Paper 4

A Partial Literacy Narrative

            A sentence starts out like a lost boy in an amusement park. Afraid, wondering where the rest of his family is. Staring into the vast amount of ideas of where they could be. Confused as he starts to walk around searching, going to back where here started hoping they're there. So many people around him, except his family. He screams for help but no one hears him crying alone, as finally someone comes to aid the young boy. Searching with a partner another group of people come to help. Soon the whole crowd is helping him search. The boy feels almost complete, as he is no longer alone. And finally a smile comes to his face as he sees his family.

            After writing that I have to ask myself, why do I write? And I have to admit; I am not the writing type. It takes a while for me to formulate a single sentence, which becomes extremely frustrating and annoying. For this very reason I choose only to write when I have to. This basically means that I only write for academic reasons. I know that if I complete my writing assignments, I will keep my grades up to maintain a solid grade point average. With that, I will be able to graduate on time with a degree and will eventually earn a high paying job. I also write so that one-day I will become successful because writing is an essential factor when finding a job. I hope that as I continue to write, my skills will become stronger and my language will be more fluent. With great writing comes great success; so although I find writing to be a pain, I will try my hardest to write with the best of my ability.

            Although I may not write for fun, I still have feelings toward my reader. To be honest it all depends on how I feel about the topic. If I don’t have much interest in the topic, I feel my interaction with the reader is strictly business. “You’d think we would have had enough of one another,” since I am forced to write for class all of the time (Collins). I just get straight to the point so my reader can embrace the text. On the other hand if I care about the topic, I will feel more for my reader. I would want to please them with their reading, because who wants to read something that is boring? I want my reader to interact with my writing and be able to visualize what I say. I want my reader to embrace my writing and enjoy him or herself at the same time. “I hate to think of that morning when I will wake up to find you gone” (Collins). The purpose of my writing would be so my readers can react to what I am saying positively or negatively. As long as the reader can joyfully embrace my writing, I know I have done my job correctly. I can’t wait to write another essay “to see your face again” (Collins).

            Writing can only be fun if you make it fun. Do not wait until the night before to begin a writing assignment, because that is not fun at all. In a poem Ron Koertge wrote he mentions, “give up sitting dutifully at your desk. Leave your house or apartment” (Koertge). This is so important when writing. It is almost like nothing ever gets done when you are at home or in your dorm. There are just too many distractions in a place like this. “Not surprisingly, libraries are a good place to write” (Koertge).  Koertge practically took the words out of my mouth there. The most important advice for those starting out is to take breaks during the writing process. “Be like that child. Laugh so loud…” and relax from your work (Koertge). Enjoy yourself while writing.

What is Happening to Poor Old Writing?

Writing is Changing

                 

                  Writing today, compared to the ancient Greeks, can be seen as a completely different form of text. It has changed from writing on cave walls, all the way to hypertext on the World Wide Web. In Jay David Bolter’s book, Writing Space: Computers, Hypertext, and the Remediation of Print we see writing as a structure in time and space. Readers see a pattern of signs, taking in portions at a glance, sending them on a journey through symbolic space (Bolter). He explains that text is much like musical notes in the way in which we absorb what is being read. This changes as time goes by and technology advances the space. Consider that the medieval codex uses a pattern of rubrication and various sizes of letters. The Codex then moves along to printed book, which is arranged into paragraphed pages. Finally revolutionizing to computers using a pattern of text windows and images on a screen (Bolter 99). When we consider print books versus digital books, we conclude that writing is changing in this digital age creating a form of control when reading. Bolter asks as technology of writing advances, “how and to what extent does the writer control the readers experience of reading” (Bolter 101)? Dialogues can be seen written as linear paths, then slowly become more hypertexual in modern day.

            Bolton begins to talk about how to read one must follow along a path from a layout of text. He gives you an idea about the papyrus roll fitting perfectly into this suggested theory. “The papyrus roll gave the readers very few options, as ancient writing was strictly linear” (Bolter 100). According to Alex’s prezi, the papyrus roll was a sheet that could be as long as up to 25 feet long of linear text (Breen). It was written in a style called “boustrophedon,” which the line ran from right to left, bent around, and continued from left to right (Bolter 100). This is a great example of a perfectly linear form of writing. The reader is than forced to journey through symbolic space in one distinct linear path. There are no pages to go ahead or turn back to; it is just one piece of text.

            The linear form of dialogue such as the papyrus roll was not always the case. According to Bolter a less linear form of dialogue was actually, “posed in the absence of writing- in purely oral forms of storytelling and poetry” (Bolter 101). These stories or poems do not have a visual structure, but are normally spoken with a linear plot. The control of dialogue is held in the hands of the storyteller, who is “free to deviate from the storyline without fear that a written text will prove him or her wrong” (Bolter 101). He also mentions that the Homeric storyteller may even adjust the story to fit the audience that is listening. Forms of control can be seen more accessible here as the storyteller can adjust and deviate from the storyline. Control is also in the hands of the listener who can either change the story, or leave it the same.

            As we move along the timeline of writing we see, “a compromise between oral and written controlling structures” (Bolter 104). These oral and written structures are what we know as speeches and poetry. ”Writers in these genres used structures that could be appreciated in reading aloud or in reading to others who do not have their own texts” (Bolter 104). This was a very interesting form of dialogue, which was similar to “absence of writing” found in storytelling. Although they were similar, there was a new technique used called “ring composition” (Bolter 104). Storytellers would proceed to tell a story and slowly deviate on an interesting detail, and then would inform the audience that he was resuming the original storyline (Bolter 104). These were linear stories with occasional interruptions, which are greatly different to ancient works, which were strictly one way of text.

            The linear forms of writing can be seen also when the invention of the codex and the book appeared. “Poets began to offer books of short poems that could be sampled; historians and academics began to write essays on scholarly subjects” (Bolter 104). These books helped the linear structure of text stay alive along with creative narratives. “A scholarly essay should lead the reader step by step through its argument, making clear how each piece of evidence is relevant” (Bolter 105). Either way you look at this the person who wrote this has the control of the text. Although they have no control of a linear story, the reader still has some control. Bolter mentions, “it may in general be harder to hoodwink a reader than a listener, because the reader can stop at anytime, reflect, and refer to a previous section of the text.” (Bolter 102). The reader has more control of the dialogue they are receiving because they are able to go back and re-read, where as if they were listening to a story, once the line has been said there is no going back.

            Writing has changed from written form to hypertextual form. Not only has it changed but also we are able to transcribe old dialogues to hypertext. “Texts that were originally written for print or manuscript can be not only transferred to a machine-readable form, but also translated into hypertextual structures” (Bolter 110). This is very helpful for researchers who would like to research past texts using a database. The only problem with this is, “in some cases the translation would refashion texts into form closer to their original, conversational tone” (Bolter 110). Is it worth the change if the contents are being altered? For example Bolter mentions, “they make it easier to read Sophacles, but they change the Sophacles that we read” (Bolter 110). It is basically a win/lose when it comes to ancient texts being transcribed to hypertext. We win because they make it much more convenient and easier to read the texts, but we lose because some of the information is lost or altered.

            There may be problems with transcribing old texts to the World Wide Web, but maybe making new essays is helpful through hypertext. Hypertext is a non linear path of  writing through the internet which can lead to other texts by the click of a button. “A hypertextual essay in the computer could in fact be fashioned as a dialogue between the writer and her readers” (Bolter 112). This could help dialogues between people through internet without being with each other in person, but they would be with each other through cyber space. “Instead of one linear argument, the hypertext could present many, possibly conflicting arguments” (Bolter 112). Instead of writing an essay in a book with a limit of arguments, it can be helpful to write in hypertext. According to Bolter, hypertext could remediate the voice of text, and suggest the return to oral forms of dialogue (Bolter 112). It is bringing the old forms of writing, dialogue, and essay, together in one form of hypertext. “The success of the World Wide Web derives from the ways in which it borrows from and reforms not only print, but also graphics design, photography, film, and television” (Bolter 113).

            Writing is changing and there is no way to stop it. Bolter mentions that we are now learning dialogues in new ways that use hypertext rather than books. “Teachers of writing and reading in particular have been willing to redefine the genres and the practices into which they initiate their students” (Bolter 113). Writing is now being taught through hypertext. For example you can look at what professors make students do for their class. In Alison Hudecek’s blog on Blogger.com you can see class work and homework from an entire semester. She writes arguments through hypertext, and it is open for others to respond and create more arguments (Hudecek). This is proof of Bolter’s point earlier with hypertext creating a less linear argument. The professor for this class has created a, “networked classroom as a means for social or political change, as they combine digital writing with various strategies with cultural critique” (Bolter 114).  This is seen in Alison’s blog as other classmates question, argue, or critique her dialogues. The way we write is changing; therefore we are forced to learn how to write differently.

            A very simple question that has a very complex answer; What is happening to writing? As we look at Bolter’s views from ancient writing to current hypertext, we see text change slowly but surely. The complex answer to the simple question is that writing is in fact changing. We see it change for the good, and sometimes the change is not so good. It is helpful to be able to access hypertext at any time and space, where it is much more difficult if it was written text in a book. The literature is changing to hypertext; therefore we are forced to learn the new ways of writing. Through Bolter’s work, we are able to notice that text is indeed changing, who knows what will come next.

 Works Cited

Bolter, J. David. Writing Space: Computers, Hypertext, and the Remediation of             Print.             2nd ed. Mahwah, NJ: Lawrence Erlbaum Associates, 2001. Print.

Breen, Alexander. "Chapter 5: The Electronic Book by Alexander Breen on Prezi." Prezi             - The Zooming Presentation Editor. 13 Apr. 2011. Web. 23 Apr. 2011.             <http://prezi.com/refri2vsrwys/chapter-5-the-electronic-book/>.

Hudecek, Alison. "Raise Your Voice." Web log post. Blogger. Web. 24 Apr. 2011.             <http://aliswritingalley.blogspot.com/>.

The Electronic Book

Chapt 5

Observe:
Their writing was linear, kind of like a timeline. It was very informing though, I feel like I know everything about Papyrus rolls and Codexs. Very well put together, very interesting how physical writing slowly changes to electronic, and is still changing.

Infer:
The Papyrus roll. The Codex replaced the Papyrus roll. The Book, with paper and pages along with a cover, it was something physical. The eBook aka electronic book took away the paper, getting rid of pages. The encyclopedia contains a mass amount of print holding large amounts of information. The Digital library, there is no more physical building. Cyberspace will take the Papyrus, Codex, Book, eBook, Encyclopedia, and Library, will all be as one.

Questions:
How does an eBook imitate a Codex?
How is google an encyclopedia? Not everything is legible on the internet.
Will physical libraries be replaced by google, or the "Digital Library?"
Is there a value of the book lost when its from physical books to internet?

The Breakout of the Visual

Observe:

The presentation had a lot of good points, although some had a large amount of information with a small font which made it a little difficult to read at points. They had very clear examples such as the graph, it was easy to understand their points.

Infer:

Pictures versus plain text. Print is changing, there are more visuals. Print can make visuals with metaphors. Print makes readers into viewers. Words are now pictures. The electronic book and electronic magezine. Hyper media and hypertext. Email cannot give visuals.

Quesitons:

Why can't email offer visuals if you can attach visuals?

Do electronic magazines have more visuals to offer than electronic books?

How can you make visuals with no pictures in books?

Hyper Text and the Remediation of Print

Telephone game:
"Thinking critically about the Bolter chapter"

Observe:
    Their details about hypertext was very informing for understanding what it is and how it is used. Their prezi was not linear because it jumps all around and they also have hypertext within. I found it interesting that they made their text extremely small so they had to zoom in. Which made them have to use the method of "zooming in" on the text.

Infer:
    Hyper texts are useful for writers because it helps readers allow to make their reading linear or not. They also can be used as links on a website to make searching the web easier.

Question:
  What negative effects could happen if there are no hypertexts?
   Does hypertext actually give the reader control or is it really an illusion?
   If it is an illusion, what is the purpose of making an illusion?
  

Crayon

Well the first thing easily noticed is that there are a few colors being used. Luke started with a maroon heading, followed by an orange, purple, then again maroon body paragraphs. The way he wrote this was very punctual, with a heading, and three separate body paragraphs. The line spacing is very equal making it easy too read. It is almost as if he wrote it on a separate paper and copied it over because there are no cross outs or mess ups, except for the last word. But you can't blame him, I'm sure all of us were tired of writing with these crayons. I mean there wasn't anything spectacular but I did notice that he purposely did not write near the crease of the paper so it wouldn't look messed up. Here is Luke's assignment:

Luke Verrilo
Professor Lay
WSC 2
28 January 2011
    In her poem "Tell All The Truth," Emily Dickinson urges readers to tell the truth entirely, though she also stresses the importance of telling it slant. in some instances, one can skew the truth to protect children's  innocence, for example, however that is not always the case. As Dickinson states, the "truth must dazzle gradually," implying that there are sometimes the truth, unslanted, must come out and be told as it is. Though we're taught to always tell the truth, we're also shielded from it.
   In today's violent world, the true truth is hidden from us more than we may realize. When we read about war in the papers, victories are headlines while tragic losses are hidden among obituaries. When we're young, issues like divorce or murder or the passing of loved ones are sugarcoated. Stories are created and explanations given to sotten the hurt. However, as we age and become more aware of our world and learn to separate truth from "explanation kind," we gradually learn of more dark aspects of life. As Dickinson writes, it's better to take the truth little by little rather than all at once when you're young so as to avoid "every man be blind."
   I agree with Dickinson's stance on telling the truth, but telling it slant. It's not a lie, however, but it protects children from the truth until they're ready to gasp the entirety of it. The only time that slanting the truth isn't acceptable is when the media or people in general do it so they can push their own agenda. Slanting the truth on issues of war or death are done to ease the pain, not for personal gain. Dickinson supports shielding people from the world's horrors, as I do. Sometimes, it's best not to know the complexity within the darkness of the world around us.


This writing assignment interacts with the writing space and mind. There is a limited amount of space for the writer which effects what can be said. If the writer runs out of space, how will anyone be able to read what needs to be said? The mind is an endless space for writing, which can't be placed on a piece of paper. The fact that this assignment was in crayon helped the mind use more space on the paper by using different colors, and allowing the writer to write any way they wanted. This is true because this piece is made with 3 different colors, and other crayon assignments were made in all shapes and sizes.

In The Dark

Well there are plenty of times where I am embarresed with my communication. When i speak sometimes i tend to stutter or mumble and I sound kinf of dumb. My friends usually make fun of me because it really does sound funny. but the MOST embarresing is the fact theat i can't speak spanish to others. I am Puerto Rican and i spent my entire summer there last summerfor soccer. Alot of the players spoke only spanish which was very frustrating. Not only with regular conversation, but when on the feild. Communication is very important on the feild and when there is no talk or understanding between the players you most likely will lose. When were not on the feild and i was in the community trying to order food somtimes was difficult. i speak a little spanish, but not fluent so understanding others speak it is difficult. Why this is so embarresingto me is because my mom speaks fluent along with hersisters and their mom. Alot of my friends also make fun of me because i cannot speak spanish.

Sample S

I did the same thing with my visual presentation which is why I agree with Sample S. The cliche pictures are very important to help with the message. Sample S says, "without them it is difficult to portray a clear concise message." I can agree with this because my visual presentation has very cliche pictures as well. Just as he/she used a rainbow to end the presentation to show rain, as I used pictures of people jumping to show jump. Both of our ending pictures tied in with the beginning of each presentation.

"Like You Know"

I found it rather amusing the way Taylor Mali recited his poem out loud. His arm gestures, volume, and facial expressions made it easier to understand what he was saying. It said more to me than the poem in just words. He acted out the poem instead of just reading off of paper. The poem in just words I found rather intimidating. All these words appearing as his voice spoke them, kind of made it a little difficult for me to understand because i was so focused on the words instead of actually listening.

Reflection

Part 1:

            It is very simple to describe my visual argument, just think of the word “jump.” Jump out of a plane, jump for a header, a jump shot, or jump with friends. Several pictures can show the physical action of jumping, but other pictures can show an argument that jumping can mean other things than the actually physical activity. Jump, as in take a risk or a big step in life, can be shown with pictures of getting married, having a baby, learning to drive, or buying your first car. The video actually starts out with just the physical activity to catch the eye of the viewer and let them understand what is being discussed. Midway through the video is when pictures of someone proposing and getting married come into play.

Part 2:

            An argument needs to have “truth value” according to Anthony J. Blair in “The Possibility and Actuality of Visual Arguments.” Truth-value is when an argument can be affirmed or rejected. Blair uses the argument that saying, “yuck” is not an argument because it cannot be nor affirmed or denied, but “this steak taste like shoe leather” can be affirmed and denied. This is shown within my visual argument when the pictures of physical jumping change to jumping as a different form. My visual argument just doesn’t say, “jump” physically, but it also says take a jump for marriage, or take a jump and have a baby. The two different views of jump can both be accepted or rejected as Blair mentions. (Blair)

Part 3:

            Just because the argument presented in my video is not verbal, it still is aloud to be argued. The way I use many pictures also can used to make an argument. “The concept of argument has two implications of importance to the present discussion.” (Blair) The reason for this visual argument is to prove that jump means more than to do a physical activity. This is shown within the production when pictures of non-physical jumping activities are being viewed. They can successfully be shown when a picture of a couple getting married appears. Getting married is a huge jump in someone’s life. You are no longer just dating, but now you are legally bound to one another until “death due us part,” that is a huge commitment right there. There are many risks that can be taken by getting married, which is why it is considered a “jump.”

Part 4:

            The thing about jump is that it is a very common physical activity. Therefore many viewers of this production may already know there will be pictures of people jumping in the air, because that is the most frequent use of the word jump. Pictures of athletes jumping and girls jump roping are expected to be in this visual argument. Although they are expected, they are necessary in supporting the argument to show the other side of the argument is different than actual jumping. Without these photos, this visual production would not be an argument because there would only be one implication of importance being discussed.

Part 5:

            In order for an argument to be logical the depicted elements need to be in spatially organized arrangements. (Kress) This means in a verbal argument, and even a visual argument. If we speak with a beginning, a middle, and an end, a visual argument needs this as well. In this visual argument “Jump” is ordered with in a certain way to be logical as well. It starts with the physical activity of jumping, then moves to taking jumps in life. The transition between the two helps understand the message because the viewer can clearly see the two sides of the argument.

Part 6:

            Visual productions can be very successful in making a logical argument. This can be proven true by watching my visual argument “Jump.” Viewing an argument can enhance the viewer’s perception of the argument being discussed with photos or videos on the topic. These images can do exactly what writing does, which is present an argument and explain, but with great visual detail. It is a perfect alternative to writing a paper because it has a better impact than a written argument. The images can put the person in the argument and see the experiences visually, rather than read or listen and try to picture what is being discussed. The visual production is perfect for arguments because they are easier to absorb than a verbal argument, plus it is more entertaining to watch a visual argument than read an argument. 

My Four Letter Word...

My word is JUMP. I argued that the word jump is not only a physical action, but that to jump can also mean to take a jump in life. Getting married having a baby or even buying a house can be a jump people take. I used iMovie to make this visual argument.

Just show me a picture, stop describing

"And the tree danced. No."

This right here is when the poet went against describing trees. Previous to this line the poet is seen describing trees, then once this line hits, he stops. He begins to go against and say "it is good sometimes for poetry to disenchant us." This here is when he says that poetry often lies to the readers.

Well That Was Interesting...

IMAGES OF THE WRITING PROCESS
-Heart Pounding
-Eating Cookies
-Driving to a cliff


Heart Pounding
I feel like this is how I feel as I begin to start a paper. I never have a slightest clue of what I want to write, so I sit in silence frustrated with my heart pounding because I need to get this done by tomorrow.
Eating Cookies
This is basically what I do when writing a paper, PROCRASTINATE. I want to be doing other activities but I'm stuck writing this paper, like eating cookies nom nom nom.
Driving to a cliff
Usually by this time I feel like giving up on this paper and just think about taking a zero rather than suffer. But just as I am about to give in is when something comes to me.

A Sentence Starts Out Like...

A sentence starts out like a lost boy in an amusement park.
Afraid, wondering where the rest of his family is.
Starring into the vast amount of ideas of where they could be.
Confused as he starts to walk around searching,
Going to back where here started hoping they're there.
So many people around him, except his family.

He screams for help but no one hears him
Crying alone, as finally someone comes to aid the young boy.
Searching with a partner another group of people come to help.
Soon the whole crowd is helping him search.
The boy feels almost complete as he is no longer alone.
And finally a smile comes to his face as he sees his family.

Phones Are Meant For Speaking....Nottttttt anymore

Well this is true, but texting makes life easier sometimes. I feel like it's easier to stay in contact with friends through text rather than calling. I text all day talking to my friends about life. I don't have time to make phone calls to all the people I text in one day. I can be talking to multiple people at once which makes it convenient but maybe sometimes confusing. Also if what I need to know isn't super important than you just shoot a text to someone and wait for a response rather than taking time out of your day to make a call for something that isn't very important. Also it's quick and simple, if I want to meet up with a friend in the student center I just send them a text saying "meet me in the student center" while I'm in class since i can't make a phone call. whoooops did i just admit to texting while in class?

6 Things That Un-Move Me

Sample H:
1. The paper talks about how our country is consumed by this iPod, what ever happened to going outside and riding a bike?
2. Why does having an iPod make you cool? If everyone was doing cocaine because it was "cool" would you do it?
3. It mentions that storage space will not be a factor in the future, what is meant by this? There will be no hard drive in the iPod just constant internet access of media been imported and exported?

Sample G:
1. It is mentioned that the Red Bull is used for athletes on the website, all my life I have been told that Red Bull is absolutely terrible for athletes. I've tried it before when playing sports and the main effects are usually the muscles cramp, and the body crashes.
2. The paper mentions that Red Bull can "supposedly give you the feeling of superhuman abilities."How is this true? Since when does an energy drink give you THAT much energy to do something like that
3. The paper doesn't mention how long the energy will last, and how bad of a crash occurs after word.
4. Why should we drink Red Bull, I feel like I might as well just eat a package of sugar.
5. I am not a fan of Red Bull, and this paper hasn't really moved me to want to use it to gain energy. If i need energy I'm going to eat the right foods and get the proper amount of sleep.
6. It mentions that Red Bull is not for "couch potatoes"and it is for people increasing activity and watching calories, I feel like someone who is a exercising and watching calories will use Red Bull as a last resort of energy.

6 Things That Moved Me

Sample H:
1. The main reason I enjoyed reading this is because I also wrote about the iPod as a small object, but we used different large subjects. Now I have a different view on the iPods large subject.
2. The argument was very strong in details about media within the iPod, on my paper I didn't go into as much details that they did.
3. I agree with when Sample H argues that people feel more comfortable buying an Apple product rather than a different type of Mp3 player that does the same things
4. This was a great title choice for Sample H because within the paper there are endless amounts of media used within an iPod.
5. The phrase "cultural icon"is perfect for this icon because within this argument the writer mentions the culture is completely mesmerized by this small object.
6. It's hard to say that this paper moved me into thinking new ways of the object because I wrote about the same object, so mostly the reason I was moved was from number 1.


Sample G:
1. This paper helps me realize why others use Red Bull and how it helps them with their lives
2. There are a lot of statements mentioned with information I did not know
3. The statement about the "Door Close" button being worn out is a great example about Americans because we are always in a rush.
4. I can see now that Red Bull is a good source for quick energy when needing to focus on certain objectives

iPods are so wonderful

I. My Very Own iPod!

            I was in tenth grade when I got my first iPod. I wanted one for so long but never got it because it was so expensive and I couldn’t pay for one myself. But then Christmas came along! I remember being so happy; tearing that shiny green wrapping paper off of that tiny box it came in. The smile on my face lit up the room as I screamed in joy about my new iPod. I ran up those stairs like I was in a race to get to my computer and plug it in for the first time. Then it happened, the screen lit and that little white apple popped up. I could finally say I have my own iPod! I took all my old CD’s and uploaded them onto my iPod. They were useless to me now so they went back into their cases and to the bottom of my drawer, along with a bunch of other stuff I did not use anymore. My iPod never left my side after that day. I was either listening to it, or it was in my pocket waiting for me to use it whenever possible. I am positive this is exactly how everyone acted that Christmas getting his or her first iPod. Some of my friends had an iPod before that Christmas break but once school started again, everyone walking around the hallways had those white headphones in their ears. The iPod was different than all other mp3 players, and way cooler than CD players or Walkman. The iPod had the capability to hold so much more music compared to all the other music players. In American society the iPod can be seen as a small object, but it has a large subject that is carried along with it.

II. I want one, I want one!

            An iPod is something that came out, and everyone wanted one. As I mentioned before practically everyone in my school had one. The iPod can be seen here as what is known as a fad. A fad is an enthusiasm, which follows a three-part cycle, emerging, surging in popularity, and then collapsing. (Udel) These fads can last for different amounts of time, some last long, and some end quickly. Some of the fads that have come and gone throughout the past couple years are Razor Scooters, Bratz Dolls, Gel Pens, Dance Dance Revolution, and LiveSTRONG yellow wristbands. Other fads that have lasted or are lasting longer than others are things like energy drinks, YouTube, Facebook, blogging, and American Idol. (Crazyfads) Some fads can even make a comeback after dying out. These fads consist of skinny jeans, tomagotchis, leggings, and oversized glasses. When all of these fads came out everyone had them. Which is why Adam Guha asks this question, “Have we become iPod-obsessed?” (lowendmac) Since the iPod has not hit the stage of collapsing, it will continue to surge in popularity. There is no way of telling when the iPod will die out because during the emerging step, a fad and a true innovation look the same, and we all convince ourselves that what we’re seeing is going to stick around. (Udel) But why is the iPod surging in popularity and turning into what we know as a fad? “The iPod also became something that you wanted people to see you with, and perhaps one reason for the popularity of the iPod mini is the fact that it’s available in more than one color. Who cares that it only holds 4 GB of music as long as it matches your clothes.” (lowendmac) Until the next best thing makes it way onto the market, the iPod will continue to remain the supreme music trend.

III. It’s my iPod and I want it now!

            What is the reason that we all need that instant gratification which compels us to go through the perils of buying this “revolutionary new device?” (Lowendmac) These fads are made up purposely to catch the consumer’s eye and draw them in to buy the product. iPods can cost from $49 up to $399. (Apple) Although it is expensive, it offers a lot. iPods can hold up to 160GB of music, video, photos,  podcasts, audio books, TV shows, games, and even applications. Battery life on some of the iPods can last up to 40 hours without being charged. What is probably most appealing about the iPod is that they are small and weight very little, so it can go with you anywhere. (Apple) We spend our hard earned money on this great technology, but to only spend even more money buying songs and applications from iTunes to fill up our iPods. The worst part is that we spend all this money for that instant gratification, but really what we are paying for are those long-term damaging effects. It has been tested that “more than 25% of iPod users are damaging their ears.” (Famewatcher) This can lead to loss of hearing and the need for hearing aids. Not only does it damage our body, but also it damages our society. ”Interaction between individuals is slowly diminishing as people turn to their iPods instead of attempting to make new acquaintances.” Walking through campus I can see a friend of mine and yell to them and get no response, to only realize they have an iPod on. They effect conversation as it slowly becomes acceptable to talk to one another while still listening to an iPod. Personally I have no idea how people do that. Then the theft cases come into play as well. “New York City students have been victimized in an increasing number of iPod muggings and in school larcenies.” (Berkeley) If I can’t buy an iPod, I will just steal one to get that instant gratification. Where is the joy in paying all this money for this fad, for it to damage you physically, and socially? Especially if a newer and better invention is made that will put the iPod out of the market and into the past like every other fad.

IV. Why do I want this iPod?

            The iPod has swept across the nation and onto many others, but why do the Americans desire this product? Why do all Americans fall for fads in general? Joel Best can answer that question with no problem. “Nothing ever seems like a fad while its popularity is growing. It’s seen as the way of the future a genuine innovation that will solve a problem.” (Udel) When something is released and catches the eyes of Americans they see it as the answer to their desires, when really something new will be released after, then they will go for that instead. When Razor Scooters were the “in” fad in the past my friends and I all got them. Then one of my friends got and electrical scooter, and we all got them. Then after that someone got a motorized scooter, which we all ended up getting. It happens everyday when something new is released to the public. The main reason why Americans fall for fads continually is because “American Society has a strong belief in progress and perfectibility, and that makes us vulnerable to any idea that promises us these two qualities.” (Udel) Americans can see when it first came out, “many cheaper mp3 players held 128 MB of music, when the iPod held 5 GB, which was almost unheard of in 2001.” (Lowendmac)They can see this new advancement in technology, which catches their eye and their natural reaction for progress. Which is why such a small object, actually has a large subject to go with it. This small iPod has a huge effect on American cultural values, the large subject being a fad, has to do with the way Americans live. We are constantly looking for the advancements in technology so we can progress and reach perfectibility.

Ohhhh the weather outside is weather....

Today it is 48 degrees and its friday! What a perfect day to be so nice out. I only have one class and its only 55 minutes then im free to my weekend with beautiful weather. I'm going to meet up with some guys on the team and have a nice kick around at 3 because we've been stuck in the gym doing sprints all semester. These are the days where everyone just seems to generally be in a better mood. I am always in a good mood when the weather is beautiful! Whenever its nice out I always say this one quote from "Forgetting Sarah Marshall," "Ohhhhh the weather outside is weather." It makes me think of the summer time and surfing at the beach. It's that time to go outside people! Time to put those winter jackets away and slowly bring out those spring clothes! 

What Are The Right Questions?

So Billy...
1. Were the metaphors meant to not make sense?
2. Was the poem supposed to be a joke making fun of other love poems?
3. Why did you re-make this poem?
4. Do you have something against love poems?
5. Why did you make more metaphors about yourself rather than for another person?
6. Do you make all your poems metaphorically weird?

Proving MY P-o-i-n-t->

 Well I've never been really good with writing essays or papers. They always seem to drag on and I feel like I struggle to write them. I have to get all the information, quote, cite, works cited page, all of that is just not fun to me. I would rather present an argument and prove my point through a video. Videos, to me, seem much more intriguing and get the point across without having to write 5 pages. I feel like people would rather listen and watch, than read an argument. You can truly see my side of the argument. Plus I am much more interested in shooting and editing a video than writing and fixing a paper.

Caw Caw!

   I've never been interested in reading about birds, but Don Stap helps make it easier. In "Flight of The Kuaka," his use of imagery makes the reading appealing to the reader. The descriptive language helped me visualize his bird watching when the Kuaka's would fly south. "Hundreds of godwits—large, long-legged, cinnamon-breasted sandpipers with upturned bills—flew to this roosting site when high tide submerged the mud flats of the Firth, where they spent the day feeding and preening." Here Stap makes the readers visualize his own experience for the reader to see how the birds behaved.
   Not only does his descriptive language appeal to the reader, it also helps learning about the material being read. He talks about the birds migration courses and their tendencies. The birds would "usually follow coastlines as they travel, stopping at shoreline mud flats along the way to rest and feed." It's almost as I am actually Stap observing the birds myself. "These “quartering” tailwinds (midway between a tailwind and a crosswind) push the birds along, but if they do not compensate for the westward wind flow, they will be blown far off course." Not only is he stating facts but he is doing so in a way that the reader can picture the bird flying as they read.

I'm the kind of reader who has to re-read things several thousand times

What kind of a reader are you?

1.  Note each time the text seems to move into a new claim or phase of Lehrer’s argument.   At each significant change, subdivide the text.  Label each subdivision by the claim or sub-claim presented.

2.  Go through the text deliberately and highlight every instance of dialogue.  What do you theorize its role in Lehrer’s argument?

“It went against the way we’d been thinking about personality since the four humors and the ancient Greeks,” he says.

“I’ve always believed there are consistencies in a person that can be looked at,” he says. “We just have to look in the right way.

“Young kids are pure id,” Mischel says. “They start off unable to wait for anything—whatever they want they need. But then, as I watched my own kids, I marvelled at how they gradually learned how to delay and how that made so many other things possible.”

“We recently tried to do a version of it, and the kids were very excited about having food in the game room,” she says. “There are so many allergies and peculiar diets today that we don’t do many things with food.”

“When you’re investigating will power in a four-year-old, little things make a big difference,” he says. “How big should the marshmallows be? What kind of cookies work best?”

“I knew we’d designed it well when a few kids wanted to quit as soon as we explained the conditions to them,” he says. “They knew this was going to be very difficult.”

“If you’re thinking about the marshmallow and how delicious it is, then you’re going to eat it,” Mischel says. “The key is to avoid thinking about it in the first place.

“What’s interesting about four-year-olds is that they’re just figuring out the rules of thinking,” Mischel says. “The kids who couldn’t delay would often have the rules backwards. They would think that the best way to resist the marshmallow is to stare right at it, to keep a close eye on the goal. But that’s a terrible idea. If you do that, you’re going to ring the bell before I leave the room.”

“If you can deal with hot emotions, then you can study for the S.A.T. instead of watching television,” Mischel says. “And you can save more money for retirement. It’s not just about marshmallows.”

“In general, trying to separate nature and nurture makes about as much sense as trying to separate personality and situation,” he says. “The two influences are completely interrelated.”

“When you grow up poor, you might not practice delay as much,” he says. “And if you don’t practice then you’ll never figure out how to distract yourself. You won’t develop the best delay strategies, and those strategies won’t become second nature.”

“All I’ve done is given them some tips from their mental user manual,” Mischel says. “Once you realize that will power is just a matter of learning how to control your attention and thoughts, you can really begin to increase it.”

“We can’t give these people marshmallows,” Berman says. “They know they’re part of a long-term study that looks at delay of gratification, so if you give them an obvious delay task they’ll do their best to resist. You’ll get a bunch of people who refuse to touch their marshmallow.

“These tasks have been studied so many times that we pretty much know where to look and what we’re going to find,” Jonides says

“These are powerful instincts telling us to reach for the marshmallow or press the space bar,” Jonides says. “The only way to defeat them is to avoid them, and that means paying attention to something else. We call that will power, but it’s got nothing to do with the will.” 

“We’re incredibly complicated creatures,” Shoda says. “Even the simplest aspects of personality are driven by dozens and dozens of different genes.”

“They turned my kitchen into a lab,” Carolyn told me. “They set up a little tent where they tested my oldest daughter on the delay task with some cookies. I remember thinking, I really hope she can wait.”

“I’m not interested in looking at the brain just so we can use a fancy machine,” he says. “The real question is what can we do with this fMRI data that we couldn’t do before?” 


Mischel “This is the group I’m most interested in,” he says. “They have substantially improved their lives.”


Mischel “For the most part, it was an incredibly frustrating experience,” she says. “I gradually became convinced that trying to teach a teen-ager algebra when they don’t have self-control is a pretty futile exercise.” 


Duckworth “intelligence is really important, but it’s still not as important as self-control.”

“The core feature of the KIPP approach is that character matters for success,” Levin says. “Educators like to talk about character skills when kids are in kindergarten—we send young kids home with a report card about ‘working well with others’ or ‘not talking out of turn.’ But then, just when these skills start to matter, we stop trying to improve them. We just throw up our hands and complain.”


“When you do these large-scale educational studies, there are ninety-nine uninteresting reasons the study could fail,” Duckworth says. “Maybe a teacher doesn’t show the video, or maybe there’s a field trip on the day of the testing. This is what keeps me up at night.” 

“This is where your parents are important,” Mischel says. “Have they established rituals that force you to delay on a daily basis? Do they encourage you to wait? And do they make waiting worthwhile?” 

“We should give marshmallows to every kindergartner,” he says. “We should say, ‘You see this marshmallow? You don’t have to eat it. You can wait. Here’s how.’ ” 

These quotes help the writing more interesting and also help see the point of view from others.

3.  Note every introduction and/or biographical background for the “characters” in Lehrer’s text.  How do these function in the text? 

Marc Berman, a lanky graduate student with an easy grin, speaks about his research with the infectious enthusiasm of a freshman taking his first philosophy class. Berman works in the lab of John Jonides, a psychologist and neuroscientist at the University of Michigan, who is in charge of the brain-scanning experiments on the original Bing subjects

-This helps us understand who the people he uses in his argument are, and how they can fit in with his argument. The introductions also help the story become more readable, instead of just facts people are introduced to help support his thesis.

4.  Mark each time Lehrer offers a definition.   How elaborate is each definition?  What does the sequence of these mean in aggregate?

5.  Have you found any metaphors in this text?  Did you expect to find metaphors or metaphoric language in a scientific text?

I want some marshmellows

This put me in the mood for marshmellowssss...


"Don't" by Jonah Lehrer


Observing: narrative, simplified, descriptive, comparison, dialogue, locators.


"The kids who couldn't delay would often have the rules backwards"
    Instead of only eating one they would eat two right away when i left the room. so not only could they not wait to eat one, but they had to eat more than one. The rules of the experiment are to either eat one marshmallow right away or wait for a few minutes and then have two.
   The children who couldn't control their desire to eat the marshmallows showed that they didn't have stron self-control. They just enjoyed the treat. Self control is often directly related to one's ability to follow the rules. If the children have little restraint when it comes to something as insignificant as a marshmallow, how are they supposed to have restraint when, for instance, they see a cute sweater or something else they can't afford. 
  The rules that dictate this interaction are fairly simple, but fundamentally different. Children are not able to see the redeemable worth of the marshmallows, only their immediate value, and that affects their ability to follow the rules. Many products part of American consumerism demonstrate this...

Class Makes You Think

Things chefs DO:
chop
fry
wash
boil
grill
burn
sprinkle                  
sauté                      
---------------------------


"Many different people use many different kinds of drugs for many different reasons."

iPods, who doesn't have one?

Ipods can be seen on almost everyone now a days. An ipod can be considered entertainment in the palm of your hand. People use them to play games, take and look at pictures, watch videos, and of course listen to music. The ipod helps bring people together by others playing games against each other, showing off pictures, watching videos and listening to music together. If someone has an ipod all of their friends have to get one as well.

Pantene Butterfly

   This is one of the longest commercials I have seen. Not only was this a very long commercial but barely ANY of it actually had to do with hair products. One thing that i did notice was the butterfly in the commercial. What was the purpose honestly? It's so obvious that the cocoon represents the girl coming out of her shell and becoming this beautiful butterfly. Although it seems cliché there is also a hidden meaning behind the butterfly. The logo of pantene used to be of a butterfly. Many people may not have known this, so the butterfly kind of has a double meaning! So now the butterfly actually has a meaning in the commercial.

Materialities of Writing

  When I was preparing to write my response I actually wrote it in pen first on a separate paper so my hard copy wouldn't be too sloppy. Using a crayon somehow made me think creatively and helped decipher what the poem meant so I could respond to it. Writing with the crayon was frustrating because my hand got tired from holding the crayon and having to press so hard. I left out a few details because i just wanted to finish the assignment. I am not a fan of writing in crayon, I would have preferred colored pencil or markers but I was told to use a crayon. Crayons are for coloring!

    If crayons were the only writing implements in a culture, everyone would have strong fingers. They would probably have a much more colorful lifestyle. Most pens are either blue black or red, there are SO many different colors for crayons!