D#14 HW#6

1.
Write for specific rhetorical contexts, including circumstance, purpose, topic, audience and writer, as well as the writing's ethical, political, and cultural implications. (I, IV)

2.
Organize writing to support a central idea through unity, coherence and logical development appropriate to a specific writing context. (II, V)

3.
Use appropriate conventions in writing, including consistent voice, tone, diction, grammar, and mechanics. (I, V)

4.
Find, evaluate, select, and synthesize both online and print sources that examine a topic from multiple perspectives. (I, III)

5.
Integrate sources through summarizing, paraphrasing, and quotation from sources to develop and support one's own ideas. (III, IV)

6.
Identify, select and use an appropriate documentation style to maintain academic integrity. (III)

7.
Use feedback obtained through peer review, instructor comments, and/or other sources to revise writing. (II)

8.
Assess one's own writing strengths and identify strategies for improvement through instructor conference, portfolio review, written evaluation, and/or other methods. (II)

9.
Generate, format, and edit writing using appropriate technologies. (II, V)

Again i think all assignments could be listed.

D#14 HW#5

1.
Write for specific rhetorical contexts, including circumstance, purpose, topic, audience and writer, as well as the writing's ethical, political, and cultural implications. (I, IV)

2.
Organize writing to support a central idea through unity, coherence and logical development appropriate to a specific writing context. (II, V)

3.
Use appropriate conventions in writing, including consistent voice, tone, diction, grammar, and mechanics. (I, V)

4.
Find, evaluate, select, and synthesize both online and print sources that examine a topic from multiple perspectives. (I, III)

5.
Integrate sources through summarizing, paraphrasing, and quotation from sources to develop and support one's own ideas. (III, IV)

6.
Identify, select and use an appropriate documentation style to maintain academic integrity. (III)

7.
Use feedback obtained through peer review, instructor comments, and/or other sources to revise writing. (II)

8.
Assess one's own writing strengths and identify strategies for improvement through instructor conference, portfolio review, written evaluation, and/or other methods. (II)

9.
Generate, format, and edit writing using appropriate technologies. (II, V)

I feel like all of these competencies were covered in one way or another with every weeks worth of assignments. Not sure where this is going...

D#14 HW#4 WP#3 Reflection

it would not let me review the prompt for this assignment, but i looked at summers and got the general idea.

i think my draft turned out pretty okay. I really did rely on the smaller class assignments to lead up to this final draft. I think the brain storming web map thing was really effective! it helped me get my thoughts organized and going in a certain direction. Also how to write a strong intro, thesis, and conclusion. I feel like i have a good handle on how to write an argument/research paper.

D#14 HW#2 Select Editing Strategies

1. Concentration is Key

If you’re going to spot mistakes, then you need to concentrate. That means getting rid of distractions and potential interruptions. Switch off the cell phone, turn off the television or radio and stay away from the email.
*this rule for me is really #1! It totally makes the difference. Seems like a no brainer but how many of us actually turn off the cell, tv, and radio???




Edit actively. Go through your draft carefully, pencil in hand. Actually touch each word with your pencil. Look especially at word endings. Have you dropped any s or ed endings? Do subjects and verbs agree? Does each pronoun have a clear antecedent?
*i used this from the POWA site. Works wonders!

D#13 HW#5 Grammar Assignment #6

since its the end of the semester and the only other person turning in any work is summer I'm going to wing this and hope for the best. i couldn't find a specific grammatical thing i want to work on that would actually apply to my writing and help me in any way. so I'm going to clean up my intro for WP#3 since that was one of the specific things summer commented on about my rough draft. this will be beneficial for me =)

The taboo topic that rules our very world. Parents are often embarrassed to have “the talk” with their kids. This fact is undeniable, you see it advertised on commercials on popular networks such as MTV; about sites you can go to for tips on how to talk to your teen about sex. People are all too often living with eyes wide closed, filling their heads with thoughts like, “yeah, but that won’t happen to me” or “not my kid”. Sex education should be required in schools, because it would decrease the spread of disease and unplanned pregnancy. It's hard to say whether or not someone who has received sex education will then use that knowledge and power to make educated decisions later in life, but it certainly wouldn't hurt. This type of education could mean decreases in unplanned pregnancies and the spread of STD's. Even if parents are teaching their kids what they feel is proper effective sex education, it is important as a young person to receive the reiterated version at school.

The taboo topic that rules our very world, sex. Parents are often embarrassed to have “the talk” with their kids. This fact is undeniable, you see it advertised in commercials on popular networks such as MTV; about sites you can go to for tips on how to talk to your teen about sex. People are all too often living with eyes wide closed, filling their heads with thoughts like, “yeah, but that won’t happen to me” or “not my kid”. Sex education should be required in schools, because it would decrease the spread of disease and unplanned pregnancy. It's hard to say whether or not someone who has received sex education will then use that knowledge and power to make educated decisions later in life, but it certainly wouldn't hurt. This type of education could mean decreases in unplanned pregnancies and the spread of STD's. Even if parents are teaching their kids what they feel is proper effective sex education at home, it is important as a young person to receive the reiterated version at school.

D#13 HW#4 Reflection of Peer Review

I did a peer review on summers paper, since she is the only other person with a draft up. I thought it was cool to read her paper after following her blog so closely this semester. i think she is on the right track. I realized that i should probably read my draft all the way through for clarity before i submit a final. (if you can believe it i didn't do that lol!) The comment summer left on my paper did not surprise me at all. she is 100% right, i need to clean up my intro and cite things better. once again turnitin.com has given me a little message saying you instructor has not chosen to allow students to view originality reports. so since i don't know what it says i wouldn't know which areas to work on. oh well.

D#13 HW#3 Peer Review

only 1 other person besides myself has a rough draft up.
http://summer-english102blog.blogspot.com/2009/11/d12-hw8-rough-draft.html
i was very impressed with the way summers paper turned out. Its interesting to see how the assignments shaped the end result. guess there is a method to the madness!

D#13 HW#2 Paragraph Analysis

1.)
*intro, define, establish point of view.
*defines the topic.
*intro.
*nothing above.
*introduces topic that will be further discussed.
*nothing above.
*not so sure just jumps right into it (is that bad?).
2.)
*define from other view that is the same backs up my beliefs.
*credible source. point from a young person.
*my own similar/different experience.
*again jumped right into the next source.
*i used however to transition to my own thought and opinions.
3.)
*explain my own point, credibility, and experience.
*same
*same
*similar/different than Jessica's experience
*same overall opinion
*opposite side of the argument
*however to start my personal thoughts
*differing views no real solid transition
4.0
*discuss opposite points in the source above
*credible source
*credible source
*yet another side of the spectrum
*bi transition just raw facts
5.)
*government role
*solid source reliable facts
*solid source reliable facts
*opposite theory
*sane idea on a different level
*bi solid transition just fact
*sane idea different level
6.)
*local government
*hit people close to home
*hot people close to home
*same idea different level
*discuss more liberal views
*none
*in addition
7.)
*discuss liberal views
*well known person
*well known person
*opposite view
*leads to conclusion
*In addition
*leads to conclusion
8.)
*conclusion
*sums up thoughts and ideas
*sums up thoughts and ideas
*sums up thoughts
*nothing below
*no transition
*nothing below

D#12 HW#10 reflect and comment

http://summer-english102blog.blogspot.com/2009/11/d12-hw3-develop-outline.html
http://summer-english102blog.blogspot.com/2009/11/d12-hw4-draft-effective-introduction.html
http://summer-english102blog.blogspot.com/2009/11/d12-hw6-identify-possible-frames.html
this weeks assignments have helped me with the competencies by writing introductions and conclusion with a specific rhetorical situation in mind. I feel like i didn't reach my personal goal of getting my rough draft in on time..i was really upset but then i noticed no one else has a draft up yet so at least I'm not alone. i held off writing this, summer was the only other person as far along as i am, so there has been no one else to respond to this week. hope i pass this class can't imagine going through all of this again. hope to get caught up this week =/

D#12 HW#8 draft of WP#3

Should Sex Education Be Required In Schools?

The taboo topic that rules our very world. Parents are often embarrassed to have “the talk” with their kids. This fact is undeniable, you see it advertised on commercials on popular networks such as MTV; about sites you can go to for tips on how to talk to your teen about sex. People are all too often living with eyes wide closed, filling their heads with thoughts like, “yeah, but that won’t happen to me” or “not my kid”. Sex education should be required in schools, because it would decrease the spread of disease and unplanned pregnancy. It's hard to say whether or not someone who has received sex education will then use that knowledge and power to make educated decisions later in life, but it certainly wouldn't hurt. This type of education could mean decreases in unplanned pregnancies and the spread of STD's. Even if parents are teaching their kids what they feel is proper effective sex education, it is important as a young person to receive the reiterated version at school.
“My school's definition of sex education is a half semester of teaching us the process of child birth and that the only way to prevent it is to refrain from having sex. I find this a bit questionable judging by the fact that our school handbook says that comprehensive sex ed is to be implemented in my school.” (Ann, Jessica, 2008) Jessica was a senior in high school when she write a blog titled “Define Sex Education”. She expresses her thoughts on the lack of safe sex education. In her opinion schools are more focused on scare tactics to convince you not to have sex as opposed to teaching what ways you can protect yourself and practice safe sex. She brings up a very valid point, that there are very few people in high school who haven’t had sex, however there is an even smaller number of people who have received sex education. Not a good mix.
On there other hand, my own personal experience with sex education was somewhat different than Jessica’s. I was personally fortunate enough to receive sex education since the fourth grade. I personally think it was a great time, and perfect age to introduce the topic in general. The teaching was focused on personal hygiene and emphasis on anatomical changes, that would soon be happening in all of our pre-teen bodies. Parents had to sign a permission slip in order for you to be part of the class, and surprisingly many parents did not grant their student permission. Through the years this section of education stayed the same, changing only slightly in middle school when you watched the birth of a baby in science. At the time my peers and I all thought the scene was quite disturbing and long off in terms of direct relation to our lives. The funny truth is, that not more than two years later, that far fetched situation turned into a life changing reality for some my very age. I sat next to a pregnant girl in Spanish my sophomore year of high school. I thought of how hard it must have been for her. While the rest of us were thinking about the superficial, she had to think about future childcare arrangements, if she would be able to go to college, and if the father of her child would stick around to help her. There are high schools that actually have on site child care because so many of the students have babies. My senior year was no less educational when one of my very close friends contracted herpes. She just so happened to be one of those people who did not receive sex education, and sadly her parents never talked her about the risks. Now she has an incurable disease to deal with for the rest of her life, a totally preventable situation. Her ignorance, and many others is to blame for the spread of STDs’ in young people. This can mainly be contributed to the fact that I chose to take classes that included sex education in the curriculum. There was a mix of 10th, 11th, and 12th grade students in my class (Family Life/Child Development). Once the teacher broke the ice on the “sex” topic in general, you could tell that the majority of the class was embarrassed and curious at the same time. The teacher would have everyone take turns reading out of the text book aloud, which never ceased to included at least one of the following words; sex, vagina, penis, or intercourse. It was unimaginable how uncomfortable my peers were to use those terms when it was well known that the majority of the class was sexually active. How unbelievable that sexually active individuals are comfortable enough to partake in the action but not comfortable enough to discuss the topic in an educated manner. This is a serious problem that needs immediate attention. It’s no wonder unplanned pregnancy and the spread of STD’s are on the rise.
There are so many differing views based and personal opinions, experiences, and moral values. For example, “When Leslee Unruh talks to young people, she uncoils a nest of rubber vipers: Herbie Herpes, Wally Wart, Hester Hepatitis, Albert AIDS and Lucy Loss of Reputation. And don't forget poor Pregnant Peggy Sue. Unruh isn't selling souvenirs, she's using the snakes and other props to teach young people about the risks of sex before marriage. What she won't show kids, however, is how to protect themselves if they choose to ignore the lessons she and Herbie Herpes have to teach.” (Sternberg, Steve, USA Today, Sex education stirs controversy, 2002) Unruh is the founder of a taxpayer funded organization called the National Abstinence Clearing House, she believes that sex after marriage is the only message that should be taught. This whole article focuses on abstinence only education, explaining that it is the only way to stop the spread of STDs.
However there is a portion dedicate to the opposing argument; “We firmly believe that abstinence is the foundation on which every teen pregnancy prevention program should be built. Ask any parent of a teenager; that would be their preference. But if you look at the studies, the data is going to tell you that it isn't necessarily realistic.” These opposing opinions come from Catherine Camacho, who is the deputy director of family health in the California Department of Health Services. The more logical opinion is Catherine’s, who believes that abstinence, life skills, and contraception should be taught in an effort to delay teens from having sex, and practicing safe sex when they choose to do so.
“Abstinence is the only surefire way to avoid getting pregnant.” The US government has spent $1.3 billion dollars delivering that very message between 2001-2009. However, president Obama is proposing to eliminate all funding for abstinence only sex education. Instead he is proposing a $178 million dollar program aimed at preventing teen pregnancy. Congress will have to approve and being such a controversial issue it is hard to say if the bill will pass, but supports are hopeful. There are supporters who feel the program proposed should be more school-based, rather than community based, in an effort to extend the education to more individuals. This program could not come at a more pivotal time, teen birth rates are on the rise from a 14 year decline. Also, demand is increasing for assistance provided by Planned Parenthood, and ACESS. There is no better way to sum up the views of this article than this quote released from planned parenthood; “We uphold a positive, holistic vision that aims to empower people in all aspects of sexuality -- including justice and equality issues at the societal level as well as each individual’s ability to celebrate their sexuality with respect, openness and mutuality.” (Melby, Todd, aasect, 2009)
The issue is present in local government as well. “While we all support ‘abstinence only’ and don’t believe that teenagers ought to be engaging in sexual relations of that sort, the fact of the matter is, some do,” Napolitano was quoted as saying at the time. “they need to have complete information for their own health, for their own bodies.” In April, Jan Brewer, whom succeeded Napolitano as Arizona State governor , revised Napolitano’s decision to prevent the Arizona Department of Health Services from accepting federal funding for abstinence only sex education. This article goes on to tell of educators frustrations with abstinence only education not preparing young adults with reality. This is evidence of an issue here and now. (June 2009 Vol. 43, 6 ww.aasect.org)
In addition to conservative views there are the completely irrational liberal views as well. “Recently, Oprah Winfrey drew attention to the subject when her show's resident sexpert, Dr. Laura Berman -- a staunch pleasure proponent -- introduced her audience to the idea of "cradle to grave" sex education. By Grade 2, she said, kids should know the truth about where babies come from. By Grade 5, masturbation, orgasm and the mechanics of sex should be covered, and by Grade 6, kids should know about "safer-sex" options. Perhaps most controversially, Berman told the audience of aghast moms that when their daughters hit 15 or 16, they might want to consider buying them a clitoral vibrator to teach them the joys of exploring their own bodies. The rationale, she says, is that it's an opportunity to boost self-esteem: "You're teaching them about pleasuring themselves and taking the reins of their own sexuality so that they don't ever have to depend on any teenage boy to do it for them." (As outrageous a birthday gift as it may seem, some parents are listening. In recent years, Jensen has started to notice more mothers coming into Good For Her with their daughters, ages 13 to 16, for precisely this purpose.)” (George, Lianne, Maclean’s, 2009, Vol. 122 Issue 35, p50-53, 4p)
Safe-sex should be taught in schools from a young age. It would breed less curiosity, and effectively arm young people with the information necessary to practice safe-sex, know the risks, and be responsible. With this powerful knowledge how could our youth go wrong? There would without a doubt be a decrease in teen pregnancy and spread of STDs’. I am approaching this topic as one of these young people whose life has indirectly been affected by these very issues. It is vital to arm societies young men and women with the knowledge to protect themselves and make smart decisions. Making an uneducated decision in this matter could cost them their future health and well being. Also, it would be beneficial to take chance out of the scenario that parents will educate their children on sex education. I hope for a healthier future for tomorrows youth.

D#12 HW#7 Decide Which Presentation Mode Is Appropriate

PURPOSE
*Are there requirements you must confider regarding the presentation of your research? If so, what are they?
I think there is a length requirement of about 7 pages =( Also that APA format is required for all annotations.

What will your presentation need to do in order to fulfill the original purpose of your research? Is there a presentation mode that will best meet those needs?
My presentation will need to display the facts in order to fulfill the original purpose of my research. The best presentation mode would be an academic essay.

AUDIENCE
*What expectations does your audience have for the presentation of your research?
I believe my audience has the expectation that I will give them reliable and interesting facts.

*What media will your audience have access to?
What kind won't they have access to???

*What presentation form will reach your audience? What will they be most receptive to, and where would they be looking for your argument?

Essay form...(i think) That is what they will be most receptive to since that is what they will be doing as well. In my paper where else...

*When would your audience be interested in and/or open to hearing about your research? How would you reach your audience at that time?

I believe everyone can relate so at all times the audience could be interested in hearing about my research. I'm not going to worry about reaching them at any given time.

*Who might be interested in your research that might not yet know about it? How would you reach that potential audience?

Come on now everyone is interested in my research, and what better way to reach them then this blog right here =)

TOPIC
*What presentation format is most appropriate for your topic?
Essay

*What presentation format is most appropriate for the argument you are making about your topic?
Essay

*Are there aspects of your research that might be difficult to understand in an exclusively text based presentation? How might you explain those parts of your research in a different way?
No. There are aspects that might be nice to have a visual for, like statistics and graphs really giving people the visual idea of whats going on. Not a prob though.

AUTHOR
*What media are you most familiar with? Is there a presentation format that you are unfamiliar with that you would like to learn more about?
All types, and not really.

*Would a combination of media present your research most effectively? Do you already know how to use them or could you enlist someone to help you use them?
I think a combination of media would present my research wonderfully! I would go for like a video documentary and i have done something like that before, I'm friends with the IT guy at work so if i ran into any trouble I'm sure i could get some help from him.

D#12 HW#6 Identify Possible Frames

Since i still have NOT fully developed an introduction or conclusion this is not really possible. However i understand the idea of referencing your main point in you intro and conclusion. Not only is it a good idea to let the reader know you are wrapping things up, they also will remember your main idea.

D#12 HW#5 Develop Closure

*What issues raised in your argument need to be repeated for your audience? Is there any support offered in your argument that bears repeating?

The issues of rising unplanned pregnancies and spreading STD's will need repeating. As well as the point that parents are obviously not getting the point across. There is plenty of support to go along with these ideas, but at the moment none that seem worth repeating.



*What will happen if the current situation continues as it is? What effects might impact your audience, and what effects might impact others that your audience will be concerned about? How could you demonstrate the importance of these effects?

if the current situation continues there will be a steady rise of unplanned pregnancies and spread of STDs. The effects on the audience are obvious. I will give present day examples to demonstrate the importance of these effects.

*How could you demonstrate that the current problem violates the shared values of a community?

Ummm really unsure what this is asking..

*Is this present issue parallel in any way to a previous situation? Are there circumstances or effects from a previous parallel situation that might spur your audience to action (perhaps because they want to avoid those effects or because a previous situation was resolved well and you'd like to see a similar resolution)?

I don't think the present issue is parallel to any previous situation....So i think the rest of the question is a mute point.

*To which person, or group of people, should your readers address their concerns? How might you encourage them to share those concerns?

I don't know who they should address their concerns to, maybe their government officials who make the decision on whether or not to mandate sex education. i would suggest that they become more involved in general.

*Will this situation continue if nothing is done? If so, how will the audience be impacted?

Yes. The audience may be impacted inn several different ways. It is possible that they could contract HIV/AIDS and loose their life, or the life of a loved one. They or someone they know could experience an unplanned pregnancy.

***If the current situation continues, there is nothing to say that there will not be a stead rise of unplanned pregnancies. With this comes rising rates of abortion and abandonment. Also, there will be a wider spread of STD's. The effects will be nothing less than devastation to the future health of society. The only way to prevent and decrease these types of happenings is to make sex education a requirement in schools. This way there is no question about whether young people have the knowledge or power to protect themselves in these different types of situations.

D#12 HW#4 Draft An Effective Introduction

*Why is this topic important? How does it affect the audience? The community? The world?

This topic is important because it affects everyone. Anyone receiving/not receiving sex education will affected in one way or another. Peoples future health and situation depend upon proper sex education.



*What is the audience's stand on the issue? How does it differ from yours? If their perspective is different from yours, how might you show respect for their perspective so that they might read yours?

Every ones opinion is different, I know that some people are going to disagree with me. I'm going to give examples and opinions of the opposing views and gently explain and prove why it's wrong, hopefully in such a way that they are not offended enough to stop reading my paper.



*What is your authority on this topic? Who are other major "players" that write or talk about this topic? What are their strengths and points of authority? Their weaknesses?

My authority is that i have now been researching this topic for quite a few weeks now, i know so much about i don't even want to write about it any more. The major "players" on this topic would be sex ed teachers, education gov officials, and the people receiving the education. They are all involved in some way or another which gives them authority on how the feel on whether or not sex ed should be required in schools or not. Their strengths all very, of course they are all going to be very opinionated based on their personal biases and points of view which can be viewed as a weakness as well.

*Does your audience know the topic, or its history, well? What do they already know? What do they need to know to understand your perspective?

I'm sure my audience is familiar with the topic, not so much it's history. They already know that it affects them and the people the know. The most likely realize how important the topic is. They need to understand my personal experience with the topic in order to understand my perspective.

*How long will your paper be? How complex will your argument be? Do you need to give the audience a road map to prepare them for your argument?

I'm going for a length that will me the requirement for WP#3 other than that as short and to the point as possible. I had thought about going for a complex argument but then realized something more focused and simple would suffice and probably be more effective. I think road maps are always a good idea.

This idea stood out the most to me.
***This topic is important because it affects everyone. Anyone receiving/not receiving sex education will affected in one way or another. Peoples future health and situation depend upon proper sex education.
It's hard to say whether or not someone who has received sex education will then use that knowledge and power to make educated decisions later in life, but it certainly wouldn't hurt. This type of education could mean decreases in unplanned pregnancies and the spread of STD's. Even if parents are teaching their kids what they feel is proper effective sex education, it is important as a young person to receive the reiterated version at school.

D#12 HW#3 Develop An Outline

I am choosing to do a scratch outline. It seems fast, easy, and effective. I'm going to list subtopics in order of importance.

Sex education in Schools
types of sex education
Lots of different opinions
controversial
important to the community
personal experiences
others experiences
teachers perspective
student perspective
parent perspective
government involvement
statistics on teen pregnancy
statistics on the spread of STD's
summarize and conclude

....yo, yo, yo....tell me what you think!

D#11 HW#8 Reflect On Your Learning

http://summer-english102blog.blogspot.com/2009/11/d11-hw3-develop-evaluate-criteria.html
http://summer-english102blog.blogspot.com/2009/11/d11-hw4-evaluate-types-of-resources.html
http://aprb13.blogspot.com/2009/11/develop-evaluative-criteria-d11hw3.html
http://aprb13.blogspot.com/2009/11/evaluate-types-of-resources-d11-hw4.html

I completed all of the assignments for this deadline so I'm way proud of myself, it has been awhile since i have been able to say that. This weeks assignments have helped me better understand the competencies by helping support a central idea coherently. Identify and maintain a certain citation style. over all a good week.

D#11 HW#7 Grammar Assignment #5

None of those grammar web sites are too much of a help. I just reviewed my writing and made corrections where i thought necessary. Please let me know if you see anything else that needs to be corrected, or if you think my corrections are wrong. Thanks!




The topic is not to be taken lightly, there are so many differing views based and personal opinions, experiences, and moral values.(first of all i think my first sentence sucks, honestly doesn't flow very well. If i were to rewrite it i would phrase it something like "There are so many differing views on the topic based on personal opinions, experiences, and moral vales, none of which should be taken lightly.) “When Leslee Unruh talks to young people, she uncoils a nest of rubber vipers: Herbie Herpes, Wally Wart, Hester Hepatitis, Albert AIDS and Lucy Loss of Reputation. And don't forget poor Pregnant Peggy Sue.
Unruh isn't selling souvenirs, she's using the snakes and other props to teach young people about the risks of sex before marriage. What she won't show kids, however, is how to protect themselves if they choose to ignore the lessons she and Herbie Herpes have to teach.” (Sternberg, Steve, USA Today, Sex education stirs controversy, 2002) Unruh is the founder of a taxpayer funded organization called the National Abstinence Clearing House,(I'm not positive, but i think i need a semi colon here) she believes that sex after marriage is the only message to put out. This whole article focuses on abstinence only education, explaining that it is the only way to stop the spread of STDs. (I think with this transition word "however" that i could let these ideas be part on its own paragraph.)However there is a portion dedicate to the opposing argument; “We firmly believe that abstinence is the foundation on which every teen pregnancy prevention program should be built. Ask any parent of a teenager; that would be their preference. But if you look at the studies, the data is going to tell you that it isn't necessarily realistic.” These opposing opinions come from Catherine Camacho, who is the deputy director of family health in the California Department of Health Services. The more logical opinion is Catherine’s, who believes that abstinence, life skills, and contraception should be taught in an effort to delay teens from having sex, and practicing safe sex when they choose to do so.

D#11 HW#6 Find Additional Resources

the two areas I'm concerned about with my cluster mess, is just that, over all it's a mess. I really need to focus on how to bring it all together in a coherent way. Also i think I'm lacking in my thesis statement. It needs to have more meat to it. but i will attempt to answer these questions even though i feel like they don't apply.

1. more info on people who don't agree with the topic in general, maybe info from parents bad experiences with sex education in schools...
2. Shared my cluster mess with my sis, she is pretty smart and she thinks it's fine.
.....

D#11 HW#5 Create Cluters on The Computer

D#11 HW#4 Evaluate Types of Resources

http://www.amplifyyourvoice.org/u/jessica_anne/2008/12/8/define-sex-education
i think this blog would be considered static and self published

How would your audience react to this type of resource? Would they find this to be a reliable source? Why or why not? If not, what information do you need to provide to persuade them? For example could you emphasize the credentials of the author or perhaps the time lines of the information?
I think my different audiences will react differently. I think younger more liberal thinkers will agree with what is discussed in this high school seniors blog, while more conservative judgemental adults may think it's just a teen girls opinion. Those who agree with think it is reliable others can't deny her opinion. I think more opinions need to be added to show that its more than one persons thoughts. It is very significant since it is recent and one of my key audiences.

What types of information would your audience need to know about this resource? Is that information already included in the full bibliographic citation? What information do you need to provide for them to locate that exact resource you looked at or worked with?
my audience will need to know who the author is. Maybe where she is from. That info is included in the bib. I could include the link for the girls blog so they could check it out for themselves.

How critical is this resource to your research? Does your rhetorical situation demand that you incorporate this resource into your project?
I think this resource is so very critical to my research. The rhetorical situation does demand that i incorporate this resource, like i said before, she is the perfect age and situation for a valid opinion.

D#11 HW#3 Develop evaluative Criteria

1. Who is/are the audience/s for this topic research project? What do they want to know? what do they need to know?
The audience is my peers, teenagers, teacher, and parents. They want to know what is relevant about the topic, statistics and other facts. They need to know how this is affecting everyday life for people just like themselves.

2. What is the purpose of this research project? What must be conveyed for that purpose to be achieved?
The purpose of this research is to prove that sex education should be required in schools. The fact that there is a high spread of std's and unplanned pregnancy going on must be conveyed.

3. How timely is this research project? What types of contemporary information must you address? What types of historical information must you address? How recent must information be to be relevant and persuasive?
This research project has proven to be very timely =( i guess the contemporary information would be free thinking and pro choice on just about everything and historical info would be more about conservative views regarding religion and moral values. I believe the information needs to be very recent to be relevant (at least within the last 10 years).

4. How did you continue to narrow and focus your research question? What type of information must you find to fit within that scope? What information may be only tangentially relevant?
I narrowed my research question by doing all of these types of hw assignments, there was far too many to list, but that's what got me to where i am at now. I have to fit in info on statistics, real life experiences, and opposing views. I don't know about the last part of the question.

http://summer-english102blog.blogspot.com/2009/10/d10-hw10-understand-your-warrants.html
http://summer-english102blog.blogspot.com/2009/10/d10-hw9-construct-argument.html
http://summer-english102blog.blogspot.com/2009/10/d10-hw8-develop-emotional-arguments.html
http://summer-english102blog.blogspot.com/2009/10/d10-hw7-develop-your-authorial-ethos.html
http://summer-english102blog.blogspot.com/2009/10/d10-hw6-draft-thesis-statement.html
http://summer-english102blog.blogspot.com/2009/10/d10-hw3-discuss-essay.html
http://aprb13.blogspot.com/2009/10/construct-argument-d10-hw9.html
http://aprb13.blogspot.com/2009/10/develop-emotional-arguments-d10-hw8.html
http://aprb13.blogspot.com/2009/10/develop-your-authorial-ethos-d10-hw7.html
http://aprb13.blogspot.com/2009/10/essay-discussion-d10-hw3.html
this weeks assignments help me achieve the competencies by making progress on organizing my paper to turn in for WP#2. It's such a work in progress for me. i need to do so much more work on it. I'm feeling kinda bad about my personal goals again since I'm not that good at the citations. I'm not sure i will ever be. but I'm going to keep trying.

D#10 HW#12 Select Two Editing Stradegies

I choose "finding common errors" from the Purdue site. It went well it's funny how simple some of this stuff is you just have to take the time to do it. I also used daily writing tips and read my paper backwards. it helped me realize how some parts of it were not flowing or connected to the previous thought.

D#10 HW#11 Practice In-Text Citations

Strauss concludes that "the moral is that unless we show faculty members how technology can meet their needs, they won't consider using it."(CMS-8) While studying what community college faculty needed to incorporate technology into their instruction, Quick and Davies found faculty needed time, money, software, classroom computers (professor podium), department computer lab, and faculty technical support and training.(CMS-7) In discussing how to prepare college faculty for the incoming 'Net-generation of students Clayton-Pederson and O'Neill claim that "much of the learning technology innovation in higher education has been focused on K-12 teacher preperation and development" and that "more focus needs to be placed on preparing existing faculty for the future 'Net-generation students who will populate the twenty-first-century classroom."(CMS-6) They continue that call for action, claiming that "faculty's understanding of the teaching and learning power of technology needs to be increased" and "tools need to be developed to help faculty integrate technology into the carriculum."(CMS-6) Strauss, Quick and Davies, and Clayton-Pederson and O'Neil demonstrate that faculty first need blatant introductions to the new technologies themselves: what they are and what they can do.

D#10 HW#10 Understand Your Warrants

sex education should be required in schools because it will decrease they spread of disease and unplanned prgnancy among teens.

1.Does your warrent include one section for your claim and one for your reason.
yes
2.Does your warrant sufficiently connect you reason to your claim your reson to your claim.
yes
3.Will your intended audience undeniably agree with your warrant? why or why not?
yes, how can they not want people to be healthy.

* i just talked with my main homegirl she thinks i doing good.

D#10 HW#9 Construct an Argument

Research question: Should sex education be required in schools?

Answer/thesis/claim: Sex education should be required in schools in an effort to decrease the spread of disease and unplanned pregnancy.

Ethos:appeals to credibility and authority.
Would your audience find appeals based on ethos to be persuasive? Where and how will you demonstrate your credibility and authority as an author?
*I plan to provide credible resources and explain my personal experiences with the topic to demonstarte authority as an author.

Pathos:appeals to emotions.
Would your audience find appeals based on pathos to be persuasive? Where and how will you include appeals to the audience's emotion?
*This one seems easy, you will strike a cord on different peoples emotions with different types of facts and with the different situations explained since everyone is different and will be able to level with you at some point.

Logos:appeals to reason and logic.
Would your audience find appeals based on logos to be persuasive? Where and how will you appeal to your audience through logic and reasoning?
*Again i will provide real life examples from credible resources.

Reason 1 uneducated young people contribute to the spread of STD's.
Warrant connecting reason 1 everything possible should be done to better the health of the population
Evidence 1 There are tons of statistics out there.
Warrant connecting evidence 1 to reason 1 people want to be healthy and we should arm them with the capability to do so.
Evidence 2 Opinions from teens and teachers.
warrant connecting evidence 2 with reason 1 give people the option to become educated.
Evidence 3 people who contract STD's or have an unplanned pregnancy wish the would have had the knowledge
warrant connecting evidence 3 to 1 there are testimonials out there of people saying their peace i will gather this info from blogs or something.

i get the point of this but its not really doing much for me to be honest, so I'm going to leave it at that.

D#10 HW#8 Develop Emotional Arguments

How and why are you invested in this topic? What motivates you to continue researching and writing about this topic when you are tired and worn out?
I've had experience with the topic good, bad , and indifferent. The importance of making people aware of the problem is what motivates me to continue researching when I'm tired and worn out. I really do believe its important for people to know, get involved, and get educated!

How and why are your audience members invested in this topic? How does this topic affect
-my audience members are invested because they are all affected.
*your audience members' finances?
-the taxes they pay go to programs to teach either abstinence only or comprehensive sex ed.
*your audience members' living situations?
-if they have kids, whether or not they are adequately educated about sex.
*your audience's families or close circles of friends?
-If they are informed and healthy individuals.
*your audience members' employment or employment processes?
-hmmm i just don't know about this one.

D#10 HW#7 Develop Your Authorial Ethos

What is your experience with this topic? Do you have first hand or detailed knowledge about the topic that gives you authority to research and discuss it?
-I've recently had a cousin who got pregnant at the age of 16. I had a very close friend contract an STD. Also i have received sex education and know the benefits versus someone who has not. So yes i do feel like i have the authority to research and discuss the topic.

What is your experience with your audience members? Do you have first-hand or detailed knowledge about them that will allow you to make explicit connections to their wants and needs?
-I have wrote blogs and Wp#1 and 2 and received feedback from my peers. I don;t really have much detailed knowledge about them =/

What resources have you located that demonstrate authority and credibility? Do you have resources by experts on the topic? Do you have research studies or experiments conducted by qualified researchers?
-I found a blog from a high school senior who talks about the topic, which is one of my target audiences and i feel like her opinion is valid. Also news reports and journal postings about government involvement. I don't really have much on studies because everything i found was done in other countries.

And finally, what would be most persuasive to your audience? Which members of your audience would be most persuades by an appeal based on credibility?
-I think first hand info would be most persuasuive, give people who haven't had much expirence an idea of whats going on out in the world. I feel like the parents and teachers would be most persuaded by an appeal based on credibilty since they are more critical.

D#10 HW#6 Draft a Thesis Statement

Research question:
Should sex education be required in schools?

Precise claim:
Sex education should be required in schools.

Reasons/blueprint:
People need the knowledge to protect their personal health.
It would effectively decrease the spread of disease and unplanned pregnancy.

Complete thesis statement:
Sex education should be required in schools, because it would decrease the spread of disease and unplanned pregnancy.

D#10 HW#5 Create a Cluster Map

1. What is your research question? Write it down. Make this the central bubble in your cluster map.
Should sex education be required in schools?

2. Think of all the possible answers to your research question. Start by responding with what you know and have learned from researching the issue. Take a look at some of your resources to see how others have responded to this issue and f there are possible answers you should add to the cluster map. There's no need to put specific details about how you would support the answers at this point; just generate all of the responses you can....
-Yes.
-Yes, because parents are obviously not doing there part.
-Yes, because it's just as important as learning how to read and write.
-Yes, because it will help stop the spread of disease and unplanned pregnancy.
-No, it will give kids too many ideas.
-No, it's the parents place to decide what their child should and shouldn't know.
-No, its immoral.

3. Now start to narrow down the list. Start by considering the purpose of your research-why are you completing this research? Take a look at possible answers and cross off all that do not accomplish this purpose.
-I feel like everything i wrote above will help accomplish my purpose, which is to explain why sex education should be required in schools.

4. Consider the resources you have gathered on your topic. At this point, consider which responses you could actually defend and support with meaningful, reliable evidence. Try listing resources as branches of responses to the research question on the cluster map. cross off all responses that you think you would have difficulty supporting.
-I have done annotated bibs on the resources i would use that you can find on previous blog postings if interested. as of right now i have evidence and support for all of the answers i listed, however i would explain why the No's are actually wrong lol.

5. Consider the audience for your research. Which responses to your research question would be most feasible to that audience? Who will read or hear your research? What do they already know and think about the topic? Which responses to your research question could you support and defend to your audience? Consider the research you have gathered on your issue, and think about what evidence your audience might find convincing.
I think all of the responses to the question will be feasible for my audience. My peer, teacher and random people will probably read my research. Everyone has different levels of familiarity with the topic. I think i will have to bring a wide range of evidence to the paper, so i can bring people from the other side of the fence over. They are going to need raw real life example, which i will provide from personal experiences as well (heck i think I'm pretty convincing)

D#10 HW#4 Define Rhetorical Situation

*What is the research question you are trying to answer? If you need to rephrase or refocus the research question, this is a good time to do so.
Should sex education be required in schools?
-to be honest i think that's good enough...

*What is you purpose for researching and writing about this issue? Consider multiple purposes that you might have and try to list them in order of priority.
-my grade
-I'm interested in what other people have to say on the issue
-what information is out there to say one way or the other

*Who is the audience you are addressing? Be specific and describe as much as you can. Also consider the possibility that you might be addressing direct and implicit audiences in your research and writing.
-my audience is my peers and my teacher. Otherwise it is young adults, teachers, and parents of students. This is as specific as i can get.

*How do you fit into the context? In other words, how might your beliefs and understanding affect what you write and how you interpret your resources.
i have multiple experiences with the topic, being a young person educated on the topic, knowing other young people who aren't, seeing the effects first hand. Obviously this is going to affect my views, and how i interpret my resources. I feel like my personal experiences back up the opinion i form on the resources I'm going to use.

*Where do your answers to these four questions overlap? How might those overlapping questions further focus your research topic?
-the all overlap, hence why when put together it will = my research paper. It will further focus my research topic to weed out unnecessary information and expand upon the more frequent important issues.

D#10 HW#3 "Lowering The Voting Age In Arizona"

I liked that there were plenty of examples to explain her point further. I felt like it followed the prompt for WP#3 very well. It was structured, gave supporting evidence, and was well organized with few errors. To be honest i probably wouldn't change anything if i were submitting it myself. i feel like it is well done, and the annotations look to be correct.

D#9 HW#8 reflect on learning and responses

http://summer-english102blog.blogspot.com/2009/10/d9-hw5-decide-which-citation-style-to.html
http://summer-english102blog.blogspot.com/2009/10/d9-hw3-introduce-secondary-resources.html
http://aprb13.blogspot.com/2009/10/decide-which-citation-to-use-d9-hw4.html
http://aprb13.blogspot.com/2009/10/introduce-secondary-resources-d9-hw3.html
WOW, again just find myself barley keeping up with the work, got my rough draft posted and I'm proud of that it was my goal for the week even though its a week late. I'm not going to give up, even if I'm dying trying to do all of the work. I learned that i should really find out what style citations we are supposed to be using because my peers and i are unsure. Felt like i meet the requirement for the course competencies on peer reviews, (did one, got none). Also on how to introduce a source. I hope to do better in the up coming week.

*just checked back with and corey responded to my paper last night =) he seems to think its going in the right direction.

D#9 HW#6 Reflect on Peer Reviews

http://summer-english102blog.blogspot.com/2009/10/d8-hw7-wp2-rough-draft.html
This is the only persons rough draft that i could find. This class is obviously kick more than just my A**. So I'm okay with that, hope i don't loose points. In summers blog i noticed she did not do in text citations which i thought we were supposed to do, so teach maybe you can help me out with that since none of my peers will. hahahhaha. I realized that there is a lot i can add to my paper at this point, but i must admit i feel like I'm doing a good job finding quality resources. Turnitin said i couldn't view my originality report because my instruct didn't say so... Also no one responded to me, i hope they will later =)

D#9 HW#4 Decide which citation style to use

******SO PISSED JUST WROTE THIS WHOLE THING AND IT GOT DELETED********

1. What is your topic? What style guides are specifically associated with your topic?
I don't understand what this is really asking. There are no specific style guides associated with "sex education in schools".

2. Look at the resources you've collected thus far. What style guides do many of those resources use?
I'm not sure but my best guess is APA, i could be very wrong though.

3. What citation style will your audience be expecting?
I have no idea, i read in one assignment it's APA in the other MLA. I'm totally confused, also i read in text citations....

4. Where will you be publishing or sharing your work? Do the publishers have their own style guidelines?
i will be posting my work here on the blog and @ turnitin.com. I know that thing is going to say i plagiarized because i think i cited my work wrong. I'm not sure what citation guide they use...

D#9 HW#4 Decide which citation style to use

1. What is your topic? What style guides are specifically associated with your topic?

I totally don't understand this, my topic is sex education in schools.....as far as i know there is no style guides specifically associated with my topic...HELP!



2. Look at the resources you've collected thus far. What style guides do many of those resources use?

They don't, i mean they cite things in APA would be my best guess still not sure thats what the question is asking...



3. What citation style will your audience be expecting?

This is a great question i thought the teacher requested everything be in APA but then i read MLA so i don't know for sure. Summer did hers with full APA style ones and she seems smart...LOL



4. Where will you be publishing or sharing your work? Do the publishers have their own style guidelines?

Another good ? i have to turn it in at turnitin.com and that thing will probably say i plagerized because i didn;t cite my sources right =( not sure what it requires...

D#9 HW#3 Introduce Secondary Resource

1. Why might this resource be helpful in the development of your assignment? What might be important to point out to your audience about the information so that they pay attention to this resource in your argument?
*Sex education stirs controversy
By Steve Sternberg, USA TODAY
this source is helpful because it gives an in between view, not Conservative, however its not very liberal either. This is a good source to combine the opposite ends of the spectrum. there is lots to laugh about in this particular article, I've posted something on it for class before and got great feedback.

2. Who is the author? Is the author well known in the field? Will the audience know the author's name? Does the author have very strong credentials related to this topic?
The author is Steve Sternberg, he works for USA Today. I guess people who pay attention to news will know if him, its a well known news organization so i feel like people will trust it as a reliable source. He is a reporter so he doesn't really have credentials relating to the topic, but that's okay.

Sex education is necessary in schools, however there is a need for a balance.....
*i would start an intro to this like that ;)

D#8 HW#7 Rough Draft WP#2

*this is my not finished and very late rough draft. I'm feeling pretty bad about not getting it done on time, but i must admit I'm trying my very best. i thought we were supposed to do in text citations APA format...but not totally sure, i would appreciate all the feed back i can get. Thanks!

Should Sex Education Be Required In Schools?
The taboo topic that rules our very world. Parents are often embarrassed to have “the talk” with their kids. This fact is undeniable, you see it advertised on commercials on popular networks such as MTV; about sites you can go to for tips on how to talk to your teen about sex. People are all too often living with eyes wide closed, filling their heads with thoughts like, “yeah, but that won’t happen to me” or “not my kid”. The movement for sex education, began in the United States in the late nineteenth century. “ My school's definition of sex education is a half semester of teaching us the process of child birth and that the only way to prevent it is to refrain from having sex. I find this a bit questionable judging by the fact that our school handbook says that comprehensive sex ed is to be implemented in my school.” (Ann, Jessica, 2008) Jessica was a senior in high school when she write a blog titled “Define Sex Education”. She expresses her thoughts on the lack of safe sex education. In her opinion schools are more focused on scare tactics to convince you not to have sex as opposed to teaching what ways you can protect yourself and practice safe sex. She brings up a very valid point, that there are very few people in high school who haven’t had sex, however there is an even smaller number of people who have received sex education. Not a good mix.
The topic is not to be taken lightly, there are so many differing views based and personal opinions, experiences, and moral values. “When Leslee Unruh talks to young people, she uncoils a nest of rubber vipers: Herbie Herpes, Wally Wart, Hester Hepatitis, Albert AIDS and Lucy Loss of Reputation. And don't forget poor Pregnant Peggy Sue.
Unruh isn't selling souvenirs, she's using the snakes and other props to teach young people about the risks of sex before marriage. What she won't show kids, however, is how to protect themselves if they choose to ignore the lessons she and Herbie Herpes have to teach.” (Sternberg, Steve, USA Today, Sex education stirs controversy, 2002) Unruh is the founder of a taxpayer funded organization called the National Abstinence Clearing House, she believes that sex after marriage is the only message to put out. This whole article focuses on abstinence only education, explaining that it is the only way to stop the spread of STDs. However there is a portion dedicate to the opposing argument; “We firmly believe that abstinence is the foundation on which every teen pregnancy prevention program should be built. Ask any parent of a teenager; that would be their preference. But if you look at the studies, the data is going to tell you that it isn't necessarily realistic.” These opposing opinions come from Catherine Camacho, who is the deputy director of family health in the California Department of Health Services. The more logical opinion is Catherine’s, who believes that abstinence, life skills, and contraception should be taught in an effort to delay teens from having sex, and practicing safe sex when they choose to do so.
“Abstinence is the only surefire way to avoid getting pregnant.” The US government has spent $1.3 billion dollars delivering that very message between 2001-2009. However, president Obama is proposing to eliminate all funding for abstinence only sex education. Instead he is proposing a $178 million dollar program on aimed at preventing teen pregnancy. Congress will have to approve and being such a controversial issue it is hard to say if the bill will pass, but supports are hopeful. There are supports who feel the program proposed should be more school-based, rather than community based, in an effort to extend the education to more individuals. This program could not come at a more pivotal time, teen birth rates are on the rise from a 14 year decline. Also, demand is increasing for assistance provided by Planned Parenthood, and ACESS. These is no better way to sum up the views of this article than this quote released from planned parenthood; “We uphold a positive, holistic vision that aims to empower people in all aspects of sexuality -- including justice and equality issues at the societal level as well as each individual’s ability to celebrate their sexuality with respect, openness and mutuality.” The article includes valuable information on STD statistics as well as varying opinions from people involved in sex education programs. (Melby, Todd, aasect, 2009)
The issue is present in local government as well. “While we all support ‘abstinence only’ and don’t believe that teenagers ought to be engaging in sexual relations of that sort, the fact of the matter is, some do,” Napolitano was quoted as saying at the time. “they need to have complete information for their own health, for their own bodies.” In April, Jan Brewer, whom succeeded Napolitano as Arizona State governor , revised Napolitano’s decision to prevent the Arizona Department of Health Services from accepting federal funding for abstinence only sex education. This article goes on to tell of educators frustrations with abstinence only education not preparing young adults with reality. This is evidence of an issue here and now. (June 2009 Vol. 43, 6 ww.aasect.org)
In addition to conservative views there are the completely irrational liberal views as well. “Recently, Oprah Winfrey drew attention to the subject when her show's resident sexpert, Dr. Laura Berman -- a staunch pleasure proponent -- introduced her audience to the idea of "cradle to grave" sex education. By Grade 2, she said, kids should know the truth about where babies come from. By Grade 5, masturbation, orgasm and the mechanics of sex should be covered, and by Grade 6, kids should know about "safer-sex" options. Perhaps most controversially, Berman told the audience of aghast moms that when their daughters hit 15 or 16, they might want to consider buying them a clitoral vibrator to teach them the joys of exploring their own bodies. The rationale, she says, is that it's an opportunity to boost self-esteem: "You're teaching them about pleasuring themselves and taking the reins of their own sexuality so that they don't ever have to depend on any teenage boy to do it for them." (As outrageous a birthday gift as it may seem, some parents are listening. In recent years, Jensen has started to notice more mothers coming into Good For Her with their daughters, ages 13 to 16, for precisely this purpose.)” (George, Lianne, Maclean’s, 2009, Vol. 122 Issue 35, p50-53, 4p)

D#8 HW#9 Reflection/Responses

i thought i would do this before i post a draft of my paper, since i haven't started piecing it together yet and its getting pretty late figured i would get done on time everything that i could. First of all, thanks tech for no grammar assignment! i don't like those lol! too time consuming and i honestly don't learn much from it. I thought i was in bad shape, missing assignments and what not, seems to me like the majority if the class (with the exception of summer) isn't really keeping up either. This is tough! Hope all goes better in time...
*Find, evaluate, select, and synthesize both online and print sources that examine a topic from multiple perspectives.
*Integrate sources through summarizing, paraphrasing, and quotation from sources to develop and support one's own ideas.
i feel like these are the two competencies i really got a handle on with this weeks assignments on annotated bibs, and the paper i will so unwillingly put together tonight ;) i also reached my personal goal of picking up some slack getting my assignments in, and in on time (for the most part hoping for the best with the paper tonight). Overall I'm pretty pleased with myself.

my responses to D#8 HW#4 are limited in fact there is one, because I'm pretty sure only other person with it up besides myself is summer.
http://summer-english102blog.blogspot.com/2009/10/d8-hw4-track-bibliographic-information.html
..guess i could have responded to myself but that would have been silly.
http://aprb13.blogspot.com/2009/10/annotated-bib-d8-hw3.html
April is also doing a great job keeping up with the homework, and is writing about a very interesting topic.
http://summer-english102blog.blogspot.com/2009/10/d8-hw6-make-cover-sheets.html
http://summer-english102blog.blogspot.com/2009/10/d8-hw3-4-annotated-bibliography-entries.html
http://summer-english102blog.blogspot.com/2009/10/d8-hw5-evaluate-validity.html

D#8 HW#6 Make Cover Sheets

Date you found resource: 10/07/09
Name of the resource/article/book chapter/web page/blog entry: Sex Education In America
Journal (page no., volume no., issue no.): Poll
Book:
Web site/blog title: NPR
Author:An NPR/Kaiser/Kennedy School Poll
Editor:
Publisher and place of publication (city):
Owner/webmaster of web site:
Date of publication/copyright/posting to the web (day,month/year): 24 February 2004
Medium of publication:
Name of library:
Name of database/search engine: Google
URL (web address), if needed: http://www.npr.org/templates/story/story.php?storyId=1622610

Date you found resource: 10/17/09
Name of the resource/article/book chapter/web page/blog entry:Georgetown Journal of Gender & the Law
Journal (page no., volume no., issue no.): 2009 Annual Review, Vol. 10 Issue 2, p533-552, 20p
Book:
Web site/blog title:EBSCO HOST
Author:
Editor:
Publisher and place of publication (city):Georgetown University Law Center
600 New Jersey Avenue NW
Washington District of Columbia 20001
United States of America
Owner/webmaster of web site:
Date of publication/copyright/posting to the web (day,month/year):
Medium of publication:
Name of library:
Name of database/search engine:Academic Search Premier
URL (web address), if needed:https://ezp.mc.maricopa.edu/login?url=https://search-ebscohost-com.ezp.mc.maricopa.edu/login.aspx?direct=true&db=aph&AN=44345288&site=ehost-live

D#8 HW#5 Evaluate Validity

1.) Can you easily identify the claim, reasons, and evidence provided in the resource?
yes i can easily identify the claim, that abstinence only teaching is going to get you no where. The reasons are in the statistics, and examples are government funding.
2.) Do the evidence and reasons logically support the claim? why or why not?
Yes, they clearly explain what type of political web the schools get tangled up in.
3.) Do you have a similar resource that either argues the same perspective or conducts a similar study?
No, similar views but not the same points.
4.) If so, did the two resources use similar methods for gathering and presenting data for their argument? How are they similar and different?
not another one similar.

D#8 HW#4 Track Bibliographic Information

Who: There is no author, anyone can post their opinion.
What: Web site is called Helium. It is a debate titled "Should Teens Have Sex Education In Schools?"
When: Couldn't find a date that it was posted to the site. I'm such a bad person, i haven't done my bibliography entries so i don't remember when i found the site, my best guess is early sometime last week.
Where: I did a google search. http://www.helium.com/debates/66025-should-teens-have-sex-education-in-schools

D#8 HW#3 4 Annotated Bibliography Entries

LAUREL J. SWEET. (2009, October 12). Ex-teacher gives sex ed failing grade. Boston Herald,2. Retrieved October 14, 2009, from ProQuest Newsstand. (Document ID: 1877689531).
*This article discuses a teachers view that sex education should predominately be a parents responsibility.Describes issue as being tied to moral, ethical, and religious values.

(2009). SEX EDUCATION IN SCHOOLS. (Cover story). Georgetown Journal of Gender & the Law, 10(2), 533-552. http://search.ebscohost.com.ezp.mc.maricopa.edu
*discusses state laws about what is, isn't, and should be covered as far as sex education. talks about the 2008 election and what programs were effected as well as the effectiveness of sex education as a whole.

George, L. (2009). You're teaching our kids WHAT?. Maclean's, 122(35), 50-53. http://search.ebscohost.com.ezp.mc.maricopa.edu/
*not sure I'm going to use this in my paper, but it was a rockin good article about this Canadian sex shop owner teaching kids about the "pleasures" of having sex, to far to the extreme in my opinion!


(2009). Growing pains. Economist, 392(8652), 36-37. http://search.ebscohost.com.ezp.mc.maricopa.edu
*This article describes rising teen pregnancy rates in conjunction with abstinence only education.

D#7 HW#12 Reflection

http://summer-english102blog.blogspot.com/2009/10/d7-hw5-are-you-reading-purposefully-or.html
http://summer-english102blog.blogspot.com/2009/10/d7-hw7-annotate-resouce.html
http://mzdeeva21.blogspot.com/2009/10/d7-hw7-annotate-resource.html
http://aprb13.blogspot.com/2009/10/are-you-reading-purposefuly-or.html

this weeks assignments helped me achieve the course competencies by breaking down a resource. The biggest help for me personally was the chat with the librarian. i think its great that there is someone to help you 24/7. Also i am finally understating annotated bibs. Now i just have to make the time to do them... which leads me to not reaching any of my personal goals this week i lagged hard core and missed more than a few assignments did some late and I'm pissed. There are just not enough hours in the day at this point, but I'm not going to give up!

D#7 HW#8 Summarize One Of Your Resources & Paraphrase One Of Your Resources

Sex Education in America
An NPR/Kaiser/Kennedy School Poll
-Surveys that parents are content with the sex education the schools are providing if any at all. Statistics on teen abstinence. Abstinence versus safe sex statistics. Controversy involving sexuality, religion, and views on abstinence. Boys versus girls in abstinence and sex issues. Article is dated 2004.

http://www.rethinkingschools.org/sex/
-Half of all teens are sexually active. Comprehensive sex education prevents pregnancy and sexually transmitted diseases. Religion and conservatives have pushed to see this type of education taken out of schools curriculum.

D#7 HW#7 Annotate a Resource

1)Who is the author of the text and what are his/her/their credentials?
Steve Sternberg (i think he's a reporter?)

2)what is the purpose of the text and who is its intended audience?
The purpose of this text is to info people of the controversy in sex education in school, about different views and opinions. Its intended audience is anyone reading USATODAY, (mainly the older adult population, parents, and teachers)

3)What is the major claim made in the resource?
Abstinence only education is the way to go.

4)What are the reasons given for supporting that claim?
One survey, she writes, indicates that in 1988 just 2% of teachers taught abstinence as the only means of pregnancy and disease prevention, compared with 23% a decade later.

Brown, of the National Campaign to Prevent Teen Pregnancy, says abstinence-only programs "don't talk about contraceptives at all. Or, if they do, they talk about the downside, their failure rates, side effects and complications."

Sexually transmitted diseases are tightly linked to promiscuity and casual sex," he says. "Abstinence is the principal program that will address the core issue. Safer sex isn't going to do it."

Unruh isn't selling souvenirs, she's using the snakes and other props to teach young people about the risks of sex before marriage. What she won't show kids, however, is how to protect themselves if they choose to ignore the lessons she and Herbie Herpes have to teach.

5)What evidence is provided to support those reasons?
there isn't any really this reporter is just giving different opinions all facts in the article would prove otherwise.

6)how useful will this resource be in your own research? How does it fit with the other resources that you have found?
VERY useful, so glad i found it love hearing/reading different views from my own and analyzing in such a way to make myself feel/know that I'm right ahahaha!

D#7 HW#6 Situate a Resource Rhetorically

Who is the author of the resource, and what are his/her/their credentials?
Giami, Alain
Ohlrichs, Yuri
Quilliam, Susan
Wellings, Kaye
Pacey, Susan
Wylie, Kevan R.
*I'm not sure what these peoples credentials are. How would i find that out? I would go as far to assume that they may all have PHD degrees.

With whom is the author affiliated (employer, organization, or other group)?
ALAIN GIAMI1, YURI OHLRICHS2,
SUSAN QUILLIAM3, KAYE WELLINGS4,
DEBATE ORGANISER: SUSAN PACEY5
& CHAIR: KEVAN R. WYLIE6
1INSERM, U-569, 82 rue de Ge´ne´ral-Leclerc, F-94276 Le Kremlin Biceˆtre, France,
2Rutgers Nisso Group, Utrecht, The Netherlands, 320 Bridge Street, Cambridge CB2 1UF,
UK, 4London School of Hygiene and Tropical Medicine, 20 Keppel Street, London WC1E
7HT, UK, 5Camden Primary Care Trust, London, UK, 6Porterbrook Clinic, University of
Sheffield, Sheffield, UK
-just found this, i think this the what the question is asking.


For what purpose(s) did the author write the resource? In other words, is the author trying to provide information? persuade readers? entertain? What clues help you to identify the piece's purpose?
This was a very informative piece. They are trying to provide factual information to semi persuade and mainly shed light on a topic. I don;t know that there were any clues that helped me identify that, it was pretty obvious.

Who is the audience? How do you know? How might the audience have affected the way that the resource is written?
Anyone interested in the topic, and teacher and teens. I know this because it plainly says it. I'm not sure how the audience might have affected the was it was written, i guess they may take a different approach if the audience were different.

How might the answers to these questions have influenced the writing of the resource?
i don't understand this question. I'm sure the writers thought about these types of questions before they wrote it so I'm sure it did influence it.

D#7 HW#5 Are You Reading Purposefully or Rhetorically?

Sex Education Delays Sexual Intercourse Among Teens: Study
*I read this online "rhetorically".

What was the goal in reading the material?
-To attain information on statistics regarding how effective sex education is for teens.

Did I consciously have a goal in mind before reading the material?
-Yes.

Did I pay attention to the rhetorical elements of the material (the text's author, purpose, audience, and topic)?
-Yes.

Did understanding the rhetorical elements of the material affect my goal for reading the material?
-Yes, i helped me get more out of the information provided, and helped me understand how i could use it for my research.


Should teens have sex education in schools?
*I read this online too, it's a debate that anyone can post to. I read it at first purposefully and then revisited the site to read it rhetorically.

What was the goal in reading the material?
-To see what other people have to say about the issue, and gain some insight on opposing opinions.

Did I consciously have a goal in mind before reading the material?
-Not really, just trying to find good information.

Did I pay attention to the rhetorical elements of the material (the text's author, purpose, audience, and topic)?
-Not at first, but when i revisited the site i did.


Did understanding the rhetorical elements of the material affect my goal for reading the material?
-Yes, again it gave me a better idea of how i could better use the information.

D#7 HW#4 Ask a Librarian 24/7 Chat

I just virtually met with the librarian. It was totally cool, helpful, and easy. I will for sure use that again if I run into any problems or have questions on resources. The girl i talked to offered good advise on what sources would be the best, and she even gave me some tips on how to do my annotated bibs (so glad since i wasn't having much luck). I thought this was going to be so stupid when i first read it, but after using it I will recommend it to anyone and everyone. Overall had a great expirence with it.

D#6 HW#13 Reflect On Your Learning & Replies

http://summer-english102blog.blogspot.com/2009/10/d6-hw8-whats-your-plan-what-does-your.html
http://aprb13.blogspot.com/2009/10/what-does-your-research-plan-look.html
http://corey2458.blogspot.com/2009/10/d6-hw-5.html
http://klindenberg.blogspot.com/2009/10/d6-hw5-list-alternative-key-words-write.html
http://summer-english102blog.blogspot.com/2009/09/d6-hw3-discuss-essay.html
http://klindenberg.blogspot.com/2009/10/d6-hw3-will-distance-learning-replace.html

This weeks assignments helped me understand editing better as well as collecting research sources and identifying how reliable they are (which is also part of the course competencies). It has helped me reach my personal goal of attempting to keep up in this class. I've noticed that not many people are keeping up with the work which is making that assignment of responding to peers difficult.

D#6 HW#11 WP#1 Reflection

What were the steps you took to complete this writing project? How might you change your writing process if you were to complete the project again? What steps do you think you will take for your next writing project?
*All of the assignments in module 1. I would have started earlier so I could have more time to think it through. I'm trying to use my time wisely, I'm just so busy.
What are you most proud of in this writing project? Why are you proud? What are you most concerned with in this writing project? How did you try to address that concern before finally submitting your project? If you had more time, how might you further work on that concern?
*I'm most proud of the fact that i was able to turn the project in on time. I really didn't think i was going to have the time to get it done, but i managed. I was most concerned with timing, i would have sent my paper to my mom and sister to look over. They are very honest about the quality of my writing and that would help in my editing process.
What were your reports like in Turnitin.com? How did they get you to think about your work differently? Did you revise your work based on your reports from Turnitin? Why/how?
*My reports came in good from Turnitin, it said it was 0% similar to anything. i didn't change anything based on the report.
In terms of learning about writing, what did you specifically work on to improve during this writing project? Do you feel you succeeded in improving that writing process or skill? What writing process or skill will you work on during your next writing project?
*I wanted to focus on transition words and phrases, i didn't do as well as i wanted to but i plan to do better on this next go at it.
What course outcomes did you work towards during this writing project? Do you feel you achieved them? How do you know? What evidence does either your process or product for this current writing project provide towards demonstrating your achievement of a course outcome? What outcomes do you think you will work on in your next writing project?
*I worked toward getting a good grade and keeping up with the assignments. I didn't really achieve my goal of keeping up with the assignments because i haven't done like any of the annotated bibs. They suck and are hard to format but i want to get started with them since they are required.

D#6 HW#9 Editing Strategies

http://owl.english.purdue.edu/owl/resource/561/04/

*Revising for cohesion.
-This helped me figure out how to check that my thoughts were flowing in my paragraphs, and throughout my paper. This was very necessary for me since parts of my paper weren't really fitting together logically.

http://www.dailywritingtips.com/8-proofreading-tips-and-techniques/

*Concentration is key.
-Simply said, and done. I found so many little mistakes by just re-reading my paper with the TV off and phone off.