last class blog: what i learned in WRTG 150H

I really didn’t think I’d learn anything much in Writing 150 when I learned at the beginning of the year I’d have to take it. By the turn of the semester and my actual enrolling, I was hoping it could help me write an analytical paper. I’ve never really had to do that before college, and my comparative literature class required almost exclusively that. Frankly, I was desperate.

And the class helped me figure out how to organize such a paper. I never thought about establishing my authority and ethical appeal. I also hadn’t realized what fun a writing class could be. The stories, the joking examples, the random movie clips. Even some of the assignments were a surprise. A blog? I hadn’t ever considered having one—I only got a Facebook account in October, so the blog was on my never touch list. Now I know how to follow one and how to create one. Course, that running assignment was also a source of hair tearing out—for more than one reason—but it was still exciting to have a blog and finally being in the internet social conversation.

But the biggest surprise that I learned was that I tend to ramble when I type. My thoughts always lead to me adding words that aren’t needed, or simply repeat what I just said. I also learned that, while I usually can whip out a perfect copy if the paper is a story, when it is an analytical or research essay I need to write multiple drafts and cut parts as well as add them. Honestly, I never had to do that. I’ve also been raised being told my way of writing (with no prewriting stage but going straight to drafting) was wrong and I had to “at least do the outline.”

Now I know that I don’t have to do it that way. My way is just as good—it’s how my brain functions, and there’s nothing wrong with that. It’s so nice to know that now. I can be myself when I write! That’s probably my best lesson.

Blog #13--college ramblings/complaints

Man, is it a relief to have that blasted issues paper out of the way! I literally felt happier today knowing it was gone. I probably shouldn’t say that knowing Professor Elliott will most likely read this blog, but still, I can be relieved, can’t I?

I may get to go to General Conference this year, and I mean REALLY go. I am still unsure, since my dad has yet to tell me if the tickets are still available, but if they are, I get to go!!! Well, if they don’t get lost in the mail, that is. There are definitely perks to having a father who is the stake clerk, let me tell ya. Though I am unsure why this opportunity didn’t come up in October. That doesn’t make sense to me. But maybe those tickets got snatched up faster than they did this time.

My brain hurts. I had to read over half of one of my sociology books last night, and write a critique on it this morning. I wanted to die. First I had the issues paper and a geology application paper to have done on Monday, and then I had to read that book and write that paper within the intervening twenty-four hours. I wanted to scream—still do, since I have at least one more paper due this week (another geology application paper) and I am so no happy. I think I’ve spent close to five dollars just for printing this semester, if not more. Plus, I’ve written more papers this semester alone than my father did his whole college career—and he got a masters in Math here at BYU. I seriously think my teachers are trying to kill me, or at least kill my fingers and the brain cells in charge of writing.

Had a wonderful visit at the nursing home, though. Totally uplifted my spirits to talk to my assigned “grandparent.” (And Word Perfect hates my sentence fragments.) Back to the nursing home. It was a tad sad, though, since she is leaving on Thursday. But that means that I get a new grandparent to visit!

update on issues paper

I am having a hard time finding anything BUT journal articles about the D.A.R.E. program. And even the ‘book’ sources that I found turned out to not exist, at least not at the Hubble. Not that the library’s catalogue knows that. Frustration is the feeling prevalent with me since yesterday.

Blog #11--sorry it's late!!!!

I have done little with my issues paper. I am a procrastinator to the bone, and I decided to relax this last weekend instead of researching. (The fact I had just bought a movie I haven’t seen in months definitely didn’t help, but that was more of a late night thing anyway.) While I have done little more than choose my controversial issue, I have noticed that articles about it were last published in 2009, for the most part. Little worried there, but I’m hoping it is still relevant enough for me to write on. I know the issue of dropping the D.A.R.E. program was a bit of an issue in Idaho Falls the last few years, but I don’t remember much else—heck, I don’t even know if the school district still sponsors it or if it has been done away with. I have never paid much attention to what goes on around me when it comes to policies—unless it affects me to some extent, or it affects my sisters, who are incredibly vocal when they are objecting to such things.

I also have the issue that I have never been through the D.A.R.E. program myself—I was part of the trial group for a program called N.O.V.A. Since I went through a different program with similar goals, I don’t know if I have an altered view on the issue. I know that the program I went through was effective for me—I still remember the object lessons and the principles of the class. But I don’t know if that would have happened in the D.A.R.E program. I also don’t know if I can actually take a solid stand on the issue. But then, I’m not sure I could for any issue. I have this frustrating ability to be able to see and understand both sides of an issue, and I could argue for both, while making compensation for the other side. I’ve been told this means I’d make a good politician. Pity I am scared of speaking in front of people. Otherwise I’d run for President—NOT!!!!!!!     

Blog 10--issues topic

My topic for my issues paper is the D.A.R.E. program and whether or not is should be discontinued. On both sides of the issue, studies have shown that the other side’s research is flawed. Those for the program say that it is successful in building drug awareness, as well as building a relationship between police, kids, and parents; those against it say that it is a waste of money because it doesn’t, and it actually makes parents more likely to not teach children about drug use. I will probably argue for the program, because I believe that anything to help inform children about drug abuse and avoiding peer pressure is always something to be encouraged. The opposite view believes that police officers are ineffective as teachers, the program is too standardized for use in a classroom, the knowledge obtained in the program is stated too much throughout the students educational experience, the effects of the program eventually wear off, and the popularity of the program hide the fact the program does no good. Supporters maintain that it is effective—research has proven this—and that it is implemented (I think that is the right word) at the time that kids are most likely to receive and understand it. Personally, I have never been in the program; I participated in N.O.V.A., which replaced D.A.R.E. in my elementary school when I was in sixth grade. But the basic idea was the same. And I would argue that such a system works—to this day some of the activities, lectures, and object lessons are still in my mind. And that was well over seven years ago. At least two of my siblings went through D.A.R.E. in Idaho, and they certainly were influenced by it. I’m pretty sure they remember the lessons they learned there too. The funny thing about all this? I don’t remember being taught in the home about drug abuse as a family unless one of us kids brought it up. But when we did, the conversation still went pretty in depth. I could tell my parents were against it. I didn’t need them to lecture me on it to know that.    

Reflection on Rhetorical Analysis

This paper was difficult for me, at least more so than the narrative. I have problems analyzing. But going to the Writing Center helped. The tutor that I visited was incredibly helpful with giving me ideas on how to expand the paper to the required length. And I got constructive feedback.

Rhetorical Analysis topic and progress

I chose to focus my paper on the way that Margaret Sanger used an emotional appeal in her speech The Morality of Birth Control. I’ve identified the different tools she uses to build her appeal, but I’ve been unable to find any background information to see how effective the speech was.


Now, to write the rough draft...