Thursday, April 9, 2009
Tuesday, March 31, 2009
shattered glass response
1. What do the fact checkers at the New Republic do when they cannot find the information to verify?
They call use the reporter's notes to back up the information.
2. How does Charles Lane feel about Glass once he discovers he is lying?
He feels tricked by Glass, and he is greatly dissapointed in him. He only wants to know the truth.
3. How does Glass gain the sympathy of his fellow journalists at the New Republic?
he is rriendly towards them, and he tells funny stories, so that the other reporters trust him and like him, so that they don't believe that he is lying.
4. How does Glass dodge the truth again once he realizes he has been caught by Forbes!
He admits that he made a mistake, and wasn't actually at the convention, but he still said that the story was truth, he just wasn't there. As he trys to cover tracks, he only digs himself deeper into his lies.
5. What excuse does Glass give Lane for lying?
He was so busy with his studies that he wasn't getting any sleep, so he made up some facts in the story.
6. What is the argument for not firing Glass from the New Republic?
He is very popular with the other reporters, so if Glass got fired, the other reporters might quit. This would ruin the New Republic, so the editor was hesitant to firing Glass.
They call use the reporter's notes to back up the information.
2. How does Charles Lane feel about Glass once he discovers he is lying?
He feels tricked by Glass, and he is greatly dissapointed in him. He only wants to know the truth.
3. How does Glass gain the sympathy of his fellow journalists at the New Republic?
he is rriendly towards them, and he tells funny stories, so that the other reporters trust him and like him, so that they don't believe that he is lying.
4. How does Glass dodge the truth again once he realizes he has been caught by Forbes!
He admits that he made a mistake, and wasn't actually at the convention, but he still said that the story was truth, he just wasn't there. As he trys to cover tracks, he only digs himself deeper into his lies.
5. What excuse does Glass give Lane for lying?
He was so busy with his studies that he wasn't getting any sleep, so he made up some facts in the story.
6. What is the argument for not firing Glass from the New Republic?
He is very popular with the other reporters, so if Glass got fired, the other reporters might quit. This would ruin the New Republic, so the editor was hesitant to firing Glass.
Wednesday, March 18, 2009
Kelly Brown-peer editing
1. Is there a clear point of view? (position)
Yes, there is a clear point of view that we should be aware of the genocide in Darfur
2. Does the Op-Ed state the problem and solution simply?
It states that the problem is that the oil-producing Sudan is controlled by the Janjaweed, who want to eliminate the "Arab" people. The solution is for the world, especially US to be more aware, such as Russia and China cutting off oil trade with Sudan.
3. Does the piece address the counter arguments?
Not really, but I don't think that there are any arguments FOR the genocide
4. Is the Op-Ed interesting?
Yes, it is very interesting and informative
5. Are the paragraphs organized logically?
Yes, one paragraph is the intro, one is the explanation, one is the solution, one is the conclusion.
6. Does each paragraph develop an idea to support the thesis?
Yes, they each describe the injustice of the genocide.
7. Is the writing clear?
Yes, except I didn't really understand the solution paragraph the first time I read it.
Yes, there is a clear point of view that we should be aware of the genocide in Darfur
2. Does the Op-Ed state the problem and solution simply?
It states that the problem is that the oil-producing Sudan is controlled by the Janjaweed, who want to eliminate the "Arab" people. The solution is for the world, especially US to be more aware, such as Russia and China cutting off oil trade with Sudan.
3. Does the piece address the counter arguments?
Not really, but I don't think that there are any arguments FOR the genocide
4. Is the Op-Ed interesting?
Yes, it is very interesting and informative
5. Are the paragraphs organized logically?
Yes, one paragraph is the intro, one is the explanation, one is the solution, one is the conclusion.
6. Does each paragraph develop an idea to support the thesis?
Yes, they each describe the injustice of the genocide.
7. Is the writing clear?
Yes, except I didn't really understand the solution paragraph the first time I read it.
Rachel Cassada peer editing
1. Is there a clear point of view? (position)
Yes, at first I didn't know what it was, the introduction was a little confusing, but then I understod that the opinion was against high tuition prices
2. Does the Op-Ed state the problem and solution simply?
Yes, it states that the problem is high tuition prices, the solution is to lower prices
3. Does the piece address the counter arguments?
Yes, it addressed the fact that students can get financial aid or loans, and they can go to school close to home to save money.
4. Is the Op-Ed interesting?
Yes, it is interesting, especially for someone who will be going to college in a few years
5. Are the paragraphs organized logically?
Yes, but it might be helpful to have an introduction paragraph to make it clear what your subject is.
6. Does each paragraph develop an idea to support the thesis?
Yes, the first paragraph addresses the arguments against the thesis, the second paragraph shows why these arguments aren't valid, and supports the thesis
7. Is the writing clear?
Yes for the most part, but I would like a little more clarity in the beginning of the first paragraph.
Yes, at first I didn't know what it was, the introduction was a little confusing, but then I understod that the opinion was against high tuition prices
2. Does the Op-Ed state the problem and solution simply?
Yes, it states that the problem is high tuition prices, the solution is to lower prices
3. Does the piece address the counter arguments?
Yes, it addressed the fact that students can get financial aid or loans, and they can go to school close to home to save money.
4. Is the Op-Ed interesting?
Yes, it is interesting, especially for someone who will be going to college in a few years
5. Are the paragraphs organized logically?
Yes, but it might be helpful to have an introduction paragraph to make it clear what your subject is.
6. Does each paragraph develop an idea to support the thesis?
Yes, the first paragraph addresses the arguments against the thesis, the second paragraph shows why these arguments aren't valid, and supports the thesis
7. Is the writing clear?
Yes for the most part, but I would like a little more clarity in the beginning of the first paragraph.
Tuesday, March 17, 2009
Editorial
Around the world, Americans as a group are described using one characteristic...greedy. This certainly is not true for every American, but despite the outrageous stereotype, there are still prominent reasons for our bad reputation. One of the main reasons is our non-renewable energy consumption. China, the country with the largest population, uses an estimated 6.93 million barrels of oil a day, according to the World Fact book, while the US uses approximately 20 million barrels a day, can someone say oil-hog? The United States has failed miserably at reducing its independence on oil. While Europe is developing wind and solar energy, the US considers drilling for oil in its outer continental shelf. The US also refused to sign the Kyoto Protocol last year, which would have been a major advancement in fighting climate change for the US. While it is easy to say that those problems are the fault of the government, the American civilians must be the ones to start the change toward alternative energy. While some are skeptical toward the practicality of alternative energies, they are more viable for the future than a future of oil, coal, and natural gas.
First, the excuse that alternative energies can’t work as effectively as fossil fuels has been completely wiped out. This has happened with an influx of European countries going green and pursuing alternatives full throttle. For example, Denmark has turned to wind energy, and wind power now provides 20% of electricity to the country. Alternative energies such as this can be viable with the current technology, and with more research, the alternatives will become more effective.
A second problem that arises when considering alternative energy is their cost. The cost to build a solar, wind or nuclear power plant is very expensive. However, studies in Europe have shown that the cost of building the plant is worthwhile, because the production costs are much cheaper than that of fossil fuels. The US must rise above the costs of building the plants, and see the end result of developing alternative energies.
The last reason why alternative energies should be pursued are the eco-friendliness of many alternative energies. Fossil fuels such as coal produce negative climate effects, such as acid rain, smog, and other air pollution. The carbon dioxide released into the air also contributes to the greenhouse effect, which is a cause of global warming. On the other hand, many alternatives release few or no carbon dioxide emissions. Not only would this decrease the greenhouse effect, but it would also increase the quality of life for many Americans. The effects of pollution from fossil fuels create an adverse environment, especially in urban areas. If a switch to alternative energies was made, pollution would gradually decrease, making the environment much more pleasant in cities such as New York, Los Angeles, and Chicago.
Americans must follow in the footsteps of many European countries, and make a major switch to relying on alternative energies instead of fossil fuels. This switch must start with civilians, if Americans pursue energy efficient and eco-friendly resources in their daily lives, America and the world will have a brighter future.
First, the excuse that alternative energies can’t work as effectively as fossil fuels has been completely wiped out. This has happened with an influx of European countries going green and pursuing alternatives full throttle. For example, Denmark has turned to wind energy, and wind power now provides 20% of electricity to the country. Alternative energies such as this can be viable with the current technology, and with more research, the alternatives will become more effective.
A second problem that arises when considering alternative energy is their cost. The cost to build a solar, wind or nuclear power plant is very expensive. However, studies in Europe have shown that the cost of building the plant is worthwhile, because the production costs are much cheaper than that of fossil fuels. The US must rise above the costs of building the plants, and see the end result of developing alternative energies.
The last reason why alternative energies should be pursued are the eco-friendliness of many alternative energies. Fossil fuels such as coal produce negative climate effects, such as acid rain, smog, and other air pollution. The carbon dioxide released into the air also contributes to the greenhouse effect, which is a cause of global warming. On the other hand, many alternatives release few or no carbon dioxide emissions. Not only would this decrease the greenhouse effect, but it would also increase the quality of life for many Americans. The effects of pollution from fossil fuels create an adverse environment, especially in urban areas. If a switch to alternative energies was made, pollution would gradually decrease, making the environment much more pleasant in cities such as New York, Los Angeles, and Chicago.
Americans must follow in the footsteps of many European countries, and make a major switch to relying on alternative energies instead of fossil fuels. This switch must start with civilians, if Americans pursue energy efficient and eco-friendly resources in their daily lives, America and the world will have a brighter future.
Feature Story-final
Before any Eastview student walks in the doors of the school, they have most likely been confronted with a small but powerful device that has completely altered the lifestyle of the American teenager, both in and out of school. When apple first came out with their newest product, the iPod, in 2001, it completely changed the music industry, especially for high school teenagers.
To many students, their iPod is more than just a music player; it allows the listener to display their creativity in ways that were never available to previous generations. Students like freshmen, Gio de Guzman, say, “I get ideas from listening to music”It’s not surprising that the iPod has the ability to inspire musical ingenuity, considering that the iPod classic has 120 GB of storage, that’s up to 30,000 songs, or 150 hours of video. Speaking of video, the latest iPod nanos, along with the iPod classic and touch, can now play video, opening up brand new avenues of creativity for high schoolers, thanks to Apple and their pint-sized silver boxes.
iPods have broken down the barriers that once faced music lovers. Listeners now have the ability to pick and choose their songs. For some, this broadens the level of musical independence and individuality. Meghan Keegan, an Eastview sophomore says, “I form my own path. I listen to basically anything, I listen to what I want, even if others don’t like it”. Unique musical style may also make students branch out in school, with an increase of creative ideas in classes like English. However, for some students, the opposite effect is seen. Sophomore Maddie Johnson shares about her music choices by saying, “I sometimes conform to my brother’s music, I listen to what he buys, but I also listen to alternative and classic rock, which is what my friends like”.
When you think about musical choices for teens, you need to remember the source of their music. Two of the four students that I interviewed for this article admitted that they have downloaded music illegally. This accurately reflects the actions of the average American teenager; the Youth and Music Survey 2009 showed that 49% of music owned by 15-19 year olds is downloaded illegally. Even more surprising is that 70% of 15-24 year olds don’t even feel guilty about illegally downloading music. What does this say about the modern society? Are teens the same as they’ve always been, just with more opportunities to bend the law, or has the influence of the music industry damaged the conscience of high schoolers? Maddie Johnson explains, “My personality has changed because of my brother’s explicit music. I’ve become more explicit in my life because of it”.
Arguably the most noticeable way that iPods have changed students is the amount of time that students spend listening to their music. Just the other day I was walking in the hallway and passed four kids in a row, with their heads down, headphones stuck in their ears, each holding their precious iPod. Every one of the four students that I talked to said that they listen to music during study hall, and while doing homework, especially math. However, when I asked them if their music makes them more efficient, each one thought about it for a while, then regrettably said no. Gio de Guzman came right out to say, “I lip-sync to the music, play the air guitar, and sometimes I actually sing out loud when I am listening to my iPod."
While Eastview students say that they don’t study effectively with their iPod, they may not be utilizing all of the power their iPod has to offer. The online education database offers a list of study helpers that can be downloaded onto your iPod. Some of the possibilities include Spark Notes, Raybook, and SAT Vocabulary Builder. Podcasts are also a valuable tool, offering study materials for teens such as iPod Spanish to go.
The invention of the iPod has completely revolutionized the high school experience. From the insane amount of songs that teens are exposed to, to the study guides that high-schoolers may or may not use, one thing is for sure…iPod is here for keeps.
To many students, their iPod is more than just a music player; it allows the listener to display their creativity in ways that were never available to previous generations. Students like freshmen, Gio de Guzman, say, “I get ideas from listening to music”It’s not surprising that the iPod has the ability to inspire musical ingenuity, considering that the iPod classic has 120 GB of storage, that’s up to 30,000 songs, or 150 hours of video. Speaking of video, the latest iPod nanos, along with the iPod classic and touch, can now play video, opening up brand new avenues of creativity for high schoolers, thanks to Apple and their pint-sized silver boxes.
iPods have broken down the barriers that once faced music lovers. Listeners now have the ability to pick and choose their songs. For some, this broadens the level of musical independence and individuality. Meghan Keegan, an Eastview sophomore says, “I form my own path. I listen to basically anything, I listen to what I want, even if others don’t like it”. Unique musical style may also make students branch out in school, with an increase of creative ideas in classes like English. However, for some students, the opposite effect is seen. Sophomore Maddie Johnson shares about her music choices by saying, “I sometimes conform to my brother’s music, I listen to what he buys, but I also listen to alternative and classic rock, which is what my friends like”.
When you think about musical choices for teens, you need to remember the source of their music. Two of the four students that I interviewed for this article admitted that they have downloaded music illegally. This accurately reflects the actions of the average American teenager; the Youth and Music Survey 2009 showed that 49% of music owned by 15-19 year olds is downloaded illegally. Even more surprising is that 70% of 15-24 year olds don’t even feel guilty about illegally downloading music. What does this say about the modern society? Are teens the same as they’ve always been, just with more opportunities to bend the law, or has the influence of the music industry damaged the conscience of high schoolers? Maddie Johnson explains, “My personality has changed because of my brother’s explicit music. I’ve become more explicit in my life because of it”.
Arguably the most noticeable way that iPods have changed students is the amount of time that students spend listening to their music. Just the other day I was walking in the hallway and passed four kids in a row, with their heads down, headphones stuck in their ears, each holding their precious iPod. Every one of the four students that I talked to said that they listen to music during study hall, and while doing homework, especially math. However, when I asked them if their music makes them more efficient, each one thought about it for a while, then regrettably said no. Gio de Guzman came right out to say, “I lip-sync to the music, play the air guitar, and sometimes I actually sing out loud when I am listening to my iPod."
While Eastview students say that they don’t study effectively with their iPod, they may not be utilizing all of the power their iPod has to offer. The online education database offers a list of study helpers that can be downloaded onto your iPod. Some of the possibilities include Spark Notes, Raybook, and SAT Vocabulary Builder. Podcasts are also a valuable tool, offering study materials for teens such as iPod Spanish to go.
The invention of the iPod has completely revolutionized the high school experience. From the insane amount of songs that teens are exposed to, to the study guides that high-schoolers may or may not use, one thing is for sure…iPod is here for keeps.
Monday, March 16, 2009
Peer editing 2
1. What are some areas that could use more detail? Why?
I think that you could talk about the difference between going to a college close-to-home versus going out of state could be interesting. This could show the difference between different types of college adjustments.
2. What additional sources might the author use? Does the lead involve you in the story?
Another source could be a mom or dad who has a reaction to their child going away to college. The lead does involve me in the story very effectively.
3. Do the first 450 words contain a well defined scene (a detailed description of someone doing something or something happening)? What is it? If not, make a suggestion for a scene that might work.
Yes, the first 450 words contain a very well-defined scene, very well done
4. What questions would you like answered in the next 300 words? What would you like to see or hear more of? Less of? Include, any other suggestions you have for improvement.
I would like to hear more of what you personally are the most concerned about as far as moving away to college, or even what the majority of American teenagers are concerned about.
I think that you could talk about the difference between going to a college close-to-home versus going out of state could be interesting. This could show the difference between different types of college adjustments.
2. What additional sources might the author use? Does the lead involve you in the story?
Another source could be a mom or dad who has a reaction to their child going away to college. The lead does involve me in the story very effectively.
3. Do the first 450 words contain a well defined scene (a detailed description of someone doing something or something happening)? What is it? If not, make a suggestion for a scene that might work.
Yes, the first 450 words contain a very well-defined scene, very well done
4. What questions would you like answered in the next 300 words? What would you like to see or hear more of? Less of? Include, any other suggestions you have for improvement.
I would like to hear more of what you personally are the most concerned about as far as moving away to college, or even what the majority of American teenagers are concerned about.
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