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.
Saturday, October 31, 2009
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.
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.
Wednesday, October 28, 2009
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.
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.
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.
-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.
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)
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.
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.
Tuesday, October 27, 2009
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.
Saturday, October 24, 2009
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.
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 =)
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...
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...
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 ;)
*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)
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)
Saturday, October 17, 2009
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
*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
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.
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
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
Tuesday, October 13, 2009
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.
*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.
Monday, October 12, 2009
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!
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!
Saturday, October 10, 2009
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.
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!
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!
Wednesday, October 7, 2009
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.
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.
Tuesday, October 6, 2009
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.
*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.
Saturday, October 3, 2009
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.
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.
*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.
*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.
D#6 HW#8 Whats Your Plan & What Does Your Research Plan Look Like Now
What's Your Plan?
1)List the different types of data and resources you need to collect. If possible, break the types of data and resources into smaller pieces.
*STD statistics (HIV/AIDS, herpes, HPV)
Teen pregnancy
2)For each piece of information, describe where and how you will locate and collect data. Be specific about where you will be looking-list not only that you'll be using the school's library databases, but which specific databases. If for some reason you have to stop searching in the middle of a session you'll be able to reader back to which databases you wanted to search.
*I'm not sure i like that this whole thing wants you to use library resources, you should be able to use whatever kind of legit resource you want. AHHHHHHHH!!!!!!!!! I would like to see what different kinds of opinions people have by looking up Blog postings, i thought it would be a good idea to search this Blog site since we use it for class anyways.
3)Provide a timeline, preferably deadlines, for each task that you have to complete. Just think, the smaller each task is the easier its will be to fit you research into your already busy schedule. ...
Are we supposed to answer this for everything leading up to WP#3 or WP#2? Either way i feel like its already broken down into the modules and the assignment within them. I should be doing 2 assignments a day to keep up but that hasn't fit into my schedule very well. I'm going to wing it and hope for the best! =)
What Does Your Research Plan Look Like Now?
*well to be honest it looks like S**T!
Primary:
*interviews (cousin, siblings, teachers) Oct 17th (i got this date from summer, she seems to be doing well so i figured I'd role with it)
Secondary:
*http://www.helium.com/debates/66025-should-teens-have-sex-education-in-schools Oct 17th
1)List the different types of data and resources you need to collect. If possible, break the types of data and resources into smaller pieces.
*STD statistics (HIV/AIDS, herpes, HPV)
Teen pregnancy
2)For each piece of information, describe where and how you will locate and collect data. Be specific about where you will be looking-list not only that you'll be using the school's library databases, but which specific databases. If for some reason you have to stop searching in the middle of a session you'll be able to reader back to which databases you wanted to search.
*I'm not sure i like that this whole thing wants you to use library resources, you should be able to use whatever kind of legit resource you want. AHHHHHHHH!!!!!!!!! I would like to see what different kinds of opinions people have by looking up Blog postings, i thought it would be a good idea to search this Blog site since we use it for class anyways.
3)Provide a timeline, preferably deadlines, for each task that you have to complete. Just think, the smaller each task is the easier its will be to fit you research into your already busy schedule. ...
Are we supposed to answer this for everything leading up to WP#3 or WP#2? Either way i feel like its already broken down into the modules and the assignment within them. I should be doing 2 assignments a day to keep up but that hasn't fit into my schedule very well. I'm going to wing it and hope for the best! =)
What Does Your Research Plan Look Like Now?
*well to be honest it looks like S**T!
Primary:
*interviews (cousin, siblings, teachers) Oct 17th (i got this date from summer, she seems to be doing well so i figured I'd role with it)
Secondary:
*http://www.helium.com/debates/66025-should-teens-have-sex-education-in-schools Oct 17th
D#6 HW#6 Search a Variety of Resources
1)What kinds of resources could you use in the invention stage of your research process? Could you look a blogs to help refine your research question? Could you browse news-related Web sites to search for ways to focus your research? Would browsing through recent periodicals help you think through your topic? Look through the different kinds of resources listed in this chapter and write down a few that might be useful as you plan your research and writing.
*I could look at blogs to see what other people are writing about. News-related web sites would be a good way to see what specifics people are concerned about related to a specific topic. Periodicals are another way to find out what peoples opinions are and general facts. Podcasts seem like a pretty cool way to find out new info about my topic, it is new and innovative so i would naturally assume there would be some fun facts to learn and tell there.
2)Where might you find the most authoritative, persuasive resources that will help you answer your research question? What kinds of static, syndicated, and dynamic resources might you search for?
Honestly I think some of the most valuable info will come from peoples blogs, and debates people have had online over the topic of sex-education in schools. I like the idea of podcasts for a syndicated resource, web sites for static resource (not sure there are many book written on this topic) and social networking sites for dynamic resources.
3)How will you evaluate the credibility of the resources that you find? What criteria will you use to determine if they are persuasive, reliable resources? Consider your rhetorical situation and compare it with what you know about your resource: Who wrote it and when; how and when it was updated or revised; how is was reviewed and by whom?
I will check the date of publication, when it was last updated, .... (the things listed in the ?)
*I could look at blogs to see what other people are writing about. News-related web sites would be a good way to see what specifics people are concerned about related to a specific topic. Periodicals are another way to find out what peoples opinions are and general facts. Podcasts seem like a pretty cool way to find out new info about my topic, it is new and innovative so i would naturally assume there would be some fun facts to learn and tell there.
2)Where might you find the most authoritative, persuasive resources that will help you answer your research question? What kinds of static, syndicated, and dynamic resources might you search for?
Honestly I think some of the most valuable info will come from peoples blogs, and debates people have had online over the topic of sex-education in schools. I like the idea of podcasts for a syndicated resource, web sites for static resource (not sure there are many book written on this topic) and social networking sites for dynamic resources.
3)How will you evaluate the credibility of the resources that you find? What criteria will you use to determine if they are persuasive, reliable resources? Consider your rhetorical situation and compare it with what you know about your resource: Who wrote it and when; how and when it was updated or revised; how is was reviewed and by whom?
I will check the date of publication, when it was last updated, .... (the things listed in the ?)
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