
The uncertainty of the speech taking place is an example of the affect Gage had. Available Means reports “Some scholars question whether Truth ever delivered this speech at all, suggesting that it was invented by Gage to advance white women’s causes”. This speech could very well have been made up by Gage to assist women in the Women’s Rights movement. The speech, however took place in 1851 and Gage’s book, in which she included the speech, was not published until thirty years later in 1881. Personally, I think it would be very difficult to remember, word-for-word, something that took place thirty years earlier. Since it is argued whether this speech actually took place or not, Gage’s reproduction of the speech is another way that she affected Truth’s speech. Despite whether the speech actually happened or not, including the speech in her own book towards the advancement of Women’s Right’s is another example of Gage’s affect on Truth’s speech.
“Ain’t I a Woman” has been known as an important part of the history of Women’s Right’s. According to Available Means, “These few words… broke open the ideology of the nineteenth century’s assumptions about ‘true womanhood’… [and] presages many of the central issues in women’s rhetoric to this day”. This speech having become such a respected, important document would have been a good reason for Gage to fake the speech to help advance Women’s Rights by putting it in her publication. The speech, in assistance to Women’s Rights makes Gage look good because she supposedly transcribed it. This is a way that Gage had an effect on Truth’s speech.
Sojourner Truth analysis
Critical Response Journal #4
28 October 2010
A Negative Language Misapprehension Slowly Altered by Higher Education
I was always taught that African American English, while it may not be proof that the speakers is unintelligent or uneducated, it is not a language on its own. I was taught that it has no rules and it is merely a dialect of Standard English. Growing up in a white, middle-class, conservative family, I had no exposure to anything otherwise. I was blind to African American English, for the most part, all the way from elementary school up to high school. I only knew the language that African Americans spoke as “lazy”, “rebellious” and “dumbed-down” until my Language Awareness class in college.
I had heard it spoken in elementary school and middle school somewhat, but it was something I pretty much just ignored. It was in high school when I began to really comprehend what was meant when things were said like “They’re just lazy and trying to be rebellious, they’re idiots and need to learn to speak proper English”. From hearing these misconceptions my entire life, my friend base was predominantly white and I paid no never mind to those of any other ethnicity because it had been burned into my head that they were less worthy or senseless.
Spanish, on the other hand, is a language that I have always been interested in and interested in learning since I was in elementary school. The discrimination against Spanish-speakers, though, to my knowledge, did not start in my family until Triumph opened in south end Saint Joe. Therefore, I was at an age where I was able to make my own, unbiased decisions and conclusions. I had only heard Spanish in my foreign language classes and through the few words and numbers my mother had taught me at an early age.
When it comes to African American English, I still have a hard time hearing and not automatically thinking “uneducated” or “lazy” because it is so embedded in my up-brining. It has gotten easier with my college courses considering the topic, however, in the back of my mind, occasionally, it is still there. I can ignore it, but I cannot ignore the fact that it exists. The language used in my childhood has been hard to erase and adjust. Its assertiveness and magnitude has been with me, even before I was old enough to really understand it. I do realize and acknowledge the negative effects it can and has had on my life. It has inscribed pessimism in my mind that has taken years to change.
The language that is used around a child, frequently, while they are growing up can strongly affect their entire life negatively and positively, whether intentional or not. Even a simple descriptive word like “lazy”, or calling things “stupid”, if used often enough, can lead to automatic assumptions by a child in later life, causing generalization, racism, segregation and discrimination. Frequently saying “d*mn Mexicans need to learn English or go the f*ck home” around a six-year-old, can, inevitably, lead that child to hating Spanish-speaking people and not being able to properly comprehend, or be willing to learn about the language and ethnicity as a whole. Whether it is being said jokingly by the adult, or very rarely, the more it is said, the less effort is takes for it to stick in young minds. The affect can take a lifetime to reverse. The negative generalizations I have been exposed to certainly have taken a while to repeal.
African American English, I know now due to my college classes, has its own rules and guidelines. An openness to accepting African American English as a language rather than a dialect and allowing its speakers to be accepted as opposed to categorized and classified by how they talk would, in my person opinion, but an effective way to eliminate some of the racism and discrimination in American society. With African American English known as “rule-governed” rather than “lazy” and “incorrect” would be an efficient way to eradicate the low self-esteem and instructional sacrifices of African Americans in the world of education all the way from elementary school to the college and university level as well. Doing away with these characterizations begin at the home front and changing the language taught to children.
I had heard it spoken in elementary school and middle school somewhat, but it was something I pretty much just ignored. It was in high school when I began to really comprehend what was meant when things were said like “They’re just lazy and trying to be rebellious, they’re idiots and need to learn to speak proper English”. From hearing these misconceptions my entire life, my friend base was predominantly white and I paid no never mind to those of any other ethnicity because it had been burned into my head that they were less worthy or senseless.
Spanish, on the other hand, is a language that I have always been interested in and interested in learning since I was in elementary school. The discrimination against Spanish-speakers, though, to my knowledge, did not start in my family until Triumph opened in south end Saint Joe. Therefore, I was at an age where I was able to make my own, unbiased decisions and conclusions. I had only heard Spanish in my foreign language classes and through the few words and numbers my mother had taught me at an early age.
When it comes to African American English, I still have a hard time hearing and not automatically thinking “uneducated” or “lazy” because it is so embedded in my up-brining. It has gotten easier with my college courses considering the topic, however, in the back of my mind, occasionally, it is still there. I can ignore it, but I cannot ignore the fact that it exists. The language used in my childhood has been hard to erase and adjust. Its assertiveness and magnitude has been with me, even before I was old enough to really understand it. I do realize and acknowledge the negative effects it can and has had on my life. It has inscribed pessimism in my mind that has taken years to change.
The language that is used around a child, frequently, while they are growing up can strongly affect their entire life negatively and positively, whether intentional or not. Even a simple descriptive word like “lazy”, or calling things “stupid”, if used often enough, can lead to automatic assumptions by a child in later life, causing generalization, racism, segregation and discrimination. Frequently saying “d*mn Mexicans need to learn English or go the f*ck home” around a six-year-old, can, inevitably, lead that child to hating Spanish-speaking people and not being able to properly comprehend, or be willing to learn about the language and ethnicity as a whole. Whether it is being said jokingly by the adult, or very rarely, the more it is said, the less effort is takes for it to stick in young minds. The affect can take a lifetime to reverse. The negative generalizations I have been exposed to certainly have taken a while to repeal.
African American English, I know now due to my college classes, has its own rules and guidelines. An openness to accepting African American English as a language rather than a dialect and allowing its speakers to be accepted as opposed to categorized and classified by how they talk would, in my person opinion, but an effective way to eliminate some of the racism and discrimination in American society. With African American English known as “rule-governed” rather than “lazy” and “incorrect” would be an efficient way to eradicate the low self-esteem and instructional sacrifices of African Americans in the world of education all the way from elementary school to the college and university level as well. Doing away with these characterizations begin at the home front and changing the language taught to children.
English 301 - advanced composition
AAE analysis
Critical Response Journal #3
13 October 2010
An Analysis about Defining Men by Their Weakest Link
The language of Andrea Dworkin’s speech “I Want A Twenty-Four-Hour Truce During Which There Is No Rape” is harsh and demanding. This way of talking at other people can do one of two things: It will both draw attention and recruit them to side with the speaker, or turn them away from what is being said completely. Either way you perceive her speech, Andrea Dworkin states facts. She does not cloud her stated opinion with “pretty” phrases as other female rhetors do.
Dworkin said “Everybody raise your hand who believes you have the right to rape. Not too many hands will go up. It’s in life that men believe they have the right to force sex, which they don’t call rape.” While many men will disagree with this statement, she is stating facts about the beliefs of some men. This statement is false in that not every man truly, deep-down, believes it. However, it is true in that society does teach men and women both that men have authority over women in every aspect, including that men have the right to do whatever they please, sexually, with women, even if the woman does not concur to the action.
Society teaches us that men, exclusively, have the ability to hold higher-paying, better jobs than women. It teaches us that men, opposed to women, are allowed to be whatever they choose to be, whereas women must have a title labeling them by whether or not they “belong” to a man. This is the point Dworkin attempts to make in her speech: That men have power over women in every aspect, including willing and reluctant sexual situations. To which Dworkin reported “[P]ower… is the sum and substance of women’s oppression.” Were men not taught, from birth, that they could excel further than women; there would be no female oppression. Were men not taught that they are better, by right, than women; there would be no female oppression. Were men not taught that they have the ultimate power in this world over women; there would be no female oppression. Did men not hold that ultimate power, rapes and sex-related crimes against women would not take place.
Andrea Dworkin simply wants the men whom are not doing the raping, to, instead of insisting that they are not rapists and they do not do the crime, to take a stand and convince their fellow, guilty men to discontinue the crimes against women they are committing. However, yelling at men, telling them they are all rapists, will either force them to take a stand and prove her wrong, or become defensive and turned off to her goal. She said, “Tell the pornographers. Tell the pimps. Tell the war-makers. Tell the rape apologists and the rape celebrationists and the pro-rape ideologues… These men presume to speak for you. If they don’t, then you had better let them know.” Wherein she asking men to stop talking and do something. Dworkin does not believe that having a rapist’s nature is true of all men, but she is defining men by their weakest player, so to speak.
If the rapes were stopped, male dominance would decrease, allowing equality among the sexes to enhance and escalate in every aspect, let alone in sexual situations. If the innocent men took a stand against the guilty men, showing respect for women, their proclaimed beliefs in equality would be established rather than simply just verbalized. It is said that “seeing is believing” and the character of Sandy in the movie Grease says it best when she says “I’ll believe that when I see it.” As well, the ever-famous court-related quote “guilty until proven innocent”, are all perfect associations to Dworkin’s belief, “I will believe it when I see you on the streets… when I see an organized political opposition… when pimps go out of business because there are no more male consumers.” The demanding challenge to all men is to prove her wrong and to do something about it.
Dworkin said “Everybody raise your hand who believes you have the right to rape. Not too many hands will go up. It’s in life that men believe they have the right to force sex, which they don’t call rape.” While many men will disagree with this statement, she is stating facts about the beliefs of some men. This statement is false in that not every man truly, deep-down, believes it. However, it is true in that society does teach men and women both that men have authority over women in every aspect, including that men have the right to do whatever they please, sexually, with women, even if the woman does not concur to the action.
Society teaches us that men, exclusively, have the ability to hold higher-paying, better jobs than women. It teaches us that men, opposed to women, are allowed to be whatever they choose to be, whereas women must have a title labeling them by whether or not they “belong” to a man. This is the point Dworkin attempts to make in her speech: That men have power over women in every aspect, including willing and reluctant sexual situations. To which Dworkin reported “[P]ower… is the sum and substance of women’s oppression.” Were men not taught, from birth, that they could excel further than women; there would be no female oppression. Were men not taught that they are better, by right, than women; there would be no female oppression. Were men not taught that they have the ultimate power in this world over women; there would be no female oppression. Did men not hold that ultimate power, rapes and sex-related crimes against women would not take place.
Andrea Dworkin simply wants the men whom are not doing the raping, to, instead of insisting that they are not rapists and they do not do the crime, to take a stand and convince their fellow, guilty men to discontinue the crimes against women they are committing. However, yelling at men, telling them they are all rapists, will either force them to take a stand and prove her wrong, or become defensive and turned off to her goal. She said, “Tell the pornographers. Tell the pimps. Tell the war-makers. Tell the rape apologists and the rape celebrationists and the pro-rape ideologues… These men presume to speak for you. If they don’t, then you had better let them know.” Wherein she asking men to stop talking and do something. Dworkin does not believe that having a rapist’s nature is true of all men, but she is defining men by their weakest player, so to speak.
If the rapes were stopped, male dominance would decrease, allowing equality among the sexes to enhance and escalate in every aspect, let alone in sexual situations. If the innocent men took a stand against the guilty men, showing respect for women, their proclaimed beliefs in equality would be established rather than simply just verbalized. It is said that “seeing is believing” and the character of Sandy in the movie Grease says it best when she says “I’ll believe that when I see it.” As well, the ever-famous court-related quote “guilty until proven innocent”, are all perfect associations to Dworkin’s belief, “I will believe it when I see you on the streets… when I see an organized political opposition… when pimps go out of business because there are no more male consumers.” The demanding challenge to all men is to prove her wrong and to do something about it.
English 301 - advanced composition
Andrew Dworking analysis
Critical Response Journal #2
30 September 2010
Friday, November 12, 2010
Journal Prompts for Young Creative Writers
•What is your favorite season? Describe how you feel during different times of the year.
•What is your favorite game? Think about indoor games, outdoor games, board games, car games, and more!
•Write about your favorite subject in school. What is your least favorite subject?
•What do you want to be when you grow up? Choose and describe at least three jobs that you think you would enjoy.
•What is your favorite holiday and why? What traditions do you and your family share?
•What qualities do you look for in a friend? How do you try to be a good friend to others?
•Have you ever had to apologize for something you did? How did you feel before and after the apology?
•Describe a typical day in your life. Use sensory detail (sight, sound, touch, smell, taste) to make your daily experience come to life.
•Describe a "fantasy" day in your life. If you could design a whole day to do anything and everything you wanted, what would you choose to do?
•If you could choose one superpower to have for a day, which would you select? Describe in detail your activities as a superhero.
•Should children have strict bedtimes? What do you think is a fair bedtime for children your age and why?
•Write about your brothers and sisters. If you don't have any, do you wish you did?
•What is more important in life: presents or people?
•What do you think is the "perfect" age to be? If you could choose one age and stay that age forever, what would you choose?
•Do you have any nicknames? Describe where the nicknames came from and what they mean to you.
•Write about what you do on the weekends. How do your weekends differ from your weekdays?
•What are your favorite foods? What are your least favorite foods? Describe how it feels to eat each of the foods.
•What is your favorite type of weather? Write about how your activities change with different types of weather.
via: http://k6educators.about.com/od/languageart1/qt/jpromptsx.htm
•What is your favorite game? Think about indoor games, outdoor games, board games, car games, and more!
•Write about your favorite subject in school. What is your least favorite subject?
•What do you want to be when you grow up? Choose and describe at least three jobs that you think you would enjoy.
•What is your favorite holiday and why? What traditions do you and your family share?
•What qualities do you look for in a friend? How do you try to be a good friend to others?
•Have you ever had to apologize for something you did? How did you feel before and after the apology?
•Describe a typical day in your life. Use sensory detail (sight, sound, touch, smell, taste) to make your daily experience come to life.
•Describe a "fantasy" day in your life. If you could design a whole day to do anything and everything you wanted, what would you choose to do?
•If you could choose one superpower to have for a day, which would you select? Describe in detail your activities as a superhero.
•Should children have strict bedtimes? What do you think is a fair bedtime for children your age and why?
•Write about your brothers and sisters. If you don't have any, do you wish you did?
•What is more important in life: presents or people?
•What do you think is the "perfect" age to be? If you could choose one age and stay that age forever, what would you choose?
•Do you have any nicknames? Describe where the nicknames came from and what they mean to you.
•Write about what you do on the weekends. How do your weekends differ from your weekdays?
•What are your favorite foods? What are your least favorite foods? Describe how it feels to eat each of the foods.
•What is your favorite type of weather? Write about how your activities change with different types of weather.
via: http://k6educators.about.com/od/languageart1/qt/jpromptsx.htm
Creative Journal Topics Involving Different Perspectives
1.What one non-living item would you take from your house if it caught on fire?
2.Which five of these things (make a list) would you take from your house if it caught fire?
3.Pretend you met an alien and explain school to him/her/it.
4.Set your clocks ahead twenty years. Where are you and what are you be doing?
5.What would you do with a million dollars? List five things you would buy.
6.You've landed on another planet. Tell the inhabitants all about earth.
7.You've gone back in time and met a tribe of Indians. Explain plubing, electricity, cars, windows, air conditioning and other convenieces to them.
8.What animal would you be? Why?
9.If you were your teacher, how would you treat you?
10.Describe a day in the life of ___________(choose an animal).
11.Describe how you feel at the dentist's office.
12.The way I am like _______________ is _________________
13.A perfect place for me is...
14.What if your teacher fell asleep in class?
15.I am my locker.
16.I am my shoe.
17.If I could live anywhere...
18.If I were invisible I would...
19.Describe your life fifteen years from now.
20.How would do you think your parents views would change if they walked in your shoes for a week?
21.Describe your desk in complete detail. Focus on all sides and angles.
22.List twenty-five uses for a toothbrush.
23.Describe a toaster from the inside.
24.Assume you are the last person on earth and have been granted one wish. What would it be?
25.Imagine a world that contained no written language. What would be different?
26.If you could step back in time to re-live one day, what would you do differently?
27.You discover you have only six weeks to live. What would you do and why?
28.Imagine you are 25 years old. How will you describe yourself as you are today?
29.Describe how you would feel if you were YOUR parent. What would you do differently?
30.Describe how you would feel if you were YOUR teacher. What would you do differently?
via: http://712educators.about.com/od/Journal-Writing/a/Creative-Journal-Topics-Involving-Different-Perspectives.htm
2.Which five of these things (make a list) would you take from your house if it caught fire?
3.Pretend you met an alien and explain school to him/her/it.
4.Set your clocks ahead twenty years. Where are you and what are you be doing?
5.What would you do with a million dollars? List five things you would buy.
6.You've landed on another planet. Tell the inhabitants all about earth.
7.You've gone back in time and met a tribe of Indians. Explain plubing, electricity, cars, windows, air conditioning and other convenieces to them.
8.What animal would you be? Why?
9.If you were your teacher, how would you treat you?
10.Describe a day in the life of ___________(choose an animal).
11.Describe how you feel at the dentist's office.
12.The way I am like _______________ is _________________
13.A perfect place for me is...
14.What if your teacher fell asleep in class?
15.I am my locker.
16.I am my shoe.
17.If I could live anywhere...
18.If I were invisible I would...
19.Describe your life fifteen years from now.
20.How would do you think your parents views would change if they walked in your shoes for a week?
21.Describe your desk in complete detail. Focus on all sides and angles.
22.List twenty-five uses for a toothbrush.
23.Describe a toaster from the inside.
24.Assume you are the last person on earth and have been granted one wish. What would it be?
25.Imagine a world that contained no written language. What would be different?
26.If you could step back in time to re-live one day, what would you do differently?
27.You discover you have only six weeks to live. What would you do and why?
28.Imagine you are 25 years old. How will you describe yourself as you are today?
29.Describe how you would feel if you were YOUR parent. What would you do differently?
30.Describe how you would feel if you were YOUR teacher. What would you do differently?
via: http://712educators.about.com/od/Journal-Writing/a/Creative-Journal-Topics-Involving-Different-Perspectives.htm
Journal Topics Concerning Interpersonal Relationships
1.Best friends...
2.Teenagers...
3.The things I look for in a friend are...
4.Friends are...
5.The thing that mes me a good friend is...
6.I make friends by...
7.If my best friend were on drugs...
8.My best friend...
9.How gangs affect my life
10.I wish my friends would...
11.People like me because...
12.When someone tells me they like me, I...
13.Someone I'd like to know better is
14.I like it when somebody says to me
15.I wish I had told...
16.People make me mad when...
17.I feel sad when someone tells me...
18.I resent __________ for __________
19.I love it when..
20.I expect...
21.I'd like to spend the day with
22.Lying to parents
23.My parents...
24.My brother(s)/sister(s)...
25.When I become a parent I won't...
26.Something I do for my mother is...
27.Something I do for my father is...
28.I like people who...
29.I don't like people who...
30.I wish people would...
31.I wish my teacher would...
32.The other people in this class...
via: http://712educators.about.com/od/Journal-Writing/a/Journal-Topics-Concerning-Interpersonal-Relationships.htm
2.Teenagers...
3.The things I look for in a friend are...
4.Friends are...
5.The thing that mes me a good friend is...
6.I make friends by...
7.If my best friend were on drugs...
8.My best friend...
9.How gangs affect my life
10.I wish my friends would...
11.People like me because...
12.When someone tells me they like me, I...
13.Someone I'd like to know better is
14.I like it when somebody says to me
15.I wish I had told...
16.People make me mad when...
17.I feel sad when someone tells me...
18.I resent __________ for __________
19.I love it when..
20.I expect...
21.I'd like to spend the day with
22.Lying to parents
23.My parents...
24.My brother(s)/sister(s)...
25.When I become a parent I won't...
26.Something I do for my mother is...
27.Something I do for my father is...
28.I like people who...
29.I don't like people who...
30.I wish people would...
31.I wish my teacher would...
32.The other people in this class...
via: http://712educators.about.com/od/Journal-Writing/a/Journal-Topics-Concerning-Interpersonal-Relationships.htm
Journal Topics for Clarifying Personal Positions
1.TV Commercials
2.Divorce
3.Surviving Divorce
4.The Death Penalty
5.Prejudice and Racism
6.Movie Review
7.The Spread of Aids
8.Teen Suicide
9.Shoplifting
10.Getting Drunk
11.How important are sports in schools?
12.Smoking
13.How Our School Could Be Improved
14.A Cool Hobby or Sport
15.The Best Entertainer
16.Death
17.Date Rape
18.Prearranged Marriages
19.Competition
20.Peer Pressure
21.Gang Violence
22.Food
23.Should teens be sexually active?
24.Part-Time Jobs
25.How a Car Changes a Teen's Life
26.Homework
27.Honesty
28.Curfews
via: http://712educators.about.com/od/Journal-Writing/a/Journal-Topics-For-Clarifying-Personal-Positions.htm
2.Divorce
3.Surviving Divorce
4.The Death Penalty
5.Prejudice and Racism
6.Movie Review
7.The Spread of Aids
8.Teen Suicide
9.Shoplifting
10.Getting Drunk
11.How important are sports in schools?
12.Smoking
13.How Our School Could Be Improved
14.A Cool Hobby or Sport
15.The Best Entertainer
16.Death
17.Date Rape
18.Prearranged Marriages
19.Competition
20.Peer Pressure
21.Gang Violence
22.Food
23.Should teens be sexually active?
24.Part-Time Jobs
25.How a Car Changes a Teen's Life
26.Homework
27.Honesty
28.Curfews
via: http://712educators.about.com/od/Journal-Writing/a/Journal-Topics-For-Clarifying-Personal-Positions.htm
Journal Topics for Self Understanding
1.When I need time for myself...
2.If I could live anywhere
3.I really miss...
4.I never expected...
5.An unusual day in my life
6.For my birthday I'd like...
7.The worst gift I ever got...
8.I daydream most about...
9.I really wish....
10.Something few people realize about me
11.I wish I weren't so...
12.One of my best points is...
13.One of my most important goals is...
14.I dream that one day...
15.My hardest class is
16.What makes me feel proud is
17.I'm glad I'm alive when
18.Some little things I often forget to enjoy
via: http://712educators.about.com/od/Journal-Writing/a/Journal-Topics-For-Self-Understanding.htm
2.If I could live anywhere
3.I really miss...
4.I never expected...
5.An unusual day in my life
6.For my birthday I'd like...
7.The worst gift I ever got...
8.I daydream most about...
9.I really wish....
10.Something few people realize about me
11.I wish I weren't so...
12.One of my best points is...
13.One of my most important goals is...
14.I dream that one day...
15.My hardest class is
16.What makes me feel proud is
17.I'm glad I'm alive when
18.Some little things I often forget to enjoy
via: http://712educators.about.com/od/Journal-Writing/a/Journal-Topics-For-Self-Understanding.htm
Double Entry Journaling
The Double Entry Journal allows students to record their responses to text as they read. In the left-hand page or column, the student copies or summarizes text which is intriguing, puzzling, or moving, or which connects to a previous entry or situation. In the right-hand page or column, the student reacts to the quotation or summary. The entry may include a comment, a question, a connection made, an analysis. Entries are made whenever a natural pause in the reading occurs, so that the flow is not interrupted constantly.
via: http://www.sdcoe.k12.ca.us/score/actbank/tdentry.htm
Topics and Prompts
My craziest experience in a restaurant or shopping mall
The hardest thing I’ve ever done
My first encounter with a bully
Let’s hear it for my favorite senior citizen.
The toys I’ll never give up
A friend who moved away
I couldn’t believe that my mother volunteered me for that job.
Putting my foot in my mouth
What if school sports were dropped?
Who knows me best?
What do I worry about?
My muscles were so sore after . . .
What do we Americans do well?
“Obstacles are what you see when you take your eyes off the goal.”
I admit it; I enjoy professional wrestling.
An unforgettable dream
My worst vacation
A “visit” to a hospital, doctor’s office, or dentist’s office
Coping with brothers and sisters
A typical evening at home
Morning madness
When I was a discipline problem
A meaningful gift I’ve given or received
We all make mistakes.
Why do I deserve the job?
My brother (or sister) made me so mad!
Hanging out
Something this school really needs is . . .
Why are soap operas so popular?
I take some things too seriously.
What do I do to break routine?
The next wave of personal communication
Greed
Alone on a desert island
Let’s push alternative sources of energy.
______ is like a boomerang.
How it would feel to walk in space
ItÂ’s a rule, so it’s right . . . right?
What invention would you like to see in your lifetime?
Why appearance is not so important
How I express myself artistically
Is pollution a necessary evil?
What different colors mean to me
Why are soap operas so popular?
I take some things too seriously.
How do people who are in constant pain cope?
Is this love?
Foods I love, foods I hate
Tools I’ll need in my intended profession
Why are some people so cruel?
What animals can teach humans
Self-esteem
Sometimes, adults seem . . .
My dream car
The idea hit me like a tornado.
My Web site
If I were a superhero, I’d be . . .
Something this school really needs is . . .
What do I do to break routine?
via: http://thewritesource.com/writing_topics/more_topics/#inc
The hardest thing I’ve ever done
My first encounter with a bully
Let’s hear it for my favorite senior citizen.
The toys I’ll never give up
A friend who moved away
I couldn’t believe that my mother volunteered me for that job.
Putting my foot in my mouth
What if school sports were dropped?
Who knows me best?
What do I worry about?
My muscles were so sore after . . .
What do we Americans do well?
“Obstacles are what you see when you take your eyes off the goal.”
I admit it; I enjoy professional wrestling.
An unforgettable dream
My worst vacation
A “visit” to a hospital, doctor’s office, or dentist’s office
Coping with brothers and sisters
A typical evening at home
Morning madness
When I was a discipline problem
A meaningful gift I’ve given or received
We all make mistakes.
Why do I deserve the job?
My brother (or sister) made me so mad!
Hanging out
Something this school really needs is . . .
Why are soap operas so popular?
I take some things too seriously.
What do I do to break routine?
The next wave of personal communication
Greed
Alone on a desert island
Let’s push alternative sources of energy.
______ is like a boomerang.
How it would feel to walk in space
ItÂ’s a rule, so it’s right . . . right?
What invention would you like to see in your lifetime?
Why appearance is not so important
How I express myself artistically
Is pollution a necessary evil?
What different colors mean to me
Why are soap operas so popular?
I take some things too seriously.
How do people who are in constant pain cope?
Is this love?
Foods I love, foods I hate
Tools I’ll need in my intended profession
Why are some people so cruel?
What animals can teach humans
Self-esteem
Sometimes, adults seem . . .
My dream car
The idea hit me like a tornado.
My Web site
If I were a superhero, I’d be . . .
Something this school really needs is . . .
What do I do to break routine?
via: http://thewritesource.com/writing_topics/more_topics/#inc
Values Prompts
Describe a person you admire.
If you were your teacher, how would you treat you?
Describe how you would feel if you were your teacher. If you were in charge, what would you do differently?
Imagine you are stranded on a tropical island with your classmates. You have no supervision, no rules, no leader, no McDonald's etc... How would you choose a leader? What jobs would you need? What rules would you have? What if someone broke the rules?
What if your house caught fire, what would you take with you? Put these in order of priority: your pet, your $100 savings, photo album, necklace from grandma, favorite piece of clothing.
What does courage mean to you? Describe an instance when you, or someone you have heard about, was courageous.
Life stinks, life is good, life is what you make it. Which one of these best describes your philosophy on life?
What are the characteristics of a hero?
What do you think of people who use profanity in public?
Is it better to give or to receive?
If I had three wishes I would...
What is the right age to start dating? Is it the same for everyone? How would you know if someone is ready?
Should 14 year olds be allowed to watch R rated movies?
If you found $100 on the ground in the park what would you do?
How should teachers deal with disruptive and rude students?
Is it ever alright to steal?
via: http://freeology.com/journal/values.php
If you were your teacher, how would you treat you?
Describe how you would feel if you were your teacher. If you were in charge, what would you do differently?
Imagine you are stranded on a tropical island with your classmates. You have no supervision, no rules, no leader, no McDonald's etc... How would you choose a leader? What jobs would you need? What rules would you have? What if someone broke the rules?
What if your house caught fire, what would you take with you? Put these in order of priority: your pet, your $100 savings, photo album, necklace from grandma, favorite piece of clothing.
What does courage mean to you? Describe an instance when you, or someone you have heard about, was courageous.
Life stinks, life is good, life is what you make it. Which one of these best describes your philosophy on life?
What are the characteristics of a hero?
What do you think of people who use profanity in public?
Is it better to give or to receive?
If I had three wishes I would...
What is the right age to start dating? Is it the same for everyone? How would you know if someone is ready?
Should 14 year olds be allowed to watch R rated movies?
If you found $100 on the ground in the park what would you do?
How should teachers deal with disruptive and rude students?
Is it ever alright to steal?
via: http://freeology.com/journal/values.php
Writing Prompts
•If I were the teacher, I would...
•If I could give one piece of advice to any person in history, that advice would be...
•Describe a dream that you had recently. Provide as many details as possible.
•The best lesson my grandparent (or parent or any relative) ever taught me was...
•[on the day after the Grammy Awards are announced.] Do you think the right artists won? Why or why not?
•Tell five things you'd like to do on your next birthday.
•Imagine a friend of yours is considering whether to take steroids. What would you tell that friend to persuade him or her not to do that?
•In 20 years, I will be...
•Tell about an event in your life that has caused a change in you.
•I was most angry when...
•If you could design one room in a house to suit only your needs, what would it look like? (Challenge kids to be as fanciful as they like. For example, would someone have a desk made of chocolate?)
•Describe your perfect vacation.
•My worst mistake was...
•[for high-school students.] Do you believe in love at first sight?
•If you and your best friend could have a free limo for 24 hours, where would you go and what would you do?
•You have the freedom to travel to any city or country in the world. Where would you go and why?
•What would you do if you were president of the United States?
•You have an extra $100,000 to give away; you cannot spend it on yourself. What would you do with the money?
•The qualities that make a best friend are...
•If you were an insect, what kind would you be and why?
•Describe your room at home in detail. What are you proudest of and why?
•[using a current local controversy] Do you agree with the decision? Why? Would you change if anything? What?
via: http://www.educationworld.com/a_curr/curr144.shtml
•If I could give one piece of advice to any person in history, that advice would be...
•Describe a dream that you had recently. Provide as many details as possible.
•The best lesson my grandparent (or parent or any relative) ever taught me was...
•[on the day after the Grammy Awards are announced.] Do you think the right artists won? Why or why not?
•Tell five things you'd like to do on your next birthday.
•Imagine a friend of yours is considering whether to take steroids. What would you tell that friend to persuade him or her not to do that?
•In 20 years, I will be...
•Tell about an event in your life that has caused a change in you.
•I was most angry when...
•If you could design one room in a house to suit only your needs, what would it look like? (Challenge kids to be as fanciful as they like. For example, would someone have a desk made of chocolate?)
•Describe your perfect vacation.
•My worst mistake was...
•[for high-school students.] Do you believe in love at first sight?
•If you and your best friend could have a free limo for 24 hours, where would you go and what would you do?
•You have the freedom to travel to any city or country in the world. Where would you go and why?
•What would you do if you were president of the United States?
•You have an extra $100,000 to give away; you cannot spend it on yourself. What would you do with the money?
•The qualities that make a best friend are...
•If you were an insect, what kind would you be and why?
•Describe your room at home in detail. What are you proudest of and why?
•[using a current local controversy] Do you agree with the decision? Why? Would you change if anything? What?
via: http://www.educationworld.com/a_curr/curr144.shtml
258 Journal Topics
1. If you won the Texas lottery, what would you do?
2. Why do you think some people don't exercise their right to vote?
3. What is your favorite Disney character or movie and why is it your favorite?
4. My full name and how it was decided on
5. My dream house
6. I am the one who....
7. First Grade Memories
8. In the left corner, behind the filing cabinet.....
9. The Holiday I Wish We Had
10. The day I went to the circus.....
11. Yesterday I....
12. Games I like to play
13. I believe....
14. I can.....
15. Sunshine makes me feel...
16. The cartoon I like the most on Saturday mornings....
17. The most amazing thing I've ever seen is...
18. Hospitals
19. Summer Memories
20. My Dad
21. My Mom
22. My Grandma
23. My Grandpa
24. If I could be doing anything right now, I'd be...
25. What if...
26. My shoe
27. Well, Doctor, it's like this....
28. Colors
29. My most embarrassing moment
30. Inside the box with the big red bow is...
31. The Midnight Visitor
32. Television
33. Money
34. Pizza
35. Everything I remember about this morning
36. What I would like to receive at Christmas
37. Snow
38. Eyes
39. If I was President of the United States...
40. Mysteries
41. Bugs
42. Rainbows
43. Dreams
44. Babies
45. Friendship
46. Violence
47. In 20 Years I'd Like to Be....
48. Favorite memories
49. My family
50. dogs
51. cats
52. It makes me blush when...
53. Cowboys
54. It was so funny when...
55. What my mom must have been like as a baby...
56. Good things about me
57. It would be funny if....
58. Mother Goose
59. When I get to high school, I will....
60. The knight lifted his sword amidst the dragon's flaming breath...
61. My talents
62. The best book I ever read...
63. The book someone should write is....
64. What confuses me about math
65. The Conversation between Mr. Triangle and Ms. Circle
66. Secrets
67. What I'd like to give people for Christmas
67. My responsibilities
68. Cars
69. How It Feels to Win/Lose
70. I'm thankful for...
71. The valentine I'd like to send/receive
72. kindness
73. mirrors
74. The first thing I remember....
75. The door was locked and I couldn't find the key....
76. Inside the cave
77. My hero
78. No one would believe me when....
79. I wish I was there when....
80. What My Best Friend and I Have in Common
81. Something people usually don't notice about me is...
82. If I was a crayon....
83. My Life as a Pencil
84. What Do You Mean the Next Stop Is Hell?
85. Who Filled the Pool with strawberry Jello?
86. How to eat an apple
87. How to dribble a basketball
88. How to do a somersault
89. How to drink with a straw
90. How to snap your fingers
91. How to jump rope
92. How to make a paper airplane
93. How to whistle
94. You are a small animal at a historical event. Tell what is happening.
95. What an alphabet journal entry 26 sentences long with each sentence starting with the alphabet letter as it appears in sequence.
96. Make a list of all the words that are related to or describe heat. Write a story about Texas in the summer using these words.
97. Places you like
98. Places you dislike
99. TV shows you like
100. TV shows you dislike
101. sports events you enjoy
102. sports events you don't enjoy
103. automobiles you like
104. things you have never owned, but like.
105. things you would never own and never want
106. foods you like to eat
107. food you strongly dislike to eat
108. restaurants you like and dislike
109. sounds you like and dislike
110. smells you like and dislike
111. places you have never been to, but want to go to
112. people you don't know, but would like to know
113. things you have never done, but would like to do (conduct an orchestra, etc.)
114. What if school was in session 6 days a week?
115. What if teachers were paid as much as professional baseball players?
116. What if our school classess only went until noon each day?
117. What are all the things you can think of that come in pairs?
118. List things that give protection, such as a turtle's shell, seat belt, etc.
119. Describe a friend who is NOT in the room.
120. I Did Something Really Nice
121. Observe at least 5 things you see happen on your way home from school. Write about them.
122. Write the directions to a favorite place (home, restaurant, ice cream shop, etc.) from the school parking lot.
123. Imagine that a close friend has lost something very valuable. It might be a ring, a pet, a key--something that must be found. How would you help him/her find it? What would you do? Would you be able to find it?
124. Write about a time when you were "sweating it", a time when you were very nervous.
125. How a classroom sounds
126. how a puppy feels
127. how a flower smells
128. how a sunset looks
129. the baby was sad because.....
130. how an ice cube tastes
131. What might a curb and a car tire talk about?
132. What might a shoe and a sock talk about?
133. What might a cup and saucer talk about?
134. What might thunder and lightning talk about?
135. What might a cloud and the wind talk about?
136. A typical day in the school cafeteria
137. Things to Do When You Are Bored
138. What are the "in" places in town?
139. Write about an "ideal day".
140. A Time I Was in Trouble
141. The Saddest Day of My Life
142. What I Would Change About My School
143. What I Would Change About My World
144. The Perfect Pet
145. What Makes a Person Nice
146. My Biggest Gripe
147. What I Like About Being a Kid
148. Where Would I Go in a Time Machine
149. What Courage Means to Me
150. A Special Gift in My Life
151. My Relationship with God
152. How to tie a shoe
153. How to eat an apple
154. How to do a somersault
155. How to whistle
156. How I would like to have changed this school year
157. Tell about a time when someone has been kind to you
158. Tell about your favorite childhood book and explain what you like about it
159. Explain how to make your favorite sandwich
160. Why do some Christians seem ashamed to share the gospel with others?
161. Describe dinner time at your house
162. Give advice to a new student who will start school at Lexington next year
163. I'll never forget the day ______(teacher's name) did __________
164. Your mom desires your respect and attention. Are there places you can take her for an evening to show her your appreciation?
165. Some of the richest times in your life can come from your quiet thinking and/or praying alone time. Discuss these times in your life.
166. How do you think a person finds out God's plan for his/her life?
167. Review the last movie you saw.
168. Describe the BEST ice cream and tell why you feel that way
169. What is an experience you would hate to repeat?
170. What is the ideal age to be? Why?
171. Do you accept yourself as you are, or would you like to be someone else?
172. Answer this question," Have I in any way done something that has hurt my parents?"
173. What chores at home do your parents expect you to do?
174. What part of the newspaper do you read first, and why?
175. "A wise person learns from the mistakes of others." Do you agree?
176. "How I think will determine how I live." Do you agree or disagree? Explain
177. "If I'm not as close to God as I used to be, who moved?"
178. What are your plans for the summer?
179. Describe a typical day for you in the summer
180. Describe a summer thunderstorm
181. Describe the plight of an animal caught in a forest fire.
182. Tell abut a ride on the most exciting amusement park ride you have ever ridden.
183. Write about an Old West shoot-out in the streets of a western town
184. How might an astronaut feel who discovers that he/she will have to return to earth early because of a rocket malfunction?
185. Describe the actions of a person who has just hit his or her thumb with a hammer
186. Describe the feeling of being chased in a dream
187. Tell about the moment when a person realizes that he or she has forgotten to do a major assignment that is due today.
188. Describe the actions of an athlete in the final moments of a close contest when he or she makes a winning (or losing) shot, play, move, or effort.
189. Describe the action between a predator and its prey at the moment of attack
190. Describe the motions of a ballet dancer.
191. Describe a headache to someone who has never had one.
192. What is a rainbow?
193. Why are leaves green?
194. When and how did Israel become a country?
195. What classes should you take in high school?
196. How are the professional sports teams doing in this city?
197. Has a parent ever told you that you waste your time? How could you manage time better?
198. What is the best place to get pizza in your town? What makes it so good?
199. What do fuchsia and mignonette have in common?
200. How is a skiff like a lugger?
201. What is the same about a coracle and a raft?
202. How many ways can you serve a potato?
203. What are some uses for peach pits?
204. How can your town or church honor senior citizens?
205. Are you planning to go on any missions trips with your church youth group?
206. What games can you play with 3 people?
207. Name as many uses for ice cubes as you can.
208. What can you do to recycle old calendars?
209. What does this mean: "I was furious but I held my tongue."
210. Explain this idiom: "After the accident, things were touch and go."
211. How do you think this idiom got started: "Will you lend me a hand?"
212. Choose a fairy tale. Imagine how it might read as a news article in today's newspaper.
213. You are doing morning announcements. Write an announcement about a surprise party for your coach.
214. It isn't fair....
215. Secrets
216. Write a note to a teacher
217. Write about some compliments people have given you
218. Write about some compliments you have given others RECENTLY !
219. Write about the taste of peanut butter, how it smells, and how it looks
220. Create a menu from a fictitious restaurant and describe the entrees.
221. It was as clear as a bell
222. He (or she) was as stubborn as a mule.
223. He (or she) is as quiet as a mouse.
224. What would you do with a polyglot?
225. What would you do with a bairn?
226. What would you do with a dirigible?
227. How could a vector be harmful to a rector?
228. Could a lapidary play leapfrog in a lyceum?
229. Could you keep ice cream in a calabash?
230. "A good name is more desirable than great riches." Prov.22:1
231. "There is a time to plant and a time to uproot." Eccles. 3:2
232. The day of the Lord is close at hand
233. The dispute over comic books. Are they good or bad?
234. Should grocery stores continue to throw away good food each day?
235. How would you feel as a passenger in a space ship on the way to the Moon?
236. How can you make friends?
237. What farm machines have you ever seen? Describe them.
238. How should we raise money to support a middle school newspaper?
239. How do you like frozen food? Tell about some you have tried.
240. Everyone feels rejected biy family or friends at some point. Tell about one such time.
241. Do you ever have trouble doing your history homework? Tell about it.
242. Tell how you could have avoided some accident, bump, or bruise.
243. Pick out any appliance in your home and write about how it works
244. I remember the stiffness in my jaw from my last dentist's appointment when he....
245. Why I use my particular brand of toothpaste every morning
246. Are horses obsolete?
247. Dating on a dime
248. How do scientists and police now work together?
249. How do "clothes make the man" or "clothes make the woman" ?
250. Catching those "few extra winks" in the mornings
251. Do you ever "eat on the run"? Explain.
252. How to pack efficiently for a trip
253. The struggle to eat neatly while in the car or on a plane
254. The art of babysitting
255. The faces in the subway (train, plane, bus) are stamped by the heel of life
256. Could your dad have been a pirate? What characteristics does he have that would fit one?
257. How do you keep your teachers happy?
258. Describe Sundays at your house.
via: http://www.angelfire.com/ok/freshenglish/250journaltopics.html
2. Why do you think some people don't exercise their right to vote?
3. What is your favorite Disney character or movie and why is it your favorite?
4. My full name and how it was decided on
5. My dream house
6. I am the one who....
7. First Grade Memories
8. In the left corner, behind the filing cabinet.....
9. The Holiday I Wish We Had
10. The day I went to the circus.....
11. Yesterday I....
12. Games I like to play
13. I believe....
14. I can.....
15. Sunshine makes me feel...
16. The cartoon I like the most on Saturday mornings....
17. The most amazing thing I've ever seen is...
18. Hospitals
19. Summer Memories
20. My Dad
21. My Mom
22. My Grandma
23. My Grandpa
24. If I could be doing anything right now, I'd be...
25. What if...
26. My shoe
27. Well, Doctor, it's like this....
28. Colors
29. My most embarrassing moment
30. Inside the box with the big red bow is...
31. The Midnight Visitor
32. Television
33. Money
34. Pizza
35. Everything I remember about this morning
36. What I would like to receive at Christmas
37. Snow
38. Eyes
39. If I was President of the United States...
40. Mysteries
41. Bugs
42. Rainbows
43. Dreams
44. Babies
45. Friendship
46. Violence
47. In 20 Years I'd Like to Be....
48. Favorite memories
49. My family
50. dogs
51. cats
52. It makes me blush when...
53. Cowboys
54. It was so funny when...
55. What my mom must have been like as a baby...
56. Good things about me
57. It would be funny if....
58. Mother Goose
59. When I get to high school, I will....
60. The knight lifted his sword amidst the dragon's flaming breath...
61. My talents
62. The best book I ever read...
63. The book someone should write is....
64. What confuses me about math
65. The Conversation between Mr. Triangle and Ms. Circle
66. Secrets
67. What I'd like to give people for Christmas
67. My responsibilities
68. Cars
69. How It Feels to Win/Lose
70. I'm thankful for...
71. The valentine I'd like to send/receive
72. kindness
73. mirrors
74. The first thing I remember....
75. The door was locked and I couldn't find the key....
76. Inside the cave
77. My hero
78. No one would believe me when....
79. I wish I was there when....
80. What My Best Friend and I Have in Common
81. Something people usually don't notice about me is...
82. If I was a crayon....
83. My Life as a Pencil
84. What Do You Mean the Next Stop Is Hell?
85. Who Filled the Pool with strawberry Jello?
86. How to eat an apple
87. How to dribble a basketball
88. How to do a somersault
89. How to drink with a straw
90. How to snap your fingers
91. How to jump rope
92. How to make a paper airplane
93. How to whistle
94. You are a small animal at a historical event. Tell what is happening.
95. What an alphabet journal entry 26 sentences long with each sentence starting with the alphabet letter as it appears in sequence.
96. Make a list of all the words that are related to or describe heat. Write a story about Texas in the summer using these words.
97. Places you like
98. Places you dislike
99. TV shows you like
100. TV shows you dislike
101. sports events you enjoy
102. sports events you don't enjoy
103. automobiles you like
104. things you have never owned, but like.
105. things you would never own and never want
106. foods you like to eat
107. food you strongly dislike to eat
108. restaurants you like and dislike
109. sounds you like and dislike
110. smells you like and dislike
111. places you have never been to, but want to go to
112. people you don't know, but would like to know
113. things you have never done, but would like to do (conduct an orchestra, etc.)
114. What if school was in session 6 days a week?
115. What if teachers were paid as much as professional baseball players?
116. What if our school classess only went until noon each day?
117. What are all the things you can think of that come in pairs?
118. List things that give protection, such as a turtle's shell, seat belt, etc.
119. Describe a friend who is NOT in the room.
120. I Did Something Really Nice
121. Observe at least 5 things you see happen on your way home from school. Write about them.
122. Write the directions to a favorite place (home, restaurant, ice cream shop, etc.) from the school parking lot.
123. Imagine that a close friend has lost something very valuable. It might be a ring, a pet, a key--something that must be found. How would you help him/her find it? What would you do? Would you be able to find it?
124. Write about a time when you were "sweating it", a time when you were very nervous.
125. How a classroom sounds
126. how a puppy feels
127. how a flower smells
128. how a sunset looks
129. the baby was sad because.....
130. how an ice cube tastes
131. What might a curb and a car tire talk about?
132. What might a shoe and a sock talk about?
133. What might a cup and saucer talk about?
134. What might thunder and lightning talk about?
135. What might a cloud and the wind talk about?
136. A typical day in the school cafeteria
137. Things to Do When You Are Bored
138. What are the "in" places in town?
139. Write about an "ideal day".
140. A Time I Was in Trouble
141. The Saddest Day of My Life
142. What I Would Change About My School
143. What I Would Change About My World
144. The Perfect Pet
145. What Makes a Person Nice
146. My Biggest Gripe
147. What I Like About Being a Kid
148. Where Would I Go in a Time Machine
149. What Courage Means to Me
150. A Special Gift in My Life
151. My Relationship with God
152. How to tie a shoe
153. How to eat an apple
154. How to do a somersault
155. How to whistle
156. How I would like to have changed this school year
157. Tell about a time when someone has been kind to you
158. Tell about your favorite childhood book and explain what you like about it
159. Explain how to make your favorite sandwich
160. Why do some Christians seem ashamed to share the gospel with others?
161. Describe dinner time at your house
162. Give advice to a new student who will start school at Lexington next year
163. I'll never forget the day ______(teacher's name) did __________
164. Your mom desires your respect and attention. Are there places you can take her for an evening to show her your appreciation?
165. Some of the richest times in your life can come from your quiet thinking and/or praying alone time. Discuss these times in your life.
166. How do you think a person finds out God's plan for his/her life?
167. Review the last movie you saw.
168. Describe the BEST ice cream and tell why you feel that way
169. What is an experience you would hate to repeat?
170. What is the ideal age to be? Why?
171. Do you accept yourself as you are, or would you like to be someone else?
172. Answer this question," Have I in any way done something that has hurt my parents?"
173. What chores at home do your parents expect you to do?
174. What part of the newspaper do you read first, and why?
175. "A wise person learns from the mistakes of others." Do you agree?
176. "How I think will determine how I live." Do you agree or disagree? Explain
177. "If I'm not as close to God as I used to be, who moved?"
178. What are your plans for the summer?
179. Describe a typical day for you in the summer
180. Describe a summer thunderstorm
181. Describe the plight of an animal caught in a forest fire.
182. Tell abut a ride on the most exciting amusement park ride you have ever ridden.
183. Write about an Old West shoot-out in the streets of a western town
184. How might an astronaut feel who discovers that he/she will have to return to earth early because of a rocket malfunction?
185. Describe the actions of a person who has just hit his or her thumb with a hammer
186. Describe the feeling of being chased in a dream
187. Tell about the moment when a person realizes that he or she has forgotten to do a major assignment that is due today.
188. Describe the actions of an athlete in the final moments of a close contest when he or she makes a winning (or losing) shot, play, move, or effort.
189. Describe the action between a predator and its prey at the moment of attack
190. Describe the motions of a ballet dancer.
191. Describe a headache to someone who has never had one.
192. What is a rainbow?
193. Why are leaves green?
194. When and how did Israel become a country?
195. What classes should you take in high school?
196. How are the professional sports teams doing in this city?
197. Has a parent ever told you that you waste your time? How could you manage time better?
198. What is the best place to get pizza in your town? What makes it so good?
199. What do fuchsia and mignonette have in common?
200. How is a skiff like a lugger?
201. What is the same about a coracle and a raft?
202. How many ways can you serve a potato?
203. What are some uses for peach pits?
204. How can your town or church honor senior citizens?
205. Are you planning to go on any missions trips with your church youth group?
206. What games can you play with 3 people?
207. Name as many uses for ice cubes as you can.
208. What can you do to recycle old calendars?
209. What does this mean: "I was furious but I held my tongue."
210. Explain this idiom: "After the accident, things were touch and go."
211. How do you think this idiom got started: "Will you lend me a hand?"
212. Choose a fairy tale. Imagine how it might read as a news article in today's newspaper.
213. You are doing morning announcements. Write an announcement about a surprise party for your coach.
214. It isn't fair....
215. Secrets
216. Write a note to a teacher
217. Write about some compliments people have given you
218. Write about some compliments you have given others RECENTLY !
219. Write about the taste of peanut butter, how it smells, and how it looks
220. Create a menu from a fictitious restaurant and describe the entrees.
221. It was as clear as a bell
222. He (or she) was as stubborn as a mule.
223. He (or she) is as quiet as a mouse.
224. What would you do with a polyglot?
225. What would you do with a bairn?
226. What would you do with a dirigible?
227. How could a vector be harmful to a rector?
228. Could a lapidary play leapfrog in a lyceum?
229. Could you keep ice cream in a calabash?
230. "A good name is more desirable than great riches." Prov.22:1
231. "There is a time to plant and a time to uproot." Eccles. 3:2
232. The day of the Lord is close at hand
233. The dispute over comic books. Are they good or bad?
234. Should grocery stores continue to throw away good food each day?
235. How would you feel as a passenger in a space ship on the way to the Moon?
236. How can you make friends?
237. What farm machines have you ever seen? Describe them.
238. How should we raise money to support a middle school newspaper?
239. How do you like frozen food? Tell about some you have tried.
240. Everyone feels rejected biy family or friends at some point. Tell about one such time.
241. Do you ever have trouble doing your history homework? Tell about it.
242. Tell how you could have avoided some accident, bump, or bruise.
243. Pick out any appliance in your home and write about how it works
244. I remember the stiffness in my jaw from my last dentist's appointment when he....
245. Why I use my particular brand of toothpaste every morning
246. Are horses obsolete?
247. Dating on a dime
248. How do scientists and police now work together?
249. How do "clothes make the man" or "clothes make the woman" ?
250. Catching those "few extra winks" in the mornings
251. Do you ever "eat on the run"? Explain.
252. How to pack efficiently for a trip
253. The struggle to eat neatly while in the car or on a plane
254. The art of babysitting
255. The faces in the subway (train, plane, bus) are stamped by the heel of life
256. Could your dad have been a pirate? What characteristics does he have that would fit one?
257. How do you keep your teachers happy?
258. Describe Sundays at your house.
via: http://www.angelfire.com/ok/freshenglish/250journaltopics.html
Personal Narrative Titles and Topics
1. What is your favorite time of year?
2. Describe a place from your past.
3. Describe your concept of luxury.
4. Describe a family member.
5. Compare your first impressions of English 8 with your expectations.
6. Describe sloppy.
7. Describe your ride home.
8. Nothing can be worse than. . . .
9. Evaluate your progress in English 9. Note your strengths and weaknesses.
10. Describe the most comfortable spot you can find. 11. The problem is. . . .
12. Compare the personalities of two of your friends.
13. The place I would most like to be is. . . .
14. I was happiest when. . . .
15. I felt the most inadequate when. . . .
16. How do you feel about competition? (sports, school, friends, etc.)
17. What is the most important thing you will ever do?
18. I know better now.
19. If my desk could talk. . . .
20. Write about an incident that illustrates shyness.
21. Write about an incident that illustrates kindness.
22. Write about an incident that illustrates courage. 23. Write about an incident that illustrates selfishness.
24. Write about an incident that illustrates boastfulness.
25. I'll never forget_______.
26. The new me. . . .
27. Ten years from today. . . .
28. I always wanted to _____
29. How I can earn money
30. I took the blame.
31. Fears I used to have
32. Why does it always have to be me?
33. My first day at Yucaipa Junior High School
34. Talk about buying your own clothes.
35. Places where I have lived
36. I cooked the dinner.
37 Jealousy led to my downfall.
38. When I'm older. . . .
39. Describe an outdoor experience.
40. Describe a dream that came true.
41. _____ used to be my hero.
42. If I had my way. . . .
43. My jobs at home
44. My plans for the summer
45. Money of my own
46. Describe the best hour of the day.
47. Describe your holiday dinner table.
48. Describe a day at the mall.
49. Describe your dream room.
50. Describe a day at the beach.
51. Everything went wrong. . . .
52. I was telling the truth and ____ didn't believe me.
53. A thoughtless act
54. The surprise
55. A strange meeting
56. The unexpected guest
57. Describe a practical joke you played on a friend or family member.
58. The accident
59. Describe an unforgettable experience.
60. I'll never hear the end of it!
61. Alone
62. I had to be strong that day
63. Describe a narrow escape.
64. My favorite subject
65. Complaints
66. Our next door neighbor. . . .
67. Describe the qualities of a good teacher.
68. Describe the qualities of a good parent.
69. Describe the qualities of a good friend.
70. Daydreams
71. If I could do it over again. . . .
72. Pets are like people.
73. Kill the umpire/referee!
74. Dating is. . . .
75. Cooking is an art.
76. Describe your first visit to the dentist.
77. I'll never forget the look on his face!
78. Describe a favorite toy you had as a child.
79. Describe the place where you feel (or have felt) most at home. What makes it a comfortable place for you?
80. Write a list of at least twenty things that make you feel good.
81. Describe the perfect day. Put in as many details as you can. Make it a possible day, not a "dream" day.
82. Describe a "dream" day. How is it different from a possible day?
83. Who is the person from history that you would most like to meet and talk to? Why? What would you like to ask?
84. Who is the person alive today that you would most like to meet and talk to? Why? What would you like to ask?
85. Who is the person from literature that you would most like to meet and talk to? Why? What would you like to ask?
86. Compile a list of words that describe you as a child. Compile a second list that describe you as you are now. How are these lists the same? How are they different?
87. Finish this thought: "If I could change one thing about myself. . ." (If you can't think of anything, you might consider telling how you got to be perfect!)
88. Describe an animal that you identify with strongly. Why do you have a special feeling about this animal?
89. Tell about what triggers anger in you
90. Write about something that you wanted very much and perhaps worked long and hard for, but were unable to get. What were your feelings then? What are your feelings about it now?
91. What is your favorite kind of weather? Why?
92. Describe a time when you really felt fear. What made it a frightening time? How did you feel when it was over? (If you have never been afraid, what might frighten you?)
93. Write about what you didn't do this weekend.
94. If you could go back in time anywhere and "anywhen," where/when would you go and why?
95 What law would you like to see enacted which would help people? How would it help?
96. What commercial on TV do you dislike beyond all others? What about it is particularly annoying to you?
97. What is your first vivid memory?
98. What current fashion in clothing do you particularly like or dislike? Explain.
99. If you were one inch tall, what are some of the things you would do that you cannot do now?
100. If you could do something that you've never done before, what would it be? Why would you want to do it?
101. What do you consider your greatest accomp- lishment to date and why?
102. Write one characteristic or habit about yourself that you like and describe it. Or write about one thing you don't like about yourself.
103. What is your hobby? Why do you enjoy it?
104. If you could go somewhere you've never gone before, where would you go? Why?
105. You have been given the power to talk to animals. Which animal would you like to talk to? What questions would you ask? Is there anything you would like to tell the animal?
106. Is there any machine you feel you could not live without? Explain.
107. Did you ever stick up for someone?
108. Describe your neighborhood bully.
109. Write about a babysitting experience.
110. Describe a great game you played as a child. 111. Write about an enemy who eventually became a friend.
112. Write about a time you cheated and were caught.
113. How do you get along with your cousins?
114. Write about a time you performed in front of an audience.
115. Write about a difficult decision you had to make.
116. Write about a disappointment.
117. Write about something minor that turned into a big deal.
118. Did you ever win or lose a contest?
119. Write about something you desperately wanted when you were a kid.
120. Did you ever see a ghost?
121. Write about the best attic or basement you've ever been in.
122. Did you ever know someone who had "everything"?
123. Did your mom or dad ever make you wear something you hated?
124. What was the earliest you ever got up in the morning? (or the latest you ever stayed up?)
125. Write about a time you were talked into something and regretted it.
126. Were you ever in a helicopter?
127. Were you ever in a limousine?
128. Were you ever in a hot-air balloon?
129. Have you ever gone bungie-jumping?
130. Did you ever forget something really important?
131. Write about an experience in a hospital.
132. Were you ever accused of something you didn't do?
133. Write about a disastrous trip or vacation.
134. Were you ever in a fire, flood, tornado, or hurricane?
135. Describe the best concert you ever attended.
136. Did you ever become friends with someone much older or much younger than you?
137. Did you ever make friends with a wild animal?
138. Did you ever save someone from getting hurt?
139. Write about a time when you tried to help and ended up making things worse.
140. Did you ever break an important promise?
141. Write about moving to another city.
142. Describe an outdoor game you used to play in the summertime.
143. Write about picking apples, berries, or other fruit or vegetables.
144. Did you ever meet a famous person?
145. Write about being a misfit.
146. Describe a car or bicycle accident you were in.
147. Write about a day spent in another country.
148. Write about a terrifying nightmare.
149. What was it like to get glasses or braces?
150. Write about being friends with your brother or sister.
151. Did you ever try to be something you really weren't?
152. Write about something valuable you lost.
153. Write about wearing high heels or a necktie for the first time.
154. Write about seeing the ocean or the mountains for the first time.
155. Have you ever had a broken bone?
156. Write about going back to school after summer vacation.
157. Write about a time your parents embarrassed you.
158. Describe your favorite restaurant.
159. Have you ever taken a long trip alone?
160. Write about a time when you gave someone good advice.
161. Describe the best time you ever had in your life.
162. Write about the funniest thing that ever happened to you.
163. What did you like most to do in your childhood before you entered school?
164. What did you like most to do when you were in elementary school?
165. What did you dislike most to do in your childhood before you entered school?
166. What did you dislike most to do when you were in elementary school?
167. What troubles and fears do you have?
168. What experience in your life has made you sad?
169. Whom did you admire most in your childhood before you entered school?
170. Whom did you admire most when you were in elementary school?
171. Whom do you admire most now?
172. Did you ever hide a real feeling or emotion? When? Why?
173. What is the greatest personal problem you have ever faced?
174. Did you ever meet anyone who forced you to feel inferior?
175. Did you ever meet anyone who forced you to feel important?
176. Did you ever feel thoroughly ashamed of yourself? Why?
177. What is the real basis of your liking someone you know? Or your dislike for someone you know?
178. Did you ever hold an unpopular opinion or belief? With what results?
179. Have you ever defended yourself from an accusation by another person?
180. Have you ever tried to find out something that was none of your business?
181. Make a list of your own "world's greatest feelings."
182. The most useful invention ever created is the _________.
183. Create a new product. Write a commercial to sell your product.
184. Write something nice about yourself.
185. Write the names of ten things that you like to eat. Describe them.
186. Write the names of five places you like or would like to visit. Why?
187. Describe five things that you usually do after school.
188. Describe the clothes you are wearing. Why did you put them on this morning?
189. Describe yourself as an adult.
190. If you had three wishes, what would they be?
191. What you you say to your children if you had some now?
192. Write a letter to yourself to be sealed now and opened and read by you in ten years. What would you like to have yourself remember?
193. What would happen if you told the absolute truth all day?
194. Write your last will and testament.
via: http://www.angelfire.com/ok/freshenglish/morejournaltopics.html
2. Describe a place from your past.
3. Describe your concept of luxury.
4. Describe a family member.
5. Compare your first impressions of English 8 with your expectations.
6. Describe sloppy.
7. Describe your ride home.
8. Nothing can be worse than. . . .
9. Evaluate your progress in English 9. Note your strengths and weaknesses.
10. Describe the most comfortable spot you can find. 11. The problem is. . . .
12. Compare the personalities of two of your friends.
13. The place I would most like to be is. . . .
14. I was happiest when. . . .
15. I felt the most inadequate when. . . .
16. How do you feel about competition? (sports, school, friends, etc.)
17. What is the most important thing you will ever do?
18. I know better now.
19. If my desk could talk. . . .
20. Write about an incident that illustrates shyness.
21. Write about an incident that illustrates kindness.
22. Write about an incident that illustrates courage. 23. Write about an incident that illustrates selfishness.
24. Write about an incident that illustrates boastfulness.
25. I'll never forget_______.
26. The new me. . . .
27. Ten years from today. . . .
28. I always wanted to _____
29. How I can earn money
30. I took the blame.
31. Fears I used to have
32. Why does it always have to be me?
33. My first day at Yucaipa Junior High School
34. Talk about buying your own clothes.
35. Places where I have lived
36. I cooked the dinner.
37 Jealousy led to my downfall.
38. When I'm older. . . .
39. Describe an outdoor experience.
40. Describe a dream that came true.
41. _____ used to be my hero.
42. If I had my way. . . .
43. My jobs at home
44. My plans for the summer
45. Money of my own
46. Describe the best hour of the day.
47. Describe your holiday dinner table.
48. Describe a day at the mall.
49. Describe your dream room.
50. Describe a day at the beach.
51. Everything went wrong. . . .
52. I was telling the truth and ____ didn't believe me.
53. A thoughtless act
54. The surprise
55. A strange meeting
56. The unexpected guest
57. Describe a practical joke you played on a friend or family member.
58. The accident
59. Describe an unforgettable experience.
60. I'll never hear the end of it!
61. Alone
62. I had to be strong that day
63. Describe a narrow escape.
64. My favorite subject
65. Complaints
66. Our next door neighbor. . . .
67. Describe the qualities of a good teacher.
68. Describe the qualities of a good parent.
69. Describe the qualities of a good friend.
70. Daydreams
71. If I could do it over again. . . .
72. Pets are like people.
73. Kill the umpire/referee!
74. Dating is. . . .
75. Cooking is an art.
76. Describe your first visit to the dentist.
77. I'll never forget the look on his face!
78. Describe a favorite toy you had as a child.
79. Describe the place where you feel (or have felt) most at home. What makes it a comfortable place for you?
80. Write a list of at least twenty things that make you feel good.
81. Describe the perfect day. Put in as many details as you can. Make it a possible day, not a "dream" day.
82. Describe a "dream" day. How is it different from a possible day?
83. Who is the person from history that you would most like to meet and talk to? Why? What would you like to ask?
84. Who is the person alive today that you would most like to meet and talk to? Why? What would you like to ask?
85. Who is the person from literature that you would most like to meet and talk to? Why? What would you like to ask?
86. Compile a list of words that describe you as a child. Compile a second list that describe you as you are now. How are these lists the same? How are they different?
87. Finish this thought: "If I could change one thing about myself. . ." (If you can't think of anything, you might consider telling how you got to be perfect!)
88. Describe an animal that you identify with strongly. Why do you have a special feeling about this animal?
89. Tell about what triggers anger in you
90. Write about something that you wanted very much and perhaps worked long and hard for, but were unable to get. What were your feelings then? What are your feelings about it now?
91. What is your favorite kind of weather? Why?
92. Describe a time when you really felt fear. What made it a frightening time? How did you feel when it was over? (If you have never been afraid, what might frighten you?)
93. Write about what you didn't do this weekend.
94. If you could go back in time anywhere and "anywhen," where/when would you go and why?
95 What law would you like to see enacted which would help people? How would it help?
96. What commercial on TV do you dislike beyond all others? What about it is particularly annoying to you?
97. What is your first vivid memory?
98. What current fashion in clothing do you particularly like or dislike? Explain.
99. If you were one inch tall, what are some of the things you would do that you cannot do now?
100. If you could do something that you've never done before, what would it be? Why would you want to do it?
101. What do you consider your greatest accomp- lishment to date and why?
102. Write one characteristic or habit about yourself that you like and describe it. Or write about one thing you don't like about yourself.
103. What is your hobby? Why do you enjoy it?
104. If you could go somewhere you've never gone before, where would you go? Why?
105. You have been given the power to talk to animals. Which animal would you like to talk to? What questions would you ask? Is there anything you would like to tell the animal?
106. Is there any machine you feel you could not live without? Explain.
107. Did you ever stick up for someone?
108. Describe your neighborhood bully.
109. Write about a babysitting experience.
110. Describe a great game you played as a child. 111. Write about an enemy who eventually became a friend.
112. Write about a time you cheated and were caught.
113. How do you get along with your cousins?
114. Write about a time you performed in front of an audience.
115. Write about a difficult decision you had to make.
116. Write about a disappointment.
117. Write about something minor that turned into a big deal.
118. Did you ever win or lose a contest?
119. Write about something you desperately wanted when you were a kid.
120. Did you ever see a ghost?
121. Write about the best attic or basement you've ever been in.
122. Did you ever know someone who had "everything"?
123. Did your mom or dad ever make you wear something you hated?
124. What was the earliest you ever got up in the morning? (or the latest you ever stayed up?)
125. Write about a time you were talked into something and regretted it.
126. Were you ever in a helicopter?
127. Were you ever in a limousine?
128. Were you ever in a hot-air balloon?
129. Have you ever gone bungie-jumping?
130. Did you ever forget something really important?
131. Write about an experience in a hospital.
132. Were you ever accused of something you didn't do?
133. Write about a disastrous trip or vacation.
134. Were you ever in a fire, flood, tornado, or hurricane?
135. Describe the best concert you ever attended.
136. Did you ever become friends with someone much older or much younger than you?
137. Did you ever make friends with a wild animal?
138. Did you ever save someone from getting hurt?
139. Write about a time when you tried to help and ended up making things worse.
140. Did you ever break an important promise?
141. Write about moving to another city.
142. Describe an outdoor game you used to play in the summertime.
143. Write about picking apples, berries, or other fruit or vegetables.
144. Did you ever meet a famous person?
145. Write about being a misfit.
146. Describe a car or bicycle accident you were in.
147. Write about a day spent in another country.
148. Write about a terrifying nightmare.
149. What was it like to get glasses or braces?
150. Write about being friends with your brother or sister.
151. Did you ever try to be something you really weren't?
152. Write about something valuable you lost.
153. Write about wearing high heels or a necktie for the first time.
154. Write about seeing the ocean or the mountains for the first time.
155. Have you ever had a broken bone?
156. Write about going back to school after summer vacation.
157. Write about a time your parents embarrassed you.
158. Describe your favorite restaurant.
159. Have you ever taken a long trip alone?
160. Write about a time when you gave someone good advice.
161. Describe the best time you ever had in your life.
162. Write about the funniest thing that ever happened to you.
163. What did you like most to do in your childhood before you entered school?
164. What did you like most to do when you were in elementary school?
165. What did you dislike most to do in your childhood before you entered school?
166. What did you dislike most to do when you were in elementary school?
167. What troubles and fears do you have?
168. What experience in your life has made you sad?
169. Whom did you admire most in your childhood before you entered school?
170. Whom did you admire most when you were in elementary school?
171. Whom do you admire most now?
172. Did you ever hide a real feeling or emotion? When? Why?
173. What is the greatest personal problem you have ever faced?
174. Did you ever meet anyone who forced you to feel inferior?
175. Did you ever meet anyone who forced you to feel important?
176. Did you ever feel thoroughly ashamed of yourself? Why?
177. What is the real basis of your liking someone you know? Or your dislike for someone you know?
178. Did you ever hold an unpopular opinion or belief? With what results?
179. Have you ever defended yourself from an accusation by another person?
180. Have you ever tried to find out something that was none of your business?
181. Make a list of your own "world's greatest feelings."
182. The most useful invention ever created is the _________.
183. Create a new product. Write a commercial to sell your product.
184. Write something nice about yourself.
185. Write the names of ten things that you like to eat. Describe them.
186. Write the names of five places you like or would like to visit. Why?
187. Describe five things that you usually do after school.
188. Describe the clothes you are wearing. Why did you put them on this morning?
189. Describe yourself as an adult.
190. If you had three wishes, what would they be?
191. What you you say to your children if you had some now?
192. Write a letter to yourself to be sealed now and opened and read by you in ten years. What would you like to have yourself remember?
193. What would happen if you told the absolute truth all day?
194. Write your last will and testament.
via: http://www.angelfire.com/ok/freshenglish/morejournaltopics.html
Thursday, November 11, 2010
Advanced Composition & School Schedule
Oh man do advanced composition classes suck!
I have already spent many hours doing research for this paper, and completed the first draft, but now my topic is not an analysis because I could not find appropriate sources and just had to write a paper from the sources that I had. So I have already talked to people at the library about my topic and they put me in touch with about 7 sources that might work for me. So now I am going to have to pretty much just rewrite my entire paper because it is essentially a whole different topic. It has to be an analysis of language, but the only sources I found dealt with gay-inclusiveness in education. So my paper stemmed off from there and FAILED.
No a better note, I think everyone wants that class to be over with, it's not just me. So I guess that makes me feel a little better.
What makes me feel even better, you ask? I may be going to Cuernavaca, Mexico with the school for like a mini-study abroad deal in the summer of 2011. Except it's probably going to cost around $4,000. My dad said he would help pay for it, though, and could probably give about 1/4 of the money. The other I can, hopefully, get in grants. Otherwise I'll be taking out a student loan to go.
I registered for my Spring 2011 classes today. I am kind of excited to be taking 2 spanish classes. I am excited for Studies in Fiction because they do Interview with the Vampire. However, I am not so excited to be taking ANOTHER effing journalism class. My major is english not journalism! So I don't understand why I need all these journalism classes for my major! If I wasn't already so far into my major... I am thinking very hard about dropping my English:PR major and going with Spanish. At this point, though, I might as well just stick with the English but then do a double major with Spanish as well. Also, I am not too excited about the Poetry class I am signed up for. I already took it a year ago, but I never showed up for class, so I failed it, and now I am having to retake it. But it was really boring when I took it last time. This time it is with the same teacher, so I assume it will be no better this time around.
Is it odd that the classes I am most excited about are Spanish? Shouldn't that tell me something?
Too bad I didn't decide to give up on the English major and declare a Spanish major 3 years ago. That would have saved me a lot of time, trouble and money. Oh well. I'll just stay in school for the rest of my life, getting various degrees that I would probably never do anything with on most of them. Unless they were all language degrees, then I could be a really good translator/interpreter. I think that would be a good job, though, translating. It wouldn't be outrageously hard, I wouldn't think.
Well this Spanish class that I am in now uses the Vistas book. We have used this book for this class and the two previous classes. So I am just wondering what is coming next. This was a $100 book. So I am not looking forward to another one of those!
I have already spent many hours doing research for this paper, and completed the first draft, but now my topic is not an analysis because I could not find appropriate sources and just had to write a paper from the sources that I had. So I have already talked to people at the library about my topic and they put me in touch with about 7 sources that might work for me. So now I am going to have to pretty much just rewrite my entire paper because it is essentially a whole different topic. It has to be an analysis of language, but the only sources I found dealt with gay-inclusiveness in education. So my paper stemmed off from there and FAILED.
No a better note, I think everyone wants that class to be over with, it's not just me. So I guess that makes me feel a little better.
What makes me feel even better, you ask? I may be going to Cuernavaca, Mexico with the school for like a mini-study abroad deal in the summer of 2011. Except it's probably going to cost around $4,000. My dad said he would help pay for it, though, and could probably give about 1/4 of the money. The other I can, hopefully, get in grants. Otherwise I'll be taking out a student loan to go.
I registered for my Spring 2011 classes today. I am kind of excited to be taking 2 spanish classes. I am excited for Studies in Fiction because they do Interview with the Vampire. However, I am not so excited to be taking ANOTHER effing journalism class. My major is english not journalism! So I don't understand why I need all these journalism classes for my major! If I wasn't already so far into my major... I am thinking very hard about dropping my English:PR major and going with Spanish. At this point, though, I might as well just stick with the English but then do a double major with Spanish as well. Also, I am not too excited about the Poetry class I am signed up for. I already took it a year ago, but I never showed up for class, so I failed it, and now I am having to retake it. But it was really boring when I took it last time. This time it is with the same teacher, so I assume it will be no better this time around.
Is it odd that the classes I am most excited about are Spanish? Shouldn't that tell me something?
Too bad I didn't decide to give up on the English major and declare a Spanish major 3 years ago. That would have saved me a lot of time, trouble and money. Oh well. I'll just stay in school for the rest of my life, getting various degrees that I would probably never do anything with on most of them. Unless they were all language degrees, then I could be a really good translator/interpreter. I think that would be a good job, though, translating. It wouldn't be outrageously hard, I wouldn't think.
Well this Spanish class that I am in now uses the Vistas book. We have used this book for this class and the two previous classes. So I am just wondering what is coming next. This was a $100 book. So I am not looking forward to another one of those!
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