Rhetorical Strategies in Our Visual Argument:
Well, we are planning to utilize several rhetorical strategies in our presentation. We are bringing in logos through the statistical information on the prices of the various housing options here at TCU compared to off campus possibilities, such as Orion at Oak Hill. The facts are staggering...it costs at least $900 a month to live in any of the oncampus apartments and only $700 a month for a townhouse! My hope is that these facts will also bring emotions to our audience, the TCU students and administration. Another way we are going to use pathos is by including pictures that better illustrate the comparison between the housing. I personally love the picture included on our T-shirt. It is of a TCU frog that is walking around carrying his stuff cus he is homeless like many of us students.
TCU has a housing crisis. Our group has a lot of ethos as, between the three of us, we have one homeless frog, one frog whose hopped the pond to a better option, and one frog that does have an overpriced home. My main hope is that people's eyes are opened as to how messed up the housing system is. I think there are students that suspect there is an issue, but they don't know just how screwed the system is. Granted, the three of us probably won't be able to really enact a large change, but maybe we can at least sow some seeds of change that might make things better for the frogs to follow us.
Wednesday, April 29, 2009
Monday, April 27, 2009
Unit 4: Post 25
Fastwriting for Group Roles
I tend to like to be the boss of the groups due to my organizational skills. I am not super creative, so I tend to leave that part up to others, but I can get a job done when I need to. While I am not creative, I do like designing PowerPoints and I have designed one website. Once the information is there, I can put it together pretty easily. I guess that has to do with my mad organizing skills.I don't have a particular fear of talking in front of others so I don't mind having an aspect of the presentation, not the whole thing mind you, but part of it. I liked the idea of splitting the presentation into different parts with each member of the group taking one aspect of the presentation.
I tend to like to be the boss of the groups due to my organizational skills. I am not super creative, so I tend to leave that part up to others, but I can get a job done when I need to. While I am not creative, I do like designing PowerPoints and I have designed one website. Once the information is there, I can put it together pretty easily. I guess that has to do with my mad organizing skills.I don't have a particular fear of talking in front of others so I don't mind having an aspect of the presentation, not the whole thing mind you, but part of it. I liked the idea of splitting the presentation into different parts with each member of the group taking one aspect of the presentation.
Unit 3: Post 24 (April 27, 2009)
Author's Note: Portfolio
My topic was on the expansion of Hwy 29 in Georgetown, TX and its affect on my home and the beautiful environment around it. The letter to the editor focused on an article I found dealing with the proposed expansions, it literally was the only article I could find dealing with my topic. My main things I pointed out were the faulty information included in the article and also the lack of information on how this expansion would affect the Hill Country environment. The op-ed was written with the idea in mind of getting people to feel connected to the problem and to try and convince them to speak with their congressman and county commissioners. I really wanted to appeal to their ethos and their pathos. A lot of people are losing their homes...I wanted this fact to be known. This ties in to the humorous argument I did. I depicted a bulldozer representing the construction people and those that wish to destroy this scenic view surrounded by a circle of giants that depicts the people that live in this area. They are saying "We are More" in order to convey that we do outnumber those that want to destroy the Hill Country. This is the second doing of my humorous argument. The first one was even less humorous, but it did show pictures of the area that is in jeaporady and I really wanted to include that...
My topic was on the expansion of Hwy 29 in Georgetown, TX and its affect on my home and the beautiful environment around it. The letter to the editor focused on an article I found dealing with the proposed expansions, it literally was the only article I could find dealing with my topic. My main things I pointed out were the faulty information included in the article and also the lack of information on how this expansion would affect the Hill Country environment. The op-ed was written with the idea in mind of getting people to feel connected to the problem and to try and convince them to speak with their congressman and county commissioners. I really wanted to appeal to their ethos and their pathos. A lot of people are losing their homes...I wanted this fact to be known. This ties in to the humorous argument I did. I depicted a bulldozer representing the construction people and those that wish to destroy this scenic view surrounded by a circle of giants that depicts the people that live in this area. They are saying "We are More" in order to convey that we do outnumber those that want to destroy the Hill Country. This is the second doing of my humorous argument. The first one was even less humorous, but it did show pictures of the area that is in jeaporady and I really wanted to include that...
Wednesday, April 22, 2009
Unit 3: Post 23 (April 22, 2009)
Author's Note: 2nd draft of humorous argument
I did a total revision of the humorous argument. Literally, everything was deleted and this product is totally new. I still believe I lack humor, something that I tend to lack normally, so any input on this would be great. I used the format I did to try and represent the fact that the residents on Highway 29 outnumber those that wish to irrevocably change it. I do believe this point came across in the "We are more!" statement, but let me know if it wasn't clear enough. I am very open to any suggestions you might have on improving the humor and on changing the format.
I did a total revision of the humorous argument. Literally, everything was deleted and this product is totally new. I still believe I lack humor, something that I tend to lack normally, so any input on this would be great. I used the format I did to try and represent the fact that the residents on Highway 29 outnumber those that wish to irrevocably change it. I do believe this point came across in the "We are more!" statement, but let me know if it wasn't clear enough. I am very open to any suggestions you might have on improving the humor and on changing the format.
Monday, April 20, 2009
Unit 3: Post 22 (April 20, 2009)
Author's Note:
Well, this draft is by no means the final product. I am not a very humorous person and the lack of humor came across pretty clearly in the cartoon I attempted. I really have a lot of concerns mainly because I don't think that this is going to work at all. There is a decided lack of humor and it doesn't make a lot of sense. I did like the inclusion of photographs taken from my home community because it gives life to the problem of them ruining all of this beauty. The final draft of this will be very different and hopefully will be funny.
Well, this draft is by no means the final product. I am not a very humorous person and the lack of humor came across pretty clearly in the cartoon I attempted. I really have a lot of concerns mainly because I don't think that this is going to work at all. There is a decided lack of humor and it doesn't make a lot of sense. I did like the inclusion of photographs taken from my home community because it gives life to the problem of them ruining all of this beauty. The final draft of this will be very different and hopefully will be funny.
Saturday, April 11, 2009
Unit 3: Post 20 (April 11, 2009)
Author's Note for Op-ed:
Hey you guys, I figured I ought to go on and get my author's note posted for you guys. This is a definite first draft of the op-ed. I seriously have no idea what an op-ed should read like, so it is very probable that I have missed the mark. My main concern is just that it makes sense and seems like a pretty decent op-ed. I think I put quite a bit of information in it and am not sure if it was overkill. Any suggestions would be really appreciated!
Hey you guys, I figured I ought to go on and get my author's note posted for you guys. This is a definite first draft of the op-ed. I seriously have no idea what an op-ed should read like, so it is very probable that I have missed the mark. My main concern is just that it makes sense and seems like a pretty decent op-ed. I think I put quite a bit of information in it and am not sure if it was overkill. Any suggestions would be really appreciated!
Wednesday, April 8, 2009
Unit 3: Post 19 (April 08, 2009)
Prewriting: Op-ed
- Read several op-eds from your chosen venue. What are the general tone and assumed audience in this venue? What is interesting or unique about these pieces?
- Community Impact Newspaper
- The op-eds I’ve read use a lot of logos and statistics to appeal to the audience’s logic. There is a touch of pathos in them as well. A lot of the ones I read dealt with the economic situation and the sight of the closed businesses. Others spoke about the traffic situation in the growing areas of Williamson County. The assumed audience for this newspaper would be the residents in the community. They are the ones affected by many of the issues spoken of in the paper. - Decide one specific, identifiable issue or question for your focus. It needs to be related to your overall topic for this unit, but try to target a specific aspect of that topic. Describe your choice of specific topic.
- Highway 29’s expansions will take away the Hill Country, semi-rural feel of Georgetown and Liberty Hill. The road will cut through the San Gabriel River multiple times and also cuts multiple ancestral ranches and homes in half. - Choose a specific course of action or approach to be taken to addressing that issue or question. Don’t just say that a policy or situation is bad. Tell your readers what should be done about it.
- I’d like readers to speak out about these road expansions. Possible courses of actions include attending open houses, writing to the commissioners, posting comments in the multiple forums that exist for this purpose, and also filling out forms off of the city’s website. - Determine what rhetorical appeals will be most effective for your audience (ethos, pathos, logos, style). Discuss what appeals you will use.
- I believe, since this proposed expansion is cutting into people’s homes and often their livelihoods, pathos is the best way to go. I have some ethos in that I live off of 29, but I am, in the end, just a simple college student. Emotions and passion will work best with the audience which mainly consists of activists and residents of that area. I would also include logos in providing facts about the multiple ancestral ranches and goat farms and everything that will be affected by this. Some other facts I’d include would be about the insanity of a road that will cross the San Gabriel River twice. That river is very prone to flooding; in fact, in 2007, the river rose over 18 feet. Luckily, not too much was damaged because not too many things are built that close to river. - Write about what will best support your points for the rhetorical situation (facts, hard evidence, personal experience, anecdotes, referring to other authorities, etc.).
- I plan on using facts and personal experience more than anything. I have lived in Cimarron Hills for over 6 years and have seen the changes in Georgetown and Liberty Hill first-hand. Also, I have walked on the ranches that line the road, fed the goats at my friend’s house, and went floating down the San Gabriel River. The facts I plan on having would concern the history of that area and how we should be figuring out how to preserve that beautiful Hill Country instead of destroying it. - Is there any research that you need to do?
- Yes, I need to get more information on all the wonderful things that will be destroyed by this road. There are acres of rolling hills and hundreds of longhorns, deer, and goats. The ancestral homes and ranches I also need more information on.
Sunday, April 5, 2009
Unit 3: Post 18 (April 5, 2009)
Okey dokey...this is totally late. It completely slipped my mind that we were supposed to post the rough draft here as well as on DocSharing. My bad, here it is.
Letter to the Editor: “The Future of Hwy 29”
This article was posted on August 08, 2008 in the Community Impact Newspaper servicing Georgetown, Hutto, and Taylor and was written by Beth Wade. The title of it is “The future of Hwy 29” and it talks about the proposed expansion of Highway 29 in Georgetown and other neighboring cities. It also discussed the subdivisions that are currently on Highway 29 and those that are proposed to be built along it; a total of 19,005 lots.
I live in Cimarron Hills which is a private neighborhood whose beautiful landscaped entrance is right on Highway 29. Part of the neighborhood is in Georgetown and part is in Liberty Hill. Therefore, we hold stakes in both cities and what affects them. This proposed expansion has the capacity to force us to change the layout of the subdivision. If they expand the existing highway, it will cut off the entrance and some of the golf course. If they decide to build the road as a loop around it, it still will impact the back portion of the subdivision and the houses and lots that are located there. The increased highway will decrease our property values and make it hard to keep the neighborhood as private and exclusive as it has been. It interferes with the very vision of Cimarron Hills, my home, and the beautiful Hill Country around us.
Ms. Wade’s article has multiple strengths and weaknesses in my opinion. The article was fairly straightforward and clearly expressed a majority of the facts in this controversy. I do like the use of the charts to attempt to ‘show’ what the expansion will look like; the only downside is that it doesn’t explain what is happening in the chart and not all of the major subdivision are outlined on the map. For example, they are missing Cimarron Hills on one of the maps which is a particular concern for me as I live there and would really like to know how the subdivision will be affected by the expansion. One of the maps, the alternative option, showed that Cimarron Hills might not be affected by it; it looked as though the road would expand more on the opposite side of the highway. The other map, the one designating the Northwest and Southwest options, shows where the residential land is but doesn’t label the various neighborhoods. I cannot tell how my home will be affected. This is also one of its main weaknesses.
Another main weakness is that it doesn’t totally address how the concept of eminent domain will affect the subdivisions and businesses that border Hwy 29. It would be nice to have a better idea of how the landowners will be affected. Many of them have had land on Hwy 29 for generations. A great many ranches also border Hwy 29 and a loss of land could seriously impact their very livelihood. Also, how the proposed expansion will impact the environment around Hwy 29 which is primarily rural and beautiful country right now. It seems that some of the comments left about the article point out errors in the logic and facts that were presented in the article. One of the facts that is in error is the statement that there hasn’t been a corridor-expansion study done prior. According to Robert McCleskey, there was a study done and published on September 21, 1999. Another fact that was pointed out as being less-than-accurate was pointed out by Debbie. She states that the information concerning the subdivisions is very misleading as some of the neighborhoods listed aren’t located in the area in question. These inaccurate facts really concern me. What else are they wrong on?
I feel that the author in this doesn’t really take a particular stance on the topic. She seems more of an impartial presenter of the facts. However, based on those facts, my statement is that the proposed plan for the expansion of Hwy 29 is an asinine idea that will ruin the whole feel and appeal of the Hill Country and the small-town vision of both Georgetown and Liberty Hill.
Letter to the Editor: “The Future of Hwy 29”
This article was posted on August 08, 2008 in the Community Impact Newspaper servicing Georgetown, Hutto, and Taylor and was written by Beth Wade. The title of it is “The future of Hwy 29” and it talks about the proposed expansion of Highway 29 in Georgetown and other neighboring cities. It also discussed the subdivisions that are currently on Highway 29 and those that are proposed to be built along it; a total of 19,005 lots.
I live in Cimarron Hills which is a private neighborhood whose beautiful landscaped entrance is right on Highway 29. Part of the neighborhood is in Georgetown and part is in Liberty Hill. Therefore, we hold stakes in both cities and what affects them. This proposed expansion has the capacity to force us to change the layout of the subdivision. If they expand the existing highway, it will cut off the entrance and some of the golf course. If they decide to build the road as a loop around it, it still will impact the back portion of the subdivision and the houses and lots that are located there. The increased highway will decrease our property values and make it hard to keep the neighborhood as private and exclusive as it has been. It interferes with the very vision of Cimarron Hills, my home, and the beautiful Hill Country around us.
Ms. Wade’s article has multiple strengths and weaknesses in my opinion. The article was fairly straightforward and clearly expressed a majority of the facts in this controversy. I do like the use of the charts to attempt to ‘show’ what the expansion will look like; the only downside is that it doesn’t explain what is happening in the chart and not all of the major subdivision are outlined on the map. For example, they are missing Cimarron Hills on one of the maps which is a particular concern for me as I live there and would really like to know how the subdivision will be affected by the expansion. One of the maps, the alternative option, showed that Cimarron Hills might not be affected by it; it looked as though the road would expand more on the opposite side of the highway. The other map, the one designating the Northwest and Southwest options, shows where the residential land is but doesn’t label the various neighborhoods. I cannot tell how my home will be affected. This is also one of its main weaknesses.
Another main weakness is that it doesn’t totally address how the concept of eminent domain will affect the subdivisions and businesses that border Hwy 29. It would be nice to have a better idea of how the landowners will be affected. Many of them have had land on Hwy 29 for generations. A great many ranches also border Hwy 29 and a loss of land could seriously impact their very livelihood. Also, how the proposed expansion will impact the environment around Hwy 29 which is primarily rural and beautiful country right now. It seems that some of the comments left about the article point out errors in the logic and facts that were presented in the article. One of the facts that is in error is the statement that there hasn’t been a corridor-expansion study done prior. According to Robert McCleskey, there was a study done and published on September 21, 1999. Another fact that was pointed out as being less-than-accurate was pointed out by Debbie. She states that the information concerning the subdivisions is very misleading as some of the neighborhoods listed aren’t located in the area in question. These inaccurate facts really concern me. What else are they wrong on?
I feel that the author in this doesn’t really take a particular stance on the topic. She seems more of an impartial presenter of the facts. However, based on those facts, my statement is that the proposed plan for the expansion of Hwy 29 is an asinine idea that will ruin the whole feel and appeal of the Hill Country and the small-town vision of both Georgetown and Liberty Hill.
Monday, March 30, 2009
Unit 3: Post 17 (March 30, 2009)
The article I found is from a Community Impact Newspaper on "The Future of Highway 29." This article was a really long and complex article with multiple maps and diagrams depicting how the road will look after the changes. I cannot even imagine how that will look driving down it to my neighborhood. I cannot imagine how different my neighborhood will be with the new road. The whole front of it will have to change. We might even lose some of the golf course!
Another point brought up in the article was the multiple neighborhoods that are coming into the area of Highway 29. There are 19,005 lots according to the chart. Some of those are proposed and others are already under construction. The whole face of that area will be different within the next 30 years. I am honestly a little scared of what that will mean for everyone that is there and has been there for many years...
Another point brought up in the article was the multiple neighborhoods that are coming into the area of Highway 29. There are 19,005 lots according to the chart. Some of those are proposed and others are already under construction. The whole face of that area will be different within the next 30 years. I am honestly a little scared of what that will mean for everyone that is there and has been there for many years...
Wednesday, March 25, 2009
ICW: Topic for Unit 3
The topic I'd like to write about concerns the enlargement of Highway 29, one of the few simple highways left in Central Texas. Right now, it is a simple 4 lane highway surrounded by fields and woods. It's not uncommon to see longhorn, horses, deer, or even an occasional coyote roaming next to the highway. This highway is slated to become a 10 lane monstrosity that will consume countless acres of land to complete. My neighborhood is right off Highway 29 and, if this expansion occurs, will lose the entire front part of the neighborhood. Not only will houses have to be moved, but we'd also lose a hole or two of our golf course.
The country is still mainly wild and free, it'd be a shame to have it destroyed. Numerous families and businesses will be negatively impacted if all the changes occur. There is even talk of huge cookie-cutter neighborhoods being built alongside the new highway. At one point, someone mentioned upwards of 5 thousand new homes being built. They will be on 0 acre lots, which means that there will be very little space between them and a loss of any available aesthetic appeal.
The country is still mainly wild and free, it'd be a shame to have it destroyed. Numerous families and businesses will be negatively impacted if all the changes occur. There is even talk of huge cookie-cutter neighborhoods being built alongside the new highway. At one point, someone mentioned upwards of 5 thousand new homes being built. They will be on 0 acre lots, which means that there will be very little space between them and a loss of any available aesthetic appeal.
Unit 2: Post 16 (March 25, 2009)
Author's Note on Final Portfolio:
This is my final draft of the essay on the causes of Autism. My essay reads like I wanted it to and now that I have the minor issue with the parenthetical citation for the message board fixed, it is done. Based on the feedback I received from my group, I believe that this essay is pretty decent. Whether it's an A or not, I have no idea. I know that I put my best effort into it and that is enough for me. The only main concern I have is the fact that it is still a bit over the page limit so I know I'll get hit for those points. I just couldn't figure out how to change the wording used. I get that more concise language would have put it within the page limit, but then I would have lost the voice and feel that I wanted to establish.
The rest of the portfolio should be great. I have kept up with each of the assignments so I don't anticipate losing points on the rest of the portfolio. Hopefully, the good daily grades from the rest of the portfolio will make up for those points lost on the main essay because of its length. That is my ultimate hope. Overall, this portfolio is one of my favorites and one that I have put a lot of work into. It'd be nice if that work were to pay off in the end.
This is my final draft of the essay on the causes of Autism. My essay reads like I wanted it to and now that I have the minor issue with the parenthetical citation for the message board fixed, it is done. Based on the feedback I received from my group, I believe that this essay is pretty decent. Whether it's an A or not, I have no idea. I know that I put my best effort into it and that is enough for me. The only main concern I have is the fact that it is still a bit over the page limit so I know I'll get hit for those points. I just couldn't figure out how to change the wording used. I get that more concise language would have put it within the page limit, but then I would have lost the voice and feel that I wanted to establish.
The rest of the portfolio should be great. I have kept up with each of the assignments so I don't anticipate losing points on the rest of the portfolio. Hopefully, the good daily grades from the rest of the portfolio will make up for those points lost on the main essay because of its length. That is my ultimate hope. Overall, this portfolio is one of my favorites and one that I have put a lot of work into. It'd be nice if that work were to pay off in the end.
Monday, March 23, 2009
Unit 2: Post 15 (March 23, 2009)
My previous draft for the workshop was essentially as close to a final draft as I could get. Therefore, this draft isn't too much different from that first one. I tried to make the language more concise, but I don't think I succeeded too much at that. I just like the voice the wording gives to my writing. Any extra input on making it shorter would be nice.
I did make some minor technical changes. For instance, I fixed the block quotations since I was completely off on how you're supposed to do them. One main thing that I have a problem with still is figuring out the citing for The Drs message board. I just cannot figure out how to cite all the different authors. I think once I get that part figured out, I will have the completed work the way that I want it.
I did make some minor technical changes. For instance, I fixed the block quotations since I was completely off on how you're supposed to do them. One main thing that I have a problem with still is figuring out the citing for The Drs message board. I just cannot figure out how to cite all the different authors. I think once I get that part figured out, I will have the completed work the way that I want it.
Monday, March 9, 2009
Unit 2: Post 14, (March 9, 2009)
Author's Note For First Draft:
While this is a first draft of my paper, I have attempted to make it as close to the final product as possible; I don't anticipate having to make too many corrections to it. I think this draft turned out as well as I was wanting. The only thing that concerns me is the length of it. It is just over 10 pages and the cut-off was 10 pages. I mainly would like any input on areas that could be shortened so I can stay within the page limits. Also, I'd appreciate any feedback, positive or negative as the case may be, that you guys wish to give me.
Importance of my topic for the community:
Autism is the fastest growing developmental disorder at this point in time. If you don't have someone close to you affected by it, within the next ten years that could change. I am personally impacted by this topic as I wish to work with autistic children as a Speech-Language Pathologist.
It is important that we attempt to identify the cause of this disorder and perhaps even find a cure for it since so many children are being diagnosed. I know the families who are watching their children regress want to find out why this is happening to them. Some families continue to feel that the vaccinations are the cause, despite being shown evidence otherwise. As technology continues to improve, perhaps we will be able to definitvely say what the cause is. We have already isolated some genes that could be responsible and as more research is done into this, we may just be able to find a way to stop the spread and perhaps even cure it.
While this is a first draft of my paper, I have attempted to make it as close to the final product as possible; I don't anticipate having to make too many corrections to it. I think this draft turned out as well as I was wanting. The only thing that concerns me is the length of it. It is just over 10 pages and the cut-off was 10 pages. I mainly would like any input on areas that could be shortened so I can stay within the page limits. Also, I'd appreciate any feedback, positive or negative as the case may be, that you guys wish to give me.
Importance of my topic for the community:
Autism is the fastest growing developmental disorder at this point in time. If you don't have someone close to you affected by it, within the next ten years that could change. I am personally impacted by this topic as I wish to work with autistic children as a Speech-Language Pathologist.
It is important that we attempt to identify the cause of this disorder and perhaps even find a cure for it since so many children are being diagnosed. I know the families who are watching their children regress want to find out why this is happening to them. Some families continue to feel that the vaccinations are the cause, despite being shown evidence otherwise. As technology continues to improve, perhaps we will be able to definitvely say what the cause is. We have already isolated some genes that could be responsible and as more research is done into this, we may just be able to find a way to stop the spread and perhaps even cure it.
Wednesday, March 4, 2009
Unit 2: Post 13 (March 4, 2009)
I essentially prepared for writing the two body sections by getting all the information I had, such as the rhetorical analysis questions and the Toulmin charts, and decided what parts to include. I used every section of my Toulmin charts, but I only picked some of the rhetorical anayslis questions. I primarily used the ones dealing with the author, the audience, ethos, and style. I chose to do one of my genetic body paragraphs and one of my vaccine ones.
I have learned a lot more about my topic by actually seeing the best way to organize my information. I found both the Toulmin chart and the rhetorical analysis questions to be quite helpful in helping me analyze the rhetorical strategies that were used. I am a little fearful that I am not correct in my rhetorical strategies. I am just not sure I understand everything that I am supposed to do.
I have learned a lot more about my topic by actually seeing the best way to organize my information. I found both the Toulmin chart and the rhetorical analysis questions to be quite helpful in helping me analyze the rhetorical strategies that were used. I am a little fearful that I am not correct in my rhetorical strategies. I am just not sure I understand everything that I am supposed to do.
Monday, March 2, 2009
ICW: Prewriting for Rhetorical Case Study
Prewriting- Rhetorical Case Study
· What connects your sources? As you write, you’ll likely come to a start of a controlling idea.
o My sources are divided into two for the genetic causes of Autism and two for the possible vaccine causes of Autism. My fifth source details the statistics of Autism, especially noting the growing prevalence of the disorder. While there is not a great deal of conflict or contention dealing with the possible genetic influences, the idea of the vaccines causing them has caused a lot of debate. One source, a court ruling from the Federal Court of Claims, states that vaccines were not the cause of Autism in the children of three families. They stated that enough hard evidence wasn’t presented to support the claim. Several mothers that replied to the Drs message board after their show on vaccines and autism presented a different viewpoint. The mothers felt that they had lost their kids to Autism within days of their vaccines.
o Controlling Idea: There has been controversy as to whether vaccines have caused Autism or if there is a genetic cause of Autism. One major reason there is a debate is that children get vaccinated prior to age 5 and Autism is normally diagnosed in the time between birth and age 3; there is a definite overlap.
· How would I organize my sources in my essay? Spend a little time narrating why I chose the organization pattern I did.
o Organization
§ Intro dealing with Autism, present some facts about Autism
§ Genetic causes of Autism and analysis
· MedScape Study (2005)
· Washington University Study (2007)
§ Vaccines causing Autism and analysis
· Court Ruling
· Drs Message Board
§ Conclusion tying the different viewpoints together and ending with some more stats from my 5th source
o Why?
§ My sources for the genetics of Autism fit together in that they both researched the same topic. An interesting not is that the 1st source was from 2005 and the 2nd was from 2007. In those two years, much research has been done and the genes in question have been narrowed even more. As there is more contention around the vaccines, I have them after the genetics to present another possibility for the increases in diagnosis. The court rulings stated that the vaccines didn’t cause the Autism affecting three families while the message board presents mothers’ pleas that their children were “lost” to Autism soon after being vaccinated. My 5th source deals more with the statistics of Autism and these stats will be inserted into the introduction and the conclusion
· How do you plan to transition between your sources?
o Intro to Source 1
§ There has been a lot of research conducted in the last several years looking into the possible genetic causes of Autism.
o Source 1 to Source 2
§ A more recent study was conducted two years following this one and has managed to narrow the focus of the genetics of Autism.
o Source 2 to Source 3
§ While many scientists are investigating the genetics of Autism, many families have voiced concerns that their children’s vaccinations caused the onset of Autism
o Source 3 to Source 4
§ The Federal Court of Claims may have ruled that the vaccinations weren’t the cause of the Autism affecting these families, however, for several mothers replying to the Drs message board, vaccines were the cause of their children’s disorder.
o Source 4 to Conclusion
§ The mothers’ viewpoints on the vaccinations impacting their child’s Autism have presented one possible cause.
· What connects your sources? As you write, you’ll likely come to a start of a controlling idea.
o My sources are divided into two for the genetic causes of Autism and two for the possible vaccine causes of Autism. My fifth source details the statistics of Autism, especially noting the growing prevalence of the disorder. While there is not a great deal of conflict or contention dealing with the possible genetic influences, the idea of the vaccines causing them has caused a lot of debate. One source, a court ruling from the Federal Court of Claims, states that vaccines were not the cause of Autism in the children of three families. They stated that enough hard evidence wasn’t presented to support the claim. Several mothers that replied to the Drs message board after their show on vaccines and autism presented a different viewpoint. The mothers felt that they had lost their kids to Autism within days of their vaccines.
o Controlling Idea: There has been controversy as to whether vaccines have caused Autism or if there is a genetic cause of Autism. One major reason there is a debate is that children get vaccinated prior to age 5 and Autism is normally diagnosed in the time between birth and age 3; there is a definite overlap.
· How would I organize my sources in my essay? Spend a little time narrating why I chose the organization pattern I did.
o Organization
§ Intro dealing with Autism, present some facts about Autism
§ Genetic causes of Autism and analysis
· MedScape Study (2005)
· Washington University Study (2007)
§ Vaccines causing Autism and analysis
· Court Ruling
· Drs Message Board
§ Conclusion tying the different viewpoints together and ending with some more stats from my 5th source
o Why?
§ My sources for the genetics of Autism fit together in that they both researched the same topic. An interesting not is that the 1st source was from 2005 and the 2nd was from 2007. In those two years, much research has been done and the genes in question have been narrowed even more. As there is more contention around the vaccines, I have them after the genetics to present another possibility for the increases in diagnosis. The court rulings stated that the vaccines didn’t cause the Autism affecting three families while the message board presents mothers’ pleas that their children were “lost” to Autism soon after being vaccinated. My 5th source deals more with the statistics of Autism and these stats will be inserted into the introduction and the conclusion
· How do you plan to transition between your sources?
o Intro to Source 1
§ There has been a lot of research conducted in the last several years looking into the possible genetic causes of Autism.
o Source 1 to Source 2
§ A more recent study was conducted two years following this one and has managed to narrow the focus of the genetics of Autism.
o Source 2 to Source 3
§ While many scientists are investigating the genetics of Autism, many families have voiced concerns that their children’s vaccinations caused the onset of Autism
o Source 3 to Source 4
§ The Federal Court of Claims may have ruled that the vaccinations weren’t the cause of the Autism affecting these families, however, for several mothers replying to the Drs message board, vaccines were the cause of their children’s disorder.
o Source 4 to Conclusion
§ The mothers’ viewpoints on the vaccinations impacting their child’s Autism have presented one possible cause.
Unit 2: Post 12 (March 2, 2009)
I love my topic even more after all of my research. Autism has always fascinated me and I am super excited that I am learning more about this disorder. I particularly liked researching the vaccine causes of autism as I watched the Drs episode that delt with this topic. The debate on the show was quite intense as were the responses that the message board had. I honestly am not sure whether I think vaccines are responsible for this increase in the prevalence of autism. The mothers of some of the kids said that their children regressed into autism within days of the vaccines. One described it as "[losing] her child to autsim." The fact that the Federal Court of Claims ruled that vaccines didn't cause the autism in three cases brought before them did start doubt in my mind.
I was worried at first on how these Toulmin charts would turn out, but after finishing them I am glad. They weren't that difficult and it really helped me process more about the sources by having to fill out the charts. I especially found the bottom level with possible claims of rebuttal to be the most helpful. It is a good thing to have to try and debunk what your source says.
I was worried at first on how these Toulmin charts would turn out, but after finishing them I am glad. They weren't that difficult and it really helped me process more about the sources by having to fill out the charts. I especially found the bottom level with possible claims of rebuttal to be the most helpful. It is a good thing to have to try and debunk what your source says.
Wednesday, February 25, 2009
ICW: Pre-Writing Primary Source Workshop
2-4 overall concerns about research at this stage in the process.
- I don't have too many overall concerns at this point. The thing I am always wary on is whether or not the source is a true primary source. There were some that I had thought were primary, but I was told they weren't. Another thing that concerns me is if I am narrow enough on my topic. I think I am, and I would just appreciate any advice.
Source Questions:
My sources dealing with vaccinations and Autism are definitely primary sources. One is a court ruling and the other is a message board. I chose these sources because they deal with personal experiences from vaccinations and Autism. The court case took the stance that vaccines didn't cause Autism while the message board displayed both opinions. The message board is my favorite due to its personal feel and the testimonies that are there. The court ruling was the most recent one and its final view was that vaccines didn't cause the autism of little Cedillo or the other 2 families. While that may be the case, the mothers who post on the message board still have their own strong opinions on that matter. What I noticed most about the court ruling was its strictly logical presentation of fact. No emotion entered into the 183 pages until the last little section titled "Conclusion." The message board, however, was very much emotionally driven. It is a very personal and passionate topic for many of the posters and this raw emotion shone through in their writings.
My sources dealing with autism and its genetic causes are primary sources as well. They differ from the ones for vaccines in that they take a more medical and scientific stance. One is a paper from Washington University where a major study was conducted by Dr. Constantino looking into the genetics of Autism. The other one was also a medical site, Medscape, that published their own genetic studies into Autism. I chose these sources because they provided easy access to the information I needed as to the genetic influences of this disorder. The study at Washington University was conducted May of 2007 while the Medscape studies were done in 2005. It was great seeing how things have changed over the years as new technologies have become available. The Medscape site was more in depth and scientific than the article on the study at Washington University. I am very intrigued about how the years have affected the take on the genetics of Autism. Since both of these concern very scientific material, there is a strong sense of logos to them. They are fact based and do a great job of backing up those facts.
My last source is a website that details the statistics of Autism. Since it deals with statistics, it is a primary source. I chose this site over other ones due to its easily accessible information. It was the only stats site I found that listed them in a very simple to follow manner. I didn't have to search around for the statistics. The source lists all the known statistics of Autism in general, it doesn't specifically follow only the vaccines or the genetics. It is impartial to the cause. The statistics of Autism are a very fact-based thing and therefore is very affected by logos. Their information is gathered from such sources as the Center for Disease Control, CDC.
Unit 2: Post 11 (February 25, 2009)
One big thing I discovered during my research was that I didn't have a clue as to what a primary source was. I did manage to find multiple sources that I believe are both applicable to my topic and are primary sources as well. Two of my favorite ones include a court ruling and a message board concerning vaccines and their possible connection to autism. Both of these were verified as primary sources so that reassures me.
My sources are divided down the middle on whether they are behind the genetic cause of autism or the vaccine-induced view of autism. I have 2 for the genetics and 2 for the vaccine. The 5th source I have is a great page with multiple statistics on autism. It was the only site I could find that actually listed all the stats together in a very accessible manner. As my paper will focus on both these potential causes of autism, these sources will nicely compliment my topic.
My sources are divided down the middle on whether they are behind the genetic cause of autism or the vaccine-induced view of autism. I have 2 for the genetics and 2 for the vaccine. The 5th source I have is a great page with multiple statistics on autism. It was the only site I could find that actually listed all the stats together in a very accessible manner. As my paper will focus on both these potential causes of autism, these sources will nicely compliment my topic.
Wednesday, February 18, 2009
Unit 2: Post 10 (February 18, 2009)
Well, the topic of my choosing is that of Autism. It is an increasingly occurring problem among the children in this country. I specifically wish to concentrate on the causes of the disorder, such as genetics and vaccines, as well as the outlook the families have for their children. I would like to include the varying viewpoints different people have who are affected by Autism, this includes the doctors, the family, and the person. Source wise, I would concentrate on medical journals, testimonials of the families, and statistics.
I really feel strongly about Autism. I was originally interested in majoring in Special Education so that I could specifically work with children who had Autism and Down syndrome. I have changed majors to Speech Pathology, but I still anticipate interacting with these populations in a professional manner. There hasn't been a lot of research done on Autism in terms of Speech Pathology. There is currently no graduate level course in this disorder like there is in voice or articulation. As the population afflicted continues to grow, the education of the providers of services needs to expand as well. I hope by working on this paper, I will expand my knowledge of this and it will help me once I am on my own in the working world.
I really feel strongly about Autism. I was originally interested in majoring in Special Education so that I could specifically work with children who had Autism and Down syndrome. I have changed majors to Speech Pathology, but I still anticipate interacting with these populations in a professional manner. There hasn't been a lot of research done on Autism in terms of Speech Pathology. There is currently no graduate level course in this disorder like there is in voice or articulation. As the population afflicted continues to grow, the education of the providers of services needs to expand as well. I hope by working on this paper, I will expand my knowledge of this and it will help me once I am on my own in the working world.
Monday, February 16, 2009
Unit 1: Post 9 (February 16, 2009)
Author's Note on Portfolio:
I have to say that I am rather pleased with my final draft. The road was definitely a long one frought with multiple pitfalls, but I think that those were necessary to have the paper arrive where it has. A consistent thing that was pointed out to me everytime someone read my paper was that I had a LOT of great observations, but I just didn't have much analysis of it. It is really hard for me to separate the details and the analysis. I believe I have accomplished this in my final draft as I cut out a lot of my observation notes and spent the time adding more analysis of the space and making sure that I kept tying things back to my primary idea.
I think that this draft is as best as I could do. I tried really hard and cut a lot of information from the paper, something that was very hard for me to do. However hard it was, I feel it was worth it because this finished product is pretty much where I want it to be. Hopefully, a balance has been acheived between the observations and the analysis of the space.
I have to say that I am rather pleased with my final draft. The road was definitely a long one frought with multiple pitfalls, but I think that those were necessary to have the paper arrive where it has. A consistent thing that was pointed out to me everytime someone read my paper was that I had a LOT of great observations, but I just didn't have much analysis of it. It is really hard for me to separate the details and the analysis. I believe I have accomplished this in my final draft as I cut out a lot of my observation notes and spent the time adding more analysis of the space and making sure that I kept tying things back to my primary idea.
I think that this draft is as best as I could do. I tried really hard and cut a lot of information from the paper, something that was very hard for me to do. However hard it was, I feel it was worth it because this finished product is pretty much where I want it to be. Hopefully, a balance has been acheived between the observations and the analysis of the space.
Wednesday, February 11, 2009
Unit 1: Post 8 (February 11, 2009)
My first draft got some mixed feedback from the people who read it. The first half of the paper got a lot of positive feedback on how much description I included to help the reader view the events I was speaking of. My introduction, despite some spelling errors, received more positive feedback than other parts. I took into account the various grammar and spelling errors that were pointed out to me and made the necessary adjustments.
The most negative feedback came from the second half of the paper. I think that this was due to my exhaustion when I was typing it. I am having a hard time figuring out how to cut back on the detailed observations to more analysis of what is happening there. I am a detail-oriented person and can't just ignore the facts of what happened there. I have tried to leave out some of the detail I had in Spradley's List of Concerns and deleted any duplicate information I came across. I have tried to include more analysis and hopefully I think this draft works out better.
The most negative feedback came from the second half of the paper. I think that this was due to my exhaustion when I was typing it. I am having a hard time figuring out how to cut back on the detailed observations to more analysis of what is happening there. I am a detail-oriented person and can't just ignore the facts of what happened there. I have tried to leave out some of the detail I had in Spradley's List of Concerns and deleted any duplicate information I came across. I have tried to include more analysis and hopefully I think this draft works out better.
Monday, February 9, 2009
Unit 1: Post 7 (February 9, 2009)
Author's Note on Public Space Analysis.
Ok, this is a definite first draft and will seem that way to any who read it. I really liked my introduction and the first three or four pages of it. I'm worried about the later pages though because I tried incorporating my notes to try and give a better feel of the space and I think I lost my 'voice.' Hopefully, it still flows smoothly as I tried to change up some of the stuff and insert transitioning information. I would really appreciate any advice and feedback on the last few pages. They just don't sound right to me, not that I really have an idea on what's 'right.'
Ok, this is a definite first draft and will seem that way to any who read it. I really liked my introduction and the first three or four pages of it. I'm worried about the later pages though because I tried incorporating my notes to try and give a better feel of the space and I think I lost my 'voice.' Hopefully, it still flows smoothly as I tried to change up some of the stuff and insert transitioning information. I would really appreciate any advice and feedback on the last few pages. They just don't sound right to me, not that I really have an idea on what's 'right.'
Wednesday, February 4, 2009
Unit 1: Post 6 (February 4, 2009)
The meaning of my space to the community and its audience is multi-fold. The audiences for this space include the teachers/aids, the children that attend it, and the parents of those kids. The teachers and aids love these kids and want to give them an education and help them integrate into a regular classroom for kindergarten. They take care of the kids there and care about them so much. KinderFrogs is especially meaningful for the students. These majority of these kids have Downs Syndrome and wouldn't be able to find the opportunities offerred by KinderFrogs anywhere else in Tarrant County and the surrounding area. KinderFrogs is their best chance for integration. Similarly, KinderFrogs is very important for the parents of these kiddos because it repesents opportunities for their children.
Monday, February 2, 2009
Observation Notes
Observations: Public Space Analysis
The first day I observed was supposed to be Wednesday, but due to the bad weather and KinderFrogs closing, the first opportunity was Thursday afternoon. I went there at 3:00 as soon as I got back to campus. I knew this was the pick up time for the children and I wanted to see how the parents and children interacted at this point in the day.
The kids go out to the front of the school and sit in a line until their parents come up and get them. The parents often are already parked in the drive in front and simply walk up to get their kids. The kids were very happy and excited to get picked up; their faces simply lit up when they recognized their parents or whoever was taking them home. Sometimes, the kids are picked up by babysitters and nannies because their parents are working. These kids were so cute pulling their little backpacks that were still as big, if not bigger, than they were.
There were always at least four adults out with the kids to monitor them. The aids were always ready for anything whether it was a runny nose or a child that wanted to wander off instead of sitting down. They carry plenty of tissues with them because most of the kids have sinus problems and constant streams flowing from their noses. The aids use sign language to communicate with the kids as well as encouraging vocalizations. The kids love the teachers and vice versa. The parents and teachers have a similar relationship. The teachers interact with the parents when they come to pick up the kids and give them updates on how the day went. The pick-up process was completed by 3:15 and after speaking with the aids, I know that I will be back around 8:00 in the morning for drop-off.
Some children are dropped-off at 7:15, but the majority of them are dropped off closer to 8:00 as school officially starts at 8:15. At the time of my arrival, 8:05, there were two children in the room and another one was being dropped off. It is very refreshing to see the interactions between the parents and the teachers. These kids are very special and are in this school for years with the same aids following their progress. This consistency allows a special bond, almost a friendship, to develop between the aids and the parents. They interact and talk about what’s happening in their families and they also discuss what signs the kids are using. For example, one father helped the teacher out by saying that the sign his son was using meant “harmonica.”
As children continue to arrive, some of the aids keep newcomers entertained while two others work on oral/motor stimulation and speech sounds like /u/, /i/, and /a/. It took until 8:40 for all six of the students to arrive and get settled. Several students don’t attend KinderFrogs on Fridays and one child was ill. The group I observed is aged four and five. Some of them will return to the Leaps classroom next year and others will integrate into a regular kindergarten room. I believe it depends on how well their language is and how they interact socially. They want to make sure that the kids can handle a normal school environment before integration happens; the kids need to be able to go to the bathroom on their own and eat their food without too much assistance.
I used Spradley’s List of Concerns for a lot of my notes. This list includes: space, actor, activity, object, act, event, time, goal, and feeling. The space in the classroom was arranged in a very kid-friendly manner. The furniture was child-sized and arranged into interest centers. There was a kitchen, library, blocks, building table/light box, cubbies, music area, dress up, and a pet area for the guinea pig Whistle. There were also multiple bulletin boards showing the work of the students. Everything was very colorful and very appropriate for the age of the children.
The actors in this space include the children, the teacher and aids, and the parents. The kids interact with each other and the teacher and the teacher interacts with the parents. Granted, the parents are not constant participants in this space, they are only present in the morning for drop-off and in the afternoon for pick-up.
The activity in the classroom was quite varied. Two children would participate in oral-motor stimulation while the others played in the various centers. The oral-motor stimulation consisted of various things for the kids to chew on, whistles for them to blow, bubbles, brushes, and vibrating objects. All of these are designed to help the kids chew properly and to make the needed facial positions for speaking. For example, the bubble blowing poses their lips into position for sounds like /w/. Some kids would go out of the room for occupational therapy and physical therapy throughout the day. This morning, kids went to OT (occupational therapy) one at a time.
There are multiple objects in the classroom. There needs to be because of the age of the children. A particular favorite center for the kids was the kitchen. It had little appliances that made noises and acted like the real things. For example, the little toaster actually popped the toast up after they were pushed down and a dial was turned. There was also a blender, a coffee pot, and a bunch of fake food. Another favorite object was the drum in the music section; quite a few kids enjoyed banging on it and making music. Several kids played with the dolls that were in the house section and pushed them around in little strollers. A couple of them read books with one of the volunteers at the table.
One of the main acts of the morning was their morning circle time. They had the child-sized chairs arranged in a half circle by the calendar and dry-erase board. In order to better get the attention of the kids, the lead teacher turned the lights on and off and then told them to start cleaning up. The kids finished cleaning and went to the circle to start singing songs like a “Hello” song and an alphabet song. The teacher used each child’s name in the “Hello” song as well as corresponding signs; majority of the kids know sign language, sometimes more than the teachers. They did a song that said A thru E and then had the children say their names. Some kids were able to say their names in complete sentences, about half could and half couldn’t. After singing the introduction songs, the teacher reviewed the days of the week and had one of the kids use a pointer to help count out the days in the month. They started winding down with another alphabet song that had actions for each of the pictures; “d” for deer, “g” for gorilla, and “h” for horse just to name a few. They ended with the pledge of allegiance and washing up before morning snack. I had to leave and go to class at 9:30.
I returned to KinderFrogs after my social work class at 11:05. The event the kids were participating in was cooking. It was great watching the children help the teacher make cupcakes. The children poured, stirred, cut, mixed, dumped, and even broke eggs with the aids assisting as necessary. Due to a need for confidentiality, I cannot say the names of the students in the room. Therefore, I will use their initials to distinguish them; TL cut open the bag of mix, J dumped it, A broke eggs, TD poured the eggs in, C poured oil into the mix, K poured water, and everyone had a turn stirring the concoction. The teachers helped put the dough into the tray and took it to the oven to cook. The kids will get to eat the cupcakes during their afternoon snack.
Spradley’s “Time” section basically is the classroom’s schedule of events:
7:30-8:30
Arrived and had free time, some had oral/motor stimulation
8:30-8:40
Clean up
8:40-9:20
Circle Time
9:20-9:45
Fine motor activities/centers
9:45-10:00
Toileting/Snack
10:00-10:25
Outside play
10:30-11:00
PE
11:00-11:30
Cooking
11:30-12:00
Lunch
12:00-1:30
Quiet Time/Nap
1:30-2:00
Music/art activities
2:00-2:20
Toileting/snack
2:20-2:50
Science/guided exploration
2:50-2:55
Pack up
3:00
Dismiss at front of the building
The goal of this space is to educate the kids and work towards getting them ready to integrate into a regular kindergarten classroom. They work on speaking, eating, going to the bathroom, and other social interactions that are going to be needed. While the hope is always integration, some of these children are probably never going to be able to be in a totally regular classroom; they are simply too severe and require too much attention.
A pervasive feeling of happiness was in the room the entire time I was in the room. The kids were happy as the learned and interacted with each other, the teachers were definitely happy when the kids listened to them which occurred fairly often. The teachers are very caring and obviously enjoy their work very much. This is apparent in their interactions with the children. They never show any sign of aversion when hugging the kids that have boogers and are always overflowing with snot. It takes a strong heart and stomach sometimes in this line of work. I know that the first time I volunteered at KinderFrogs, I was told to not where white because it wouldn’t be white by the end of the day.
A visual argument that the room presented was the bulletin boards that were all around the room. They were very colorful and appropriate as well. There was a particularly colorful one located in the kitchen area that had pictures of various foods on it. I enjoyed watching TL point to the toy hot dog and then point to the corresponding picture on the board. He was so excited! There was another bulletin board by the blocks section that showed different shapes. A few of the other boards contained displays of the children’s artwork that they had done. One board had an activity that required the children to cut a line leading to different colored sweaters. This activity helped develop their fine-motor skills.
The first day I observed was supposed to be Wednesday, but due to the bad weather and KinderFrogs closing, the first opportunity was Thursday afternoon. I went there at 3:00 as soon as I got back to campus. I knew this was the pick up time for the children and I wanted to see how the parents and children interacted at this point in the day.
The kids go out to the front of the school and sit in a line until their parents come up and get them. The parents often are already parked in the drive in front and simply walk up to get their kids. The kids were very happy and excited to get picked up; their faces simply lit up when they recognized their parents or whoever was taking them home. Sometimes, the kids are picked up by babysitters and nannies because their parents are working. These kids were so cute pulling their little backpacks that were still as big, if not bigger, than they were.
There were always at least four adults out with the kids to monitor them. The aids were always ready for anything whether it was a runny nose or a child that wanted to wander off instead of sitting down. They carry plenty of tissues with them because most of the kids have sinus problems and constant streams flowing from their noses. The aids use sign language to communicate with the kids as well as encouraging vocalizations. The kids love the teachers and vice versa. The parents and teachers have a similar relationship. The teachers interact with the parents when they come to pick up the kids and give them updates on how the day went. The pick-up process was completed by 3:15 and after speaking with the aids, I know that I will be back around 8:00 in the morning for drop-off.
Some children are dropped-off at 7:15, but the majority of them are dropped off closer to 8:00 as school officially starts at 8:15. At the time of my arrival, 8:05, there were two children in the room and another one was being dropped off. It is very refreshing to see the interactions between the parents and the teachers. These kids are very special and are in this school for years with the same aids following their progress. This consistency allows a special bond, almost a friendship, to develop between the aids and the parents. They interact and talk about what’s happening in their families and they also discuss what signs the kids are using. For example, one father helped the teacher out by saying that the sign his son was using meant “harmonica.”
As children continue to arrive, some of the aids keep newcomers entertained while two others work on oral/motor stimulation and speech sounds like /u/, /i/, and /a/. It took until 8:40 for all six of the students to arrive and get settled. Several students don’t attend KinderFrogs on Fridays and one child was ill. The group I observed is aged four and five. Some of them will return to the Leaps classroom next year and others will integrate into a regular kindergarten room. I believe it depends on how well their language is and how they interact socially. They want to make sure that the kids can handle a normal school environment before integration happens; the kids need to be able to go to the bathroom on their own and eat their food without too much assistance.
I used Spradley’s List of Concerns for a lot of my notes. This list includes: space, actor, activity, object, act, event, time, goal, and feeling. The space in the classroom was arranged in a very kid-friendly manner. The furniture was child-sized and arranged into interest centers. There was a kitchen, library, blocks, building table/light box, cubbies, music area, dress up, and a pet area for the guinea pig Whistle. There were also multiple bulletin boards showing the work of the students. Everything was very colorful and very appropriate for the age of the children.
The actors in this space include the children, the teacher and aids, and the parents. The kids interact with each other and the teacher and the teacher interacts with the parents. Granted, the parents are not constant participants in this space, they are only present in the morning for drop-off and in the afternoon for pick-up.
The activity in the classroom was quite varied. Two children would participate in oral-motor stimulation while the others played in the various centers. The oral-motor stimulation consisted of various things for the kids to chew on, whistles for them to blow, bubbles, brushes, and vibrating objects. All of these are designed to help the kids chew properly and to make the needed facial positions for speaking. For example, the bubble blowing poses their lips into position for sounds like /w/. Some kids would go out of the room for occupational therapy and physical therapy throughout the day. This morning, kids went to OT (occupational therapy) one at a time.
There are multiple objects in the classroom. There needs to be because of the age of the children. A particular favorite center for the kids was the kitchen. It had little appliances that made noises and acted like the real things. For example, the little toaster actually popped the toast up after they were pushed down and a dial was turned. There was also a blender, a coffee pot, and a bunch of fake food. Another favorite object was the drum in the music section; quite a few kids enjoyed banging on it and making music. Several kids played with the dolls that were in the house section and pushed them around in little strollers. A couple of them read books with one of the volunteers at the table.
One of the main acts of the morning was their morning circle time. They had the child-sized chairs arranged in a half circle by the calendar and dry-erase board. In order to better get the attention of the kids, the lead teacher turned the lights on and off and then told them to start cleaning up. The kids finished cleaning and went to the circle to start singing songs like a “Hello” song and an alphabet song. The teacher used each child’s name in the “Hello” song as well as corresponding signs; majority of the kids know sign language, sometimes more than the teachers. They did a song that said A thru E and then had the children say their names. Some kids were able to say their names in complete sentences, about half could and half couldn’t. After singing the introduction songs, the teacher reviewed the days of the week and had one of the kids use a pointer to help count out the days in the month. They started winding down with another alphabet song that had actions for each of the pictures; “d” for deer, “g” for gorilla, and “h” for horse just to name a few. They ended with the pledge of allegiance and washing up before morning snack. I had to leave and go to class at 9:30.
I returned to KinderFrogs after my social work class at 11:05. The event the kids were participating in was cooking. It was great watching the children help the teacher make cupcakes. The children poured, stirred, cut, mixed, dumped, and even broke eggs with the aids assisting as necessary. Due to a need for confidentiality, I cannot say the names of the students in the room. Therefore, I will use their initials to distinguish them; TL cut open the bag of mix, J dumped it, A broke eggs, TD poured the eggs in, C poured oil into the mix, K poured water, and everyone had a turn stirring the concoction. The teachers helped put the dough into the tray and took it to the oven to cook. The kids will get to eat the cupcakes during their afternoon snack.
Spradley’s “Time” section basically is the classroom’s schedule of events:
7:30-8:30
Arrived and had free time, some had oral/motor stimulation
8:30-8:40
Clean up
8:40-9:20
Circle Time
9:20-9:45
Fine motor activities/centers
9:45-10:00
Toileting/Snack
10:00-10:25
Outside play
10:30-11:00
PE
11:00-11:30
Cooking
11:30-12:00
Lunch
12:00-1:30
Quiet Time/Nap
1:30-2:00
Music/art activities
2:00-2:20
Toileting/snack
2:20-2:50
Science/guided exploration
2:50-2:55
Pack up
3:00
Dismiss at front of the building
The goal of this space is to educate the kids and work towards getting them ready to integrate into a regular kindergarten classroom. They work on speaking, eating, going to the bathroom, and other social interactions that are going to be needed. While the hope is always integration, some of these children are probably never going to be able to be in a totally regular classroom; they are simply too severe and require too much attention.
A pervasive feeling of happiness was in the room the entire time I was in the room. The kids were happy as the learned and interacted with each other, the teachers were definitely happy when the kids listened to them which occurred fairly often. The teachers are very caring and obviously enjoy their work very much. This is apparent in their interactions with the children. They never show any sign of aversion when hugging the kids that have boogers and are always overflowing with snot. It takes a strong heart and stomach sometimes in this line of work. I know that the first time I volunteered at KinderFrogs, I was told to not where white because it wouldn’t be white by the end of the day.
A visual argument that the room presented was the bulletin boards that were all around the room. They were very colorful and appropriate as well. There was a particularly colorful one located in the kitchen area that had pictures of various foods on it. I enjoyed watching TL point to the toy hot dog and then point to the corresponding picture on the board. He was so excited! There was another bulletin board by the blocks section that showed different shapes. A few of the other boards contained displays of the children’s artwork that they had done. One board had an activity that required the children to cut a line leading to different colored sweaters. This activity helped develop their fine-motor skills.
Unit 1: ICW Ch 7 and 8
What arguments of fact and definition did you notice in your space?
Well, my space is a classroom. There are about 9 kids there on a good day and only 6 were there when I observed. One thing that sets this classroom, and this school, apart from others is that it is for special needs children. This leads to an argument of definition in what exactly qualifies as special needs. Are children with special needs only those kids who are in wheelchairs with cerebral palsy or can the child simply not be able to use speech? These children all have Downs Syndrome. They can walk and interact in their own way, but most of them cannot use speech. The majority of them do know sign language, but this doesn't help much when the teachers can't interpret what they are trying to say. One thing that would make a child designated as special needs as these kdis are is that they cannot go to the bathroom alone. They all wear diapers or pull-ups and need assistance, more so than an 'average' child. The kids also need help eating. They are getting a lot better, but it is quite common to have a child overturn their tray if the teachers are distracted or make some other big mess like spilling their drink. I believe that what qualifies a child as 'special needs' is whether or not that child can function in a normal environment without too much supervision.
An argument of fact is that there are normally 9 kids in the room, but there were only 6. One child was ill and two kids are considered 'normal' and go to a different school on certain days.
Well, my space is a classroom. There are about 9 kids there on a good day and only 6 were there when I observed. One thing that sets this classroom, and this school, apart from others is that it is for special needs children. This leads to an argument of definition in what exactly qualifies as special needs. Are children with special needs only those kids who are in wheelchairs with cerebral palsy or can the child simply not be able to use speech? These children all have Downs Syndrome. They can walk and interact in their own way, but most of them cannot use speech. The majority of them do know sign language, but this doesn't help much when the teachers can't interpret what they are trying to say. One thing that would make a child designated as special needs as these kdis are is that they cannot go to the bathroom alone. They all wear diapers or pull-ups and need assistance, more so than an 'average' child. The kids also need help eating. They are getting a lot better, but it is quite common to have a child overturn their tray if the teachers are distracted or make some other big mess like spilling their drink. I believe that what qualifies a child as 'special needs' is whether or not that child can function in a normal environment without too much supervision.
An argument of fact is that there are normally 9 kids in the room, but there were only 6. One child was ill and two kids are considered 'normal' and go to a different school on certain days.
Unit 1: Post 5 (Feruary 2, 2009)
I observed KinderFrogs for my Public Space Analysis. I absolutely loved it! Those kids are so awesome. They just were full of smiles and surprises such as the boogers that most of them had. All of them had very runny noses the entire time I was there; I believe they go through at least a box of tissues a day. I especially liked watching the interactions of the various people in the site.
I managed to get there for pick-up on Thursday and drop-off on Friday so that I could see the way the parents interacted with the teachers/aids and the children. The aids were very respectful to the parents and vice verse. You could tell that there was a bond between them; it wasn't uncommon to hear them discussing their families and the news. One of the teachers told me that this is possible because these kids are in the program for years with the same teachers around them. This continued exposure allows relationships to develop that don't happen in a typical school setting. The bond is very important between the teachers and parents for these kids because a common topic of discussion was the signs the kids were using. For example, one boy kept making a sign that the teachers couldn't figure out. When speaking with the father, they learned that the sign meant "harmonica" and that the child was wanting to play music.
The bond between the teachers/aids was equally, if not more, powerful as is the bond between the parents and the aids. Those teachers love the kids so much and are incredibly patient with them. They are always willing to reach out and give them a hug, no matter if the kids have snot hanging out of their noses or not. I was told back in freshman year when I started observing that I should never wear white because of the bodily fluids that tend to be present with these kiddos.
I managed to get there for pick-up on Thursday and drop-off on Friday so that I could see the way the parents interacted with the teachers/aids and the children. The aids were very respectful to the parents and vice verse. You could tell that there was a bond between them; it wasn't uncommon to hear them discussing their families and the news. One of the teachers told me that this is possible because these kids are in the program for years with the same teachers around them. This continued exposure allows relationships to develop that don't happen in a typical school setting. The bond is very important between the teachers and parents for these kids because a common topic of discussion was the signs the kids were using. For example, one boy kept making a sign that the teachers couldn't figure out. When speaking with the father, they learned that the sign meant "harmonica" and that the child was wanting to play music.
The bond between the teachers/aids was equally, if not more, powerful as is the bond between the parents and the aids. Those teachers love the kids so much and are incredibly patient with them. They are always willing to reach out and give them a hug, no matter if the kids have snot hanging out of their noses or not. I was told back in freshman year when I started observing that I should never wear white because of the bodily fluids that tend to be present with these kiddos.
Tuesday, January 27, 2009
Unit 1: Post 4 (January 27, 2009)
KinderFrogs is the local space that I wish to analyze as my public space. I feel that this space suits me perfectly. I wish to work with children and especially those with special needs such as Downs Syndrome. The kiddos at KinderFrogs are just like the children I'd work with as a Speech-Language Pathologist. Observing these children in this environment will prepare me for my job.
I have scheduled time in my planner to observe Wednesday at around 1:00, Thursday around 1:00, and Friday after 11:oo to 1:00 or 1:30. I am quite excited about these observations. I haven't seen the kids for a little while as my schedule is a little crazy this semester. I was able to interact a lot more with them last semester and even more my Freshman year.
I believe that this space is a great environment for children. This space is really quite unique as it is part of the University and is one of few special needs schools like it. The audiences that are affected by this space include the children as well as their parents. These kids are very unique and are in an environment that promotes their learning and social interaction.
I have scheduled time in my planner to observe Wednesday at around 1:00, Thursday around 1:00, and Friday after 11:oo to 1:00 or 1:30. I am quite excited about these observations. I haven't seen the kids for a little while as my schedule is a little crazy this semester. I was able to interact a lot more with them last semester and even more my Freshman year.
I believe that this space is a great environment for children. This space is really quite unique as it is part of the University and is one of few special needs schools like it. The audiences that are affected by this space include the children as well as their parents. These kids are very unique and are in an environment that promotes their learning and social interaction.
Saturday, January 24, 2009
Unit 1: Post 3 (January 24, 2009)
Local spaces I am a member of...well, there are several. First, I am a member of TCU. TCU is a very diverse space and can be broken down into many different individual spaces. One of these spaces I belong to would be Speech Pathology in the Miller Speech and Hearing Clinic where I spend the majority of my existence. It seems like I am either in classes there, or going there for language labs, or going there to observe as a junior clinician. Essentially, it is my second home.
Another space of which I am a member is that of Eta Iota Sigma, the Christian sorority here on campus. I love that group of girls. They are basically family to me. I know that I can always find someone to trust or even a shoulder to cry on. They are there whenever you need them for whatever reason. I know that my college experience would be very different (in a bad way) had I not joined them.
One space on campus that I love is KinderFrogs. Those kids are so amazing! I mainly work with the four year olds, but I have had experience with the younger ones as well. They are the exact representation of the children I want to work with as a speech pathologist. Just spending time with them makes me so happy. They are very loving kids who only want love in return. I don't think I've ever gotten through a visit there without a hug from one of them. They are so innocent and wear their emotions plainly on their faces. Of all the spaces I consider myself a member of, my favorite one would have to be KinderFrogs.
Another space of which I am a member is that of Eta Iota Sigma, the Christian sorority here on campus. I love that group of girls. They are basically family to me. I know that I can always find someone to trust or even a shoulder to cry on. They are there whenever you need them for whatever reason. I know that my college experience would be very different (in a bad way) had I not joined them.
One space on campus that I love is KinderFrogs. Those kids are so amazing! I mainly work with the four year olds, but I have had experience with the younger ones as well. They are the exact representation of the children I want to work with as a speech pathologist. Just spending time with them makes me so happy. They are very loving kids who only want love in return. I don't think I've ever gotten through a visit there without a hug from one of them. They are so innocent and wear their emotions plainly on their faces. Of all the spaces I consider myself a member of, my favorite one would have to be KinderFrogs.
Thursday, January 15, 2009
Unit 1: Post 2 (January 15, 2009)
Well, there are many different arguments that confront us on many levels. These appeal to whatever the people think they can use to win us over, whether that be through our emotions, logic, or ethics. The most common thing that always affects me is the emotional appeal. Once I feel the pull on my heart, it's very hard not to commit to whatever the charity is.
One such pathos argument that I recently saw involved the ASPCA, essentially the protective force for animals like dogs and cats. The entire commercial showed all these animals in delapidated states; a dog was missing his eye and another was so emaciated, the bones of his ribs were clearly visible. The whole while you are watching these sad, pitiful animals, there is "Arms of an Angel" (not sure if that's what it's really called) by Sarah McLachlan playing in the background. That song by itself is often enough to get me teary-eyed. I have to say that it was a very potent combination and had me wanting to pick up my phone and call the number. Especially when they say that it only costs "pennies a day" or some such small amount of money. The listener can't help but think of the coffee that they could do without once a week to support this worthy cause...
The majority of arguments that are made on this pathos appeal also involve parts of ethos and logos. For instance, the ASPCA commercial I was just describing was stating all of these statistics to appeal to those of us who require some logic before we act on anything. The fact that the ASPCA is a well-known force that has its own officers, who starred in "Animal Precint" on Animal Planet, gives the commercial both authority and credibility to form an ethos appeal. The fact that Sarah McLachlan speaks as well, appealing people to donate, lends as well to an ethos appeal.
One such pathos argument that I recently saw involved the ASPCA, essentially the protective force for animals like dogs and cats. The entire commercial showed all these animals in delapidated states; a dog was missing his eye and another was so emaciated, the bones of his ribs were clearly visible. The whole while you are watching these sad, pitiful animals, there is "Arms of an Angel" (not sure if that's what it's really called) by Sarah McLachlan playing in the background. That song by itself is often enough to get me teary-eyed. I have to say that it was a very potent combination and had me wanting to pick up my phone and call the number. Especially when they say that it only costs "pennies a day" or some such small amount of money. The listener can't help but think of the coffee that they could do without once a week to support this worthy cause...
The majority of arguments that are made on this pathos appeal also involve parts of ethos and logos. For instance, the ASPCA commercial I was just describing was stating all of these statistics to appeal to those of us who require some logic before we act on anything. The fact that the ASPCA is a well-known force that has its own officers, who starred in "Animal Precint" on Animal Planet, gives the commercial both authority and credibility to form an ethos appeal. The fact that Sarah McLachlan speaks as well, appealing people to donate, lends as well to an ethos appeal.
Wednesday, January 14, 2009
Unit 1: ICW Ch 1 (January 14, 2009)
What you found new, interesting, or surprising about Chapter 1. Well, the main point of interest in chapter 1 was that everything's an argument. When I first read the title of the book, I was thinking, "Yea right. Everything CAN'T be an argument." I must say that my mind is definitely changed. Chapter 1 broke down all the different types of arguments that surround us on a day-to-day basis. For example, everything from the clothes you choose to the sign you read when crossing a street is an argument in some form or fashion. It was also fascinating that the connotation of argument in the book is more positive than what is usually associated with the word.
There were many more types of argument pointed out in the chapter than I even thought was possible. Arguments about the past (forensic arguments), present (epideictic arguments), and future (deliberative arguments). There are arguments to convince, explore, inform, to make decisions, and even ones to meditate or pray. All of which I wasn't aware of until reading about them. It is surprising that now I know about them, I do pick up on the arguments that are around us.
What did I resist? Well, I was very resistive to the whole concept that everything is an argument. I didn't really start to believe it until I was more than halfway through the first chapter of reading. I still have trouble seeing the argument being made in some things. For example, one of the pictures of an "argument" is a sign for a hurricane shelter. I still haven't quite figured out where the argument is in that. The book calls signs and ads, as well as other things, "arguments to inform." I will admit that they do inform people and that they are necessary due to this fact. I guess my mind is resistant to the idea that all the signs I see are making an argument.
There were many more types of argument pointed out in the chapter than I even thought was possible. Arguments about the past (forensic arguments), present (epideictic arguments), and future (deliberative arguments). There are arguments to convince, explore, inform, to make decisions, and even ones to meditate or pray. All of which I wasn't aware of until reading about them. It is surprising that now I know about them, I do pick up on the arguments that are around us.
What did I resist? Well, I was very resistive to the whole concept that everything is an argument. I didn't really start to believe it until I was more than halfway through the first chapter of reading. I still have trouble seeing the argument being made in some things. For example, one of the pictures of an "argument" is a sign for a hurricane shelter. I still haven't quite figured out where the argument is in that. The book calls signs and ads, as well as other things, "arguments to inform." I will admit that they do inform people and that they are necessary due to this fact. I guess my mind is resistant to the idea that all the signs I see are making an argument.
Monday, January 12, 2009
Unit 1: Post 1 (January 12, 2009)
Hi, my name is Megan. I am a sophomore speech pathology student at TCU. I am originally from Germantown, TN which is close to Memphis. I moved to Georgetown, TX about nine years ago and am finally starting to feel like an actual 'Texan.' I have one sibling, two parents, and four hundred fish. I don't own any dogs or cats, just seafood. We have a pond in our backyard that is nearly considered a lake. I have owned various reptiles and my brother is a reptile breeder who owns bearded dragons and rattlesnakes among many other things.
I took this course because it was required for graduation and hence for my major. I don't often write things, but I would like to learn how to be a better writer as I will have to write things at all stages of life. Writing is similar to math; you might not enjoy doing it, but you will never escape it and might as well get the most out of the experience.
I do not tend to do a lot of writing outside of what is required of me for classes. I did take an Introduction to Creative Writing class last semester (I thought it would count for something in the Core...but it didn't). For that class, we wrote everything from short stories to poetry. I actually found that I can pass for a competent writer and rather enjoyed the poetry unit. For some reason, I simply cannot find the motivation to sit down and write unless it is assigned to me. As I said, I never thought much of my writing ability until I was told by several people that my writing wasn't half bad. I don't really hold any personal feelings on this matter though and leave it up to my peers to let me know how well I can create prose.
I am a member of many communities. First, I am a transplant Texan. Essentially, I was born elsewhere and now live in this state of Texas. While I don't feel the overwhelming pride that often goes with being a member of the Lonestar State, I do feel my loyalty growing each day I live here. Second, I am a member of the TCU community. This is a major aspect of my identity because I find that it tests my intelligence and increases my ability to truly participate in the 'real world.' Under the umbrella of the TCU community, I am also a member of Speech Pathology. This is part of my identity because my major sets out what I will do with my life after school. I am very excited about things to come and I have already found myself diagnosing kids I babysit or socialize with. I would like to work with special needs children and therefore have ingratiated myself with the students of Kinderfrogs. They are remarkable kids and I can't wait to work with others that are like them. Another community I am a part of is Eta Iota Sigma, the Christian sorority on campus. HIS is filled with wonderful women that are almost like a family to me. I am very grateful to be a part of it.
Everything is an argument whether we realize it or not. For instance, one argument I make in this blog is that what I am saying is worth posting on the Internet for many people to read. I make other arguments as well. I introduce myself by including my education level and my major, as I see these as part of my identity. Others may not see that this information is important while I have made an argument that it is. For the layout of my blog, I chose white and green as I believe that these are pleasing colors to the eye, however, others might think these clash and are even painful to look at. I believe that the argument that I have made is one of personal opinion. Essentially, it is my own personal opinion that what I have said is important and should be read. The fact that I finished this on time shows that I am dedicated to this course and want to succeed in it. That, is an argument of what is success in my eyes.
*I have read, understand, and agree to the terms of the course syllabus, which I see as a contract for our course.*
~Megan H~
I took this course because it was required for graduation and hence for my major. I don't often write things, but I would like to learn how to be a better writer as I will have to write things at all stages of life. Writing is similar to math; you might not enjoy doing it, but you will never escape it and might as well get the most out of the experience.
I do not tend to do a lot of writing outside of what is required of me for classes. I did take an Introduction to Creative Writing class last semester (I thought it would count for something in the Core...but it didn't). For that class, we wrote everything from short stories to poetry. I actually found that I can pass for a competent writer and rather enjoyed the poetry unit. For some reason, I simply cannot find the motivation to sit down and write unless it is assigned to me. As I said, I never thought much of my writing ability until I was told by several people that my writing wasn't half bad. I don't really hold any personal feelings on this matter though and leave it up to my peers to let me know how well I can create prose.
I am a member of many communities. First, I am a transplant Texan. Essentially, I was born elsewhere and now live in this state of Texas. While I don't feel the overwhelming pride that often goes with being a member of the Lonestar State, I do feel my loyalty growing each day I live here. Second, I am a member of the TCU community. This is a major aspect of my identity because I find that it tests my intelligence and increases my ability to truly participate in the 'real world.' Under the umbrella of the TCU community, I am also a member of Speech Pathology. This is part of my identity because my major sets out what I will do with my life after school. I am very excited about things to come and I have already found myself diagnosing kids I babysit or socialize with. I would like to work with special needs children and therefore have ingratiated myself with the students of Kinderfrogs. They are remarkable kids and I can't wait to work with others that are like them. Another community I am a part of is Eta Iota Sigma, the Christian sorority on campus. HIS is filled with wonderful women that are almost like a family to me. I am very grateful to be a part of it.
Everything is an argument whether we realize it or not. For instance, one argument I make in this blog is that what I am saying is worth posting on the Internet for many people to read. I make other arguments as well. I introduce myself by including my education level and my major, as I see these as part of my identity. Others may not see that this information is important while I have made an argument that it is. For the layout of my blog, I chose white and green as I believe that these are pleasing colors to the eye, however, others might think these clash and are even painful to look at. I believe that the argument that I have made is one of personal opinion. Essentially, it is my own personal opinion that what I have said is important and should be read. The fact that I finished this on time shows that I am dedicated to this course and want to succeed in it. That, is an argument of what is success in my eyes.
*I have read, understand, and agree to the terms of the course syllabus, which I see as a contract for our course.*
~Megan H~
Subscribe to:
Posts (Atom)