Saturday, March 21, 2009
pg 329 question 1
The powerful points of the draft were as usual the personal experience.The description of Joey, though brief, caught my attention immediately.Then, as the draft progressed, the research was adequate to keep my attention.
p. 284 Questions 3 and 4
3.This essay presents a multitude of evidence beginning with a personal experience and then more heavy data. It covers the history of the bilingual program as well as successful programs in the Manhattan area.The most persusasive evidence I found was the personal experience.I really felt for Maria. The other data was somewhat boring and degrading. Though it was useful it didn't catch my attention.
4.The subject headings are useful in that they inform the reader what type of evidence is being described. The second tells us its research about the history of bilingual education. Then the following section head informs us the writer will describe the types of ESL program s available.
4.The subject headings are useful in that they inform the reader what type of evidence is being described. The second tells us its research about the history of bilingual education. Then the following section head informs us the writer will describe the types of ESL program s available.
Thursday, March 19, 2009
Argumentative Essay Response
Pursuing an Educated Mind:
3. She began with a personal annotation of a childhood observation. She moved into different programs available. Then she named specific components and at long last stated that she felt Manhattan implementing a bilingual program to give these students fair and equal education.
4. Her headings serve as an outline to organize her thoughts.
Who deserve a Head Start?
1. I don't care for the "Educated Mind's" organization. I feel like it is a rough draft that needs fleshed out. She seems to have used the outline and filled in answers. The Headstart piece also began with a annotation but then it went into the argument. Collins uses a chart on page 323 to emphasize the point. The headings in Collins' essay emphasize points.
3. She began with a personal annotation of a childhood observation. She moved into different programs available. Then she named specific components and at long last stated that she felt Manhattan implementing a bilingual program to give these students fair and equal education.
4. Her headings serve as an outline to organize her thoughts.
Who deserve a Head Start?
1. I don't care for the "Educated Mind's" organization. I feel like it is a rough draft that needs fleshed out. She seems to have used the outline and filled in answers. The Headstart piece also began with a annotation but then it went into the argument. Collins uses a chart on page 323 to emphasize the point. The headings in Collins' essay emphasize points.
Wednesday, March 18, 2009
Who Deserves a Head Start
Question 1. On page 323 where the writer uses a chart to back up her information in Who Deserves a Head Start, is very effective and it can also be noted that the writer used many reliable sources such as government articles and writings. This shows that they did a large amount of research and it is reliable. In "Pursuing an Educated Mind" the writer used reliable sources for the topic like when she cited "History of Bilingual Education" the evidence was effective because just in the name of the source I knew it would be a reliable source for the topic.
Question 1. On page 323 where the writer uses a chart to back up her information in Who Deserves a Head Start, is very effective and it can also be noted that the writer used many reliable sources such as government articles and writings. This shows that they did a large amount of research and it is reliable. In "Pursuing an Educated Mind" the writer used reliable sources for the topic like when she cited "History of Bilingual Education" the evidence was effective because just in the name of the source I knew it would be a reliable source for the topic.
Pursuing and Educated Mind
Quesiton 3. The evidence in this essay was alot on personal experience and ideas but the writer did back up her opinions and statements with book research from reliable sources. I thought the personal experience brought al ittle emotion to the paper which was good, however the writer was experiencing this from afar and did not personally deal with the effects of ESL programs nor did she ever state what the girl thought about the ESL program so the book research as evidence holds stronger for an argumentative paper.
\Question 4. The section headings divide the paper up for the reader and i think the purpose it serves is to have a better organized paper and also if the reader wants to skim and find the exact information they can read the section headings and skip right to it.
Quesiton 3. The evidence in this essay was alot on personal experience and ideas but the writer did back up her opinions and statements with book research from reliable sources. I thought the personal experience brought al ittle emotion to the paper which was good, however the writer was experiencing this from afar and did not personally deal with the effects of ESL programs nor did she ever state what the girl thought about the ESL program so the book research as evidence holds stronger for an argumentative paper.
\Question 4. The section headings divide the paper up for the reader and i think the purpose it serves is to have a better organized paper and also if the reader wants to skim and find the exact information they can read the section headings and skip right to it.
when doing my research for the analysis paper, the biggest question that intrigued me personally was the fact that once members in ROTC graduate they are automatically commisioned officers, most with no actual experience in the army. I briefly talked about it in my essay and just stated me curiosity as to why there would not be experience as well as ROTC training to become an officer who is going to possibly lead soldiers into war one day. I would like to know how enlisted soldiers feel about this as well as ROTC members and cadre. I wonder if the officer would be as well respected as an officer who had been previously enlisted then later chose to go to school to become an officer. I think the best research to me would be interviews because the main thing I am interested in is how the army feels about it but I also will get a great deal of information from books and articles. The other question that interested me about ROTC was how the army felt about academies versus ROTC programs at a civilian college. While I was researching the last paper I read about how the army did not like the idea of an ROTC program in the beginning years of ROTC. college campus's were supportive of this program at first but eventually though differently about it, as read in Michael Nieberg's ROTC: Making Citizen Soldiers. Basically my interests for the argumentative essay is about the controversies that have ROTC has encountered and how the members of the army community and ROTC community feel about it.
Sunday, March 8, 2009
Being educated about edcuating
Exploration Two:
Each question that I uncover an answer raises a different perspective and more questions. It remains true that English Educators are a difficult lot to pin down. I did have the opportunity to watch them at a workshop though! My observation that they range from Gypsies to Stuffed Suits remains the same. What surprised me was how cliquish they are.
It was a formal luncheon and everyone was kept firmly in their place. Each round table was covered in white table cloths, with generic centerpieces. The lines were proverbially drawn in the sand. It reminded me a lot of high school where the classes compete against one another in pep-rallies. Although they were more restrained then that; the tension was palpable. They were work shopping a new program that allows students to collaborate on pieces from the comfort of their own domiciles. It works on the web BUT has severe limitations and issues. I had to giggle because the whole workshop was about technology and the group was incredibly impaired! The room was not cooperating and they couldn’t get on-line. The instructor was a TECH Communications instructor that made a joke about it was a great job because she didn’t have to admit to being English major. WHY?
I’ve also heard guest lecturers in Dr. Payne’s class make disparaging remarks about being English Majors. Why? What is the shame in it? I don’t understand. English is the axis in which every other part of our society turns. Without a common language or the ability to break down other language hierarchies nothing works. Text books, user manuals, Medical Documentation, poems, novels, newspapers... Heck! Even movie screen plays have origins in English. Why then do they make those remarks?
I’ve also unburied a cool truth. There are a growing number of truly gifted English Educators out there. The disgruntled educators that felt safe in tenured positions—are discovering they aren’t. School Districts test scores, and Parents are demanding the best for their buck. It gives me hope that this trend of cookie cutter education is going to be reigned back in.
I am still searching for answers to successful teacher’s personal philosophies and practices. I am excited to be digging and searching.
Each question that I uncover an answer raises a different perspective and more questions. It remains true that English Educators are a difficult lot to pin down. I did have the opportunity to watch them at a workshop though! My observation that they range from Gypsies to Stuffed Suits remains the same. What surprised me was how cliquish they are.
It was a formal luncheon and everyone was kept firmly in their place. Each round table was covered in white table cloths, with generic centerpieces. The lines were proverbially drawn in the sand. It reminded me a lot of high school where the classes compete against one another in pep-rallies. Although they were more restrained then that; the tension was palpable. They were work shopping a new program that allows students to collaborate on pieces from the comfort of their own domiciles. It works on the web BUT has severe limitations and issues. I had to giggle because the whole workshop was about technology and the group was incredibly impaired! The room was not cooperating and they couldn’t get on-line. The instructor was a TECH Communications instructor that made a joke about it was a great job because she didn’t have to admit to being English major. WHY?
I’ve also heard guest lecturers in Dr. Payne’s class make disparaging remarks about being English Majors. Why? What is the shame in it? I don’t understand. English is the axis in which every other part of our society turns. Without a common language or the ability to break down other language hierarchies nothing works. Text books, user manuals, Medical Documentation, poems, novels, newspapers... Heck! Even movie screen plays have origins in English. Why then do they make those remarks?
I’ve also unburied a cool truth. There are a growing number of truly gifted English Educators out there. The disgruntled educators that felt safe in tenured positions—are discovering they aren’t. School Districts test scores, and Parents are demanding the best for their buck. It gives me hope that this trend of cookie cutter education is going to be reigned back in.
I am still searching for answers to successful teacher’s personal philosophies and practices. I am excited to be digging and searching.
Monday, March 2, 2009
This week for my research I searched in the library online for books using the keyword ROTC and I found a book by Michael S. Neiberg, Making Citizen Soldiers:ROTC and the Ideology of American Military. After finding that book I searched for books about citizens and the army and I found a book by Martin Berkeley Hickman, The Military and American Society. I thought both of these looked like interesting and legit sources for my community.
exploration 2
There’s really not much I can add to my exploration 2 but more Eliot and Abdus. On February 24 I observed Eliot in senate yet again.
At the start of every senate meeting the person leading the meeting will ask if anyone has any changes they’d like to make to the minutes, or last meeting’s notes. Eliot stuck his hand out to add a change.It takes more guts than usual to stick your hand out in senate.His extended hand symbolized the gaining of power.This power was increased when he announced that they had someone there for gallery comments. He motioned for a guy to get up and speak to the senate.Senate seems to take a lot out of him, especially when Michael Reed talks. At one moment in Reeds’s conversation Eliot looked a little bored.
After asking Reed a question about the Student Hearing Board he seems to regret it. I thought I heard a sigh intermingled in there.
Another instance in the meeting Eliot announced that he had met with IPO the other day. He explained all the details of his mission. Then Michael Reed shut him down, telling him IPO doesn’t work with Student Fee Hearing Board.
Then the meeting turned into a spring of fun.Most senate members had no clue there was a Pokemon League. After the Pokemon vice president mentioned Pokemon members Eliot raised his hand ecstatically, indicating that he was a member of the club.
Reed starts up his speal that virtual representation works. The others agreed with him. Eliot nods his head politely, but you can tell he doesn’t agree.
Later, in condescending manner, Eliot is told that his open business comments should have been addressed at the last meeting. Instead of freaking out like most people he said “Thank you for your comment.”
At a senate meeting on Feb. 26 Eliot picks up all the voting slips like an agreeable slave. Everyone ignores him as he picks theirs up.
Enough of Eliot. Now to Abdus. The second time I observed him was in yet another book club meeting. I had changed the location of the meeting place. He was confused where to go. He ran up to me and I helped him out. When I study him at first I always think his intelligence is smaller due to his accent. That thought quickly fades away. Abdus was the one that got the book we’re reading before everyone else. He even gave us an idea of a speaker for an event. Also, Abdus singlehandedly tried to contact the speaker. He said he searched everywhere online.What’s great about book club is everyone responds kindly to him. Everyone is polite.
That’s what I noticed the most about international students: They are always polite no matter what. I have never seen one angry.
I have the following questions to ask Eliot:
1.Does it take much energy to stick out your hand in senate?
2.Do any of the senators annoy you? How so?
3.What organizations are you a part of? Why did you choose them?
One statement question for Abdus:
1.Please describe the time you got a negative reaction from someone due to your accent.
What interests me the most about this group is that there are what you might call factions within the community. There are Koreans, Japanese, French, Italian. All types of groups within them. The only thing they have in common is that they can speak English fairly well and that they are international students.
They are so brave, honest, and trustworthy. They left their families to come to a country most know nothing about. Whenever someone asks them a question they answer it immediately without lies attached. If someone asks them to watch their bags they will do so.
At the start of every senate meeting the person leading the meeting will ask if anyone has any changes they’d like to make to the minutes, or last meeting’s notes. Eliot stuck his hand out to add a change.It takes more guts than usual to stick your hand out in senate.His extended hand symbolized the gaining of power.This power was increased when he announced that they had someone there for gallery comments. He motioned for a guy to get up and speak to the senate.Senate seems to take a lot out of him, especially when Michael Reed talks. At one moment in Reeds’s conversation Eliot looked a little bored.
After asking Reed a question about the Student Hearing Board he seems to regret it. I thought I heard a sigh intermingled in there.
Another instance in the meeting Eliot announced that he had met with IPO the other day. He explained all the details of his mission. Then Michael Reed shut him down, telling him IPO doesn’t work with Student Fee Hearing Board.
Then the meeting turned into a spring of fun.Most senate members had no clue there was a Pokemon League. After the Pokemon vice president mentioned Pokemon members Eliot raised his hand ecstatically, indicating that he was a member of the club.
Reed starts up his speal that virtual representation works. The others agreed with him. Eliot nods his head politely, but you can tell he doesn’t agree.
Later, in condescending manner, Eliot is told that his open business comments should have been addressed at the last meeting. Instead of freaking out like most people he said “Thank you for your comment.”
At a senate meeting on Feb. 26 Eliot picks up all the voting slips like an agreeable slave. Everyone ignores him as he picks theirs up.
Enough of Eliot. Now to Abdus. The second time I observed him was in yet another book club meeting. I had changed the location of the meeting place. He was confused where to go. He ran up to me and I helped him out. When I study him at first I always think his intelligence is smaller due to his accent. That thought quickly fades away. Abdus was the one that got the book we’re reading before everyone else. He even gave us an idea of a speaker for an event. Also, Abdus singlehandedly tried to contact the speaker. He said he searched everywhere online.What’s great about book club is everyone responds kindly to him. Everyone is polite.
That’s what I noticed the most about international students: They are always polite no matter what. I have never seen one angry.
I have the following questions to ask Eliot:
1.Does it take much energy to stick out your hand in senate?
2.Do any of the senators annoy you? How so?
3.What organizations are you a part of? Why did you choose them?
One statement question for Abdus:
1.Please describe the time you got a negative reaction from someone due to your accent.
What interests me the most about this group is that there are what you might call factions within the community. There are Koreans, Japanese, French, Italian. All types of groups within them. The only thing they have in common is that they can speak English fairly well and that they are international students.
They are so brave, honest, and trustworthy. They left their families to come to a country most know nothing about. Whenever someone asks them a question they answer it immediately without lies attached. If someone asks them to watch their bags they will do so.
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