12 December 2007 23:41:58
The following have been included in Profolio of student 36251:
Reflective Letter
Paper
Works Cited
Annotated Bibliography
Paper/ Annotated Bibliography Drafts
Blog to be terminated.
End Transmission
Saturday, December 8, 2007
Wednesday, November 28, 2007
Wed goal
I would like to finish my section on greed and start my conclusion.
UPDATE
I finsihed this. For the most part, this paper is complete. Mass revision needed.
UPDATE
I finsihed this. For the most part, this paper is complete. Mass revision needed.
Tuesday, November 27, 2007
Monday goal
My goals for this class were to start the section of my paper on greed and work up a way to connect this section to the rest of the essay. I was able to do both of these, so I'm happy with the hour.
Monday, November 19, 2007
Thesis and outline
Thesis: Far from being a simple adventure story, Joseph Conrad's "Heart of Darkness" is a severe critique of the thoughts and practices of colonialism.
Outline:
I Introduce what novel is about: colonialism
II Discuss evils of colonialism: false philanthropic ideas, dehumanization of native peoples, greed
III a)Discuss presentation of colonial idea of philanthropy
b)Conrad's response to idea
IV a)perception of Africans as objects
b)Conrad's response
c)Africans as animals
d)Conrad's response
e) Chinua Achebe's dispute of my claims
V a)Conrad affirms humanity of black Africans
b)Achebe's dispute
c)Conrad's personal experiences proving Achebe wrong
d)Conrad uses satire in the same way Achebe does
VI a) greed- possession
b) greed-money
VII Kurtz realizes evils of colonialism
VIII discussion of colonialism today
a) what was once evil, remains evil
b) colonial ideas still exist today
IX Conclusion
Outline:
I Introduce what novel is about: colonialism
II Discuss evils of colonialism: false philanthropic ideas, dehumanization of native peoples, greed
III a)Discuss presentation of colonial idea of philanthropy
b)Conrad's response to idea
IV a)perception of Africans as objects
b)Conrad's response
c)Africans as animals
d)Conrad's response
e) Chinua Achebe's dispute of my claims
V a)Conrad affirms humanity of black Africans
b)Achebe's dispute
c)Conrad's personal experiences proving Achebe wrong
d)Conrad uses satire in the same way Achebe does
VI a) greed- possession
b) greed-money
VII Kurtz realizes evils of colonialism
VIII discussion of colonialism today
a) what was once evil, remains evil
b) colonial ideas still exist today
IX Conclusion
Wednesday, November 14, 2007
annotated bibliography revision ideas
To revise this asignment, I would like to clarify why this topic matters to the acedemic community. Also, I have been told my style of writing is "droning". I need to consider that not everyone reading this essay is as interested in the topic as I am. I will be adding at least a sixth source before the final draft is due so I will meet the requirement for sources.
Friday, November 2, 2007
Annotated Bibliography (work in progress)
Introduction:
The main research question that guides this research project is, “How does Conrad illustrate the evils of colonialism in his novel, Heart of Darkness?”. This will be an essay directed at the general academic community. The topic matters because the evils of colonialism are part of the human experience, which is shared. As humans we have the responsibility of protecting the rights of others. Colonialism includes falsely philanthropic ideas, dehumanization of natives and greed. It is important to remember this history of colonialism because it still affects us today. We must remember the past so we can change the present and safeguard the future.
In the essay I will present three main ideas of colonialism; the philanthropic idea, the dehumanization of natives and greed. I will discuss how Conrad illustrates these ideas and how he responds to them and in his response criticizes them. As arguments against my thoughts come up I will address them with support form the text and other sources. In the conclusion, I will restate how Conrad is not a racist, colonialist, but quite the opposite.
Achebe, Chinua. “An Image of Africa: Racism in Conrad’s Heart of Darkness. Google Scholar. 10/30/07. [http://scholar.google.com/scholar?hl=en&q=chinua+achebe&spell=1]
Achebe’s argument is, “namely that Joseph Conrad was a thoroughgoing racist”. He adamantly supports this opinion throughout his speech. In analyzing Heart of Darkness Achebe draws attention to negative imagery of Africans in the novel. Achebe believes that Conrad represents Africans as inhuman savages and that this representation is an illustration of the author’s own racism. Achebe goes so far as to say Conrad, “chose the role of purveyor of comforting myths” in his depiction of Africans, that Conrad affirms the colonial ideas that Africans are less than human or if they are human, that they are less developed peoples than the Europeans. In my essay I will argue these points with evidence from the text and demonstrate how Conrad uses the imagery Achebe discusses to denounce colonialism, not support it as Achebe believes.
Achebe is perhaps the most controversial critic of Conrad's novel. His speech, which has since been written as an essay, has influenced a great deal of debate in the academic community. As an African scholar and author, in particular one who has written influential novels on colonialism himself, Achebe's opinion on Conrad must certainly be taken into consideration. However, I do not agree with the basic principles guiding this speech. I do not agree that Conrad is racist.
Achebe's speech will be an exceptional "nay-sayer" for my essay. It brings up many of the most widely held criticisms of Conrad and does so in a very provocative way. I was quite upset by this speech. I disagree with it entirely. It is perhaps the best example of argument against what I myself believe.
Conrad, Joseph. Heart of Darkness. New York: Barnes & Noble Books, 1994.
This is my primary source for my essay. It is the novel itself. The analysis of this text is scholarly even though the novel itself was not written for an academic audience. In the novel Conrad brings up the controversial colonial ideas of philanthropy, dehumanization of natives and greed. He presents arguments from the colonial perspective in support of these three ideas followed by immediate discredit with powerful arguments on the realities and evils of such ideas. Discussion of Conrad’s examples and arguments against these colonial ideas will be the heart of my essay. All critical reviews of this book and outside support for this paper will be putting these examples in context, connecting them to our world today or presenting opposing arguments to my points.
Murfin, Ross C., ed. Heart of Darkness, A Case Study in Contemporary Criticism. New York: St. Martin’s Press, Inc. 1989.
This source is an exploration of the novel from several critical positions. I will be referencing the general discussion of criticism as well as using a quote from the discussion of New Historicism, the idea that the novel has merit in a historical perspective. The editor and author of much of this source material, Ross C. Murfin, was a professor of English and associate dean of the College of Arts and Sciences at the University of Miami at the time of publication. Credentials such as this lead me to believe that this is a credible and scholarly source. The editor supports the idea that the novel is about the, “immorality of whites in Africa”(98), which lends weight to my argument that the novel is indeed about colonization. Murfin summarizes author Thomas Moser’s idea that Conrad’s use of the colors black and white is reversed in that “darkness means truth, whiteness means false hood” (103). This goes along the lines of my argument that Conrad is not racist. Finally, Murfin feels Heart of Darkness, “undoubtedly presents as accurate a picture of colonized Africa as many other supposedly non-fictional accounts written during the same period” (226). This shows the credibility of the novel, which is important if anyone is going to value the arguments it contains.
Sherry, Norman, ed. Conrad: The Critical Heritage. London: Routledge & Kegan Paul Ltd., 1973.
This book is not the argument of one author, but rather a collection of critical reviews of the novel. I will be using material from three of these reviews to summarize what the novel is about. With these critics I will present the argument that Heart of Darkness is about colonialism and the counter argument that it is not.
The first critic I will reference is Edward Garnett. Garnett describes the novel as, “…a study of ‘the white man in Africa’ which is most amazing” (P.131-2). He goes on to say, “Heart of Darkness to present its theme bluntly, is an impression, taken from life, of the conquest by the European whites of a certain portion of Africa, an impression in particular of the civilising methods of a certain great European Trading Company face to face with the ‘nigger’… we add that he [the reader] will find the human life, black and white, in Heart of Darkness an uncommonly and uncannily serious affair” (p.132). Clearly Garnett is under the impression Conrad was writing on colonialism. However, Garnett does not believe Conrad is for or against colonialism. Garnett feels that Conrad is not giving a critique but rather an unbiased illustration of the practice.
Garnett is a good source for my essay because this particular critique has been used by my other sources as well. Since he is valued by my other academic sources I think using his original critique will be very sound.
I plan on using Garnett to prove that the novel is about colonialism. I will not be using him to decide if Conrad is for or against the practice, but rather to prove that Conrad does explore the practice.
My second critic is an unnamed author who wrote a review for the Manchester Guardian. The critic argues, “It must not be supposed that Mr. Conrad makes attack upon colonization, expansion, even upon Imperialism. In no one is the essence of the adventurous spirit more instinctive. But cheap ideals, platitudes of civilisation are shriveled up in the heat of such experiences” (P.135). Here the argument is being made that Conrad’s work is merely an adventure story. This was a popularly held view of the novel at the time. Other critics said the novel is a bad adventure tale at that, comparing it to Kipling and Yeats and discussing the shortfalls of the novel when compared to the excitement of other works from the time.
This author may not be known, but the sentiments are those of some of Conrad’s contemporaries. This is scholarly because of the text in which I found it. I may not know the author, but the collection of critiques is credible and scholarly so I think it is an appropriate source. I plan on using this as a “nay-sayer” to my argument that the novel is about colonization.
The last critic I will be citing from this collection is also un-named. The review was published in Athenaeum. This critic does not discuss Heart of Darkness much other than to say, “The reviewer deliberately abstains both from quotation and from any attempt at analysis of a story like “The Heart of Darkness.” Any such attempt in a limited space would be a painful injustice where work of this character is concerned” (P.139). The idea here is that the novel contains far too much meaning to discuss in a review. This critic is assuredly under the impression that Conrad’s work is more than an adventure story and I could not agree more.
I will be using this critic to dispute the naysayers who argued that the novel is only a poor adventure story. It is scholarly because of the same reasons as the previous author.
Watts, Cedric. “‘A Bloody Racist’: Achebe’s View of Conrad.” The Yearbook of English Studies 13 (1983): 196-209. JSTOR. Elmhurst College Lib., Elmhurst, IL. 1 November 2007.
Watts’ article is a summary and response to Chinua Achebe’s famous speech which denounced Conrad as a racist. In the article Watts holds a very high opinion of the novel, saying, “…I have long regarded Heart of Darkness as one of the greatest works of fiction, and have felt that part of its greatness lies in the power of its criticisms of racial prejudice” (196). Here and throughout the article Watts asserts his belief that Conrad is far from racist. He cites numerous examples from the text and from Conrad’s own letters which support his argument against Achebe.
As an article in The Yearbook of English Studies Cedric Watts’ article provides a credible scholarly source. At the time of this article Watts was teaching at the University of Sussex which leads me to believe he is a well educated scholar himself. I will be using this article as support for several of the points in my essay. It supports my believes that Heart of Darkness discusses the racial prejudices of colonialism, that Conrad is not racist and that the novel is of great merit to the scholarly community.
The main research question that guides this research project is, “How does Conrad illustrate the evils of colonialism in his novel, Heart of Darkness?”. This will be an essay directed at the general academic community. The topic matters because the evils of colonialism are part of the human experience, which is shared. As humans we have the responsibility of protecting the rights of others. Colonialism includes falsely philanthropic ideas, dehumanization of natives and greed. It is important to remember this history of colonialism because it still affects us today. We must remember the past so we can change the present and safeguard the future.
In the essay I will present three main ideas of colonialism; the philanthropic idea, the dehumanization of natives and greed. I will discuss how Conrad illustrates these ideas and how he responds to them and in his response criticizes them. As arguments against my thoughts come up I will address them with support form the text and other sources. In the conclusion, I will restate how Conrad is not a racist, colonialist, but quite the opposite.
Achebe, Chinua. “An Image of Africa: Racism in Conrad’s Heart of Darkness. Google Scholar. 10/30/07. [http://scholar.google.com/scholar?hl=en&q=chinua+achebe&spell=1]
Achebe’s argument is, “namely that Joseph Conrad was a thoroughgoing racist”. He adamantly supports this opinion throughout his speech. In analyzing Heart of Darkness Achebe draws attention to negative imagery of Africans in the novel. Achebe believes that Conrad represents Africans as inhuman savages and that this representation is an illustration of the author’s own racism. Achebe goes so far as to say Conrad, “chose the role of purveyor of comforting myths” in his depiction of Africans, that Conrad affirms the colonial ideas that Africans are less than human or if they are human, that they are less developed peoples than the Europeans. In my essay I will argue these points with evidence from the text and demonstrate how Conrad uses the imagery Achebe discusses to denounce colonialism, not support it as Achebe believes.
Achebe is perhaps the most controversial critic of Conrad's novel. His speech, which has since been written as an essay, has influenced a great deal of debate in the academic community. As an African scholar and author, in particular one who has written influential novels on colonialism himself, Achebe's opinion on Conrad must certainly be taken into consideration. However, I do not agree with the basic principles guiding this speech. I do not agree that Conrad is racist.
Achebe's speech will be an exceptional "nay-sayer" for my essay. It brings up many of the most widely held criticisms of Conrad and does so in a very provocative way. I was quite upset by this speech. I disagree with it entirely. It is perhaps the best example of argument against what I myself believe.
Conrad, Joseph. Heart of Darkness. New York: Barnes & Noble Books, 1994.
This is my primary source for my essay. It is the novel itself. The analysis of this text is scholarly even though the novel itself was not written for an academic audience. In the novel Conrad brings up the controversial colonial ideas of philanthropy, dehumanization of natives and greed. He presents arguments from the colonial perspective in support of these three ideas followed by immediate discredit with powerful arguments on the realities and evils of such ideas. Discussion of Conrad’s examples and arguments against these colonial ideas will be the heart of my essay. All critical reviews of this book and outside support for this paper will be putting these examples in context, connecting them to our world today or presenting opposing arguments to my points.
Murfin, Ross C., ed. Heart of Darkness, A Case Study in Contemporary Criticism. New York: St. Martin’s Press, Inc. 1989.
This source is an exploration of the novel from several critical positions. I will be referencing the general discussion of criticism as well as using a quote from the discussion of New Historicism, the idea that the novel has merit in a historical perspective. The editor and author of much of this source material, Ross C. Murfin, was a professor of English and associate dean of the College of Arts and Sciences at the University of Miami at the time of publication. Credentials such as this lead me to believe that this is a credible and scholarly source. The editor supports the idea that the novel is about the, “immorality of whites in Africa”(98), which lends weight to my argument that the novel is indeed about colonization. Murfin summarizes author Thomas Moser’s idea that Conrad’s use of the colors black and white is reversed in that “darkness means truth, whiteness means false hood” (103). This goes along the lines of my argument that Conrad is not racist. Finally, Murfin feels Heart of Darkness, “undoubtedly presents as accurate a picture of colonized Africa as many other supposedly non-fictional accounts written during the same period” (226). This shows the credibility of the novel, which is important if anyone is going to value the arguments it contains.
Sherry, Norman, ed. Conrad: The Critical Heritage. London: Routledge & Kegan Paul Ltd., 1973.
This book is not the argument of one author, but rather a collection of critical reviews of the novel. I will be using material from three of these reviews to summarize what the novel is about. With these critics I will present the argument that Heart of Darkness is about colonialism and the counter argument that it is not.
The first critic I will reference is Edward Garnett. Garnett describes the novel as, “…a study of ‘the white man in Africa’ which is most amazing” (P.131-2). He goes on to say, “Heart of Darkness to present its theme bluntly, is an impression, taken from life, of the conquest by the European whites of a certain portion of Africa, an impression in particular of the civilising methods of a certain great European Trading Company face to face with the ‘nigger’… we add that he [the reader] will find the human life, black and white, in Heart of Darkness an uncommonly and uncannily serious affair” (p.132). Clearly Garnett is under the impression Conrad was writing on colonialism. However, Garnett does not believe Conrad is for or against colonialism. Garnett feels that Conrad is not giving a critique but rather an unbiased illustration of the practice.
Garnett is a good source for my essay because this particular critique has been used by my other sources as well. Since he is valued by my other academic sources I think using his original critique will be very sound.
I plan on using Garnett to prove that the novel is about colonialism. I will not be using him to decide if Conrad is for or against the practice, but rather to prove that Conrad does explore the practice.
My second critic is an unnamed author who wrote a review for the Manchester Guardian. The critic argues, “It must not be supposed that Mr. Conrad makes attack upon colonization, expansion, even upon Imperialism. In no one is the essence of the adventurous spirit more instinctive. But cheap ideals, platitudes of civilisation are shriveled up in the heat of such experiences” (P.135). Here the argument is being made that Conrad’s work is merely an adventure story. This was a popularly held view of the novel at the time. Other critics said the novel is a bad adventure tale at that, comparing it to Kipling and Yeats and discussing the shortfalls of the novel when compared to the excitement of other works from the time.
This author may not be known, but the sentiments are those of some of Conrad’s contemporaries. This is scholarly because of the text in which I found it. I may not know the author, but the collection of critiques is credible and scholarly so I think it is an appropriate source. I plan on using this as a “nay-sayer” to my argument that the novel is about colonization.
The last critic I will be citing from this collection is also un-named. The review was published in Athenaeum. This critic does not discuss Heart of Darkness much other than to say, “The reviewer deliberately abstains both from quotation and from any attempt at analysis of a story like “The Heart of Darkness.” Any such attempt in a limited space would be a painful injustice where work of this character is concerned” (P.139). The idea here is that the novel contains far too much meaning to discuss in a review. This critic is assuredly under the impression that Conrad’s work is more than an adventure story and I could not agree more.
I will be using this critic to dispute the naysayers who argued that the novel is only a poor adventure story. It is scholarly because of the same reasons as the previous author.
Watts, Cedric. “‘A Bloody Racist’: Achebe’s View of Conrad.” The Yearbook of English Studies 13 (1983): 196-209. JSTOR. Elmhurst College Lib., Elmhurst, IL. 1 November 2007
Watts’ article is a summary and response to Chinua Achebe’s famous speech which denounced Conrad as a racist. In the article Watts holds a very high opinion of the novel, saying, “…I have long regarded Heart of Darkness as one of the greatest works of fiction, and have felt that part of its greatness lies in the power of its criticisms of racial prejudice” (196). Here and throughout the article Watts asserts his belief that Conrad is far from racist. He cites numerous examples from the text and from Conrad’s own letters which support his argument against Achebe.
As an article in The Yearbook of English Studies Cedric Watts’ article provides a credible scholarly source. At the time of this article Watts was teaching at the University of Sussex which leads me to believe he is a well educated scholar himself. I will be using this article as support for several of the points in my essay. It supports my believes that Heart of Darkness discusses the racial prejudices of colonialism, that Conrad is not racist and that the novel is of great merit to the scholarly community.
Monday, October 29, 2007
what kind of sources am I using?
Primary sources: Heart of Darkness, Interview with source(s) educated on novel, interview with source(s) educated in colonialism/racism today and in past
For the interviews I plan on speaking with professors and students here at the college as well as a librarian I know. Hopefully I can interview Professor Ford as a source educated in the novel. I would also like to interview some of my friends who have studied this novel. Contacting these people should not be a problem because I can speak with them on a regualr basis.
For the interviews I plan on speaking with professors and students here at the college as well as a librarian I know. Hopefully I can interview Professor Ford as a source educated in the novel. I would also like to interview some of my friends who have studied this novel. Contacting these people should not be a problem because I can speak with them on a regualr basis.
Friday, October 26, 2007
Role as a research writer
I would like to take this role for my paper:
Analytical Thinker Positioned in a Critical Conversation.
Here writers do their own analytical thinking about a disciplinary problem but must relate their views to others who have addressed the same or similar questions. These essays may use few primary sources but carry on a lively conversation with secondary sources.
Examples:
How does Hamlet change in the last act?
What would be the effect on consumer credit card debt of switching from federal income taxes to federal consumption taxes?
Does the earth have rights?
My essay will explore the question "How does Joseph Conrad explore colonialism in Heart of Darkness?"
And hopefully do so by discussing racism, the spread of religion/ values, economics and human nature (possession/control/dominance).
Hopefully I will be able to relate my views with those I learn from interviews and written critiques.
Analytical Thinker Positioned in a Critical Conversation.
Here writers do their own analytical thinking about a disciplinary problem but must relate their views to others who have addressed the same or similar questions. These essays may use few primary sources but carry on a lively conversation with secondary sources.
Examples:
How does Hamlet change in the last act?
What would be the effect on consumer credit card debt of switching from federal income taxes to federal consumption taxes?
Does the earth have rights?
My essay will explore the question "How does Joseph Conrad explore colonialism in Heart of Darkness?"
And hopefully do so by discussing racism, the spread of religion/ values, economics and human nature (possession/control/dominance).
Hopefully I will be able to relate my views with those I learn from interviews and written critiques.
Preliminary research
At this point I am nearly through re-reading the novel. I have quotes for all of the sections of my paper I wanted to develop. I have also started to read critiques of the novel. I have re-confirmined my opinions on the novel, mainly that Conrad is not racist and that he is portraying colonialism in a negative light. Also, I have found a very contrary opinion from a noted author which I will develop as my nay-sayer and I have articles on the historical context of colonialism. In the future I hope to discuss this topic with Professor Ford, who has done extensive study on the novel. I am hoping he will further confirm my ideas.
Wednesday, October 24, 2007
Internet sources
Book, Not internet
Envisioning Africa: Racism and Imperialism in Conrad's "Heart of Darkness" By Peter Edgerly Firchow
http://books.google.com/books?hl=en&lr=&id=nPfqhqv5k2oC&oi=fnd&pg=PR9&dq=chinua+achebe+heart+of+darkness&ots=dbj26XBfkr&sig=XXSTz18PzpChx5iUVbWCpSNBim4#PPA257,M1
Victorians and Africans: The Geneology of the myth of the dark continent
http://www.jstor.org/view/00931896/ap040045/04a00100/0
Chinua Achebe's speech
http://scholar.google.com/scholar?q=chinua+achebe+heart+of+darkness&hl=en&lr=&btnG=Search
http://www.intute.ac.uk/socialsciences/cgi-bin/search.pl?term1=colonialism&gateway=All&limit=0&submit.x=13&submit.y=14
http://www.fordham.edu/halsall/mod/1958-aapc-res1.html
"All-African People's Conference: Resolution on Imperialism and Colonialism (1958)
This site contains the full-text of a resolution adopted by the All-African People's Conference December 5-13, Accra 1958. This was a major political conference with over 300 delegates from all regions of Africa. The resolution condemns European colonial and imperial policy in Africa. It then demands political independence and an end to the economic hardship and human rights abuses perpetuated in the empires and colonies of the region. Other features are the implementation of specific human rights for all Africans, including universal suffrage, and support for groups who have to resort to violence to attain independence in so far as this is viewed as a final measure. The document is taken from the All-African Peoples Conference News Bulletin vol.1, no.4 1959, pp1-2. It isa published on the Internet as part of the Internet Modern History Sourcebook maintained by Fordham University. "
Envisioning Africa: Racism and Imperialism in Conrad's "Heart of Darkness" By Peter Edgerly Firchow
http://books.google.com/books?hl=en&lr=&id=nPfqhqv5k2oC&oi=fnd&pg=PR9&dq=chinua+achebe+heart+of+darkness&ots=dbj26XBfkr&sig=XXSTz18PzpChx5iUVbWCpSNBim4#PPA257,M1
Victorians and Africans: The Geneology of the myth of the dark continent
http://www.jstor.org/view/00931896/ap040045/04a00100/0
Chinua Achebe's speech
http://scholar.google.com/scholar?q=chinua+achebe+heart+of+darkness&hl=en&lr=&btnG=Search
http://www.intute.ac.uk/socialsciences/cgi-bin/search.pl?term1=colonialism&gateway=All&limit=0&submit.x=13&submit.y=14
http://www.fordham.edu/halsall/mod/1958-aapc-res1.html
"All-African People's Conference: Resolution on Imperialism and Colonialism (1958)
This site contains the full-text of a resolution adopted by the All-African People's Conference December 5-13, Accra 1958. This was a major political conference with over 300 delegates from all regions of Africa. The resolution condemns European colonial and imperial policy in Africa. It then demands political independence and an end to the economic hardship and human rights abuses perpetuated in the empires and colonies of the region. Other features are the implementation of specific human rights for all Africans, including universal suffrage, and support for groups who have to resort to violence to attain independence in so far as this is viewed as a final measure. The document is taken from the All-African Peoples Conference News Bulletin vol.1, no.4 1959, pp1-2. It isa published on the Internet as part of the Internet Modern History Sourcebook maintained by Fordham University. "
Clonaid + State Cloning Laws
For first 2 see Clark's Blog
The "Cloneaid" site is and advertisment. The only contact information this site provides is a website-based e-mail requiring personal information and a survey of thier website and product. There is no independent or non-template contact information. It is a .com website with no credentials, it is obviously unobjective, it is selling a product. The website is up-to-date. They posted "news" articles as recently as last week. The coverage is accesible, it does not need a special browser or have a fee for viewing.
The State Cloning Laws website seems to be accurate. There is contact information for Multiple offices in the organizations, phone numbers, addresses and e-mails. This is a .org page, apparently for government legislators. There is no author for this specific site but it is sponsored by the website organization. It is objective and un-biased. The site presents cloning laws without personal commentary on the laws. iT is not current and has not been updated since 2006. The page is accessible and provides a link to an independent article offering discussion of the laws, but does not discuss them on the page itself.
The "Cloneaid" site is and advertisment. The only contact information this site provides is a website-based e-mail requiring personal information and a survey of thier website and product. There is no independent or non-template contact information. It is a .com website with no credentials, it is obviously unobjective, it is selling a product. The website is up-to-date. They posted "news" articles as recently as last week. The coverage is accesible, it does not need a special browser or have a fee for viewing.
The State Cloning Laws website seems to be accurate. There is contact information for Multiple offices in the organizations, phone numbers, addresses and e-mails. This is a .org page, apparently for government legislators. There is no author for this specific site but it is sponsored by the website organization. It is objective and un-biased. The site presents cloning laws without personal commentary on the laws. iT is not current and has not been updated since 2006. The page is accessible and provides a link to an independent article offering discussion of the laws, but does not discuss them on the page itself.
Saturday, October 20, 2007
Books
Heart of Darkness, Joseph Conrad
Heart of Darkness/ Search for the Unconscious,Gary Adelman
Heart of Darkness/ A Case Study in Contemporary Criticism, Edited by Ross C. Murfin
Heart of Darkness/ Backgrounds and Criticisms, Editied by Leonard F. Dean
Conrad: The Critical Heritage, edited by Norman Sherry
Key words for search
Heart of Darkness, Joseph Conrad, Colonialism, morality, racism, economics, human nature, congo, pilgrim, criticism of H of D
Heart of Darkness, Joseph Conrad
Heart of Darkness/ Search for the Unconscious,Gary Adelman
Heart of Darkness/ A Case Study in Contemporary Criticism, Edited by Ross C. Murfin
Heart of Darkness/ Backgrounds and Criticisms, Editied by Leonard F. Dean
Conrad: The Critical Heritage, edited by Norman Sherry
Key words for search
Heart of Darkness, Joseph Conrad, Colonialism, morality, racism, economics, human nature, congo, pilgrim, criticism of H of D
Friday, October 19, 2007
Plan to do
Purpose: Illustrate with examples the racism,economics and human nature of colonialsim. Then convince readers that the novel puts these ideas in a real-life context in which these ideas are negative.
Audience: High school or college instructors teaching the novel or the topics the novel discusses/ philosophers interested in the novel or the topics it discusses
Audience: High school or college instructors teaching the novel or the topics the novel discusses/ philosophers interested in the novel or the topics it discusses
Wednesday, October 17, 2007
Initial Investigation
Part I: Exploration
1. Identify the issue or problem that you plan to focus on in your research project.
I will be writing about how colonialism is explored in “Heart of Darkness”.
2. What is your personal connection to and interest in this topic?
This is one of my favorite books. It is a book I constantly consider and reconsider and I am very interested in it.
3. What opinions do you already hold about this topic?
I am of the opinion that Conrad is very anti-colonialist and portrays it in a very dark way.
4. What knowledge do you already have about this topic?
I have read the book and discussed it at length. There is significant debate on the racism of the book, but I am of the opinion that the depiction of racism is a small facet of the depiction of colonialism.
What are your main questions about this topic?
My questions are, what specifically does Conrad write that gives his opinion of colonialism?
What are you most curious about?
I am most curious about how the author shows his opinions without directly stating them. I am also curious about how the author went about creating a book with so many overlapping ideas, all of which are incredibly well developed.
6. Within what scholarly discipline (such as history, biology, psychology) do you expect to do most of your research? How does this discipline approach or study this topic?
I expect most of my research will be done in psychology with a little research on the historical facts of colonialism. Studies of this topic in psychology are done by investigating how the text shows the author’s thoughts, and also how we as readers interpret the text to arrive at what we believe are the author’s thoughts.
Historically this topic will be studied by citing statistics of the examples the book provides.
7. How could you research this topic outside the library (for example, through interviews and/or observations)? I can interview people who have read the novel and have an educated response to my topic. I would be able to interview at least a few people because I have already discussed this with others.
Part II: Focusing
Write an initial claim, or an open-ended question, to guide your research on this topic. Make it specific but exploratory. Remember that a good claim opens up an area of inquiry about a topic; a claim should invite evidence, support, and debate.
How does Joseph Conrad explore colonialism in "Heart of Darkness"?
racism, spread of religion/ values, economics, human nature (possession/control/dominance)
Why does this matter? Colonialism is a representation of human nature, it has historical significance, it was key in the development of modern world
Monday, October 15, 2007
Does the American system of justice need reform to ensure that criminals are properly punished? Jena 6
Are American Indians being treated fairly in the 1990s?
Indian reservations, drug usage/acholism, jusicial issues
*How does Joseph Conrad explore colonialism in "Heart of Darkness"?
racism, spread of religion/ values, economic gain, possesion/control/dominance
Victorians and Africans: The Geneology of the myth of the dark continent
http://www.jstor.org/view/00931896/ap040045/04a00100/0
Why does this matter? Human nature, historical significance, development of modern world
Are American Indians being treated fairly in the 1990s?
Indian reservations, drug usage/acholism, jusicial issues
*How does Joseph Conrad explore colonialism in "Heart of Darkness"?
racism, spread of religion/ values, economic gain, possesion/control/dominance
Victorians and Africans: The Geneology of the myth of the dark continent
http://www.jstor.org/view/00931896/ap040045/04a00100/0
Why does this matter? Human nature, historical significance, development of modern world
Wednesday, October 3, 2007
citations
Sheingold, Karen and Martha Hadley. “Accomplished Teachers: Integrating Computers into Classroom Practice.” Eric.ed.gov. September 1990. Center for Technology in Education, New York, NY. 1 October 2007. [http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/22/42/d1.pdf]
Squire, Kurt. “Video Games in Education.” Simschoolresources.edreform.net. 2003. Massachusetts Institute of Technology. 1 October 2007.
[http://simschoolresources.edreform.net/resource/11095]
Ohmann, Richard. “Computers and Technology.” Radical Teacher, no. 63, pp. 2-6, Spr 2002. FirstSearch database. Accessed 1 October, 2007. [http://newfirstsearch.oclc.org]
Shaffer, David Willaimson, Kurt R. Squire, Richard Halverson and James P. Gee. “Video Games and the Future of Learning.” WCER Working Paper No. 2005-4 June 2005. [http://www.wcer.wisc.edu]
Squire, Kurt. “Video Games in Education.” Simschoolresources.edreform.net. 2003. Massachusetts Institute of Technology. 1 October 2007.
[http://simschoolresources.edreform.net/resource/11095]
Ohmann, Richard. “Computers and Technology.” Radical Teacher, no. 63, pp. 2-6, Spr 2002. FirstSearch database. Accessed 1 October, 2007. [http://newfirstsearch.oclc.org]
Shaffer, David Willaimson, Kurt R. Squire, Richard Halverson and James P. Gee. “Video Games and the Future of Learning.” WCER Working Paper No. 2005-4 June 2005. [http://www.wcer.wisc.edu]
Tuesday, October 2, 2007
Summary for computer paper
Accomplished Teachers, Integrating Computers into Classroom practice. Sheingold/Hadley
This is a report based on a survey of teachers who used computers in their classrooms in 1990.
As early as 1990 teachers have seen the benefits of using computers in their classrooms. Sheingold and Hadley conducted a survey of teachers using computers as part of thier teaching plans. Based on the findings of this study, Sheingold and Hadley concluded that teachers were devoting "considerable time and effort to teaching with computers in thier classrooms" (6). The authors feel that that the use of computers within the classrooms of the surveyed teachers had a positive effect on the students' education. Teachers felt higher expectations from students when computers were used. This report also notes teachers feeling that they could cover more complex material with the class when they were using computers. With as positive feedback as they received from teachers, they still note that five or six years of teaching with computers was needed to master computer-based teaching techniques. The study finds that teachers also encounter problems when faced with inadequate amounts of hardware. Extra planning time computer-based lessons also presents challenges to teachers. The study's final finding is that the teachers with the most technology resources believe they need more to accomplish the full potential they see possible.
This is a report based on a survey of teachers who used computers in their classrooms in 1990.
As early as 1990 teachers have seen the benefits of using computers in their classrooms. Sheingold and Hadley conducted a survey of teachers using computers as part of thier teaching plans. Based on the findings of this study, Sheingold and Hadley concluded that teachers were devoting "considerable time and effort to teaching with computers in thier classrooms" (6). The authors feel that that the use of computers within the classrooms of the surveyed teachers had a positive effect on the students' education. Teachers felt higher expectations from students when computers were used. This report also notes teachers feeling that they could cover more complex material with the class when they were using computers. With as positive feedback as they received from teachers, they still note that five or six years of teaching with computers was needed to master computer-based teaching techniques. The study finds that teachers also encounter problems when faced with inadequate amounts of hardware. Extra planning time computer-based lessons also presents challenges to teachers. The study's final finding is that the teachers with the most technology resources believe they need more to accomplish the full potential they see possible.
Monday, October 1, 2007
http://website.education.wisc.edu/steinkuehler/papers/SteinkuehlerGC2006.pdf.
Why Game(Culture) Studies Now? onstance A. Steinkuehler niversity of Wisconsin-Madison
http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/22/42/d1.pdf
ERIC #: ED322900
Title: Accomplished Teachers: Integrating Computers into Classroom Practice.
Authors: Sheingold, Karen; Hadley, Martha
[DOC] Video games in education
K Squire - simschoolresources.edreform.net
Why Game(Culture) Studies Now? onstance A. Steinkuehler niversity of Wisconsin-Madison
http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/22/42/d1.pdf
ERIC #: ED322900
Title: Accomplished Teachers: Integrating Computers into Classroom Practice.
Authors: Sheingold, Karen; Hadley, Martha
[DOC] Video games in education
K Squire - simschoolresources.edreform.net
Thursday, September 27, 2007
for monday
I used my last blog post for this assignment. In reading this I can see that I did not have much metacommentary. I think I only used it twice when I said “The point here...” in the second paragraph and “Ohmann does not disagree…” in the last paragraph. Since I didn’t even have a title, I can’t say I give readers a clue about my essay. After reading this I went through and added three more examples of metacommentary.
Computers in the Classroom
The increase and use of computers in education are the core focuses of Richard Ohmann and WCER's articles. In Richard Ohmann’s article he explains the increase of computers in the classroom while the WCER article discusses ways to make those computers better educational tools. Both articles bring up the question, are computers used effectively in the classroom? Richard Ohmann thinks they are not. WCER thinks they are to an extent but could be used more effectively.
The point here, that computer use in the classroom is being debated, should interest those involved in our education system but should also speak to the entire society. Everyone has some involvement in education, whether it is taking classes, teaching classes, or just knowing a student or teacher. Anyone who cares about the larger issue of the affects of computers in education should care about how they are being used now.
Ohmann is quick to point out the statistics of computers in education by noting, “schools budgeting three times as much on technology in 2000 as in 1992; the typical college doubling its I.T. budget in the 1990s” (63). With this explosion of computers in schools the question of whether or not computers are being used effectively should become paramount in the minds of educators and parents. WCER believes that computers are effective teaching tools. They believe that video games can provide a type of education that has not been present in schools before computers. In other words, WCER feels computers can be an essential part of the classroom.
The education they think is so essential is namely, that video games can provide cyber worlds where students can learn practical applications of skills and interactions with others that are not possible to teach through books and lectures. Since schools cannot send students into the world as city planners or medieval characters in real life, these games can provide an opening to such experiences that is otherwise impossible.
Ohmann does not disagree that such games exist or that teachers are using these games. He does however point out that the majority of computer use in schools is not used to its full potential like it could be with games such as the ones WCER describes. Both articles agree in the idea that computers could and should be used more effectively. While Ohmann feels that this is a difficult battle involving a lot of reformation in the use of computers in schools, WCER suggests that it is much easier. The point is that to use computers more effectively they argue, we only need to take advantage of what they can offer us instead of getting distracted with the simplicity of their use.
Computers in the Classroom
The increase and use of computers in education are the core focuses of Richard Ohmann and WCER's articles. In Richard Ohmann’s article he explains the increase of computers in the classroom while the WCER article discusses ways to make those computers better educational tools. Both articles bring up the question, are computers used effectively in the classroom? Richard Ohmann thinks they are not. WCER thinks they are to an extent but could be used more effectively.
The point here, that computer use in the classroom is being debated, should interest those involved in our education system but should also speak to the entire society. Everyone has some involvement in education, whether it is taking classes, teaching classes, or just knowing a student or teacher. Anyone who cares about the larger issue of the affects of computers in education should care about how they are being used now.
Ohmann is quick to point out the statistics of computers in education by noting, “schools budgeting three times as much on technology in 2000 as in 1992; the typical college doubling its I.T. budget in the 1990s” (63). With this explosion of computers in schools the question of whether or not computers are being used effectively should become paramount in the minds of educators and parents. WCER believes that computers are effective teaching tools. They believe that video games can provide a type of education that has not been present in schools before computers. In other words, WCER feels computers can be an essential part of the classroom.
The education they think is so essential is namely, that video games can provide cyber worlds where students can learn practical applications of skills and interactions with others that are not possible to teach through books and lectures. Since schools cannot send students into the world as city planners or medieval characters in real life, these games can provide an opening to such experiences that is otherwise impossible.
Ohmann does not disagree that such games exist or that teachers are using these games. He does however point out that the majority of computer use in schools is not used to its full potential like it could be with games such as the ones WCER describes. Both articles agree in the idea that computers could and should be used more effectively. While Ohmann feels that this is a difficult battle involving a lot of reformation in the use of computers in schools, WCER suggests that it is much easier. The point is that to use computers more effectively they argue, we only need to take advantage of what they can offer us instead of getting distracted with the simplicity of their use.
Tuesday, September 25, 2007
page 97 #2
The increase and use of computers in education are the core focuses of Richard Ohmann and WCER's articles. In Richard Ohmann’s article he explains the increase of computers in the classroom while the WCER article discusses ways to make those computers better educational tools. Both articles bring up the question, are computers used effectively in the classroom? Richard Ohmann thinks they are not. WCER thinks they are to an extent but could be used more effectively. The point here, that computer use in the classroom is being debated, should interest those involved in our education system but should also speak to the entire society. Everyone has some involvement in education, whether it is taking classes, teaching classes, or just knowing a student or teacher. Anyone who cares about the larger issue of the affects of computers in education should care about how they are being used now.
Ohmann is quick to point out the statistics of computers in education by noting, “schools budgeting three times as much on technology in 2000 as in 1992; the typical college doubling its I.T. budget in the 1990s” (63). With this explosion of computers in schools the question of whether or not computers are being used effectively should become paramount in the minds of educators and parents. WCER believes that computers are effective teaching tools. They believe that video games can provide a type of education that has not been present in schools before computers.
This education is namely, that video games can provide cyber worlds where students can learn practical applications of skills and interactions with others that are not possible to teach through books and lectures. Since schools cannot send students into the world as city planners or medieval characters in real life, these games can provide an opening to such experiences that is otherwise impossible.
Ohmann does not disagree that such games exist or that teachers are using these games. He does however point out that the majority of computer use in schools is not used to its full potential like it could be with games such as the ones WCER describes. Both articles agree in the idea that computers could and should be used more effectively. While Ohmann feels that this is a difficult battle involving a lot of reformation in the use of computers in schools, WCER suggests that it is much easier. To use computers more effectively they argue, we only need to take advantage of what they can offer us instead of getting distracted with the simplicity of their use.
Ohmann is quick to point out the statistics of computers in education by noting, “schools budgeting three times as much on technology in 2000 as in 1992; the typical college doubling its I.T. budget in the 1990s” (63). With this explosion of computers in schools the question of whether or not computers are being used effectively should become paramount in the minds of educators and parents. WCER believes that computers are effective teaching tools. They believe that video games can provide a type of education that has not been present in schools before computers.
This education is namely, that video games can provide cyber worlds where students can learn practical applications of skills and interactions with others that are not possible to teach through books and lectures. Since schools cannot send students into the world as city planners or medieval characters in real life, these games can provide an opening to such experiences that is otherwise impossible.
Ohmann does not disagree that such games exist or that teachers are using these games. He does however point out that the majority of computer use in schools is not used to its full potential like it could be with games such as the ones WCER describes. Both articles agree in the idea that computers could and should be used more effectively. While Ohmann feels that this is a difficult battle involving a lot of reformation in the use of computers in schools, WCER suggests that it is much easier. To use computers more effectively they argue, we only need to take advantage of what they can offer us instead of getting distracted with the simplicity of their use.
Sunday, September 23, 2007
Synthesis for Monday 9/25
The increase and use of computers in education are the core focuses of Richard Ohmann and WCER's articles. In Richard Ohmann’s article he explains the increase of computers in the classroom while the WCER article discusses ways to make those computers better educational tools. Both articles bring up the question, are computers used effectively in the classroom? Richard Ohmann thinks they are not. WCER thinks they are to an extent but could be used more effectively.
Ohmann is quick to point out the statistics of computers in education by noting, “schools budgeting three times as much on technology in 2000 as in 1992; the typical college doubling its I.T. budget in the 1990s” (63). With this explosion of computers in schools the question of whether or not computers are being used effectively should become paramount in the minds of educators and parents. WCER believes that computers are effective teaching tools. They believe that video games can provide a type of education that has not been present in schools before computers. This is namely, that video games can provide cyber worlds where students can learn practical applications of skills and interactions with others that are not possible to teach through books and lectures. Since schools cannot send students into the world as city planners or medieval characters in real life, these games can provide an opening to such experiences that is otherwise impossible.
Ohmann does not disagree that such games exist or that teachers are using these games. He does however point out that the majority of computer use in schools is not used to its full potential like it could be with games such as the ones WCER describes. Both articles agree in the idea that computers could and should be used more effectively. While Ohmann feels that this is a difficult battle involving a lot of reformation in the use of computers in schools, WCER suggests that it is much easier. To use computers more effectively they argue, we only need to take advantage of what they can offer us instead of getting distracted with the simplicity of their use.
Ohmann is quick to point out the statistics of computers in education by noting, “schools budgeting three times as much on technology in 2000 as in 1992; the typical college doubling its I.T. budget in the 1990s” (63). With this explosion of computers in schools the question of whether or not computers are being used effectively should become paramount in the minds of educators and parents. WCER believes that computers are effective teaching tools. They believe that video games can provide a type of education that has not been present in schools before computers. This is namely, that video games can provide cyber worlds where students can learn practical applications of skills and interactions with others that are not possible to teach through books and lectures. Since schools cannot send students into the world as city planners or medieval characters in real life, these games can provide an opening to such experiences that is otherwise impossible.
Ohmann does not disagree that such games exist or that teachers are using these games. He does however point out that the majority of computer use in schools is not used to its full potential like it could be with games such as the ones WCER describes. Both articles agree in the idea that computers could and should be used more effectively. While Ohmann feels that this is a difficult battle involving a lot of reformation in the use of computers in schools, WCER suggests that it is much easier. To use computers more effectively they argue, we only need to take advantage of what they can offer us instead of getting distracted with the simplicity of their use.
Friday, September 21, 2007
Syntesis Friday 9/21
Thesis: The increase and use of computers in education are the core focuses of Richard Ohmann and WCER's articles.
-OR-
Richard Ohmann’s article explains the increase of computers in the classroom while the WCER article discusses ways to make those computers better educational tools.
Outline:
Computers are in the class room more and more
Ohmann quotes + facts illustrating this
Computers are already changing the way we learn
WCER quote illustrating this, EX: army uses computer games to train
We need to incorporate this better with schools
Ohmann showing how computers are really used, WCER showing how games can be used
-OR-
Richard Ohmann’s article explains the increase of computers in the classroom while the WCER article discusses ways to make those computers better educational tools.
Outline:
Computers are in the class room more and more
Ohmann quotes + facts illustrating this
Computers are already changing the way we learn
WCER quote illustrating this, EX: army uses computer games to train
We need to incorporate this better with schools
Ohmann showing how computers are really used, WCER showing how games can be used
Computers and Technology
Summary
In Richard Ohmann’s article Computers and Technology the author discusses the technology boom of computers in the classroom. The author describes how in the last two decades computers have become a large phenomenon in education. He notes,
“schools budgeting three times as much on technology in 2000 as in 1992” and constant talk of a technology “revolution”.
Ohmann also makes mention of statistics showing school test scores skyrocketing through the use of technological advancements and of businesses trying to capitalize on situation. He goes on to say that these businesses are not making quite the profits they had expected. Ventures involving computers in education have not been as economically profitable as they have been educationally.
Mr. Ohmann then presents the thoughts that computers are actually not used effectively in schools. He says that teachers are not effectively incorporating computers into the classroom. He feels that schools have rushed to buy computers without knowing why they are buying. He points to student use of computers and says most students are not truly capitalizing on the computers. To support his opinions he adds a list of applications for computers in education.
Response
I agree with Mr. Ohmann’s points. I think schools have rushed into computers. I know that I myself have not participated in the “revolution” of school computers. I have used them but never in as extremely effective a manner as is lorded over by companies and educators. I would like to add that I personally do not feel that computers have truly advanced my education. I feel that outside of writing essays on a computer rather than a typewriter, I do not use computers for my education. I think this sentiment may be echoed by many students.
In Richard Ohmann’s article Computers and Technology the author discusses the technology boom of computers in the classroom. The author describes how in the last two decades computers have become a large phenomenon in education. He notes,
“schools budgeting three times as much on technology in 2000 as in 1992” and constant talk of a technology “revolution”.
Ohmann also makes mention of statistics showing school test scores skyrocketing through the use of technological advancements and of businesses trying to capitalize on situation. He goes on to say that these businesses are not making quite the profits they had expected. Ventures involving computers in education have not been as economically profitable as they have been educationally.
Mr. Ohmann then presents the thoughts that computers are actually not used effectively in schools. He says that teachers are not effectively incorporating computers into the classroom. He feels that schools have rushed to buy computers without knowing why they are buying. He points to student use of computers and says most students are not truly capitalizing on the computers. To support his opinions he adds a list of applications for computers in education.
Response
I agree with Mr. Ohmann’s points. I think schools have rushed into computers. I know that I myself have not participated in the “revolution” of school computers. I have used them but never in as extremely effective a manner as is lorded over by companies and educators. I would like to add that I personally do not feel that computers have truly advanced my education. I feel that outside of writing essays on a computer rather than a typewriter, I do not use computers for my education. I think this sentiment may be echoed by many students.
Wednesday, September 12, 2007
"Hidden Intellectualism" summary
In Gerald Graff’s article “Hidden Intellectualism” the author responds to a popular belief that students who do poorly in school are inherently un-intellectual. Graff suggests that this view fails to take note of the “street smarts” many student poses outside of school. He presents the idea that “street smarts” are no less intellectual than academic pursuits done in school but are rarely considered intellectual. Graff summarizes his belief that we have a cultural respect to institutionalized education and a failure to respect outside forms of intellectualism. He believes, “we associate those street smarts with anti-intellectual concerns. We associate the educated life, the life of the mind, too narrowly and exclusively with subjects and texts that we consider weighty and academic”. He is not in agreement with these associations and instead considers fields of non-scholarly thought intellectual as much as the thinking stressed in schools. Graff goes on to add the idea that “street smarts” can be used to spark student interest in academic pursuits with very positive results. Overall, Graff discusses "hidden intellectualism" in street smart students.
I think this strategy worked very well. I just tried to remain unbiased while presenting the things I wanted to write about. Graff goes into more detail with sports examples and magazines, but I do not care for either and do not want to respond to that part of his writing. Still, I think I presented his whole arguement. If I had to change this I would go further into detail with his examples, its just that his examples do not interest me.
If I was going to use this summary in an essay about changing how schools teach students, I would just add to this summary. I would elaborate on his ideas about teaching these students.
For and essay arguing that these street smart students are as "scholarly students" I would summarize and discuss Graff's personla experience. His childhood torn between tough and smart would be the baises of this summary.
I think this strategy worked very well. I just tried to remain unbiased while presenting the things I wanted to write about. Graff goes into more detail with sports examples and magazines, but I do not care for either and do not want to respond to that part of his writing. Still, I think I presented his whole arguement. If I had to change this I would go further into detail with his examples, its just that his examples do not interest me.
If I was going to use this summary in an essay about changing how schools teach students, I would just add to this summary. I would elaborate on his ideas about teaching these students.
For and essay arguing that these street smart students are as "scholarly students" I would summarize and discuss Graff's personla experience. His childhood torn between tough and smart would be the baises of this summary.
Saturday, September 8, 2007
Don't Blame the Eater Post
Summary 1: In author David Zinczenko's article, "Don't Blame the Eater", Zinczenko reports an over abundance of high calorie fast foods in the diet of youngsters. He notes his own childhood consumption of fast food and stresses the causes behind this were his lack of parental supervision and the reasoning that young people do not have the money to buy healthy foods when on their own.
Summary 2: In David Zinczenko's article, "Don't Blame the Eater", Zinczenko supports the opinion that fast food companies bear responsibility in the obesity of children. He notes how easy and inexpensive it is for a young person to eat at a fast food resturaunt, especialy when a parent can not be at home for mealtimes. Zinckzenko then presents further argument that fast food companies should play a part in future lawsuits for the obesity of these young people.
I think both of my summaries followed the templates the book provided pretty well. Both are very different though because they point out different parts of the author's arguments. By picking a few key points for each summary I was able to support two very differnt ideas with the same article. I think that the templates really helped me get a better idea how to summarize argument. I would not have been able to do this assignment so easily without this last section of the book.
Summary 2: In David Zinczenko's article, "Don't Blame the Eater", Zinczenko supports the opinion that fast food companies bear responsibility in the obesity of children. He notes how easy and inexpensive it is for a young person to eat at a fast food resturaunt, especialy when a parent can not be at home for mealtimes. Zinckzenko then presents further argument that fast food companies should play a part in future lawsuits for the obesity of these young people.
I think both of my summaries followed the templates the book provided pretty well. Both are very different though because they point out different parts of the author's arguments. By picking a few key points for each summary I was able to support two very differnt ideas with the same article. I think that the templates really helped me get a better idea how to summarize argument. I would not have been able to do this assignment so easily without this last section of the book.
Wednesday, September 5, 2007
BBC Jazz Blog
http://www.bbc.co.uk/blogs/jazz/2007/02/jazz_grammys_business_as_usual.shtml
This is a "blog" post about the current location of jazz's strongest scene. The article opens with
online author Alex Webb using a "they say/ I say" template. He says the "they say" is the opinion that the center of the jazz scene is moving from the United States to Europe. He follows this with examples of how this idea can be supported. Most of the musicians from the great eras of jazz have long since passed on to the great jazz club in the sky and the last remaining icons are in thier old age. Today's musicians are no longer the international super-stars that Miles Davis and Duke Ellington were, jazz has become less popular in the U.S. than it used to be. As a result European musicians have stepped up to the plate and are keeping the music much more alive than it is here. This is all the "they say" still."
After this summary he makes a second "they say" pointing out the other side of the argument. Webb notes the thriving jazz community in New York City. He goes on to say that the first ideas presented were from a European perspective and that there are different ideas on diferent sides of the pond. It is only after this that Webb delivers his "I say". Namely that the Grammy Awards do not reflect the movement of jazz to Europe. He names several European musicians he considers noteworthy that did not recieve Grammy nominations and a list of US ones who did. His they say is also a restatment of his earlier note that whether jazz is bigger in Europe or the US is a matter of opinion, not fact.
This is a "blog" post about the current location of jazz's strongest scene. The article opens with
online author Alex Webb using a "they say/ I say" template. He says the "they say" is the opinion that the center of the jazz scene is moving from the United States to Europe. He follows this with examples of how this idea can be supported. Most of the musicians from the great eras of jazz have long since passed on to the great jazz club in the sky and the last remaining icons are in thier old age. Today's musicians are no longer the international super-stars that Miles Davis and Duke Ellington were, jazz has become less popular in the U.S. than it used to be. As a result European musicians have stepped up to the plate and are keeping the music much more alive than it is here. This is all the "they say" still."
After this summary he makes a second "they say" pointing out the other side of the argument. Webb notes the thriving jazz community in New York City. He goes on to say that the first ideas presented were from a European perspective and that there are different ideas on diferent sides of the pond. It is only after this that Webb delivers his "I say". Namely that the Grammy Awards do not reflect the movement of jazz to Europe. He names several European musicians he considers noteworthy that did not recieve Grammy nominations and a list of US ones who did. His they say is also a restatment of his earlier note that whether jazz is bigger in Europe or the US is a matter of opinion, not fact.
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