tag:blogger.com,1999:blog-59608825326513800972024-03-18T13:39:31.080-04:00Amy Lynn HessEssays about how to write essays by Amy Lynn Hess, an Atlanta area writer, creative, publisher, professor, and dramaturg. Other topics include pedagogy, arts and crafts, and personal development.Amy Lynn Hesshttp://www.blogger.com/profile/01772085814367432248noreply@blogger.comBlogger242125tag:blogger.com,1999:blog-5960882532651380097.post-15352537403686376392023-09-08T11:46:00.005-04:002023-11-03T13:05:29.816-04:00Using ChatGPT for Essays in English Composition Classes<p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi8Mdpd7zg5GCe9qnOk5nB7JaeC05cZsxMv2ewtAY5wIJQKSu3GaIPtkw6Gy8YRM-AsJVeYqs1_6Hi1F7-6sKabo6PEJ8Z9leSrxo6-Y7hgVpncDlWzuB8z1cXwku_PDEUwYOSoc7B3ULQR2KOsJB2v-GIr7xfD1tftuNFFj6un-iYNp7Ej8-aObAN5OtI/s2667/IMG_0396%20(2).JPG" style="margin-left: auto; margin-right: auto;"><img alt="Photograph of an antique Corona Typewriter" border="0" data-original-height="1778" data-original-width="2667" height="426" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi8Mdpd7zg5GCe9qnOk5nB7JaeC05cZsxMv2ewtAY5wIJQKSu3GaIPtkw6Gy8YRM-AsJVeYqs1_6Hi1F7-6sKabo6PEJ8Z9leSrxo6-Y7hgVpncDlWzuB8z1cXwku_PDEUwYOSoc7B3ULQR2KOsJB2v-GIr7xfD1tftuNFFj6un-iYNp7Ej8-aObAN5OtI/w640-h426/IMG_0396%20(2).JPG" width="640" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><span style="font-size: x-small;">The best essays are written by people for people. <br />"Corona Typewriter" image courtesy of the author</span></td></tr></tbody></table><br /><b>ChatGPT and other AI language generators can be a great tool to have in your essay-writing toolbox, but using any of them comes with one really big warning: If you try to get AI to write your whole essay, you're going to be disappointed.</b><p></p><h1 style="text-align: left;">Recognizing Cheating and Plagiarism</h1><p style="text-align: left;">Buying an essay online, reusing an old essay you turned in for another class, getting someone else's paper from another class and turning it in as your own, or taking parts of an article or study without attributing those ideas to the original author: Most students recognize each of these examples as cheating or plagiarism. Using ChatGPT to generate an essay and then turning in that essay as your own work is the same: cheating and plagiarism. When you turn in someone else's work as your own, that's cheating and plagiarism, even if the someone isn't really a someone. Even worse, ChatGPT does not cite its sources, which means part of that essay it generates for you might very well be plagiarized, as well, and if you turn it in you'll be plagiarizing the words of others in the words you've plagiarized! Double trouble! Yikes!</p><h2 style="text-align: left;">How can you use ChatGPT ethically, without cheating or plagiarism?</h2><p>If you need to use ChatGPT to help you get started, try asking it for three different perspectives on an issue or topic. Ask it to generate a list of writers who write about that topic in each perspective. ChatGPT excels at mimicking conversation about a topic, so instead of using it as a substitution for thinking through your own ideas, use it to help you come to your own conclusions about a topic. Chat with ChatGPT. But! Continue to be cautious: Beware false facts when chatting with ChatGPT.</p><h1 style="text-align: left;">Recognizing Inaccuracies</h1><p>Not only does ChatGPT plagiarize the words and ideas of other authors, it even sometimes makes up false facts and presents them as true, ruining the <a href="http://gypsydaughteressays.blogspot.com/2020/02/identifying-rhetorical-situation-and.html" target="_blank">ethos and logos</a> (link) of the work it's generated. </p><p>For instance, I recently asked GhatGPT to provide a list of poets who've written poems about poison ivy. It spit out a poem called <i>Poison Ivy</i> and attributed it to Langston Hughes. When I didn't recognize it and asked in a follow-up question for it to tell me when and where that poem was published, it "apologized," as sincerely as AI can apologize, and told me it had simply made up the poem in the style of Langston Hughes and that Langston Hughes didn't really write it. Although that was an easy error to forgive if not forget, it gets much worse, even deadly.</p><p>In a recent online article published in <i>Fortune</i> by Senior Editor Steve Mollman, Mollman explains that experts are warning that because texts are now being generated by AI and published and sold by unethical writers on platforms like Amazon, the quality of such content may literally be deadly. Imagine reading a book by a person posing as an expert forager only to realize too late that you've eaten a deadly mushroom you found on the forest floor, a mushroom the "writer" of your text on foraging presented and described as edible. </p><h2 style="text-align: left;">How do you check the content of ChatGPT's chats? </h2><p>You must ask follow-up questions of ChatGPT, like I had to do with <i>Poison Ivy,</i> and you need to check the content against other sources. As stated earlier, you can even ask the AI to provide the names of authors who write about the topic from different perspectives<i>. </i>Once you have those names, read those writers' works.<i> </i>When it comes to content, "When in doubt, leave it out," is a good rule of thumb. That means if you doubt the accuracy of the content, don't use it. As for the credibility of source authors or publications, if the writer doesn't have credibility or authority, you may want to doubt their content, as well, or at least cross-reference it again. If you're having trouble finding recent or credible articles or studies by the given authors, head to the library to ask for assistance from a reference librarian. They're there to help!</p><h1 style="text-align: left;">Recognizing Bad Writing</h1><p>Not only does ChatGPT plagiarize and make stuff up, it produces bad writing. Grammatically correct or not, the writing lacks voice and style, sentence variety, authenticity, or even specific examples from real life that appeal to an intended audience. After all, an AI cannot provide real examples from real life because it doesn't have one. It cannot fully write for an intended audience because it isn't part of one. Real examples must originate with a real-life writer who has experience communicating with a variety of other real-life people! </p><p>The best essays I read from student writers include their own realizations about humanity, moments and experiences from their lives, and other subtle indications that they care about their topic. Regardless of the grammar and mechanics, those are the essays I want to read. That said, the <i>bestest bestest</i> essays do both: they include the real-life voice of the real-life writer and they have been carefully edited and revised for unity, coherence, clarity, content, and formatting.</p><h2 style="text-align: left;">How can you get ChatGPT to correct your grammar without making your writing sound robotic and dull?</h2><p>First, you have to do your own prewriting, outlining, research, and drafting, the first of the <a href="http://gypsydaughteressays.blogspot.com/2013/10/an-overview-of-writing-process.html" target="_blank">steps in the writing process</a> (link). You can then enter your own writing, one sentence or a few sentences at a time and ask ChatGPT to help you make the writing more grammatically correct. You could ask it to </p><p></p><ul style="text-align: left;"><li>correct punctuation, mechanics, and citation style</li><li>check your use of <a href="http://gypsydaughteressays.blogspot.com/2013/03/using-transitional-words-to-make-your.html" target="_blank">transitional words and phrases</a> (link) </li><li>review your level of language or formality</li><li>assess your use of examples for a particular intended audience</li><li>clarify a thesis statement for a specific mode of communication </li></ul><p></p><p style="text-align: left;"><span style="font-size: small;"><span style="font-weight: 400;">Although you never want to use ChatGPT to write your whole essay because it's a form of cheating, it plagiarizes the content you'd be plagiarizing, it makes stuff up, and the writing is bad, there are ways to use it effectively and ethically. In short, do your own thinking, do your own writing, and use ChatGPT with caution for how it was intended: to have a chat about your topic, about your sources, or about your writing. Ultimately, you are responsible for making decisions about your final draft and the work you present.</span></span></p><h3 style="text-align: left;"><span style="font-size: small;"><span style="font-weight: 400;">Works Cited</span></span></h3><div><p style="margin-left: 1cm; text-indent: -1cm;">Mollman, Steve. “Mycologists Warn of ‘life or Death’ Consequences as Foraging Guides Written with A.I. Chatbots Crop up on Amazon.” <i>Fortune</i>, 7 Sept. 2023, fortune.com/2023/09/03/ai-written-mushroom-hunting-guides-sold-on-amazon-potentially-deadly/</p><div></div><p></p></div><h2><br /></h2><p><br /></p><p><br /></p><p><br /></p>Amy Lynn Hesshttp://www.blogger.com/profile/01772085814367432248noreply@blogger.com0tag:blogger.com,1999:blog-5960882532651380097.post-6755579595265713472023-05-09T11:39:00.003-04:002023-05-09T11:40:37.748-04:00Write Like a Naturalist<p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg45sI8pwlYHsEOAb00Wp7_57-0r7Umkw7fA0WbjGwAmgivm5Bkyte1TBLxs3MhsBYL0m6JKyYHpVrrNE_Cq7JpkG6PgTElc474sc3BWHlRDVTiaUJ3v2pw2M6Y7sq7CydqVHhyVJzX7HP6Boe3ai-FvQYnTKYEotVVEi3GWXz-ixwKl2NQe6r7s0iy/s960/Cat%20and%20Lavendar%20through%20Window.jpg" style="margin-left: auto; margin-right: auto;"><img alt="A cat sits on the other side of an old wooden window" border="0" data-original-height="720" data-original-width="960" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg45sI8pwlYHsEOAb00Wp7_57-0r7Umkw7fA0WbjGwAmgivm5Bkyte1TBLxs3MhsBYL0m6JKyYHpVrrNE_Cq7JpkG6PgTElc474sc3BWHlRDVTiaUJ3v2pw2M6Y7sq7CydqVHhyVJzX7HP6Boe3ai-FvQYnTKYEotVVEi3GWXz-ixwKl2NQe6r7s0iy/w640-h480/Cat%20and%20Lavendar%20through%20Window.jpg" width="640" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">"Cat and Lavender through Window," Image curtesy of the Amy Lynn Hess</td></tr></tbody></table><br /><span face="source-serif-pro, Georgia, Cambria, "Times New Roman", Times, serif" style="background-color: white; color: #292929; font-size: 20px; letter-spacing: -0.003em;"><br /></span><p></p><p><span face="source-serif-pro, Georgia, Cambria, "Times New Roman", Times, serif" style="background-color: white; color: #292929; font-size: 20px; letter-spacing: -0.003em;">Many of the activities I suggest in my</span><span face="source-serif-pro, Georgia, Cambria, "Times New Roman", Times, serif" style="background-color: white; color: #292929; font-size: 20px; letter-spacing: -0.003em;"> </span><em class="ni" style="background-color: white; box-sizing: inherit; color: #292929; font-family: source-serif-pro, Georgia, Cambria, "Times New Roman", Times, serif; font-size: 20px; letter-spacing: -0.003em;">Write Outside</em><span face="source-serif-pro, Georgia, Cambria, "Times New Roman", Times, serif" style="background-color: white; color: #292929; font-size: 20px; letter-spacing: -0.003em;"> </span><span face="source-serif-pro, Georgia, Cambria, "Times New Roman", Times, serif" style="background-color: white; color: #292929; font-size: 20px; letter-spacing: -0.003em;">text are the types of activities that might appeal to a naturalist, which might leave a student wondering what a naturalist is or what a person who engages in naturalism really does. To be honest, I never considered what a naturalist does or what naturalism entails before writing my book, so when these terms were presented to me, it made me very curious, as well.</span></p><div class="fp fq fr fs ft" style="background-color: white; box-sizing: inherit; color: rgba(0, 0, 0, 0.8); font-family: medium-content-sans-serif-font, -apple-system, BlinkMacSystemFont, "Segoe UI", Roboto, Oxygen, Ubuntu, Cantarell, "Open Sans", "Helvetica Neue", sans-serif; overflow-wrap: break-word; word-break: break-word;"><div class="ab cm" style="box-sizing: inherit; display: flex; justify-content: center;"><div class="fu fv fw fx fy fz er bg" style="box-sizing: inherit; margin: 0px 64px; max-width: 680px; min-width: 0px; width: 679.988px;"><h2 class="nj nk gc be nl nm nn no np nq nr ns nt mv nu nv nw mz nx ny nz nd oa ob oc od bj" data-selectable-paragraph="" id="0904" style="box-sizing: inherit; color: #292929; font-family: sohne, "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 20px; letter-spacing: 0px; line-height: 24px; margin: 1.72em 0px -0.31em;">Can you define naturalism?</h2><p class="pw-post-body-paragraph mm mn gc mo b gw oe mq mr gz of mt mu mv og mx my mz oh nb nc nd oi nf ng nh fp bj" data-selectable-paragraph="" id="d5ac" style="box-sizing: inherit; color: #292929; font-family: source-serif-pro, Georgia, Cambria, "Times New Roman", Times, serif; font-size: 20px; letter-spacing: -0.003em; line-height: 32px; margin: 0.86em 0px -0.46em; word-break: break-word;">The definition of naturalism I found that I most appreciate is from <a class="af oj" href="https://www.environmentalscience.org/career/naturalist" rel="noopener ugc nofollow" style="-webkit-tap-highlight-color: transparent; box-sizing: inherit;" target="_blank">The Environmental Science Web page</a>, which defines naturalism as “the study of the natural world as a whole and the study of each species within its environment(s), as well as how species interact with each other.” I especially like the phrase "as a whole" because it reminds me of the interconnectedness I feel when I am physically engaged in nature-based activities.</p><h2 class="nj nk gc be nl nm nn no np nq nr ns nt mv nu nv nw mz nx ny nz nd oa ob oc od bj" data-selectable-paragraph="" id="d74e" style="box-sizing: inherit; color: #292929; font-family: sohne, "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 20px; letter-spacing: 0px; line-height: 24px; margin: 1.72em 0px -0.31em;">What do naturalists do?</h2><p class="pw-post-body-paragraph mm mn gc mo b gw oe mq mr gz of mt mu mv og mx my mz oh nb nc nd oi nf ng nh fp bj" data-selectable-paragraph="" id="ba1b" style="box-sizing: inherit; color: #292929; font-family: source-serif-pro, Georgia, Cambria, "Times New Roman", Times, serif; font-size: 20px; letter-spacing: -0.003em; line-height: 32px; margin: 0.86em 0px -0.46em; word-break: break-word;">The examples that best helped me understand the type of work professional naturalists do are located within natural history museums and are fun to explore. The types of exhibits that appear in a natural history museum have often been studied or curated by naturalists, from the dinosaur skeletons assembled by paleontologists, to the tiny shells collected by oceanic biologists, and from the planetary solar system exhibits created by planetary scientists, to the diagrams drawn by biologists of how trees communicate through fungi in the soil.</p><p class="pw-post-body-paragraph mm mn gc mo b gw mp mq mr gz ms mt mu mv mw mx my mz na nb nc nd ne nf ng nh fp bj" data-selectable-paragraph="" id="3524" style="box-sizing: inherit; color: #292929; font-family: source-serif-pro, Georgia, Cambria, "Times New Roman", Times, serif; font-size: 20px; letter-spacing: -0.003em; line-height: 32px; margin: 2em 0px -0.46em; word-break: break-word;">In addition to the scientists who study space, marine life, dinosaurs, and fungi, professions related to naturalists and naturalism also include geologists, botanists, wildlife biologists, park rangers, environmental scientists, civil engineers, etymologists, natural resource managers, botanical or wildlife illustrators or photographers, ecopoets, and ecotourism guides.</p><h2 class="nj nk gc be nl nm nn no np nq nr ns nt mv nu nv nw mz nx ny nz nd oa ob oc od bj" data-selectable-paragraph="" id="2795" style="box-sizing: inherit; color: #292929; font-family: sohne, "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 20px; letter-spacing: 0px; line-height: 24px; margin: 1.72em 0px -0.31em;">Do you know any naturalists?</h2><p class="pw-post-body-paragraph mm mn gc mo b gw oe mq mr gz of mt mu mv og mx my mz oh nb nc nd oi nf ng nh fp bj" data-selectable-paragraph="" id="7852" style="box-sizing: inherit; color: #292929; font-family: source-serif-pro, Georgia, Cambria, "Times New Roman", Times, serif; font-size: 20px; letter-spacing: -0.003em; line-height: 32px; margin: 0.86em 0px -0.46em; word-break: break-word;">There have been many famous naturalists throughout history, and there are even contemporary naturalists you can take classes with today. The following are just a few examples of the many famous naturalists who have made significant contributions to the understanding of the natural world. Although each is known as a naturalist, each also has a distinct profession and unique professional accomplishments.</p><ul style="box-sizing: inherit; list-style: none none; margin: 0px; padding: 0px;"><li class="mm mn gc mo b gw mp mq mr gz ms mt mu ok mw mx my ol na nb nc om ne nf ng nh on oo op bj" data-selectable-paragraph="" id="dc63" style="box-sizing: inherit; color: #292929; font-family: source-serif-pro, Georgia, Cambria, "Times New Roman", Times, serif; font-size: 21px; letter-spacing: -0.003em; line-height: 32px; list-style-type: disc; margin-bottom: -0.46em; margin-left: 30px; margin-top: 2em; padding-left: 0px;">Charles Darwin: Darwin was an English naturalist who is best known for his theory of evolution by natural selection. He is also known for his extensive research and documentation of the flora and fauna of South America and the Galapagos Islands. Many contemporary works refer to Darwin, and to understand his work is to better understand several contemporary ideologies.</li><li class="mm mn gc mo b gw oq mq mr gz or mt mu ok os mx my ol ot nb nc om ou nf ng nh on oo op bj" data-selectable-paragraph="" id="cc74" style="box-sizing: inherit; color: #292929; font-family: source-serif-pro, Georgia, Cambria, "Times New Roman", Times, serif; font-size: 21px; letter-spacing: -0.003em; line-height: 32px; list-style-type: disc; margin-bottom: -0.46em; margin-left: 30px; margin-top: 1.05em; padding-left: 0px;">John Muir Laws: According to <a class="af oj" href="https://johnmuirlaws.com/biography/" rel="noopener ugc nofollow" style="-webkit-tap-highlight-color: transparent; box-sizing: inherit;" target="_blank">Laws’s Web site</a>, “He is a naturalist, artist, and educator who has dedicated his work to connecting people to nature through art and science. From an early age, his parents instilled in him a deep love and respect for nature. Over the years, that love has grown into a commitment to stewardship and a passion to share the delight of exploring nature with others.” He has also posted some excellent resources and YouTube videos to help new naturalists get started with nature journaling.</li><li class="mm mn gc mo b gw oq mq mr gz or mt mu ok os mx my ol ot nb nc om ou nf ng nh on oo op bj" data-selectable-paragraph="" id="fc4a" style="box-sizing: inherit; color: #292929; font-family: source-serif-pro, Georgia, Cambria, "Times New Roman", Times, serif; font-size: 21px; letter-spacing: -0.003em; line-height: 32px; list-style-type: disc; margin-bottom: -0.46em; margin-left: 30px; margin-top: 1.05em; padding-left: 0px;">John James Audubon: Audubon was an American ornithologist and naturalist who is best known for his detailed illustrations and descriptions of North American birds. He also contributed to our understanding of North American mammals and their behavior.</li><li class="mm mn gc mo b gw oq mq mr gz or mt mu ok os mx my ol ot nb nc om ou nf ng nh on oo op bj" data-selectable-paragraph="" id="bffb" style="box-sizing: inherit; color: #292929; font-family: source-serif-pro, Georgia, Cambria, "Times New Roman", Times, serif; font-size: 21px; letter-spacing: -0.003em; line-height: 32px; list-style-type: disc; margin-bottom: -0.46em; margin-left: 30px; margin-top: 1.05em; padding-left: 0px;">Alexander von Humboldt: Humboldt was a German naturalist and explorer who is known for his extensive travels throughout South America and other parts of the world. He is credited with laying the foundation for modern biogeography and ecology.</li><li class="mm mn gc mo b gw oq mq mr gz or mt mu ok os mx my ol ot nb nc om ou nf ng nh on oo op bj" data-selectable-paragraph="" id="179d" style="box-sizing: inherit; color: #292929; font-family: source-serif-pro, Georgia, Cambria, "Times New Roman", Times, serif; font-size: 21px; letter-spacing: -0.003em; line-height: 32px; list-style-type: disc; margin-bottom: -0.46em; margin-left: 30px; margin-top: 1.05em; padding-left: 0px;">Greta Thunberg: Thunberg is a young climate change activist who is well known for a speech she delivered to the 2019 UN Climate Action Summit entitled <em class="ni" style="box-sizing: inherit;">How Dare You</em>?</li><li class="mm mn gc mo b gw oq mq mr gz or mt mu ok os mx my ol ot nb nc om ou nf ng nh on oo op bj" data-selectable-paragraph="" id="50e0" style="box-sizing: inherit; color: #292929; font-family: source-serif-pro, Georgia, Cambria, "Times New Roman", Times, serif; font-size: 21px; letter-spacing: -0.003em; line-height: 32px; list-style-type: disc; margin-bottom: -0.46em; margin-left: 30px; margin-top: 1.05em; padding-left: 0px;">Rachel Carson: Carson was an American marine biologist and conservationist who is best known for her book <em class="ni" style="box-sizing: inherit;">Silent Spring</em>, which warned of the dangers of pesticide use and helped to launch the modern environmental movement.</li><li class="mm mn gc mo b gw oq mq mr gz or mt mu ok os mx my ol ot nb nc om ou nf ng nh on oo op bj" data-selectable-paragraph="" id="b12a" style="box-sizing: inherit; color: #292929; font-family: source-serif-pro, Georgia, Cambria, "Times New Roman", Times, serif; font-size: 21px; letter-spacing: -0.003em; line-height: 32px; list-style-type: disc; margin-bottom: -0.46em; margin-left: 30px; margin-top: 1.05em; padding-left: 0px;">David Attenborough: Attenborough, who has one of my favorite voices, is a British naturalist and broadcaster who is known for his documentaries on wildlife and the natural world. He has also written several books on natural history and conservation.</li></ul><p class="pw-post-body-paragraph mm mn gc mo b gw mp mq mr gz ms mt mu mv mw mx my mz na nb nc nd ne nf ng nh fp bj" data-selectable-paragraph="" id="7f06" style="box-sizing: inherit; color: #292929; font-family: source-serif-pro, Georgia, Cambria, "Times New Roman", Times, serif; font-size: 20px; letter-spacing: -0.003em; line-height: 32px; margin: 2em 0px -0.46em; word-break: break-word;">Although each of these listed examples is known as a naturalist, each also has a distinct profession and unique professional accomplishments.</p><h2 class="nj nk gc be nl nm nn no np nq nr ns nt mv nu nv nw mz nx ny nz nd oa ob oc od bj" data-selectable-paragraph="" id="f1c7" style="box-sizing: inherit; color: #292929; font-family: sohne, "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 20px; letter-spacing: 0px; line-height: 24px; margin: 1.72em 0px -0.31em;">What are some projects for new naturalists?</h2><p class="pw-post-body-paragraph mm mn gc mo b gw oe mq mr gz of mt mu mv og mx my mz oh nb nc nd oi nf ng nh fp bj" data-selectable-paragraph="" id="50fb" style="box-sizing: inherit; color: #292929; font-family: source-serif-pro, Georgia, Cambria, "Times New Roman", Times, serif; font-size: 20px; letter-spacing: -0.003em; line-height: 32px; margin: 0.86em 0px -0.46em; word-break: break-word;">After satisfying my own curiosity, I certainly recognize how I can potentially lean into the inclusion of naturalism and projects for new naturalists in my next few posts and in my next edition of <em class="ni" style="box-sizing: inherit;">Write Outside, </em>especially when it comes to <span style="-webkit-tap-highlight-color: transparent; box-sizing: inherit;">nature journaling</span>. Although it’s main intent as a text is to help students learn to be better writers, the focus on writing like a naturalist would only help to better define the course aims.</p></div></div></div><div class="ab cm ov ow ox oy" role="separator" style="background-color: white; box-sizing: inherit; color: rgba(0, 0, 0, 0.8); display: flex; font-family: medium-content-sans-serif-font, -apple-system, BlinkMacSystemFont, "Segoe UI", Roboto, Oxygen, Ubuntu, Cantarell, "Open Sans", "Helvetica Neue", sans-serif; justify-content: center; margin-bottom: 14px; margin-top: 32px; padding-bottom: 10px; padding-top: 24px;"><span class="oz bx bl pa pb pc" style="background-color: #080808; border-radius: 50%; box-sizing: inherit; display: inline-block; height: 3px; margin-right: 20px; width: 3px;"></span><span class="oz bx bl pa pb pc" style="background-color: #080808; border-radius: 50%; box-sizing: inherit; display: inline-block; height: 3px; margin-right: 20px; width: 3px;"></span><span class="oz bx bl pa pb" style="background-color: #080808; border-radius: 50%; box-sizing: inherit; display: inline-block; height: 3px; width: 3px;"></span></div><div class="fp fq fr fs ft" style="background-color: white; box-sizing: inherit; color: rgba(0, 0, 0, 0.8); font-family: medium-content-sans-serif-font, -apple-system, BlinkMacSystemFont, "Segoe UI", Roboto, Oxygen, Ubuntu, Cantarell, "Open Sans", "Helvetica Neue", sans-serif; overflow-wrap: break-word; word-break: break-word;"><div class="ab cm" style="box-sizing: inherit; display: flex; justify-content: center;"><div class="fu fv fw fx fy fz er bg" style="box-sizing: inherit; margin: 0px 64px; max-width: 680px; min-width: 0px; width: 679.988px;"><p class="pw-post-body-paragraph mm mn gc mo b gw mp mq mr gz ms mt mu mv mw mx my mz na nb nc nd ne nf ng nh fp bj" data-selectable-paragraph="" id="dfc8" style="box-sizing: inherit; color: #292929; font-family: source-serif-pro, Georgia, Cambria, "Times New Roman", Times, serif; font-size: 20px; letter-spacing: -0.003em; line-height: 32px; margin: 2em 0px -0.46em; word-break: break-word;">Want to read the 2nd edition of <em class="ni" style="box-sizing: inherit;">Write Outside</em>? Check out <i><a href="https://he.kendallhunt.com/product/write-outside-outdoor-activities-and-writing-prompts-english-composition" target="_blank">Write Outside</a> </i>on the Kendall Hunt Web site.</p></div></div></div>Amy Lynn Hesshttp://www.blogger.com/profile/01772085814367432248noreply@blogger.com0tag:blogger.com,1999:blog-5960882532651380097.post-31370675629748695972022-08-24T10:27:00.004-04:002022-08-24T10:33:18.484-04:00Argumentation Two Ways: Enthymeme or Thesis<p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEjCmBtFT9IQXtziz3zMWSD0YVIrW7HfZr9x0K1ZGCqTeoQDTRo6B7zdBUtfmyL081J8YTVIYow5YhZXbcx7uvXLm4qZuxziPNbUVH1ywfwwyOUg_71KoH4Xm8EC7dgJpH9f9nI1r9SKS8qsIm-qLeBHOtSckE_wLzfxOF6PlH7R-u_vnF0KaA5MwG9o" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="540" data-original-width="960" height="360" src="https://blogger.googleusercontent.com/img/a/AVvXsEjCmBtFT9IQXtziz3zMWSD0YVIrW7HfZr9x0K1ZGCqTeoQDTRo6B7zdBUtfmyL081J8YTVIYow5YhZXbcx7uvXLm4qZuxziPNbUVH1ywfwwyOUg_71KoH4Xm8EC7dgJpH9f9nI1r9SKS8qsIm-qLeBHOtSckE_wLzfxOF6PlH7R-u_vnF0KaA5MwG9o=w640-h360" width="640" /></a></div><br />Structuring an argumentative essay or speech can be tricky. Writers have to make important decisions about the type of structure that most benefits the intended audience: Which structure will most effectively help the intended audience understand the topic and accept the given claim or position? One way to make a determination about a work's structure is to try outlining it two ways and then choose the one that will have the greatest impact on a reader: Outline it once using a thesis, and outline it once using a special type of thesis called an enthymeme. <p></p><h1 style="text-align: left;">Thesis and Topic Sentences as Reasons</h1><p>In an argumentative speech or essay, a thesis should present the writer's claim or position on a topic or issue. For example, if asked if they believe shoppers should be responsible for the environmental impact of the things they buy, a writer might answer one of two ways. First, however, a writer will need to investigate the issue, read about the environmental impacts of various industries or specific products, look through their own inventories, identify experts, and talk to or read what have to say about the issue. After investigating, they will come to a conclusion based on their new knowledge, and they might say that shoppers are not responsible for the environmental impact of the things they buy, or they might say that shoppers are responsible for the environmental impact of the things they buy. Either one of those two statements could be a thesis. In order to write a speech or essay about the topic, however, they will also need to explain their reasons for coming to that conclusion, and those reasons will appear in an essay or speech as topic sentences.</p><p>The following is a minimal outline that demonstrates how a thesis and topic sentences stated as reasons might appear in an essay or speech outline. Because the thesis does not include a reason for the claim, the topic sentences should be stated as reasons for the claim.</p><p><b>Thesis:</b> Shoppers are responsible for the environmental impact of the products they buy.</p><p><b>Topic Sentence One:</b> Shoppers are ultimately responsible for the environmental impact of the things they buy because of the impact of capitalism, supply and demand.</p><p><b>Topic Sentence Two: </b>Because of the global economy, and an unknowing of regional environmental issues, shoppers are responsible for the environmental impact of the things they buy. </p><p><b>Topic Sentence Three:</b> Shoppers are responsible for the environmental impact of the things they buy because only shoppers can control their individual conspicuous consumption.</p><h1 style="text-align: left;">Enthymeme and Examples or Categorical Topic Sentences</h1><p>An enthymeme is a statement of a writer's claim or position on an issue that includes the reason why the writer came to that conclusion about the issue at hand. For example, a writer might generate a rough draft or working thesis in which they state, "Shoppers should look into the environmental practices of the companies they buy from." In order to revise and elevate that claim, the writer might later state, "Responsible shoppers investigate the source of their products before buying in order to avoid rewarding environmentally destructive practices." The revised claim includes the writer's reason for making their claim. Because the enthymeme includes a reason for the claim, the topic sentences need not be stated as reasons. Instead, the writer might use the topic sentences to break their paragraphs into examples or types of destructive practices to be avoided or ways to do so.</p><p>The following is a very minimal outline of an enthymeme and its topic sentences. Notice that the topic sentences introduce examples or categories instead of listing additional reasons. The main reason "trickles down" to the paragraphs from the enthymeme.</p><p><b>Enthymeme:</b> Responsible shoppers investigate the source of their products before buying in order to avoid rewarding environmentally destructive practices.</p><p><b>Topic Sentence One:</b> Palo Santo wood, sage, turquoise, and other natural or unprocessed materials are one example of a type of resource that is endangered because of irresponsible sourcing and shopping practices.</p><p><b>Topic Sentence Two:</b> The fast fashion industry is also well known for its negative impact on the environment.</p><p><b>Topic Sentence Three:</b> The most often cited industry for its negative impact on the environment is, unfortunately, something everyone buys: food.</p><h1 style="text-align: left;">Summary</h1><p style="text-align: left;">Which of the two minimal outline above are more interesting to you? Personally, I like the second a bit better and would opt to use it as my structure if I were assigned this writing prompt. However, the first leaves room for exploring some economic philosophies, and that would be interesting reading, as well. It's hard to decide!</p><p style="text-align: left;">No matter which type of claim a writer makes, thesis or enthymeme, the reasons for why they came to their conclusion about the topic are an essential part of making a complete argument. When using a thesis, topic sentences become reasons why the writer came to the conclusion. When using an enthymeme, the reason becomes part of the claim statement. </p><h3 style="text-align: left;">Want to read more about argumentation and argumentative essays and speeches? Try</h3><p style="text-align: left;"><a href="http://gypsydaughteressays.blogspot.com/2013/08/writing-argumentative-essay-basic.html"><span style="font-size: medium;">Writing an Argumentative Essay: Basic Terminology</span></a></p><p style="text-align: left;"><a href="http://gypsydaughteressays.blogspot.com/2015/08/thesis-statements-revising-there-is-and.html"><span style="font-size: medium;">Revising Thesis Statements</span></a></p><p style="text-align: left;"><a href="http://gypsydaughteressays.blogspot.com/2015/02/writing-for-intended-audience.html"><span style="font-size: medium;">Writing for an Intended Audience</span></a></p><p style="text-align: left;"><a href="http://gypsydaughteressays.blogspot.com/2013/03/the-difference-between-persuasion-and.html"><span style="font-size: medium;">The Difference Between Persuasion and Argumentation</span></a></p><p style="text-align: left;"><br /></p><p style="text-align: left;">Copyright Amy Lynn Hess. Please contact the author for permission to republish.</p><p><br /></p><p><br /></p><p><br /></p>Amy Lynn Hesshttp://www.blogger.com/profile/01772085814367432248noreply@blogger.com0tag:blogger.com,1999:blog-5960882532651380097.post-87066377238266709582022-05-18T14:05:00.002-04:002022-06-21T10:59:54.409-04:00A Contemplative Approach to Prewriting: The Higher "Why"<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEipbA91G4F9VqUwZvZaWE8s6atvwdZUbeABYZEQCyxE1idGwtGb1kviEFdB_yE1iFUFRg0xMXZoHyTvbJkVyQ5DozS93QJf_DkaGD642k8RmxI4Q27TYBC2FeClqY4AaLgCVRVHXhDi_VlcHjSeaBSIGfXqVxvGpaMmmpMpgiW7rrUY70nsE0IEzHka/s1773/IMG_0403.JPEG" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1773" data-original-width="1773" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEipbA91G4F9VqUwZvZaWE8s6atvwdZUbeABYZEQCyxE1idGwtGb1kviEFdB_yE1iFUFRg0xMXZoHyTvbJkVyQ5DozS93QJf_DkaGD642k8RmxI4Q27TYBC2FeClqY4AaLgCVRVHXhDi_VlcHjSeaBSIGfXqVxvGpaMmmpMpgiW7rrUY70nsE0IEzHka/w400-h400/IMG_0403.JPEG" width="400" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">A Subtle Shift in Thinking</td></tr></tbody></table><p>In an article entitled "Embracing the Higher Why," writer Danielle Poitras interviews Lyndsay Farrant, who holds an MA in Transpersonal Counseling Psychology and is the Executive Director of Strategic Projects at Naropa University. Farrant introduces the idea that when we ask "why," we often follow our response with a "because." As an alternative, we may sometimes want to practice contemplating "why" followed by "in order to." When we ask "'why in order to,'" we are embracing "'the higher why,'" the "'why that embraces curiosity and meaning and involves questioning and looking at fresh perspectives'" (Poitras 25). </p><p><b style="font-size: large;">When writers ask "why in order to" instead of "why because," they think more divergently about their topics during the prewriting step of the writing process, which elevates and strengthens their argumentative essays.</b></p><h1 style="text-align: left;">Enthymemes: Reason or Purpose</h1><p>One common way to formulate a thesis statement in an argumentative essay is to construct an enthymeme, a statement of the writer's position and the word "because" followed by a reason why the writer has come to that conclusion. The following is a simple enthymeme: "The campus should institute a recycling program because it will help the environment." As an alternative, the writer might formulate an enthymeme with a "higher why," such as "The campus should institute a recycling program in order to help the environment." </p><h2 style="text-align: left;">How are these different?</h2><p>Using the subordinating conjunction "because" indicates the writer is about to present a reason why they have come to adopt a particular position. It indicates the writer has looked at evidence that had already been written and documented. There is a sense the writer is looking to the past to come to a conclusion and is asking the reader to do the same.</p><p>Using the subordinating conjunction "in order to" indicates the writer is about to present a purpose for their position. It indicates the writer is looking into the future and anticipating outcomes that align with their position and purpose. The writer in this scenario is asking the reader to do the same.</p><p>Although the language itself is only subtly different, the way the writer is asking readers to think about a topic are quite different: It's the difference between looking at what has happened, unchangeable, and that which has yet to happen, a future with an abundance of possibility. </p><h2 style="text-align: left;">Shifting Thoughts from Past to Future</h2><p>When faculty or mentors ask students why they are interested in a specific major or career path, students may respond with, "I want to be a psychologist because it sounds interesting," or "I want to be a nurse because I want to help people." While a connection to the future is implied in these responses, it becomes a direct connection when students apply the "higher why." "I want to be a psychologist in order to lead an interesting life," or "I want to be a nurse in order to continue helping people." Whereas the initial statements indicate the student has looked back at their lives or have read evidence about being a psychologist or being a nurse, the revised statements clearly indicate the students have shifted their thinking to the future. </p><p>Even in more scholarly essays or research papers, the shift can be profound. A poorly articulated thesis such as "Research shows working outdoors is beneficial for students," might be shifted using the "higher why" to "Working outdoors is a beneficial pedagogical method teachers use in order to incorporate experiential learning." The experiment in thinking of the "higher why" yields results both in the writer's ability to develop an idea and to articulate it as a well-written thesis.</p><p> To return to the words of Lyndsay Farrant used to open this post, there is a "higher why," we can access when we explore not only the "because" but the "in order to." Shifting the use of language, even ever so slightly, allows writers to embrace curiosity, explore meaning, and "involves questioning and looking at fresh perspectives'" (Poitras 25). </p><h4 style="text-align: left;">Works Cited</h4><p>Poitras, Danielle. "Embracing the Higher Why: The Entrepreneurial Mindset of Naropa Students." <i>Naropa Magazine</i> 2021-22, pp. 23-25.</p>Amy Lynn Hesshttp://www.blogger.com/profile/01772085814367432248noreply@blogger.com0tag:blogger.com,1999:blog-5960882532651380097.post-65325562428823028172021-10-08T14:07:00.008-04:002021-10-27T18:03:24.580-04:00How to Build Dungeon Tiles and Terrain: Felt Four Ways <p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-_HyqbeAt6L0/YWCG9_8T3zI/AAAAAAAACY8/J2nvDv1ucyUp0Im_a9HbgYFbKzrG0lksQCLcBGAsYHQ/s1536/IMG_0865.JPG" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1536" data-original-width="1536" height="320" src="https://1.bp.blogspot.com/-_HyqbeAt6L0/YWCG9_8T3zI/AAAAAAAACY8/J2nvDv1ucyUp0Im_a9HbgYFbKzrG0lksQCLcBGAsYHQ/s320/IMG_0865.JPG" width="320" /></a></div><h4 style="text-align: left;">Felt is an inexpensive and easy medium to use to create dungeon tiles and battle map terrain for a tabletop role-playing game (TTRPG) like Dungeons and Dragons. </h4><p></p><p>Felt comes in a variety of thicknesses, sizes, colors, and textures, and it's easily shaped into tiles and maps using a ruler, a fine tip marker or fabric chalk, some good craft scissors, a glue gun, and a plentiful batch of glue gun sticks. With the addition of a few needle-felting supplies, like felting needles, a felting pad, and wool roving or wool top coat, felt can even be used to create 3-dimensional objects or blended surface colors.</p><h2 style="text-align: left;">Mosaic-Style Interior Build</h2><p>The mosaic-style build is a great option when duplicating a previously published map with complicated forms, like from an official Wizards of the Coast adventure that includes circular or organic spaces, like towers and caverns. The major benefits of using this building method include the ease of creating a measured replica and the end product having a usable grid and engaging texture.</p><p>At its most basic, a mosaic-style build is simply a matter of counting out and cutting enough squares to fit each room of a build. After cutting enough squares to meet the specifications of the map, they can be arranged in the pre-established pattern on a large base, leaving base-color gaps or using base-color squares for walls and doorways, depending on the map.</p><p>For example, as shown in figure 1, a mosaic build of a 4” tower room requires 12 full tiles and 4 triangles to complete the room. The outer walls can also be constructed using 1” tiles of a varying color, depending on the size indicated on the map that’s being duplicated, or a builder may want to use ¼” or ½” rectangles or squares to match previously built dungeon or terrain tiles.</p><p>Figure 1.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-XENp-QgGpYo/YWCKV4cx4FI/AAAAAAAACZk/O2ZvN2asvFQn6U-I8nEUZbeJ3PMTsUUwwCLcBGAsYHQ/s2048/Slide1.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1152" data-original-width="2048" height="360" src="https://1.bp.blogspot.com/-XENp-QgGpYo/YWCKV4cx4FI/AAAAAAAACZk/O2ZvN2asvFQn6U-I8nEUZbeJ3PMTsUUwwCLcBGAsYHQ/w640-h360/Slide1.JPG" width="640" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><br /></div><br /><p><br /></p><h2 style="text-align: left;">Measured Interior with ¼, ½, or 1-Inch Walls</h2><p>Sometimes maps, especially those consisting mostly of interiors or stand-alone buildings, do not require grids in order to calculate movement. A game master might simply know that a room is 4” across and therefore know how much of a character’s movement it takes to cross the room or how far a spell can travel. Alternatively, rulers can be used to calculate distances in rooms without grids. The benefits of gridless tiles are the ease and efficiency of creating them and the “less busy” look of the finished product.</p><p>Creating rooms without grids requires, like the mosaic-type build, careful measuring and marking. If the map requires a 20’ x 40’ room, and 1” = 5’, the room itself will need to be 4” x 8” plus the additional space required to create walls. A room with ¼” walls will need to be 4 ½ by 8 ½ inches, for example. The example in figure 2 shows a 4” x 4” inch room that’s been cut at 4 ½” x 4 ½” to accommodate ¼” walls. The two doorways are 1” across.</p><p>Gridless tiles can also be used to create new and original configurations. The grey tiles with cream walls shown below are based on a 4" x 4" set, and I've added doors, stairs, larger rooms based on the 4" x 4" measurements, and a 4" x 6" tower room. </p><p>When building multiple rooms that fit tightly together, it sometimes helps to create the build on a large base and later cut the rooms along the walls. Parts of the map can be added during a session as characters explore the space, or an uncut map can be revealed by uncovering parts of it as the character’s explore. </p><p>Figure 2.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhues4VR9Qp1xJ4gLdj5FA5oNV4C-iSaL-wzihzwkZU6MLahS3hCgMbAe44YnMnfFtzH4JgCFhFl-YvAzOJtFTnWvydYnauEX3q2OxWRgTESC_Uw3hT98wfZQ_KGFual8wmNrAXcWmHVPM/s2048/Slide2.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1152" data-original-width="2048" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhues4VR9Qp1xJ4gLdj5FA5oNV4C-iSaL-wzihzwkZU6MLahS3hCgMbAe44YnMnfFtzH4JgCFhFl-YvAzOJtFTnWvydYnauEX3q2OxWRgTESC_Uw3hT98wfZQ_KGFual8wmNrAXcWmHVPM/w640-h360/Slide2.JPG" width="640" /></a></div><br /><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://1.bp.blogspot.com/-AsZQOcTzwJE/YXnLQJGqidI/AAAAAAAACaE/9CrIfxQnai4FdZ1yruOwPQc0p7wpcNCUACLcBGAsYHQ/s1811/tiles.jpg" style="margin-left: auto; margin-right: auto;"><img alt="Felt dungeon tiles" border="0" data-original-height="1065" data-original-width="1811" height="376" src="https://1.bp.blogspot.com/-AsZQOcTzwJE/YXnLQJGqidI/AAAAAAAACaE/9CrIfxQnai4FdZ1yruOwPQc0p7wpcNCUACLcBGAsYHQ/w640-h376/tiles.jpg" width="640" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">4" x 4" Dungeon Tiles with 1" Walls</td></tr></tbody></table><br /><p><br /></p><div class="separator" style="clear: both; text-align: center;"><br /></div><h2 style="text-align: left;">Needle-Felting</h2><p>Including needle-felted elements in a build adds both texture and dimension. A needle-felted base can be constructed by carefully measuring and marking squares onto plain craft felt and using core wool or top wool to create the grid pattern. The colors of wool roving can be blended to good effect, and with some work, 3-dimensional objects can be constructed: firepits, boulders, boxes, sacks, greenery, and other reusable elements. </p><p>Felted grids can be used as a base battle map for outdoor spaces, as a base for stand-alone buildings, or as a gridded area within a build’s negative space, as shown in figure 3. </p><p>Figure 3.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-jGJrr-magFE/YWCKj_dwvWI/AAAAAAAACZs/3hDz_IJER9Q2mS-RGoRaE3lAKS1aOnpfQCLcBGAsYHQ/s2048/Slide3.JPG" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1152" data-original-width="2048" height="360" src="https://1.bp.blogspot.com/-jGJrr-magFE/YWCKj_dwvWI/AAAAAAAACZs/3hDz_IJER9Q2mS-RGoRaE3lAKS1aOnpfQCLcBGAsYHQ/w640-h360/Slide3.JPG" width="640" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><br /></div><br /><p><br /></p><h2 style="text-align: left;">Hints and Tips</h2><p>No matter which type of felt build a person chooses, there are some general hints and tips for the felt build</p><p></p><ul style="text-align: left;"><li>Measure carefully before cutting. </li><li>Arrange pieces (walls, tiles, doors) before gluing.</li><li>Only glue those elements that will never be removed or that need to be used elsewhere.</li><li>Glue on a protected surface to avoid damaging a table or countertop.</li><li>Glue carefully. Hot glue is very hot.</li><li>Felt safely. Felting needles are very sharp.</li></ul><p></p><div><br /></div>Amy Lynn Hesshttp://www.blogger.com/profile/01772085814367432248noreply@blogger.com0tag:blogger.com,1999:blog-5960882532651380097.post-78639507372232639812021-09-22T14:32:00.007-04:002023-09-22T13:37:13.180-04:00Illustrated Maps: A Cartography Project<p> </p><table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody><tr><td style="text-align: center;"><a href="https://1.bp.blogspot.com/-9d6QBI32II8/YUtwuBz6vDI/AAAAAAAACYI/evAWiOZXkoQtSvKF0oZgQVfOhxyttIgAACLcBGAsYHQ/s2048/14526128255_5ac42a223b_k.jpg" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img alt="Hand Illustrated Map of Manhattan by Kening Zhu" border="0" data-original-height="2048" data-original-width="1420" height="400" src="https://1.bp.blogspot.com/-9d6QBI32II8/YUtwuBz6vDI/AAAAAAAACYI/evAWiOZXkoQtSvKF0oZgQVfOhxyttIgAACLcBGAsYHQ/w278-h400/14526128255_5ac42a223b_k.jpg" width="278" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><span style="font-size: xx-small;"><a href="https://www.flickr.com/photos/14408386@N00/14526128255/in/photolist-o8CcRa-okRJKb-coXgKy-fzvWkP-a63Sqd-PNDFjv-hhKpF-qjDrUv-4E7fVz-QCSYBH-GQvanw-9GqooP-478AEF-aLQh1K-8oBHH4-aejwBW-6xrqxP-zRXG4Q-92tdNd-aTZFvP-bzzgMh-BUS1RB-MDZh7K-ef7ez7-oWANVc-TcBH9z-KyvKvU-ag3whf-5Sh7dH-qCvkGS-CrWUYb-hGBWNo-zaTJyu-6qTRri-7JyDww-5crkVN-zzkbeD-9bwzWQ-QMC19U-zgMRC7-4gGGT3-UiQVq7-bVJQRo-BhxAf1-eatJGd-xmeHDD-rfhuNU-bxRSKd-jj7PUu-MPzq3V/" target="_blank">Hand Illustrated Map of Manhattan</a> <br />by Kening Zhu<br />Used with <a href="https://creativecommons.org/licenses/by-nc-sa/2.0/legalcode">CC License</a></span></td></tr></tbody></table>Some of my favorite types of artwork to scroll through online are illustrated or cartoon maps. They remind me of the map I picked up in the student center when I first moved to college. One side depicted the campus, mostly green with grassy areas and tree-lined campus paths, with each building on campus illustrated in an outlandish, yet aesthetically pleasing, perspective and scale. The reverse side was the entire city, covered with illustrations for local bars, coffee shops, restaurants, off-campus book and comic shops, thrift, and specialty stores. The names of the roads were impeccably hand-lettered, and the legend clearly labeled all of the important places, like the hospital, the police and fire stations, and the public parking areas. The map was gridded and included lists of places by name and grid identification. The compass rose was cleverly and artistically incorporated into the wooded area to the south of town. <p></p><p>I picked up that map over twenty years ago, and I can still picture it clearly. It made an impression. That map represented my <i>home</i>, new at the time, but familiar after my five years of undergraduate courses. I used it and wore out its seams. I walked it and made mental notes. </p><p>I suspect there's a lot I can continue to learn about myself and my ever-changing definition of "home" if I attempt to map and remap, both physical and metaphysical aspects, of wherever I might be at any given time.</p><h1 style="text-align: left;">Step One: Defining "Home"</h1><p>The first step in this personal cartography project is to define "home," and not just by opening <i>Webster's Dictionary.</i> The lock-making company Schlage makes a point of defining home outside the boundaries of the dictionary in a 2020 blog post entitled "<span style="background-color: white; font-family: inherit; letter-spacing: 1px;">What is the meaning of home? Hint: It’s not just a place." This post </span>specifically juxtaposes the Merriam-Webster definition: Home isn't just a "residence," "domicile," or "house," they argue. Instead, the post defines it as "<span face="Avenir-Book" style="background-color: white;">the intangible feeling" a person might experience in a specific place, "a sense of peace, joy from loved ones or an environment where everyone knows they’re welcome." They go on to include several definitions of home that extend far beyond the dictionary definition.</span></p><p>"Home" is also not always delineated as simply as my introductory map example might suggest. "Home" is complicated. "Home" often includes, but is not limited to a house, per Webster's, and at the end of the day when someone says, "I'm heading home," they might mean their house. However, if someone was going on vacation, they might also respond, "I'm heading home," but mean the place where they grew up. This might be entirely different from where a person feels most "at home." For some, a special place in the woods where they first went camping feels the most "like home." For others, their grandparents' property most fits their definition of "home." Although very rarely just a single house, "home" might evoke a collage of houses, all linked by the roads and bridges and telephone lines that keep a family connected. "Home" might be a hotel room or a specific aisle in a specific library. "Home" might be a neighborhood or college campus. Some "homes" have no boundaries at all, and when asked, a person might tell you the world is their "home," or wherever they currently live is their "home." Some people, on the other hand, have no answer ready and haven't considered the question until asked. Each response depends entirely on a person's experiences in the world and their reactions to those experiences, both positive and negative.</p><h1 style="text-align: left;">Step Two: Narrowing the Topic</h1><p>After defining "home" based on personal experiences, the second step is to narrow the scope of the cartography project. </p><p>Just as when narrowing a writing topic, the scope of a map can be narrowed by choosing an <a href="http://gypsydaughteressays.blogspot.com/2015/02/writing-for-intended-audience.html">intended audience</a>. For example, if the intended audience is "family members," including the homes of all the family members would be important, so the boundary of the map should encompass all the homes. The intended audience might also be a group of friends who play a table-top role playing game together. Perhaps their "home" is a specific location or area on a fantasy map. A couple who takes a meaningful road trip might choose to map the path and places of interest as a memento for themselves.</p><p>A second way to narrow the scope of the project is to construct a theme or motif. A meaningful map might include all places a person has kayaked, canoed, or rafted, especially if that person feels "at home" when engaged with those activities. A foodie might mark all of their favorite hometown restaurants on a map. A person living in a new place might take the opportunity to walk their new neighborhood and construct a map from memory afterwards to mark the occasion, or a person who'll soon be moving might want to construct a map of the place they'll be leaving. </p><h1 style="text-align: left;">Step Three: Drawing and Labeling Places and Landmarks </h1><p>The third step of the personal cartography project requires ranking landmarks and places. </p><p>"Home" becomes a matter of inclusion and exclusion as map-makers finish deciding where to place boundaries and begin to decide which places or landmarks will be included or emphasized on the map. A person's house may have prominence and be placed in the center of the map, or a series of places might be of equal importance and be drawn around a central point. Places that have more importance might be drawn larger than places of lesser importance. The importance of specific roads will determine the level at which the map is drawn, as well. If all important locations are on major roads, only major roads might be labeled. If some important locations are on minor roads or side streets, the maker will have to decide if labeling the side streets is important. The maker will have to decide the scale or "zoom level" of their map. </p><h1 style="text-align: left;">Step Four: Taking Pencil to Paper</h1><p>The final step of the personal cartography project is taking pencil to paper and making the map. </p><p>It's worth pointing out that there are several reasons why a person may prefer a paper map to an electronic map, including that paper maps don't need to recalculate (Berendsohn). Beyond the pragmatic and practical reasons, however, the act of mapmaking on paper can be both a kinesthetic and meditative practice. </p><p>After deciding which important landmarks and places will be emphasized and labeled within the confines of the boundary of the map, a maker must take pencil to paper and begin making the map. It can either be finished on paper, or electronically. After drawing out initial ideas, the map can be constructed isometrically using computer software or special drawing paper and tools. The map might be painted in watercolor, or it could be constructed using collage techniques. The map might be created using a vintage style, in fantasy style, or look more like a cartoon. It could be meticulously created in CAD. The decisions about the style and form of the map might be made based on pragmatic matters, like budget, skillset, and time constraints, or it might be more meaningful. For example, a watercolor map of places a person has made <i>plein air</i> paintings would be reiterative.</p><p></p><h2 style="text-align: right;"><table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right;"><tbody><tr><td style="text-align: center;"><a href="https://1.bp.blogspot.com/-ZPz1_B6IGHs/YUtznYJDqoI/AAAAAAAACYQ/VYQoP9SouNgDHT_I6VTgdtsfAR5b93lvwCLcBGAsYHQ/s800/7182341920_6e46d278a5_c.jpg" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img alt="Postcard Map of the Lake District" border="0" data-original-height="800" data-original-width="521" height="320" src="https://1.bp.blogspot.com/-ZPz1_B6IGHs/YUtznYJDqoI/AAAAAAAACYQ/VYQoP9SouNgDHT_I6VTgdtsfAR5b93lvwCLcBGAsYHQ/w208-h320/7182341920_6e46d278a5_c.jpg" width="208" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><span style="font-size: x-small;"><a href="https://www.flickr.com/photos/alwyn_ladell/7182341920/in/photolist-bWFo2o-bxJ6kD-a4sNpd-edVtgJ-omBtAz-7nqccB-bkAfR7-oYYn2v-edPMtz-98Rxnx-akmvvp-wD8Edk-bme73z-Bhxi5d-xABrN2-a4jnRL-dwAAbF-edVtg9-8S3oE9-9kJ9sr-q6CkSq-qm9Mjn-bkwnku-7dfycn-7qeaf-hE4HKg-anzwTN-p4kHFT-mwgWP4-czJq81-dcELDp-EDLDi7-bjPdt9-9JUeZ8-GHtXs6-abLHjQ-fXEN2W-dwAhKp-a4juBA-7qKoKM-bNWdNp-edVtkq-diBphr-edPMni-9jU6S1-chneuY-88sug3-e1zNzb-atEepx-fffvs6">Postcard Map of the Lake District</a> <br />Used with <a href="https://creativecommons.org/licenses/by-nc-nd/2.0/legalcode">CC License</a></span></td></tr></tbody></table> I suspect there's a lot we can learn about ourselves if we attempt to map such a concept as "home."</h2><p></p><p>The more I've travelled, the more of those same types of city maps I've encountered, like the one made for Mt. Pleasant Michigan that I picked up back in 1994. I've collected a number of similar-looking Discovery Map International tourist maps and MapCo Marketing event maps. I've drawn maps in art journals and even attempted postcard maps. Sometimes the map-making occurs spontaneously and I can think about my choices after the fact, and sometimes it's meticulously planned. Some have been successful, and others were simply steps in the process of becoming better - better at understanding myself, a better artist, better at remembering a place or how it evoked a certain feeling.</p><p> Sometimes the maps evoke powerful feelings of <i>home, </i>depending on my affection for the city. However, the more important considerations are how I choose to define the map, its intended audience or purpose, and any thematic or meaningful principles. </p><p>Each day might, in that way, bring a new map onto the page.</p><h3 style="text-align: left;">Works Cited</h3><div><p style="margin-left: 1cm; text-indent: -1cm;"></p><div></div><p></p><p></p><p style="margin-left: 1cm; text-indent: -1cm;">Berendsohn, Roy. "6 Reasons You Should Always Have a Paper Map." <i>Popular Mechanics</i>, 19 Nov. 2018, www.popularmechanics.com/adventure/outdoors/a25228379/paper-map/. </p><div></div><p></p></div><p></p><div></div><p></p><p></p><p style="margin-left: 1cm; text-indent: -1cm;">“What Is the Meaning of Home? Hint: It’s Not Just a Place.” www.schlage.com/blog/categories/2020/11/meaning-of-home.html. Accessed 22 Sept. 2023. </p>Amy Lynn Hesshttp://www.blogger.com/profile/01772085814367432248noreply@blogger.com0tag:blogger.com,1999:blog-5960882532651380097.post-52188867126528857302021-05-21T10:44:00.006-04:002021-09-01T09:24:43.380-04:00Small Class Sizes and Course Load<p><br /><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody><tr><td style="text-align: center;"><a href="https://1.bp.blogspot.com/-myJTglnS98E/YS9-h2Y7LSI/AAAAAAAACX4/t0Zzt0H8VvsBbKxjukIR3n958rF9n_DAwCLcBGAsYHQ/s2047/6680106641_6ee2daeb72_k.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1587" data-original-width="2047" height="310" src="https://1.bp.blogspot.com/-myJTglnS98E/YS9-h2Y7LSI/AAAAAAAACX4/t0Zzt0H8VvsBbKxjukIR3n958rF9n_DAwCLcBGAsYHQ/w400-h310/6680106641_6ee2daeb72_k.jpg" width="400" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><a href="https://www.flickr.com/photos/emil_kabanov/6680106641/in/photolist-bbihYr-bbihHz-mLTYN7-61Ym3U-24x2wEp-YQkYNY-2kY5LKZ-2kVt3EN-2m3gTuj-2jJWLnq-2hUHkqt-PRrdEw-a7Et8u-Lt6LuP-9vJDWb-TGk4Lg-KucNJL-bu76wG-9BGheC-7DPAkZ-HMosFV-DGU8es-b9XM78-b9XMGi-b9XNgD-b9XHy4-b9XLwR-b9XLf8-b9XLHk-b9XKdD-b9XFHk-b9Y2H8-b9XNxB-b9XG1r-b9XKwn-b9XKP6-b9XMZX-b9XMrg-b9XFwK-b9XJnD-b9XLVt-b9XJJz-b9XHKt-b9XL14-b9XJZe-b9XGtD-b9XJ8R-b9XHbp-b9XP78-b9XGdX" style="font-size: small;">"Time" by Emil</a><br style="font-size: small;" /><span style="font-size: small;">Used with </span><a href="https://creativecommons.org/licenses/by-sa/2.0/legalcode" style="font-size: small;" target="_blank">CC</a><span style="font-size: small;"> License </span></td></tr></tbody></table>As a faculty member, I've always taught composition at colleges and universities with relatively small class sizes. These classes, between 12 and 30 students, are touted as a benefit to students and to faculty. However, small class sizes are only a benefit to those faculty - and their students - who also have a moderate course load. </p><p>Because students in small classes are promised personalized assistance and feedback on assignments, faculty spend much of their time giving that assistance or answering those questions - sometimes by text, email, phone, video conference, or in-person meetings either during or outside their office hours. Some students come to class, some do not. Some students ask questions during class, but many do not. Faculty who teach 2 or 3 courses a semester might spend 9-12 hours in classes each week, then work with their 60-90 students, plan lessons, create videos, grade 60-90 papers, commit to committee meetings, service responsibilities, write, and complete professional development for around 30-40 hours a week, working a total of between 40-60 hours a week. Much like an iceberg, most of a faculty member's work is completed "below the surface" and "out of sight." The job requires Herculean efforts in time management.</p><p>The workload of faculty who teach 2 or 3 of these more personalized courses is reasonable, and when compared to faculty who teach 4 or 5 of those "small" classes, that workload seems dreamy. Faculty who teach 4 or 5 courses might spend 15-20 hours in class each week, and in addition to the "below the surface work" explained above, also work with around 120-150 students each week, giving as much personalized feedback as they can muster - which may not be much given the unreasonable time constraints. The math: 40 hours a week minus 20 in the classroom leaves 20 hours to assist 150 students equals 8 minutes per student and 0 minutes for committees, service, professional development or writing. Those working beyond 40 hours might achieve the minimum productivity levels in their scholarly and professional development, but even the most stalwart faculty need to eat and sleep occasionally, not to mention raise their children, take care of aging parents, and participate in life with their spouses. </p><p>So what's the tradeoff? As faculty teach more and more courses, which equals more and more students - even in increments of 12-30 - time and effort might be "borrowed" from other areas of their "below the surface" work. They stop writing or producing their own professional work. They may stop completing their committee assignments and rely on others to complete the bulk of the work. They, in other words, stop being a scholar, give up working within the academic community, and lack the time to develop their teaching philosophies or even practical pedagogy. In some cases, they assign less work to students, give less feedback, and their courses might consequently lose any semblance of academic rigor. They might even sacrifice their family's well-being.</p><p>More math: Faculty might teach 30 students for 75 minutes, then teach another 30 students the same content or activity for another 75 minutes, back-to-back, and sometimes up to 5 times per week. Teaching the same class only twice, with 60 students in each class, would <i>save</i> the faculty member hours per week, time that could be given back to the students in their classes in the form of personalized assistance or feedback on assignments. The time might also be spent working toward becoming a better teacher, scholar, or mentor.</p><p>The lesson here is that both faculty and students should carefully consider the call to teach or take "small classes" because there's so much more involved than simply how many students enroll in each class section. Certainly the discipline matters, as chemistry and composition are taught much differently, but the main consideration to keep in mind is the assigned course load.</p><p><br /></p>Amy Lynn Hesshttp://www.blogger.com/profile/01772085814367432248noreply@blogger.com0tag:blogger.com,1999:blog-5960882532651380097.post-29279076382832981722021-03-09T13:27:00.004-05:002022-09-23T10:40:49.368-04:00Write Outside: Annotated Bibliography Example<p></p><table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody><tr><td style="text-align: center;"><a href="https://1.bp.blogspot.com/-EyFmrQhycBQ/YEe66_Ey_hI/AAAAAAAACVI/a-uP6FDjktw-5bhAflla6YkBugAVGWSLACLcBGAsYHQ/s800/5844158392_4e6716b9e0_c.jpg" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img alt="Russian Comfrey by Suzanne Schroeter" border="0" data-original-height="800" data-original-width="704" height="400" src="https://1.bp.blogspot.com/-EyFmrQhycBQ/YEe66_Ey_hI/AAAAAAAACVI/a-uP6FDjktw-5bhAflla6YkBugAVGWSLACLcBGAsYHQ/w353-h400/5844158392_4e6716b9e0_c.jpg" width="353" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><a href="https://www.flickr.com/photos/shezamm/5844158392/in/photolist-9UqQFA-71rtmC-71nsNX-71ntng-71ntJ6-71ntrt-71rsXS-sxxyVZ-71nsEM-7cqw9c-6A2GbV-6A2GGv-6A6Psy-6A2Gtz-6A2GhH-6A6PR3-6A6Pxh-6zMaCi-HFiRZ-HFdAy-HFiVX-784gt2-895JK9-wFMV2Z-71nu7R-PBRnU1-71nsTZ-91d6e4-6zMavr-6zRgZ9-91gdTh-6zRh3G-71rs63-6zRham-2j5Z58-Rto7y-8Xgp16-HFdxb-EYLB6p-8erZSd-91A13f-91zZUw-ekG2u3-788auo-6zMzee-8XgnEH-7hqPbq-788axG-6S2bQo-6S2bVb">Russian Comfrey</a> by Suzanne Schroeter<br />Included under <a href="https://creativecommons.org/licenses/by-sa/2.0/legalcode" target="_blank">Creative Commons License</a></td></tr></tbody></table>An annotated bibliography is a list of sources a writer or research group might potentially wish to use for a research paper or project. An annotated bibliography is more than just a list, however. It includes annotations, or notes, that help the writers capture the qualities and main ideas of a source. The annotated bibliography can be used by writers during the outlining and drafting parts of the writing process as a bank of information from which source content can be pulled.<p></p><p>For writers who've never written an annotated bibliography, the task can seem herculean. Breaking the annotated bibliography entries into their component parts can make it much more achievable. </p><h3 style="text-align: left;"><br /></h3><h3 style="text-align: left;">Breaking the annotated bibliography into smaller tasks can help beginners learn to cite sources, identify claims and evidence, evaluate the content's rhetorical appeals, and plan their next steps.</h3><div><br /></div><div><br /></div><h1 style="text-align: left;">Annotated Bibliography Example</h1><p>The following table in an example entry that's been broken into its component parts on a table. For this example, the research question is "What are the practical and safe medicinal uses of the comfrey I grow in my backyard?" This example table includes the prompts necessary to properly evaluate and annotate an article called "Three Travelers," written by Katherine Yvinskas and published in The <i>Herbarist</i> in 2010. </p><table border="1" cellpadding="0" cellspacing="0" class="MsoNormalTable" style="border-collapse: collapse; border: none; margin-left: -0.25pt; mso-border-alt: solid windowtext .5pt; mso-border-insideh: .5pt solid windowtext; mso-border-insidev: .5pt solid windowtext; mso-padding-alt: 0in 5.4pt 0in 5.4pt; mso-table-layout-alt: fixed; mso-yfti-tbllook: 1184; width: 636px;" title="Annotations and Evaluation Questions">
<thead>
<tr>
<td style="border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 243pt;" valign="top" width="324">
<p class="MsoNormal"><strong><span face=""Calibri",sans-serif" style="mso-bidi-font-family: "Times New Roman";">Prompt<o:p></o:p></span></strong></p>
</td>
<td style="border-left: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 3.25in;" valign="top" width="312">
<p class="MsoNormal"><strong><span face=""Calibri",sans-serif" style="mso-bidi-font-family: "Times New Roman";">Responses<o:p></o:p></span></strong></p>
</td>
</tr>
</thead>
<tbody><tr>
<td style="background: rgb(217, 217, 217); border-top: none; border: 1pt solid windowtext; mso-background-themecolor: background1; mso-background-themeshade: 217; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 243pt;" valign="top" width="324">
<p class="MsoNormal">Where did you find your source and why did you choose it? <o:p></o:p></p>
<p class="MsoNormal">Provide the complete MLA citation for the source. <o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 3.25in;" valign="top" width="312">
<p class="MsoNormal">I found my first source in the GGC Library databases. I
searched for the term “comfrey” in the database called <i>Academic Search Complete</i> (and updated my citation to include the
name of the database instead of the name of the service, <i>Ebscohost</i>). This source was on the third page of results, and I
chose it because I am interested in the medicinal properties of comfrey and
this was published in a journal called <i>Herbalist</i>.<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0.75in; text-indent: -0.5in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%; mso-bidi-font-size: 11.0pt;">Yvinskas, Katherine. “Three
Travelers.” <i>Herbalist</i>, no. 76,
Nov. 2010, pp. 16–20. <i>Academic
Search Complete</i>, http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=a9h&AN=79329981&site=ehost-live&scope=site&custid=gwin</span><span style="font-family: "Times New Roman",serif;"><o:p></o:p></span></p>
</td>
</tr>
<tr>
<td style="background: rgb(217, 217, 217); border-top: none; border: 1pt solid windowtext; mso-background-themecolor: background1; mso-background-themeshade: 217; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 243pt;" valign="top" width="324">
<p class="MsoNormal">Research and explain each author’s credentials and
authority. If there is no author, provide information about the organization
or publisher. Think about how the author’s credentials affect the intended
audience’s acceptance of the information.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 3.25in;" valign="top" width="312">
<p class="MsoNormal">There is a short bio in the article that explains the author’s
credentials. Although her main vocation is as an artist, it seems she is also
a self-taught herbalist. This might be a concern, but she has also been
acknowledged as a Master Gardener.<o:p></o:p></p>
<p class="MsoNormal">“Katherine Yvinskas is a member at large of The Herb
Society of America. She is an artist, Master Gardener and herbalist living in
New Jersey. She has created many original works inspired by plants and
nature. Katherine received her MFA in 1981 from Northern Illinois University
and is a member of the American Society of Botanical Artists. Her work has
been widely exhibited and published” (20).<o:p></o:p></p>
</td>
</tr>
<tr>
<td style="background: rgb(217, 217, 217); border-top: none; border: 1pt solid windowtext; mso-background-themecolor: background1; mso-background-themeshade: 217; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 243pt;" valign="top" width="324">
<p class="MsoNormal">Quote or paraphrase the main idea (thesis, enthymeme, or
hypothesis and findings). <o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal">If there is an abstract, you may also wish to quote it
here.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 3.25in;" valign="top" width="312">
<p class="MsoNormal">Thesis: "I’ve called them ‘The Three Travelers’ in
honor of their centuries-old reputation as journeymen having healing
abilities that affect the lungs, bones, ears, digestive system, and support
wound healing. Imagine seeing comfrey, mullein and coltsfoot standing
together, taking on various ailments that come their way. A mighty trio! And
they can grow in your own garden, as they do in my home herbal
apothecary" (18).<o:p></o:p></p>
<p class="MsoNormal">Abstract: “The article offers information on
coltsfoot, comfrey and mullein, which are called the three
travelers due to their ability to treat diseases. Coltsfoot is a spring
bloomer and is dubbed <i>Filius ante
patrem. </i>It treats coughs, asthma and bronchitis. Comfrey is
high in calcium, potassium, phosphorus and other minerals and its leaves are
rich in vitamins A and C. Mullein can grow anywhere, was used as toilet paper
in the wild, or placed in the holes of shoes or if the feet were tired from
walking.”<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
</td>
</tr>
<tr>
<td style="background: rgb(217, 217, 217); border-top: none; border: 1pt solid windowtext; mso-background-themecolor: background1; mso-background-themeshade: 217; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 243pt;" valign="top" width="324">
<p class="MsoNormal">Summarize or quote each section’s or paragraph’s main idea
sentence or main idea (if it’s implied). Be sure to point out where the most
relevant information appears.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 3.25in;" valign="top" width="312">
<p class="MsoNormal">Each section describes the three plants and explains their
herbal uses. Most relevantly, the article answers my research question on
page 19 by saying that comfrey is best used as a healing cream and as a poultice.
It is used externally. <o:p></o:p></p>
</td>
</tr>
<tr>
<td style="background: rgb(217, 217, 217); border-top: none; border: 1pt solid windowtext; mso-background-themecolor: background1; mso-background-themeshade: 217; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 243pt;" valign="top" width="324">
<p class="MsoNormal">Identify the main <b>types
of evidence</b> the author(s) used. Use the list that’s been provided for
you. <o:p></o:p></p>
<p class="MsoNormal">Types of evidence may vary by paragraph or section. Please
see “types of evidence” at the end of this document. Think about how the
types of evidence affect the intended audience's acceptance of the
information. <o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 3.25in;" valign="top" width="312">
<p class="MsoNormal">The author uses visual descriptions and verifiable, cited
facts throughout the article, including in the section on comfrey. <o:p></o:p></p>
<p class="MsoNormal">The references and bibliography for the cited information will
be very helpful for continuing my research. <o:p></o:p></p>
</td>
</tr>
<tr>
<td style="background: rgb(217, 217, 217); border-top: none; border: 1pt solid windowtext; mso-background-themecolor: background1; mso-background-themeshade: 217; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 243pt;" valign="top" width="324">
<p class="MsoNormal">Explain how the source does or does not demonstrate each
of the three main rhetorical appeals: ethos, logos, and pathos. What will you
do to overcome any weaknesses presented in the source’s rhetorical appeals? <o:p></o:p></p>
<p class="MsoNormal">Think about how the use of rhetorical appeals can affect
the intended audience's acceptance of the information. <o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 3.25in;" valign="top" width="312">
<p class="MsoNormal">Ethos: The lead-in to the article is the author’s
narrative about having the plants in her garden, which, by virtue of her
experience, establishes a level of ethos. Because of the discrepancy between
the author being an artist and being a self-taught herbalist, however, I want
to find additional information to confirm and validate the information in her
article, especially the idea of the herbs being called “three travelers.”
Does this originate with her?<o:p></o:p></p>
<p class="MsoNormal">Logos: Although the information is in a coherent order
(categorical order in an expository essay format), and is presented with a bibliography,
none of the information is timely, so there may be new information available.
I will need to look for more up-to-date information.<o:p></o:p></p>
<p class="MsoNormal">Pathos: The author has done a good job introducing the
article with a narrative that includes positive connotations of the plants
without exceeding the limits of a proper use of pathos. <o:p></o:p></p>
</td>
</tr>
<tr>
<td style="background: rgb(217, 217, 217); border-top: none; border: 1pt solid windowtext; mso-background-themecolor: background1; mso-background-themeshade: 217; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 243pt;" valign="top" width="324">
<p class="MsoNormal">Define unfamiliar words or phrases (up to 10). Include the
original sentence from the source that contains the word or phrase. Be sure
to attribute the source of the additional information in case you want to use
it in your research project. These words may help you learn more about your
topic.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 3.25in;" valign="top" width="312">
<p class="MsoNormal"><u>Pyrrolizidine alkaloids</u> : “Early leaves or cuttings
harvested in the spring will contain high levels of dangerous <u>pyrrolizidine
alkaloids</u> whereas the later cuttings and mature leaves have much smaller
amounts” (18).<o:p></o:p></p>
<p class="MsoNormal">I found more about this phrase in a source called <i>Safety Issues Affecting Foods:
Pyrrolizidine Alkaloids </i>by Subhuti Dharmananda, Ph.D., Director,
Institute for Traditional Medicine, Portland, Oregon (http://www.itmonline.org/arts/pas.htm):<o:p></o:p></p>
<p class="MsoNormal">“Pyrrolizidine alkaloids (PAs) are of special interest
currently because several of them have been shown to cause toxic reactions in
humans, primarily veno-occlusive liver disease, when ingested with foods or
herbal medicines. Comfrey, a well-known medicinal herb characterized by U.S.
FDA researchers as having been ‘one of the most popular herb teas in the
world,’ contains PAs that are capable of causing liver damage (10).”<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
</td>
</tr>
</tbody></table><div dir="rtl" style="text-align: right;"><br /></div><div dir="rtl" style="text-align: right;"><br /></div><div dir="rtl" style="text-align: right;"><h1 style="text-align: left;">Glossary of Key Words and Phrases<o:p></o:p></h1>
<p class="MsoBodyText" style="margin: 4.65pt 17.15pt 12pt 0in; text-align: left; text-indent: 0in;"><b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">Annotate: </span></b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">Take notes on a
text to help establish meaning and context. Annotations should be substantive
enough to use as notes for a paper without <i>having</i>
to look back at the original.<o:p></o:p></span></p>
<p class="MsoBodyText" style="margin: 4.65pt 17.15pt 12pt 0in; text-align: left; text-indent: 0in;"><b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">APA Format</span></b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">: The American
Psychological Association’s guidelines for how to format a paper and its source
content; emphasizes the author and publication date of a work with content page
numbers if available. Generally used when the publication date is important in establishing
ethos or logos, as in papers about medical advances or new technology. <b><o:p></o:p></b></span></p>
<p class="MsoBodyText" style="margin: 4.65pt 17.15pt 12pt 0in; text-align: left; text-indent: 0in;"><b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">Attribution:</span></b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;"> Giving credit to
the original source of the information within the context of the sentence;
usually requires transitions like “according to” or “Source states.”<b><o:p></o:p></b></span></p>
<p class="MsoBodyText" style="margin: 4.65pt 17.15pt 12pt 0in; text-align: left; text-indent: 0in;"><b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">Credentials: </span></b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">Qualifications,
achievements, qualities, or aspects of a background, typically used to indicate
suitability. <b><o:p></o:p></b></span></p>
<p class="MsoBodyText" style="margin: 4.65pt 17.15pt 12pt 0in; text-align: left; text-indent: 0in;"><b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">Enthymeme: </span></b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">Argumentative thesis
statements work best with the idea of enthymeme. An enthymeme is a relationship
between reason and conclusion. In thesis statements, this takes the form of
making a clear connection between an assertion (claim, opinion) and the reasons
used to support that assertion. “Recycling should be required nationwide <u>because
</u>. . . .”<b><o:p></o:p></b></span></p>
<p class="MsoBodyText" style="margin: 4.65pt 17.15pt 12pt 0in; text-align: left; text-indent: 0in;"><b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">Hypothesis: </span></b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">In science, a hypothesis
is an idea or explanation that is tested through study and experimentation.
Outside science, a theory or guess can also be called a hypothesis. A hypothesis
is something more than a wild guess but less than a well-established theory.
“Planting carrot seeds in the fall may lead to greater yields the following
summer.” Findings are generally found at the end of a paper that begins with a
hypothesis.<b><o:p></o:p></b></span></p>
<p class="MsoBodyText" style="margin: 4.65pt 17.15pt 12pt 0in; text-align: left; text-indent: 0in;"><b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">MLA Format</span></b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">: Modern Language
Association’s guidelines for how to format a paper and its source content;
emphasizes the author and title of a work with content page numbers, if
available. Generally used when the publication date is not important in
establishing ethos or logos, as in papers about <i>Hamlet.</i><o:p></o:p></span></p>
<p class="MsoBodyText" style="margin: 4.65pt 17.15pt 12pt 0in; text-align: left; text-indent: 0in;"><b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">Modes of
Persuasion: </span></b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">Ethos, or ethical appeal, means to convince an audience of the author's
credibility or character or by use of expert testimony. Pathos, or emotional
appeal, means to persuade an audience by appealing to their emotions, usually
using sensory description or narration. Logos, or the appeal to logic, means to
convince an audience by use of logic or reason, verifiable facts, statistics,
real examples, and descriptions or personal observations.<b><o:p></o:p></b></span></p>
<p class="MsoBodyText" style="margin: 4.65pt 17.15pt 12pt 0in; text-align: left; text-indent: 0in;"><b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">Paraphrase: </span></b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">A paraphrase is
about the same length as a quotation, usually one or two sentence (in a short
essay). The words are changed to fit stylistically into a paper, with any
original words or phrases placed in quotation marks. <b><o:p></o:p></b></span></p>
<p class="MsoBodyText" style="margin: 4.65pt 17.15pt 12pt 0in; text-align: left; text-indent: 0in;"><b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">Quotation: </span></b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">The exact words
used by another writer. Use the exact words only when no other word will
express the same idea. Always enclose quotation in quotation marks except in
the case of a block quotation.<b><o:p></o:p></b></span></p>
<p class="MsoBodyText" style="margin: 4.65pt 17.15pt 12pt 0in; text-align: left; text-indent: 0in;"><b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">RRAT: </span></b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">We have to ask
ourselves if sources include reliable, relevant information, if the author,
publisher, or editor is authoritative and credentialed. We also ask, “Is it
timely?” It is timely if the content uses information with an appropriate
publication date. <b><o:p></o:p></b></span></p>
<p class="MsoBodyText" style="margin: 4.65pt 17.15pt 12pt 0in; text-align: left; text-indent: 0in;"><b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">Summary: </span></b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">To summarize is to
take a longer piece of writing and condense it into its main ideas. You
summarize an article by restating its thesis and topic sentences or its
findings. Although a summary can be followed by an evaluation, a summary is not
the same as an evaluation. An evaluation rates an article’s worth, and a summary
just explains its main ideas.<o:p></o:p></span></p>
<p class="MsoBodyText" style="margin: 4.65pt 17.15pt 12pt 0in; text-align: left; text-indent: 0in;"><b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">Thesis: </span></b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">A thesis statement
is a sentence that states the topic and purpose of a paper. A good thesis
statement will direct the structure of an essay and will allow your reader to
understand the ideas you will discuss within your paper. “Students should take
Composition courses their freshman year.”<b><o:p></o:p></b></span></p>
<p class="MsoBodyText" style="margin: 4.65pt 17.15pt 12pt 0in; text-align: left; text-indent: 0in;"><b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">Types of Evidence:
</span></b><span face=""Calibri",sans-serif" style="mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">Evidence
includes <b>1</b>. <b>real </b>and<b> 2. hypothetical
examples, 3. verifiable facts</b> and<b> 4.
statistics, 5. testimony from experts </b>and<b> 6. laypersons, 7. logic and reason, 8. chronological narratives, 9. sensory
descriptions, </b>and<b> 10. personal
observations. <o:p></o:p></b></span></p></div><div dir="rtl" style="text-align: left;"><br /></div><div dir="rtl" style="text-align: right;"><br /></div><div dir="rtl" style="text-align: right;"><br /></div><div dir="rtl" style="text-align: right;"><br /></div><p><br /></p><p><br /></p><p></p><h3>Want to learn more about research and writing?</h3><p></p><p><a href="http://gypsydaughteressays.blogspot.com/2015/09/annotated-bibliography-assignment-guide.html" target="_blank"><span style="font-size: large;">Annotated Bibliography Assignment for Students</span></a></p><p><a href="http://gypsydaughteressays.blogspot.com/2013/03/research-and-writing-basics-evaluating.html" target="_blank"><span style="font-size: large;">Evaluating Source Content</span></a></p><p><span style="font-size: large;"><a href="https://he.kendallhunt.com/product-listing?search_api_views_fulltext=&search_api_views_fulltext_1=Amy%20L.%20Hess&search_api_views_fulltext_3=&field_product_format_field_isbn_number=&sort_by=title2&sort_order=ASC&items_per_page=10" target="_blank">Write Outside: Outdoor Activities and Writing Prompts for English Composition</a></span></p><p><br /></p><p><span style="color: #444444;"><i>Copyright </i><b>Amy Lynn Hess.</b><i> Please contact the author for permission to republish.</i></span></p>Amy Lynn Hesshttp://www.blogger.com/profile/01772085814367432248noreply@blogger.com0tag:blogger.com,1999:blog-5960882532651380097.post-59571825998173205652021-03-02T14:11:00.005-05:002021-09-23T11:34:30.986-04:00Write Outside: Knowing Fauna Activity and Writing Prompt<p></p><div style="text-align: left;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjvAy2fMlJPmgLZp2gFcB-52JZErfLPSI99cudhSvDGib3dsqs6-13wdj0oAsij0dhOKpxXxCGHWM_9uQzEK9WZrvBsrdUBqUVyR3Yymy2kEtrTYSTUN3CVTh0qwN3c9oBxhg3izLQoEug/s960/Garden+Fauna.jpg" style="clear: left; margin-bottom: 1em;"><img alt="A collection of fauna. Images by Amy Lynn Hess" border="0" data-original-height="960" data-original-width="960" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjvAy2fMlJPmgLZp2gFcB-52JZErfLPSI99cudhSvDGib3dsqs6-13wdj0oAsij0dhOKpxXxCGHWM_9uQzEK9WZrvBsrdUBqUVyR3Yymy2kEtrTYSTUN3CVTh0qwN3c9oBxhg3izLQoEug/w640-h640/Garden+Fauna.jpg" width="640" /></a></div><h3 style="text-align: left;">I looked into my garden. I knelt between the plants. I held my cupped hand to my eye to focus my gaze on its smallest details. I saw snails, grasshoppers, ladybugs, caterpillars, and bees. I watched them eat and rest, acknowledge one another, and go about their business. </h3><div><div><br /></div><div>In <i>Write Outside: Outdoor Activities and Writing Prompts for English Composition</i>, I begin the section on rhetorical appeals with a chapter explaining the importance of a writer's intended audience. The outdoor activity for the chapter is to collect notes, renderings, or images of fauna. The subsequent writing prompt asks students to explain the symbolic characteristics for one or more of the fauna, and to remain focused on the needs of one specific person throughout the paragraph or essay that emerges. </div><div><br /></div><div>Depending on the needs of the specific reader a writer has in mind, this may emerge as a narrative, a concrete description, an expository explanation, or even an argumentative piece of writing. The following are drafts of paragraphs in each of the four modes. Main idea sentences have been underlined.</div><div><br /></div><h2 style="text-align: left;">Sample Narrative Paragraph with Statement of Realization</h2><div><span> </span>I had moved over fifteen times in ten years, and this was the sixteenth move, from Ohio to Georgia after graduate school. It wasn't the first time my car had died during a move, though. The first time my car had died during a move was three years earlier, as I was leaving Mt. Pleasant, Michigan after finishing my undergraduate degree. I'd come a long way during that time. My belongings were now packed in suitcases instead of trash bags, and I'd racked up another degree. My car was a few years newer, and I'd made a few more life-long friends. Yet there I sat, and as I sat at the intersection of I-285 and Roswell Road in Atlanta, Georgia, in a broken-down car full of all my possessions, I couldn't help but feel a bit like a snail with its home slung across its back. <u>If only I'd known how wise a totem the snail would turn out to be for me, I would have embraced it and allowed myself to absorb and appreciate how life was right then instead of restlessly pushing for life to "go, go, go," always forward in a ceaseless state of change. </u></div><div><br /></div><h2 style="text-align: left;">Sample Descriptive Paragraph with Dominant Impression</h2><div><span> </span>We walked together along the cobblestone streets of Athens, Ohio. I wore jeans and a military jacket, so I blended into the grey of the sidewalk and sky. I could smell the impending snow. Clouds of breath that emerged from our faces and hung over our heads. It was cold, and there may have been snow, but the salt and traffic turned all of it to dirty slush. You, however, wore a red dress, refusing to be daunted by the cold, the dreary, the depressing mess of winter. It wrapped around your legs in the wind. Instead of huddling inside your black wrap, you let it fly behind you like a cape. You were the ladybug, the ladybird beetle, the c<i>occinella novemnotata</i>, destroyer of the smaller, parasitic insects, the aphids who were sucking all the sweetness from the bars we visited that night. It wasn’t the only time, though, that you took on the persona of that deceptively beautiful warrior. Time and again you donned your red dress, accessorized with black boots and a black rose for your hair, and time and again you protected all of us from the hoards at the bar, like we were your garden and it was your job. <u>The memory of you, Donatella, in your red dress, will always remind me of the ladybird beetle.</u></div><div><br /></div><h2 style="text-align: left;">Sample Expository Paragraph with Concluding Topic Sentence</h2><div> The AMC Hornet was produced between 1970 and 1977. The cars themselves had nothing in common with the insects. They certainly didn't look like hornets. The association was purely symbolic. According to the <i>Spirit Animal Totems</i> web site, wasps symbolize making a plan and following through on that plan passionately, without the fear of change. The wasp is a reminder to express thoughts freely and for people to "do their own thing." Wendy Jackson relates much the same on a web page called "Wasp Spirit Animal: Meaning, Symbolism, Dream of the Wasp Totem." She adds, however, that a "Wasp, at times, works as a group and, in some instances, work as one," which means they represent both teamwork and independence. If ever there was a totem animal that symbolized the road trip with friends, the hornet or wasp may be it. <u>For people ready for a change of scenery, ready to hop in a car and follow through on a plan to hit the open road with a group of independent, adventurous friends, a car called a Hornet might just be the most sensible choice.</u></div><div><br /></div><h2 style="text-align: left;">Sample Argumentative Paragraph with Topic Sentence</h2><div><u>Aesop got it wrong.</u> In the story of the ant and the grasshopper, one of Aesop's fables, the grasshopper is depicted as lazier than the ant, and deserving of his impending starvation when the enterprising ant refuses to feed the grasshopper. What Aesop's fable fails to recognize, however, is that the grasshopper represents something sometimes far more important than being enterprising: appreciating the life that surrounds us. "Stop and smell the roses," goes the old adage. "Appreciate the moment," people are told again and again: "Live in the present." Instead of socking away seeds all summer and fall, Grasshopper socked away memories, sensory descriptions, and the soulful energy of a thousand observations. For this the grasshopper should not be punished. He was doing what grasshoppers do. Artists, writers, and scientists alike must observe the life around them in order to do the work important to them, to live up to their potential. Imagine a world where artists, writers, and scientists lack the time to observe. <u>Aesop got it wrong</u>.</div><div><br /></div><h4 style="text-align: left;">Works Cited</h4><div>Raven, Silken. "Wasp." <i>Spirit Animal Totems, </i> https://www.spirit-animals.com/wasp-symbolism/, Accessed March 2, 2021.</div><div><br /></div><div>Jackson, Wendy. "Wasp Spirit Animal: Meaning, Symbolism, Dream of the Wasp Totem," https://www.zodiacsigns-horoscope.com/spirit-animals/wasp-spirit-animal-totem/, Accessed March 2, 2021.</div><div><br /></div></div><div><i style="color: #444444;"><br /></i></div><div><i style="color: #444444;"><br /></i></div><div><i style="color: #444444;">Copyright </i><b>Amy Lynn Hess.</b><i style="color: #444444;"> Please contact the author for permission to republish.</i></div><div><br /></div>Amy Lynn Hesshttp://www.blogger.com/profile/01772085814367432248noreply@blogger.com0tag:blogger.com,1999:blog-5960882532651380097.post-28876163572686153212021-02-19T17:28:00.005-05:002021-02-21T11:54:58.603-05:00Descriptive Essay: Jekyll Island's Driftwood Beach in November<p></p><div class="separator" style="clear: both; text-align: center;"><br /></div><div style="text-align: left;"><a href="https://1.bp.blogspot.com/-5E16o4L0mTc/YDA3VluipsI/AAAAAAAACUU/MKNWC3T_MAEtc6Pmi1V2MTNSgMi1qjUJQCLcBGAsYHQ/s960/sepia%2Bdriftwood%2Bbeach.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="Driftwood Beach, Jekyll Island" border="0" data-original-height="720" data-original-width="960" height="300" src="https://1.bp.blogspot.com/-5E16o4L0mTc/YDA3VluipsI/AAAAAAAACUU/MKNWC3T_MAEtc6Pmi1V2MTNSgMi1qjUJQCLcBGAsYHQ/w400-h300/sepia%2Bdriftwood%2Bbeach.jpg" width="400" /></a></div>Wanting to avoid crowds, we planned our vacation to Jekyll Island in the first and second weeks in November, and we rented a small condo within walking distance of Driftwood Beach. We'd chosen Jekyll Island for our vacation because of its plethora of historical landmarks, not realizing that the quality of endurance is also a prominent natural phenomenon on Jekyll Island. <p></p><p>Driftwood Beach faces the Atlantic Ocean on the northeastern shore of Jekyll Island, Georgia. Although the trees on Driftwood Beach look like driftwood, according to the Golden Isles Convention and Visitor's Bureau Web site, the name is actually a misnomer: The beach is named for the remnants of decaying trees that were once part of the island's maritime forest ("Driftwood Beach"). That forest, and its trees, have gradually succumbed to erosion and the effects of the Atlantic's salt water. What remains are the stripped skeletons of trees, bent and twisted, reaching through the sand and sea toward the sky. The trees that were once a living part of an oceanside forest continue to appear, adding to the energy of mysterious endurance that such a place exudes. </p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-eVQQ5OTy_H0/YDKMD8LRFbI/AAAAAAAACUg/BhThy3gwDmY0_kzHUNrsrpQGa36RAnaNwCLcBGAsYHQ/s531/Driftwoodsquare.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="531" data-original-width="531" height="320" src="https://1.bp.blogspot.com/-eVQQ5OTy_H0/YDKMD8LRFbI/AAAAAAAACUg/BhThy3gwDmY0_kzHUNrsrpQGa36RAnaNwCLcBGAsYHQ/s320/Driftwoodsquare.jpg" /></a></div>Our first walk to Driftwood Beach was serene, and its most noticeable feature was, of course, the trees for which it's named. We were completely alone on the beach but for the trees, and we made a temporary sacred space for ourselves against the sandy base of a large, bare tree. Instead of fighting with the sensory overload of everyday life, we were able to focus on the moment, point out large waves or diving pelicans, watch the shrimp boats, and enjoy the sound of the wind through the grass and the feeling of sun on our faces. We felt small, like part of the beach, part of the make-up of the place. We were able to experience an idyllic moment resting against a tree that embodied the mystery of its own continued existence.<p></p><p>Our second walk to Driftwood Beach followed a violent thunderstorm that only those who've experienced the difference between an inland storm and an island storm can appreciate. That storm also held mystery, but it was a mysterious violence, powerful beyond imagining, and it was awe-inspiring: Floors vibrated, windows whistled and rattled, the roof shook, and rain blew in every direction. That storm also made us feel small, but instead of feeling like part of the beach, we felt isolated, cowering in our bed, in our blankets. </p><p>Post storm, the beach was littered with horseshoe crabs and seaweed, fishing nets and plastics. The waves were larger and louder, the birds were fewer, the grass was flattened, the sun was behind the clouds, yet the trees were still holding where they had been before the storm. Some were buried deeper in the sand, others were more exposed, but all of them were where they had been the day before. Those trees put our cowering into perspective. They demonstrated an unimaginable permanence, a mysterious endurance, an awe-inspiring strength and resilience - even against the ferocity of a fearful storm. The trees were bare, a natural rebellion against the cold wind that followed the storm, while we piled on layers of clothing just to make a short walk. </p><p>Driftwood Beach continues to erode. The weather continues to change, and the sand continues to shift as storms come and go, bringing debris in and out with the waves, erasing marks left in the sand by inconsequential people. The trees, though smaller branches come and go, seem to remain the same. The trees, unlike the people, mysteriously endure just as surely as the other historical landmarks on Jekyll Island. </p><p class="MsoNormal"><br /></p><p class="MsoNormal"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-xGQxZS2y56M/YDKOgpaDJMI/AAAAAAAACUs/XDLmn6RIjz868AMbsBrGjOs5wUJgRVV5gCLcBGAsYHQ/s1545/71BiiUEP9mL.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1545" data-original-width="1000" height="200" src="https://1.bp.blogspot.com/-xGQxZS2y56M/YDKOgpaDJMI/AAAAAAAACUs/XDLmn6RIjz868AMbsBrGjOs5wUJgRVV5gCLcBGAsYHQ/w129-h200/71BiiUEP9mL.jpg" width="129" /></a></div><h4 style="text-align: left;">Write Outside</h4><p></p><p class="MsoNormal">Want to read more about writing descriptive essays,
including the writing prompt that inspired this post? Read my complete text,
<i><a href="https://amzn.to/3sbaYEr">Write Outside: Outdoor Activities and Writing Prompts for English Composition (affiliate link).</a></i><o:p></o:p></p><p>
</p><br /><h4 dir="rtl" style="margin-right: 1cm; text-align: left; text-indent: -1cm;">Works Cited</h4><p></p><div></div><p></p><p></p><p style="margin-left: 1cm; text-indent: -1cm;">“Driftwood Beach.” <i>Golden Isles Georgia</i>, Golden Isles Convention and Visitors Bureau, 2021, www.goldenisles.com/things-to-do/beaches/driftwood-beach</p><p style="margin-left: 1cm; text-indent: -1cm;"><br /></p><p style="margin-left: 1cm; text-indent: -1cm;"><span style="text-indent: 0px;"><i>Copyright </i><b>Amy Lynn Hess</b><i>. Please contact the author for permission to republish.</i></span></p>Amy Lynn Hesshttp://www.blogger.com/profile/01772085814367432248noreply@blogger.com0tag:blogger.com,1999:blog-5960882532651380097.post-36099280332640837772020-12-08T14:17:00.001-05:002020-12-09T10:53:32.051-05:00Strategies, Hints, and Tips for Revising and Editing Essays<p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-ZrKnJiBDL5Y/X8_QwB2isII/AAAAAAAACSU/FBL4H20Re9oSOB7MU8mfDdHslb91OPuxwCLcBGAsYHQ/s960/Revision%2BDay%2BAssignment.JPG" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="Revision is not a solo activity. Many professors assign a revision day assignment or peer revision in their classes. Take advantage of the opportunity!" border="0" data-original-height="720" data-original-width="960" height="240" src="https://1.bp.blogspot.com/-ZrKnJiBDL5Y/X8_QwB2isII/AAAAAAAACSU/FBL4H20Re9oSOB7MU8mfDdHslb91OPuxwCLcBGAsYHQ/w320-h240/Revision%2BDay%2BAssignment.JPG" title="Revision is not a solo activity" width="320" /></a></div><h4 style="text-align: left;">Revision can seem like a daunting task. After all, how can a student be expected to find, understand, and correct a paper's errors when that student made the errors in the first place? It's understandably frustrating. However, there are some strategies for revision that can help make it a bit more manageable. </h4><p></p><p style="text-align: left;">The most important things to remember about revision are that revision is not the same as editing, neither revision nor editing should be a solo activity, and each pass at the paper improves the paper. It may not be "perfect" after revisions have been made, but it will be "better." </p><p style="text-align: left;">But first things first, it's important to understand what's meant by revision. Revision often includes two different "mini-steps" in the writing process, both revision and editing. Whereas revision implies looking at the structural integrity of an essay, editing implies correcting errors at the sentence-level. </p><p></p><h1 style="text-align: left;">Revision </h1><p></p><p>During revision, both self revision and peer revision, students look at the overall structure and content of an essay to make sure it has <a href="http://gypsydaughteressays.blogspot.com/2014/05/write-unified-essay.html" target="_blank">unity</a>, <a href="http://gypsydaughteressays.blogspot.com/2014/05/add-coherence-to-essay.html" target="_blank">coherence</a>, and clearly articulated <a href="http://gypsydaughteressays.blogspot.com/2013/03/evidence-writing-well-supported.html" target="_blank">evidence</a> that provides just the right amount of <a href="http://gypsydaughteressays.blogspot.com/2020/02/identifying-rhetorical-situation-and.html" target="_blank">ethos and logos, and sometimes pathos</a>, for the <a href="http://gypsydaughteressays.blogspot.com/2015/02/writing-for-intended-audience.html" target="_blank">intended audience</a>. There are several strategies for making the revision process effective and efficient.</p><h3 style="text-align: left;">Revision Hints and Tips for Students</h3><div><ul style="text-align: left;"><li>Read and revise multiple times, focusing on different aspects of the paper each time. </li><li>Take breaks between different aspects to clear your mind.</li><li>Ask someone to read the paper aloud as you listen and make notes about anything that's unclear to your reader. </li><li>Discuss the paper with others both before and after peer revision to make sure you've cleared up any inconsistencies and carefully supported all your points.</li><li>Outline your paper once it's finished to check its structure, and rearrange it as necessary.</li><li>Make an appointment with a tutor if you aren't sure how to restructure or format your paper.</li></ul></div><h1 style="text-align: left;">Editing</h1><p>When editing, students look for and correct errors in grammar, punctuation, and mechanics. Those errors might be as innocuous as spelling "teh" instead of "the" or forgetting the hyphen in a compound word. On the other hand, these types of errors can be as serious as missing quotation marks to set apart a direct quotation. That kind of error can result in <a href="http://gypsydaughteressays.blogspot.com/2013/10/avoid-unintentional-plagiarism.html" target="_blank">unintentional plagiarism</a> and a failing grade.</p><h3 style="text-align: left;">Editing Hints and Tips for Students</h3><p></p><ul style="text-align: left;"><li>Read and revise multiple times, looking for different types of mistakes each time.</li><li>Reverse-reading, or reading the last sentence to the first, is especially helpful when looking for common errors, including sentence fragments, missing antecedents, or vague language. </li><li>Use your word processing program's built-in checkers, or apps like Grammarly and Hemmingway Writer, to help you locate potential mistakes. Use your best judgement when implementing suggestions.</li><li>Check each piece of source content and each citation using a publication manual or the OWL Purdue Web site.</li><li>Read aloud to listen for additional errors commonly made, like wordiness, subject-verb agreement errors, and errors with modifiers.</li><li>Make an appointment with a tutor if you aren't sure how to edit your errors.</li></ul><p></p><h1 style="text-align: left;">Revision and Editing Checklists</h1><div>One way to divide revision and editing into manageable pieces is to use a checklist based on the paper's rhetorical situation and the main qualities of writing: unity, coherence, clarity, content, and formatting.</div><div><br /></div><h3 style="text-align: left;">Purpose</h3><div><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"></p><ul style="text-align: left;"><li>Is the purpose or mode and strategy of this essay easy to
identify just by reading the introduction?</li><li>Does the writer maintain one purpose or mode and strategy
for the entire essay?</li></ul><o:p></o:p><p></p>
<h3 style="text-align: left;">Focus</h3><p class="MsoNormal"></p><ul style="text-align: left;"><li>Is this an appropriate narrowed topic for the required mode
of this essay?</li><li>Is the essay’s title and subtitle based on the thesis
statement’s topic and tone? </li><li>Does the title explain the specific focus of the essay? </li><li>Is the thesis focused on one main idea? </li><li>Can the thesis easily be found in either the introduction or
conclusion of the essay? </li></ul><p></p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"><o:p></o:p></p>
<h3 style="text-align: left;">Intended Audience</h3><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"></p><ul style="text-align: left;"><li>Who is the intended audience? </li><li>Is the intended audience easy to identify just by reading
the introduction?</li><li>Does this essay offer the intended reader a chance to think
and learn? </li><li>Is the writer’s voice, style, tone, and level of formality
effective for the intended audience?</li></ul><o:p></o:p><p></p>
<p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"><o:p></o:p></p>
<h3 style="text-align: left;">Unity</h3><p class="MsoNormal"></p><ul style="text-align: left;"><li>Does the attention-getting material in the introduction
appropriately lead-into the thesis?</li><li>Does each paragraph have one clear topic sentence? </li><li>Does each topic sentence stem from one main idea expressed
in the thesis or essay map? </li><li>Does the evidence in each paragraph directly support that
paragraph’s topic sentence?</li><li>Are there any shifts in the language or style that might
distract or confuse the intended audience?</li><li>Does the writer inadvertently stray from the thesis or shift
their viewpoint at any point in the essay?</li><li>Does the conclusion end the essay in a way that helps the
reader remember the thesis statement? </li></ul><p></p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"><o:p></o:p></p>
<h3 style="text-align: left;">Coherence</h3><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"></p><ul style="text-align: left;"><li>Do the paragraphs in the essay flow smoothly from one to
another? </li><li>Are the paragraphs ordered logically and deliberately? </li><li>Do the sentences in each paragraph flow smoothly from one to
another?</li><li>Is each new piece of evidence introduced and presented
smoothly using transitional words and phrases?</li><li>Has the writer used attribution to introduce the credentials
of source content authors?</li></ul><o:p></o:p><p></p>
<p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"><o:p></o:p></p>
<h3 style="text-align: left;">Clarity</h3><p class="MsoNormal"></p><ul style="text-align: left;"><li>Has the writer avoided vague and ambiguous language, like
“very” or “you?”</li><li>Have you found any extraneous language or wordiness? </li><li>Have you found any sentence fragments or run-on sentences? </li><li>Have you found any subject-verb or pronoun agreement errors?
</li><li>Have you found any punctuation or capitalization errors?</li></ul><p></p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"><o:p></o:p></p>
<h3 style="text-align: left;">Content</h3><p class="MsoNormal"></p><ul style="text-align: left;"><li>Has the writer demonstrated an appropriate use of ethos?</li><li>Has the writer demonstrated an appropriate use of pathos?</li><li>Has the writer demonstrated an appropriate use of logos?</li><li>Does this essay contain enough evidence to support each
topic sentence?</li><li>Has the student used expert or lay testimony and facts or
statistics as evidence?</li><li>Has the student used a narrative, description, or personal
experience as evidence?</li><li>Has the student provided real and hypothetical examples?</li><li>Most importantly, are all claims supported by reasons and evidence?</li></ul><p></p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"><o:p></o:p></p>
<h3 style="text-align: left;">Formatting</h3><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"></p><ul style="text-align: left;"><li>Does this essay meet the word count and research
requirements of the assignment? </li><li>Is all source content cited both in-text and on the
references page in MLA or APA format? </li><li>Are this essay’s title page, running head, body, and
citations in MLA or APA format? </li></ul><o:p></o:p><p></p>
<p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>Again, please remember that revision and editing are not the same processes and should be attempted separately, at different times, so that writers and reviewers can focus on specific error types without feeling overwhelmed. It's also important that students work with one another and with tutors, if necessary, to facilitate both revision and editing. Although many of the steps in the writing process are often an individual writer's responsibility, a paper will be in it's best form after others have helped a writer find and correct errors in unity, coherence, clarity, content, and formatting.</div><div><br /></div><h3 style="text-align: left;">Want to read more about writing essays? Try</h3><div><a href="http://gypsydaughteressays.blogspot.com/2013/10/an-overview-of-writing-process.html" target="_blank"><span style="font-size: large;">An Overview of the Writing Process</span></a></div><div><a href="http://gypsydaughteressays.blogspot.com/2015/02/teaching-research-essay-starting-with-i.html" target="_blank"><span style="font-size: large;">Prewriting the Research Essay: Starting with "I Think"</span></a></div><div><span style="font-size: large;"><a href="http://gypsydaughteressays.blogspot.com/2013/09/myths-about-writing-essays.html" target="_blank">Myths about Writing Essays</a></span></div><div><br /></div><div><i style="color: #666666;"><br /></i></div><div><i style="color: #666666;">Copyright </i><b>Amy Lynn Hess</b><i style="color: #666666;">. Contact the author for permission to republish.</i></div><div><br /></div><div><br /></div>Amy Lynn Hesshttp://www.blogger.com/profile/01772085814367432248noreply@blogger.com0tag:blogger.com,1999:blog-5960882532651380097.post-40189574260518390772020-11-19T10:40:00.021-05:002022-06-24T13:25:28.316-04:00En Plein Air, Watercolor, and Haiku<p></p><table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody><tr><td style="text-align: center;"><a href="https://1.bp.blogspot.com/-YxeZjAQCRMo/X7aPWq6ggqI/AAAAAAAACRk/ZtwJ1y7D_IIVjwtnB6oTFR4c7XA1Qx4EwCLcBGAsYHQ/s960/Slide1.JPG" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img alt="Cat sitting behind a little greenhouse and watering can" border="0" data-original-height="720" data-original-width="960" height="300" src="https://1.bp.blogspot.com/-YxeZjAQCRMo/X7aPWq6ggqI/AAAAAAAACRk/ZtwJ1y7D_IIVjwtnB6oTFR4c7XA1Qx4EwCLcBGAsYHQ/w400-h300/Slide1.JPG" title="En Plein Air Watercolor Image" width="400" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><i>En Plein Air</i> Watercolor Image<br />by Amy Lynn Hess</td></tr></tbody></table><p></p><p>I have recently taken up watercolor painting, and although I've been painting with acrylics for over 20 years, I have found using watercolor challenging. </p><p>With watercolor, I have to work quickly to capture movement, and the paint itself can sometimes define my lines for me, seemingly of its own will. Hues and values are created by working in layers, some layers and puddles or plops drying more quickly than others. The watercolor paper I have, unlike the stretched canvas I use for acrylic painting, warps into humps and bumps that create even more puddles and plops, and I've had to release my desire to rigidly control the paint. It simply goes where the water goes. </p><p>Over the past few weeks, however, I've started to think about watercolor in a new way. I've started to think of this finicky paint as a tool for creating <i>visual haiku</i>, a way to quickly capture a <i>moment</i>, a bit of <i>life</i>, an observation of what's <i>outside</i>.</p><h4 style="text-align: left;"><span style="font-weight: normal;"> </span></h4><h3 style="text-align: left;">Although there are times when painting outdoors is simply untenable, there are definite benefits to trying it - benefits both artistic and philosophical, and maybe even literary.</h3><h4 style="text-align: left;"> </h4><h1 style="text-align: left;"><i>En Plein Air, </i>A View of What's Outside</h1><p>The Wayne Art Center, sponsors of The Plein Air Festival in Wayne Pennsylvania, defines <i>en plein air </i>clearly and concisely: "<i>En plein air</i> is a French expression meaning 'in the open air', and refers to the act of painting outdoors with the artist's subject in full view." More than simply being outdoors while painting, another key element of <i>plein air</i> is to, to build upon this definition, directly view, observe, and therefore interpret what the artist is gazing upon with one's own eyes. </p><p>Yet, unlike painting a still life, which is often prearranged and static, and unlike painting from another image or photograph, painting <i>en plein air</i> captures the movement of <i>life, </i>its winds and dancing shadows, passing clouds, and changing light. </p><h2 style="text-align: left;">Direct Observation</h2><p>The value in direct observation is related partially to, well, <i>value, </i>in addition to the other characteristics of color and the elements of composition. Instead of working from a photograph, which is already representational and may or may not be a result of an artist's own direct observation, working from life allows for authentic representation of a moment, an articulation of the painter's gaze in the moment. To summarize Ingrid Christensen, a gallery artist and popular workshop instructor, the human eye is simply better than a camera's lens in almost every way. Whereas depth perception, saturation, focus, contrast, and brightness are fixed for the camera, and a two-dimensional representation of one fixed moment is produced by photography, our eyes adapt to the variability of life. Our eyes create a direct link with life, with a fleeting moment. </p><h2 style="text-align: left;">In the Open Air</h2><p>When painting <i>en plein air</i>, or in the open air, the observations painters make are of the outdoor environments in which they find themselves. In a few minimal strokes of paint, in perhaps only a few moments, a painter captures a scene, its season, with as much detail as necessary to help viewers enter that moment with the painter.</p><p>In writing haiku, the principles are similar. </p><h1 style="text-align: left;">Principles of Haiku</h1><p>The best explanation of haiku I have been able to find comes from writer Mark Blasini. He breaks down the principles into singularity, accuracy, accessibility, economy, and brevity. </p><p>As Blasini explains these five principles, some of his verbiage seemingly applies to both <i>plein air</i> in general and watercolor painting, specifically: "Focus on a moment that you feel you have to share with another person," he says of the principle of singularity. As for accuracy, make it as "realistic, clear, and depictive as possible," he says. Accessibility refers to building a scene the readers can imagine, and in haiku this includes the principle of <i>kigo</i>, or the illustration of the season. The principles of economy and brevity should also both sound familiar to anyone who practices watercolor painting. Haiku and watercolor both require minimal use of materials, a layering of translucence, and an ability to work quickly. Whereas Blasini explains that writers "keep the haiku sayable in one breath," watercolor painters keep images workable in one sitting, perhaps workable in one layer of water, maybe even in one unit of <i>wetness</i>.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-rbDjBEYiF9o/X7aR3Nga5BI/AAAAAAAACRw/dLALgyRmGuE_JAGdtgFS_kG-vZ33zF-lgCLcBGAsYHQ/s1280/plein%2Bair.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="720" data-original-width="1280" src="https://1.bp.blogspot.com/-rbDjBEYiF9o/X7aR3Nga5BI/AAAAAAAACRw/dLALgyRmGuE_JAGdtgFS_kG-vZ33zF-lgCLcBGAsYHQ/s320/plein%2Bair.jpg" width="320" /></a></div><br /><p>Puddle and plop though they may, my watercolor challenges (and mistakes) have become something much more meaningful as my paradigm has shifted. Watercolor, especially when <i>en plein air</i>, is visual haiku.</p><p>As with haiku, my watercolor paintings can now become a single, observed moment I want to share with others, with an intended audience. They can become a fleeting moment I want to capture with as much detail as possible in order to help that intended audience experience my impressions of that moment. I can stop overworking the paper and overthinking my gaze, and think only of keeping my images to "one breath."</p><p>I can also get a little sunshine and fresh air, weather permitting.</p><p><br /></p><h4 style="text-align: left;">Want to read more about haiku? </h4><p><a href="http://gypsydaughteressays.blogspot.com/2018/12/on-kaiseki-and-haiku.html" target="_blank"><span style="font-size: medium;">On Kaiseki and Haiku </span></a></p><p><br /></p><h4 style="text-align: left;">Want to see my supplies?</h4><p style="text-align: left;"><span style="font-family: inherit;">The BEST job I ever had was as a bookkeeper and merchandiser in an independently owned art supply store in Athens, Georgia. My favorite task was to put together supply kits for new artists and art classes. That said, I’ve made a list! Interested in seeing my grown-up<span style="background-color: white; color: #292929; letter-spacing: -0.003em;"> </span><a class="au nr" href="https://amzn.to/3bhQ9DT" rel="noopener ugc nofollow" style="-webkit-tap-highlight-color: transparent; box-sizing: inherit; letter-spacing: -0.003em;" target="_blank">watercolor shopping list</a><span style="background-color: white; color: #292929; letter-spacing: -0.003em;">? The blue text is an affiliate link to my Amazon Idea list for watercolor supplies. As an Amazon Associate I earn from qualifying purchases.</span></span></p><h4 style="text-align: left;">Works Cited</h4><p>Blasini, Mark. “The Five Principles.” <i>The Way of Haiku</i>, 9 Oct. 2013, thewayofhaiku.wordpress.com/the-five-principles/</p><p>Christensen, Ingrid. “Why You Should Draw from Real Life, Not a Photograph.” <i>Artsy</i>, 23 July 2019, www.artsy.net/article/artsy-editorial-draw-real-life-photograph </p><p>“What Is Plein Air?” Plein Air Festival, Wayne Art Center, www.waynepleinair.org/about/what-is-plein air/</p><p></p><div></div><p></p><p></p><p style="margin-left: 1cm; text-indent: -1cm;"><i style="color: #444444;"><br /></i></p><p style="margin-left: 1cm; text-indent: -1cm;"><i style="color: #444444; text-indent: -1cm;">Copyright </i><b style="text-indent: -1cm;">Amy Lynn Hess</b><i style="color: #444444; text-indent: -1cm;">. Please contact the author for permission to republish.</i></p>Amy Lynn Hesshttp://www.blogger.com/profile/01772085814367432248noreply@blogger.com0tag:blogger.com,1999:blog-5960882532651380097.post-51896814967474901972020-10-13T15:28:00.009-04:002020-11-11T11:21:59.455-05:00The Mid-Pandemic Dramaturgy of Pandemic Performance<p></p><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-63cXl8HZJSk/X6wPBhfbygI/AAAAAAAACRA/Ys0UbWV8yV4kO49W71mgz3xGxB0aIXIRwCLcBGAsYHQ/s714/tonight%2Bat%2B8.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="714" data-original-width="638" height="400" src="https://1.bp.blogspot.com/-63cXl8HZJSk/X6wPBhfbygI/AAAAAAAACRA/Ys0UbWV8yV4kO49W71mgz3xGxB0aIXIRwCLcBGAsYHQ/w358-h400/tonight%2Bat%2B8.jpg" width="358" /></a></div><span style="text-align: left;"><div style="text-align: left;">This year has ushered in changes to almost every facet of our lives, personal and professional. </div><div style="text-align: left;"><br /></div><div style="text-align: left;">In an effort to protect our communities, we've responsibly distanced ourselves from them. Instead of attending church services in person, we've been watching broadcasts. Instead of attending professional conferences and meetings, we're participating in webinars and virtual meetings. Instead of attending school, we're doing our best to work from home. </div></span></div><p></p><p><span style="font-size: medium;"><b>Instead of doing just about anything in person, we've turned to the internet in an effort to stay connected. </b></span></p><h2 style="text-align: left;">From Stage to Screens</h2><p>Yet, as difficult as it might be to worship, engage productively in meetings, or teach and remain motivated to learn online, many musicians and other live entertainers have had to reinvent their entire <i>purpose</i>. Gone are the days of playing in crowded, high energy, sometimes raucous venues. Fist-pumping dance clubs are closed up tight. Bars and restaurants have had to eliminate performance spaces to set up tables safe distances from one another. Musicians have turned to playing online, through YouTube, Facebook Live, Instagram, and Patreon, to name a few avenues. Some musicians have transitioned well; they are well-practiced and comfortable with mellow intimacy. Others, however, are having a hard time. Instead of playing in noisy, crowded spaces meant for high-octane socialization, many of those who used to play those venues are now being watched in high-definition with surround-sound in peoples' homes, with close-up views and pin-drop audio. </p><p>It's the difference between stage and screen. What looks and sounds good on stage, from 50 to 100 feet away in a room full of laughter, service, and conversation, does not look and sound good on screen - whether that screen is in the palm of an audience member's hand or an 88-inch 8K. What's more, these musicians are having to compete with professionally produced and filmed productions, and they're having to make these adaptations quickly because their livelihoods depend on it. </p><p>What are musicians up against? Patreon advertises they have over 200,000 creators on their site. As of the writing of this post, Socially Distant Fest has 175,400 members. That's just one of the many Facebook groups that's sprung up. There's a lot of chatter. Additionally, many local, early, or mid-career musicians are in direct competition with musicians "of means," with record deals and international renown. Whereas the latter can eek thousands of viewers in seconds and donate any and all donated proceeds to charity, the former are simply trying to pay their bills. They're hanging their comforters on the walls to make backdrops and using what they have at hand to try to appeal to fickle viewers who are likely to scroll on by in mere seconds if they don't stand out immediately. Cute kids seem to do well, as do quirky duos and pretty girls with ukuleles. Not that there's anything wrong with that; it takes courage and dedication to make a musical life pay the bills, and they should be lauded. But what about the 40-something rock-and-roll guy, the subtle singer/songwriter and folk singer, the jam band drummer, and the badass blues harmonica players? </p><h2 style="text-align: left;"><span style="font-family: inherit;">And Back to the Stage: Theatrical Elements</span></h2><p><span style="font-family: inherit;">Aristotle suggested in </span><i style="font-family: inherit;">The Poetics</i><span style="font-family: inherit;"> that all theatre performances need six unified elements in order to be successful: </span><span style="background-color: white;"><span style="font-family: inherit;">plot, character, thought, diction, melody, and spectacle. He was speaking </span>specifically<span style="font-family: inherit;"> of Greek tragedy, but that's appropriate of pandemic performance, I </span>believe<span style="font-family: inherit;">.</span></span></p><p>How does someone make solo blues harmonica work in Dolby Surround-Sound? Do they ditch the comforter, give themselves and their space a hip makeover, and invest in audio and video equipment? Maybe. Maybe they learn to play the Theremin or a fire-belching saxophone, instead.</p><p>If someone does figure out how to make their music sound great in their space, how do they get people to click on the video content? Maybe that requires a well-devised unity between their look and their sound? A little bit of narrative or story, an introduction or "get to know me" description. Or maybe they just need a gimmick, and another gimmick when that one gets old because all gimmicks get old - and yet gimmicks are spectacle, and spectacle works. </p><p>After people click, how do the performers get them to stay? Do they take time between songs to chat with viewers, like an <i>honored guest</i> sitting with them around a virtual firepit or breaking bread (or pizza) on a Friday night? Because <i>they are</i> <i>honored guests</i> at this point, sometimes cast larger-than-life on television screens during dinner. Like in a Jane Austen adaptation, a musician may need to demonstrate the witty repartee of Mr. Knightly . . . but, Jane Austen was being ironic, so perhaps Dolly Parton is the better model? Or maybe it's just about character consistency or easy-to-identify archetypes these days, so no one has to take the time to figure things out.</p><p>If the viewers stay and continue watching, how do performers get a like or a share? Do they have to ask? If they figure out how to get a like or a share, how do they get that viewer to use the voluntary, virtual tip jar? Isn't it tacky to ask for money when you're an <i>honored guest</i>? Isn't it folly to ask your cousin or high school friends for money when you know they don't have any more than you do? So, how do you find and attract viewers who have the means to pay their troubadour, their <i>honored guest</i>? Should performances have themes? Should the set list demonstrate range and ability, an ability to perform in multiple genres? </p><h2 style="text-align: left;">Questions without Answers</h2><p>There are more questions than answers.</p><p>How many unpaid, online gigs is it going to take before these exceptionally talented musicians simply stop trying? They aren't producers, costumers, and set designers, and in order to learn how to use the latest and greatest apps, they're going to have to stop taking time to learn or create new material. Will they adapt? Some. Will they have the means to wait out the pandemic? Some. What will happen to the rest? Is this like the mythological first day of college when you're told to look to your right and to your left and assume both of those people won't be around in a few years? Maybe. We'll have to wait and see before we realize what we've lost.</p><h3 style="text-align: left;"><br /></h3><h3 style="text-align: left;">Want to read more about dramaturgy and performance? Try</h3><p><a href="http://gypsydaughteressays.blogspot.com/2013/05/production-dramaturgy-whats-dramaturg-do.html" target="_blank"><span style="font-family: inherit; font-size: medium;">Production Dramaturgy: What's a Dramaturg Do?</span></a></p><p><a href="http://gypsydaughteressays.blogspot.com/2013/03/ancient-greek-theatre-origins-of-term.html" style="background-color: white; color: #32aaff;" target="_blank"><span style="font-family: inherit; font-size: medium;">Ancient Greek Theatre: Origins of the Term Deus Ex Machina</span></a></p><p><a href="http://gypsydaughteressays.blogspot.com/2015/05/medieval-drama-morality-plays.html" target="_blank"><span style="font-size: medium;">Medieval Era Morality Plays</span></a></p><p><i style="color: #444444;"><br /></i></p><p><i style="color: #444444;"><br /></i></p><p><i style="color: #444444;">Copyright </i>Amy Lynn Hess<i style="color: #444444;">. Please contact the author for permission to republish.</i></p><p><br /></p><p><br /></p><p><br /></p><p><br /></p>Amy Lynn Hesshttp://www.blogger.com/profile/01772085814367432248noreply@blogger.com0tag:blogger.com,1999:blog-5960882532651380097.post-23085924041119789122020-10-07T16:00:00.005-04:002021-03-03T10:57:33.259-05:00Narrative Essay: Our "Finally" Peas<div><table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody><tr><td style="text-align: center;"><a href="https://1.bp.blogspot.com/-tOcaGncTSsw/X34bE0LI6LI/AAAAAAAACQE/76CuNUdbw_kJ7PEYmG6BQxbbYyw4c-DAQCLcBGAsYHQ/s2016/peas.jpg" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;" target="_blank"><img alt="Peas growing on a homemade trellis" border="0" data-original-height="2016" data-original-width="1512" height="400" src="https://1.bp.blogspot.com/-tOcaGncTSsw/X34bE0LI6LI/AAAAAAAACQE/76CuNUdbw_kJ7PEYmG6BQxbbYyw4c-DAQCLcBGAsYHQ/w300-h400/peas.jpg" title="Peas growing happily in October" width="300" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><i>The peas are beautiful, fruitful, and healthy.</i><br /></td></tr></tbody></table>This afternoon I spent time watering my garden: the red cabbage seedlings, the lettuce, and the new cabbage seeds, carefully saved from last year’s cabbages. I carefully planted them in compost from our carefully crafted compost pile, and the squirrels have since scattered them carelessly while seeking soft, safe places to hide their acorns and pecans. Not knowing where the cabbage seeds ended up after the squirrels’ bacchanalia, I carefully watered the whole area.</div><div><br /></div><h2 style="text-align: left;">Peas Present</h2><div>Nothing in the garden looks great in mid-October, generally, but while I watered, I noticed the marigolds and peas were still marvelously perky and vibrantly colorful.</div><div><br /></div><div>I watered the peas, cuddled the cat, photographed the peas, and subsequently drew the peas and the cat. This afternoon’s weather was beautiful. The peas were too beautiful to ignore. They reminded me of peas past.</div><div><br /></div><h2 style="text-align: left;">Peas Past</h2><div>I remember two specific attempts to grow peas, or more accurately my attempts to grow peas and my father's attempts, I suspect, to connect with me in some way. It was easy for him to connect with my sister because she liked sports, and it was fairly easy to connect with my stepbrother, his stepson, because he lived there with him. Dad really had to try with me, though. I was the reader, the artist, the animal lover, the quiet type.</div><div><br /></div><div>The first time we tried to grow peas we used a plastic flower box and maybe some dirt from the yard, topsoil and clay. He got some seeds and we followed the directions on the packet for spacing and depth. We watered them, I am sure. Dad took us back to our mother's for two weeks, and he was in charge of the peas. When we came back the soil was gray, so dry it was cracked like a broken ceramic pot. There were no peas.</div><div><br /></div><div>We tried again. “Peas are easy to grow,” maintains Lee Taylor and the home gardening experts at Michigan State University’s Extension Service. The second time we tried he cut a 50-gallon blue plastic barrel in half long ways, and we filled it with soil and planted our peas. We did not, as Lee Taylor and the home gardening experts at Michigan State University’s Extension Service recommend, use compost, add stakes, plant in cool weather, or add an inch of water a week. Again, two weeks or every-other-weekend later, the soil was bone dry and all the potential life in the seeds had dried up, as well.</div><div><br /></div><div>We didn't try again, but I did bring him dwarf Japanese Maple seedlings from my yard the year before he died, and they, too, dried up. I found the carcasses on the picnic table on the patio still in the plastic pots that had only ever been meant for transport.</div><div><br /></div><h2 style="text-align: left;">Realization</h2><div>Jane Shellenberger, author of <i>Organic Gardener's Companion: Growing Vegetables in the West</i>, states “There are many paths leading to a garden and many experiences awaiting those who venture in. No matter what your motive—whether to grow healthy, delicious food; spend time outdoors feeling more alive than your desk job allows; help save the planet; find relaxation, solace, or healing; meet your neighbors; get your hands in the sweet earth; or discover for yourself just how abundant and generous nature can be—a garden rarely disappoints. It’s a magnet for life in all its quirky, beautiful forms.” Whatever our pea-planting purpose may have been, I did stop to think about my dad today and appreciate his efforts, efforts I have not stopped to appreciate before.</div><div><br /></div><div><div class="separator" dir="rtl" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-BqX3rRZkl9k/X34cZt2Dz1I/AAAAAAAACQQ/DJZ2P4WNSIcdy3TQ9Cfa7rId04iIIWdCwCLcBGAsYHQ/s960/peas%2Bquote.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="960" src="https://1.bp.blogspot.com/-BqX3rRZkl9k/X34cZt2Dz1I/AAAAAAAACQQ/DJZ2P4WNSIcdy3TQ9Cfa7rId04iIIWdCwCLcBGAsYHQ/s320/peas%2Bquote.jpg" width="320" /></a></div><br />I haven't been able to talk to him in over a year except distantly, through tertiary conversation with my stepmother (whose tomatoes flourished magically this year, by the way). We haven't laughed about something the cats have done or reminisced about funny little things like peas so dried up the soil cracked open. I haven't been able to bring him new plants in pots meant only for transport. He hasn't been able to marvel at our long growing season down here or tell me how excited he is to go hunting up there. Maybe, though, he's had something to do with the peas this year, these beautiful, fruitful, healthy, peas; our “finally” peas.</div><div><br /></div><div><br /></div><div><br /></div><h4 style="text-align: left;"><br /></h4><h4 style="text-align: left;">Want to read more narrative essays? Try</h4><div><a href="http://gypsydaughteressays.blogspot.com/2014/09/holding-hands-narrative-essay.html" target="_blank"><span style="font-size: large;">A Narrative Essay: Holding Hands</span></a></div><div><a href="http://gypsydaughteressays.blogspot.com/2015/09/sample-narrative-essay-pig.html" target="_blank"><span style="font-size: large;">Pig: A Sample Narrative Essay</span></a></div><div><a href="http://gypsydaughteressays.blogspot.com/2013/03/the-narrative-frame-prewriting.html" target="_blank"><span style="font-size: large;">The Narrative Frame: Prewriting the Narrative Essay</span></a></div><div><br /></div><h4 style="text-align: left;">Works Cited</h4><div>Shellenberger, Jane. <i>Organic Gardener's Companion: Growing Vegetables in the West</i>. Fulcrum Publishing, 2012.</div><div><br /></div><div>Taylor, Lee. “How to grow peas.” <i>Smart Gardening</i>, April 29, 2009, camr.msu.edu.</div><div><br /></div><div><i style="color: #666666;"><br /></i></div><div><i style="color: #666666;"><br /></i></div><div><i style="color: #666666;">Copyright </i><b>Amy Lynn Hess</b><i style="color: #666666;">. Please contact the author for permission to republish.</i></div>Amy Lynn Hesshttp://www.blogger.com/profile/01772085814367432248noreply@blogger.com0tag:blogger.com,1999:blog-5960882532651380097.post-19188308455841423302020-06-10T12:15:00.002-04:002020-06-10T12:16:11.290-04:00Make a Jar of Dill Pickles<div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-kmMxUybqCpY/XuD7BFlSQnI/AAAAAAAACMk/rHBNl1dUXxcZwwKwUaBcB6z7S50gYvI1wCK4BGAsYHg/s3200/IMG_4079.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="Ingredients for making pickles: pickling salt, white vinegar, cucumbers, dill, and garlic" border="0" data-original-height="2362" data-original-width="3200" height="295" src="https://1.bp.blogspot.com/-kmMxUybqCpY/XuD7BFlSQnI/AAAAAAAACMk/rHBNl1dUXxcZwwKwUaBcB6z7S50gYvI1wCK4BGAsYHg/w400-h295/IMG_4079.JPG" title="Supplies for Making PIckles" width="400" /></a></div><div>As hobby gardeners, we don't often grow or harvest enough fruits and vegetables to store excess long term. Fruits like strawberries and blueberries are frozen to be used within a month or two, and vegetables like snow peas, peppers, green onions, okra, cucumbers, asparagus, tomatoes, and squash are eaten in season, within a week or two - or gifted to family and friends. </div><div><br /></div><div><font size="4"><b>On those rare occasions when we have a few more veggies than we can eat in salads or stir fries, I make quick pickles, often just one jar at a time. </b></font><div><br /></div></div><div>I most often pickle cucumbers, but we also enjoy pickled okra and pickled asparagus. This same ratio of salt, vinegar, and water can be used to make brine for any of those vegetables.</div><div><br /></div><h2 style="text-align: left;">Ingredients for a Quart Jar of Pickles</h2><div><br /></div><div><ul style="text-align: left;"><li>1/4 C pickling salt</li><li>1 cup white vinegar</li><li>2 cups water</li><li>6 cloves garlic</li><li>6 sprigs dill</li></ul></div><div><br /></div><h2 style="text-align: left;">Quick Pickle-Making Supplies</h2><table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right;"><tbody><tr><td style="text-align: center;"><a href="https://1.bp.blogspot.com/-4K1kgyFVcz8/XuECFtc9mDI/AAAAAAAACNA/Ckt8nwB-L7k6D61VMXkL52ius3aRGLITQCK4BGAsYHg/s3264/IMG_4081.JPG" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img alt="Jar lifters and 4 cup measuring bowl with handle and spout" border="0" data-original-height="2448" data-original-width="3264" height="240" src="https://1.bp.blogspot.com/-4K1kgyFVcz8/XuECFtc9mDI/AAAAAAAACNA/Ckt8nwB-L7k6D61VMXkL52ius3aRGLITQCK4BGAsYHg/w320-h240/IMG_4081.JPG" title="Quick Pickle-making supplies" width="320" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Jar Lifters and Measuring Bowl</td></tr></tbody></table><div><ul style="text-align: left;"><li>4 cup or larger glass measuring bowl with pour spout</li><li>1/4 cup measuring cup</li><li>1 quart jar and lid with ring</li><li>Tall kettle (taller than your quart jar)</li><li>Hot pads and oven mitts</li><li>Knife</li></ul></div><div><div><br /></div><h2 style="text-align: left;">Optional Supplies</h2><div><ul style="text-align: left;"><li>Cutting board</li><li>Canning jar lifter</li><li>Tongs</li><li>A second jar for excess brine or pickles</li></ul></div></div><div><br /></div><h1 style="text-align: left;">How to Make a Jar (or Two) of Pickles</h1><h2 style="text-align: left;">Prepare, Pack, and Process</h2><div><br /></div><div>1. Sanitize your jars and lids. I boil mine in the same 12 quart kettle I'll use to process the pickles. Once they boil for 3 minutes, I remove them with my jar lifter and tongs, and I leave the hot water in the kettle on the stove.</div><div><br /></div><table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em;"><tbody><tr><td style="text-align: center;"><a href="https://1.bp.blogspot.com/-0KX58CO0eJQ/XuEDdDiIu5I/AAAAAAAACNY/ZqZ7Xamh1I41bUEeR_LUshRsaHt5sXqLACK4BGAsYHg/s3260/IMG_4083.JPG" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img alt="Pickles packed in a quart and jelly jar" border="0" data-original-height="2442" data-original-width="3260" height="240" src="https://1.bp.blogspot.com/-0KX58CO0eJQ/XuEDdDiIu5I/AAAAAAAACNY/ZqZ7Xamh1I41bUEeR_LUshRsaHt5sXqLACK4BGAsYHg/w320-h240/IMG_4083.JPG" title="Pack the pickles into the jar" width="320" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Pack pickles and add brine, leaving 1/2" space.</td></tr></tbody></table><div>2. While the jars are boiling, prepare the cucumbers, dill, and garlic by rinsing, trimming the ends, and removing the skin of the garlic.</div><div><br /></div><div>3. Next, prepare the brine: I add 1/4 cup pickling salt, 2 cups water, and 1 cup white vinegar to the 4 cup measuring bowl. I also add my garlic and dill to the brine. I boil the brine for 5 minutes and return it to the measuring cup. The brine can also be boiled in the microwave.</div><div><br /></div><div>4. Once the jars are ready, pack the pickles into the jar(s), leaving 1/2 - 1 inch of space at the top. Because I always have a little extra brine, I can sometimes make a jar of sliced pickles or baby dills, too! I add 4 sprigs of the boiled dill and 4 garlic cloves to the large jar, and I add 2 each to the small jar. </div><div><br /></div><div>5. Once the jars are full, <b>loosely</b> add the lids and rings. </div><table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody><tr><td style="text-align: center;"><a href="https://1.bp.blogspot.com/-KoG6AJtNx_k/XuEDzr1XOyI/AAAAAAAACNw/kimxyclKhfg4_6tTo7PgxnlU7WHLCKqigCK4BGAsYHg/s2544/IMG_4087.JPG" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img alt="Loosen lids before placing in water to boil" border="0" data-original-height="1967" data-original-width="2544" height="154" src="https://1.bp.blogspot.com/-KoG6AJtNx_k/XuEDzr1XOyI/AAAAAAAACNw/kimxyclKhfg4_6tTo7PgxnlU7WHLCKqigCK4BGAsYHg/w200-h154/IMG_4087.JPG" title="Processing Pickles" width="200" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Loosen lids and boil for 10 - 15 minutes.</td></tr></tbody></table><div><br /></div><div>6. Place the jar(s) right-side up into the tall kettle and add more water as necessary. Bring to a boil and process 10 - 15 minutes. </div><div>7. Remove the jars using the jar lifter (or hot pads), let them cool, and seal them tightly. </div><div><b><font size="4"><br /></font></b></div><div><b><font size="4"><br /></font></b></div><div><b><font size="4">Remember that these instructions are not for pickles that will be stored long-term, so there's no sealing wax or rubber rings used. These are to be used within a month or two.</font></b></div><div><b><font size="4"><br /></font></b></div><div><b><font size="4">Additionally, always follow all food safety and supply-specific instructions and recommendations for a healthy, happy, pickle-making experience.</font></b></div><div><b><font size="4"><br /></font></b></div><div><font size="4"><br /></font></div><div><font size="4"><br /></font></div><div><font size="4"><br /></font></div><div><font size="4"><br /></font></div><h3 style="text-align: center;"><font size="4">Want to read more recipes and how-to's? Try</font></h3><div><font size="4"><br /></font></div><div><font size="4"><a href="http://gypsydaughteressays.blogspot.com/2019/12/small-batch-microwave-peanut-brittle.html" target="_blank">Small Batch Microwave Peanut Brittle</a></font></div><div><a href="http://gypsydaughteressays.blogspot.com/2017/07/mizeria-dairy-free-cucumber-salad-recipe.html" target="_blank"><font size="4">Mizeria: A Dairy-free Cucumber Salad</font></a></div><div><font size="4"><a href="http://gypsydaughteressays.blogspot.com/2014/06/cheesy-kale-salad-with-blueberries-and.html" target="_blank">Cheesy Kale Salad with Blueberries and Almonds</a></font></div><div><b><font size="4"><br /></font></b></div><div><b><font size="4"><br /></font></b></div><div><font size="4"><i>Copyright Amy Lynn Hess. Please contact the author for permission to republish.</i></font></div><div><b><font size="4"><br /></font></b></div><div><br /></div><div><br /></div><div><br /></div><div><br /></div><div><br /></div><div><br /></div>Amy Lynn Hesshttp://www.blogger.com/profile/01772085814367432248noreply@blogger.com0tag:blogger.com,1999:blog-5960882532651380097.post-36603863501344502402020-04-08T15:58:00.002-04:002020-04-13T13:32:04.896-04:00Three Ways to "Un-Altoids" a Tin: Hammering, Decoupage, and Polymer Clay<div class="separator" style="clear: both; text-align: center;">
</div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://1.bp.blogspot.com/-rdl7ZHfYxkM/Xo4plgVD2WI/AAAAAAAACLg/BPdkfRyqhgkz_HejcMlNKyo_j_y-ez4GwCLcBGAsYHQ/s1600/5%2Btins.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1200" data-original-width="1600" height="480" src="https://1.bp.blogspot.com/-rdl7ZHfYxkM/Xo4plgVD2WI/AAAAAAAACLg/BPdkfRyqhgkz_HejcMlNKyo_j_y-ez4GwCLcBGAsYHQ/s640/5%2Btins.jpg" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Altered Altoids Tins</td></tr>
</tbody></table>
<h2>
Removing "Altoids" from an Altoids Tin</h2>
When altering an Altoids tin, makers generally begin by thinking about the inside, what the tin will hold, or its new purpose. Once its purpose is determined, however, the maker should also consider the outside of the tin; specifically, how the outside will give hints about that purpose or have some meaningful connection to its inside. Because the inside assuredly will no longer hold Altoids mints, most makers do not want to see "Altoids" on the lid or ingredients and nutritional information on the bottom unless it's part of a meaningful artistic juxtaposition, a clever camouflage, or when the inside is meant to be hidden or a surprise.<br />
<br />
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://1.bp.blogspot.com/-BmRtKVsCXsM/Xo4XYWHyFgI/AAAAAAAACK8/kZF-WH2m2QAFw4YWcc-jJOCG7-neEG0twCLcBGAsYHQ/s1600/tins.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="558" data-original-width="1600" height="111" src="https://1.bp.blogspot.com/-BmRtKVsCXsM/Xo4XYWHyFgI/AAAAAAAACK8/kZF-WH2m2QAFw4YWcc-jJOCG7-neEG0twCLcBGAsYHQ/s320/tins.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Remove the paint easily with flame and steel wool.<br />
<br /></td></tr>
</tbody></table>
<br />
<h2>
</h2>
<br />
<h2>
Removing the Exterior Paint and Labeling</h2>
<span style="font-size: small; font-weight: 400;">The first step in removing "Altoids" is to remove the paint and labeling. For each of these examples, I removed the paint by setting the tins in hot coals in the fire pit for about 20 minutes, removing them with tongs, letting them cool, and scrubbing them with steel wool.</span><br />
<span style="font-size: small; font-weight: 400;"><br /></span>
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgU-ehHQ_uA6N0cel_yTAHrHiiZr0bo1tbGDiAb0bGsFZjs1_kVRc8lavxKkfvWzDvsPlhr2QSGj_SDkFAQSjr6DkXTHzCyr7BGoaiTeOBLCaDgX0Q95WYRqbwAaTsgh6nV__5xtTewngQ/s1600/covered+tins.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="972" data-original-width="1600" height="387" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgU-ehHQ_uA6N0cel_yTAHrHiiZr0bo1tbGDiAb0bGsFZjs1_kVRc8lavxKkfvWzDvsPlhr2QSGj_SDkFAQSjr6DkXTHzCyr7BGoaiTeOBLCaDgX0Q95WYRqbwAaTsgh6nV__5xtTewngQ/s640/covered+tins.jpg" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Polymer Clay, Hand-Hammering, and Decoupage Covered Tins</td></tr>
</tbody></table>
<div>
<span style="font-size: small; font-weight: 400;"><br /></span></div>
<h2>
Covering a Tin with Polymer Clay</h2>
<br />
If a maker has polymer clay on hand, covering the tin is fairly simple and makes little to no mess. The polymer clay is rolled to 1/8" thickness and rolled onto the lid and its edges. This thickness completely hides the embossed "Altoids" lid.<br />
<br />
Excess polymer clay can be cut away with a razor-blade before hardening in the oven, and it can be sanded after hardening and cooling. Some polymer clays will take paint or stain.<br />
<br />
Additionally, as long as the maker carefully trims around the hinges, the tin will still open and close when the process is completed. The tin in the image will be used for seed storage, as the lid now clearly indicates, so it's important that it opens.<br />
<br />
<h2 style="text-align: left;">
Hand-Hammered Altoids Tin</h2>
<div class="separator" style="clear: both; text-align: center;">
</div>
<div>
Another straightforward method for removing the embossed "Altoids" name from the lid of the tin is for the maker to hammer it out using a ball peen hammer. Either a 4 oz or an 8 oz hammer will do, as long as the peen is well-rounded. A peen with an edge or point will work, but it's much more difficult to make sure the tin isn't damaged.</div>
<div>
<br /></div>
<div>
The maker should remove the lid of the tin, and place newspaper or rags underneath it before hammering. Working on the center, first, then working to the edges will create a rounded lid. It takes several strikes to hammer out the lid, but occasionally placing the lid back onto the tin will ensure it doesn't get hammered out of shape. </div>
<div>
<br /></div>
<div>
The tin in the image was painted with a metallic copper paint and lightly distressed after hammering. "Altoids" is still slightly visible, but the obviously distressed aesthetic allows for it. </div>
<div>
<br /></div>
<h2>
Decoupage Altoids Tin</h2>
<div>
Lastly, Altoids tins can be covered using decoupage. This is by far the messiest option and requires more supplies than either the polymer clay or hand-hammering methods. This method also requires an artistic eye. </div>
<div>
<br /></div>
<div>
When done well, decoupage covers the lid entirely and helps establish a mood or style for whatever appears on the inside of the tin. Paper, cloth, leaves, and other thin ephemera make excellent coverings. </div>
<div>
<br /></div>
<div>
In this case, a glossy dimensional resin was used over black cotton cloth and household findings. The tin will be used as a antiqued, small memorial shrine, so the items are quite personalized.</div>
<div>
<br /></div>
Using polymer clay, hand-hammering, or using decoupage techniques are all methods for hiding or removing the Altoids label from the lid of a tin before reusing. Each method has its pros and cons, from level of mess to level of coverage, but each also allows for the tin to become a very personal expression. Each method allows for the creation of a meaningful aesthetic.<br />
<br />
<h3>
Want to read more about Arts and Crafts? Try</h3>
<a href="http://gypsydaughteressays.blogspot.com/2018/05/punch-needle-supplies-for-beginners.html"><span style="font-size: large;">Punch Needle Embroidery Supplies for Beginners</span></a><br />
<a href="http://gypsydaughteressays.blogspot.com/2013/07/point-of-view-and-emotion-exercise-for.html"><span style="font-size: large;">Point of View and Emotion</span></a><br />
<a href="http://gypsydaughteressays.blogspot.com/2013/12/crochet-christmas-tree-ornaments.html"><span style="font-size: large;">Crochet Christmas Tree Ornaments</span></a><br />
<br />
<br />
<br />
<i>Copyright Amy Lynn Hess. Please contact the author for permission to republish.</i><br />
<div>
<br /></div>
<div>
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
</div>
Amy Lynn Hesshttp://www.blogger.com/profile/01772085814367432248noreply@blogger.com1tag:blogger.com,1999:blog-5960882532651380097.post-32709489665823686392020-02-18T17:26:00.000-05:002020-03-12T11:29:16.057-04:00Identifying the Rhetorical Situation and Rhetorical Appeals<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://1.bp.blogspot.com/-3ecgfq8Smtg/Xkxjy-LhVHI/AAAAAAAACKE/Ydc0C9JA_AIe-h1FJLN1H5tlpdb2tSsHwCLcBGAsYHQ/s1600/448px-Aristotle_Altemps_Inv8575.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="600" data-original-width="448" height="320" src="https://1.bp.blogspot.com/-3ecgfq8Smtg/Xkxjy-LhVHI/AAAAAAAACKE/Ydc0C9JA_AIe-h1FJLN1H5tlpdb2tSsHwCLcBGAsYHQ/s320/448px-Aristotle_Altemps_Inv8575.jpg" width="238" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><i><a href="https://en.wikipedia.org/wiki/Aristotle#/media/File:Aristotle_Altemps_Inv8575.jpg">After Lysippos</a> </i> from the Ludovisi Collection<br />
Jastrow 2006 / Public domain</td></tr>
</tbody></table>
<b><span style="font-size: large;">If you're currently in a composition or rhetoric course, you may be learning about the rhetorical situation or rhetorical appeals first identified and explained by Aristotle. </span></b><br />
<br />
There are five elements of the rhetorical situation, according to Aristotle: pathos, logos, ethos, telos, and kairos. All together, these relate to the audience's characteristics and sensibilities, the logic and structure of the work, the credibility of the author and content, the purpose or mode of the work, and the time and place of its presentation.<br />
<br />
Writers use these elements in their attempts to convince or persuade readers to do something or believe something. These elements are like tools in a carpenter's toolbox: Just like a carpenter uses a hammer to drive in a nail, a writer might use one or more of the five elements to make a convincing argument.<br />
<br />
<h2>
Kairos and Telos</h2>
Although the elements of kairos and telos are not often taught by name, they are still used today. For example, the writer may wait for the opportune moment (kairos), time and place, to write a particular essay or make a particular argument based on what's happening in the world. The writer may use a particular mode - narrative, descriptive, persuasive, or expository - to present their main ideas in the most convincing way for a particular audience (telos).<br />
<br />
<h2>
Appeals to Ethos, Pathos, and Logos</h2>
A writer might also use one of the three <i>appeals</i> most commonly taught today: ethos, logos, or pathos. The writer may emphasize their own credibility or the credibility of those from whom they borrow content (ethos). The writer may persuade by providing facts and statistics, logic and reason, in an effective structural format, thereby appealing to the readers' sense of logic (logos). Lastly, the writer might convince the readers by telling a story that elicits a particular emotion in that particular intended audience, thereby appealing to their emotions (pathos).<br />
<br />
<h3>
Pathos</h3>
When writers purposefully appeal to readers' emotions or sensibilities, we call it an appeal to pathos. The effectiveness of the appeal is partially determined by the characteristics of the intended audience.<br />
<br />
Here are some examples of the use of pathos. Notice that the different examples are specifically meant to elicit specific emotions in a particular type of person. Think about whether or not these particular appeals to pathos would work on you or someone very like you, your friends, or specific members of your family.<br />
<br />
<ul>
<li><b>Eagerness</b>: Buying this red Corvette will make you the most popular and enviable man on the road.</li>
<li><b>Fear</b>: Clean up the riverbank this Saturday or risk losing access to it forever. </li>
<li><b>Pity</b>: The homeless need your donations, and if you don't help, no one will. </li>
<li><b>Guilt</b>: Your grandparents won't be around much longer, so you better come home to visit this summer.</li>
<li><b>Relief</b>: With this widget, you'll never forget a deadline.</li>
</ul>
<br />
Also notice that pathos is generally not found in academic or scholarly writing. With the exception of the use of description or narration in lead-ins or conclusions of essays, the use of pathos is generally frowned upon. On the other hand, appeals to logos and ethos are encouraged.<br />
<br />
<h3>
Logos and Ethos</h3>
<h4>
</h4>
<h4>
Logos</h4>
When writers use sound logic and reason, verifiable facts and ethically-gathered statistics to prove a point, they are well on their way to appealing to logos. However, writers must also clarify their content by using enough of the best kind of evidence, and they must apply the principles of unity and coherence to their writing. Only when a writer has checked their work for clear thesis statements and topic sentences and an effective order and flow have they truly appealed to readers' sense of logic.<br />
<h4>
</h4>
<h4>
Ethos</h4>
When writers emphasize their own credibility, or the credibility of the source content they incorporate into their writing, they are appealing to ethos. They might use personal observation or testimony to try to prove a point. They may incorporate facts and statistics from reputable sources.<br />
<br />
Take a look at the following examples of appeals to logos and ethos.<br />
<br />
<ul>
<li><b>Ethos</b>: As someone who's been a hairdresser for over 30 years, I can tell you that the classic French bob is always in style. </li>
<li><b>Ethos and Logos</b>: As someone who's been a hairdresser for over 30 years, I can tell you that the classic French bob is always in style. Seventy percent of the cuts requested by clients are the classic French bob or a very similar style. </li>
<li><span style="font-family: inherit;"><span style="background-color: white; color: #222222;"><b>Logos</b>: "Cigarette smoking is responsible for more than </span><span style="background-color: white; color: #222222;">480,000</span><span style="background-color: white; color: #222222;"> deaths per year in the United States, including more than </span><span style="background-color: white; color: #222222;">41,000</span><span style="background-color: white; color: #222222;"> deaths resulting from secondhand smoke exposure. This is about one in five deaths annually, or </span><span style="background-color: white; color: #222222;">1,300</span><span style="background-color: white; color: #222222;"> deaths every day. On average, smokers die 10 years earlier than nonsmokers."</span></span></li>
<li><span style="font-family: inherit;"><span style="background-color: white; color: #222222;"><b>Ethos and Logos</b>: According to a fact sheet published by the Centers for Disease Control and Prevention (CDC) in 2018, "</span></span><span style="background-color: white; color: #222222;">Cigarette smoking is responsible for more than </span><span style="background-color: white; color: #222222;">480,000</span><span style="background-color: white; color: #222222;"> deaths per year in the United States, including more than </span><span style="background-color: white; color: #222222;">41,000</span><span style="background-color: white; color: #222222;"> deaths resulting from secondhand smoke exposure. This is about one in five deaths annually, or </span><span style="background-color: white; color: #222222;">1,300</span><span style="background-color: white; color: #222222;"> deaths every day. On average, smokers die 10 years earlier than nonsmokers."</span></li>
<li><span style="background-color: white; color: #222222;"><b>Logos:</b> The lack of consistent forensic evidence leads us to believe the defendant did not commit the crime.</span></li>
<li><span style="background-color: white;"><b style="color: #222222;">Logos and Ethos:</b><span style="color: #222222;"> The lack of consistent forensic evidence presented by the coroner, the forensic expert, and the police chief leads us to believe the defendant did not commit the crime.</span></span></li>
</ul>
<div>
<span style="color: #222222;">The difference between the use of logos and the use of both ethos and logos is that the use of ethos includes a bit of bragging about the writer's or source's credibility or authority. </span></div>
<div>
<span style="color: #222222;"><br /></span></div>
<div>
<span style="color: #222222;">Whether you're a writer looking to use the rhetorical situation to effectively communicate with an audience, or you are looking to better identify the use of rhetoric by others, gaining an understanding of kairos, telos, ethos, logos, and pathos will be of benefit.</span></div>
<br />
<br />
<h4>
Want to read more about Writing and Argumentation? Try</h4>
<a href="http://gypsydaughteressays.blogspot.com/2020/01/syllogism-as-structure-in-essays-and.html"><span style="font-size: large;">Syllogisms as Structure</span></a><br />
<a href="http://gypsydaughteressays.blogspot.com/2018/10/whats-research-narrative.html"><span style="font-size: large;">What's a Research Narrative?</span></a><br />
<a href="http://gypsydaughteressays.blogspot.com/2014/05/add-coherence-to-essay.html"><span style="font-size: large;">Adding Coherence to an Essay</span></a><br />
<br />
Works Cited<br />
<br />
<i>Smoking and Tobacco Use</i>. Centers for Disease Control and Prevention. 2018, <a href="https://www.cdc.gov/tobacco/data_statistics/fact_sheets/fast_facts/index.htm">https://www.cdc.gov/tobacco/data_statistics/fact_sheets/fast_facts/index.htm</a>. Accessed February 18, 2020.<br />
<br />
<br />
<i>Copyright Amy Lynn Hess. Please contact the author for permission to republish</i>.Amy Lynn Hesshttp://www.blogger.com/profile/01772085814367432248noreply@blogger.com0tag:blogger.com,1999:blog-5960882532651380097.post-31208801416986343832020-01-09T12:08:00.002-05:002020-02-22T11:00:37.159-05:00Divergent Thinking and The Power of "What If?"<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjE3IDMq9lTYeq2e6vixys4XjOAIi7XLytFoJ__RHFCYur5SRI9ximJ_13doUMwCKIAhxX5Y0vhwQTqMv4X0yCSRNKHPq9FU9opO57nB0ErbV-JOllr_tWSADXZ154lpzxjA6lhrpwvF-I/s1600/lightbulb+paperclip.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="810" data-original-width="1080" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjE3IDMq9lTYeq2e6vixys4XjOAIi7XLytFoJ__RHFCYur5SRI9ximJ_13doUMwCKIAhxX5Y0vhwQTqMv4X0yCSRNKHPq9FU9opO57nB0ErbV-JOllr_tWSADXZ154lpzxjA6lhrpwvF-I/s640/lightbulb+paperclip.jpg" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><i>How many uses can you think of for a paperclip? <br />What if that paperclip were 50 feet long and made of foam rubber?</i></td></tr>
</tbody></table>
<h2>
Divergent Thinking</h2>
<div class="MsoNormal">
<o:p></o:p></div>
<h3>
Divergent thinking is a skill related to creativity, and
whether folks realize it or not, they often use this skill; or they “use it or
lose it,” as the case may be. One very famous study, for example, asked that
kindergarten students think divergently about uses for a paperclip. </h3>
<h3>
The
findings of that study? </h3>
<div class="MsoNormal">
<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="margin-left: 1.0in;">
Our capacity for divergent
thinking deteriorates with age. A longitudinal study of kindergarten children
measured 98% of them at genius level in divergent thinking. Five years later,
when they were aged 8 to 10 years, those at genius level had dropped to 50%.
(Abbasi)<o:p></o:p></div>
<div class="MsoNormal" style="margin-left: 1.0in;">
<br /></div>
<div class="MsoNormal">
People use divergent thinking when they think up “novel
ideas,” sometimes based on ideas that already exist (“Divergent Thinking”). A
cook might change up an old recipe, for example, or a fashionista might incorporate
a new item into a current wardrobe. A student might fix his glasses with a
paperclip if they break during class. There are many ways to exercise creativity
and an ability to think divergently. <o:p></o:p></div>
<h2>
The Bucket List</h2>
<div class="MsoNormal">
<o:p></o:p></div>
<div class="MsoNormal">
An exercise similar to the paperclip experiment is listed in
Ed Bell’s book, <i>The 30-Day Creativity
Challenge</i>. In an exercise he calls “The Bucket List,” he asks readers to
take ten minutes to list all the uses they can imagine for a bucket (2). Even
better, he reiterates the definition and importance of divergent thinking: “Creativity
is about taking existing concepts and ideas and doing something new with them”
(2).<o:p></o:p></div>
<h2>
Playing "What If?"</h2>
<div class="MsoNormal">
<o:p></o:p></div>
<div class="MsoNormal">
One commonality between the paperclip experiment and Bell’s “The
Bucket List” exercise is that the practitioner asks the student or reader to
work <i>alone</i>. However, what if after
the lists are created as a solo activity, people then work together to share
experiences and expand their understanding of the problem? In this version of
brainstorming, the groups or teams might discuss how they envisioned the bucket
as they created their original lists, what it was made of, how big it was, how
much water it held, or its condition. It’s very likely that each person’s imagined
bucket is slightly different: Some might be plastic beach buckets, and some
might be feed buckets, and others might be galvanized garden buckets, while
others still might be wooden pails. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
To expand the experience even further, the groups or teams can
be asked to think of new “What if” scenarios for their buckets and generate more ideas for uses of those buckets:<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoListParagraph">
<!--[if !supportLists]--><span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;">
</span></span><!--[endif]-->What if the bucket was cut in half? Cut in half
the other way?<o:p></o:p></div>
<div class="MsoListParagraph">
<!--[if !supportLists]--><span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;">
</span></span><!--[endif]-->What if the bucket held 1000 gallons of water?<o:p></o:p></div>
<div class="MsoListParagraph">
<!--[if !supportLists]--><span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;">
</span></span><!--[endif]-->What if the bucket was made of bread?<o:p></o:p></div>
<div class="MsoListParagraph">
<!--[if !supportLists]--><span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;">
</span></span><!--[endif]-->What if there was a hole in the bucket? How big
is the hole?<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The “What If” exercise can be an excellent starting point
for discussion about the abstract nature of language (as students realize their
idea of bucket is based on their own experiences, not inherently linked to the
word “bucket”). The exercise can also be used to demonstrate the power of
brainstorming within groups, or be used to point out the different types of
energy required to work either alone or together. Furthermore, it’s an
effective way to practice divergent thinking, and if people don’t use that
skill, they will lose it.<o:p></o:p><br />
<br /></div>
<h4>
</h4>
<h4>
<br /></h4>
<h4>
Works Cited</h4>
<div class="MsoNormal">
<o:p></o:p></div>
<div class="MsoNormal">
Abbasi, Kamran. “A Riot of Divergent Thinking.” <i>Journal of the Royal Society of Medicine</i>,
vol. 104, no. 10, Oct. 2011, pp. 391–391, doi:10.1258/jrsm.2011.11k038.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Bell, Ed. <i>The 30-Day
Creativity Challenge</i>. The Song Foundry, Inc., 2019.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
"Divergent thinking." <i>Palgrave Key Concepts:
Key Concepts in Innovation</i>, Hamsa Thota, and Zunaira Munir, Macmillan
Publishers Ltd, 1st edition, 2011. <i>Credo Reference</i>. Accessed 09 Jan. 2020.<o:p></o:p></div>
<br />
<div class="MsoNormal">
<br /></div>
<h4>
<br /></h4>
<h4>
Want to read more? Try</h4>
<div class="MsoNormal">
<a href="http://gypsydaughteressays.blogspot.com/2013/04/stages-in-development-of-critical.html"><span style="font-size: large;">Stages in the Development of Critical Thinking</span></a></div>
<div class="MsoNormal">
<a href="http://gypsydaughteressays.blogspot.com/2019/03/how-to-write-writing-assignments.html"><span style="font-size: large;">How to Write Writing Assignments</span></a></div>
<div class="MsoNormal">
<a href="http://gypsydaughteressays.blogspot.com/2019/01/the-konmari-syllabus-teaching-less-and.html"><span style="font-size: large;">Teaching Less and Learning More</span></a></div>
<br />
<i><br /></i>
<i>Copyright Amy Lynn Hess. Please contact the author for permission to republish.</i><br />
<br />Amy Lynn Hesshttp://www.blogger.com/profile/01772085814367432248noreply@blogger.com4tag:blogger.com,1999:blog-5960882532651380097.post-43092756639877670872020-01-07T13:50:00.003-05:002020-02-05T10:46:30.063-05:00Syllogism as Structure in Essays and Speeches: Providing Clarity<br />
<div class="MsoNormal">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
</div>
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://1.bp.blogspot.com/-JbI1_76iaRE/V8miVhTv6DI/AAAAAAAABq0/cRXSwy90b_o3P9KatS0P6Cvi1vURVnGnACPcBGAYYCw/s1600/Slide1.JPG" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1200" data-original-width="1600" height="300" src="https://1.bp.blogspot.com/-JbI1_76iaRE/V8miVhTv6DI/AAAAAAAABq0/cRXSwy90b_o3P9KatS0P6Cvi1vURVnGnACPcBGAYYCw/s400/Slide1.JPG" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">The syllogism makes a great organizational strategy when writing<br />
argumentative essays and speeches.</td></tr>
</tbody></table>
<h3>
<span style="font-family: inherit;">The form of a </span><a href="http://gypsydaughteressays.blogspot.com/2013/09/introducing-syllogism-by-example.html" style="font-family: inherit;" target="_blank">syllogism</a><span style="font-family: inherit;">, a major premise followed by a minor
premise and a conclusion, makes an excellent structural framework for short
essays and speeches.</span></h3>
<div class="MsoNormal">
<span style="font-family: inherit;"><br /></span><span style="font-family: inherit;">When using the syllogism as a structural framework, in
addition to using a valid form, each of the premises must
be true in order for the argument to be </span><a href="http://gypsydaughteressays.blogspot.com/2014/09/deductive-reasoning-testing-soundness.html" style="font-family: inherit;">sound</a><span style="font-family: inherit;">. </span><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">In paragraph form, a writer has
an opportunity to prove each premise is true using a variety of rhetorical
strategies. In general, people should use the principle of charity and give the writer or speaker the benefit of the doubt when a premise or conclusion is stated in an unclear way. However, in some cases it’s extra important to clarify a statement. For
example, vagueness, ambiguity, and refutability are three types of errors that
require additional clarity, in the form of evidence or revision, in order to
convince or persuade a reader that a premise is indeed true and the argument is sound. </span></div>
<div class="MsoNormal">
<span style="font-family: inherit;"><br /></span></div>
<h2>
<span style="font-family: inherit;">Vagueness and Ambiguity</span></h2>
<br />
<h3 style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; margin: 0px; position: relative;">
When writing an essay, a writer has only one chance to make himself or herself clear to the reader. That means the writer has to watch out for the pitfalls of <a href="http://gypsydaughteressays.blogspot.com/2013/02/why-doesnt-anyone-understand-me-very.html" target="_blank">vagueness and ambiguity</a> in each and every sentence.</h3>
<div>
</div>
<br />
<h3>
<span style="font-family: inherit;">Examples of Vague Language</span></h3>
<div class="MsoNormal">
<span style="font-family: inherit;">Some examples of vague language include words like “some,” "good," “very,”
“soon,” and even “etcetera” or “that sort of thing.” Even the use of "you" and other second person pronouns can be vague in writing unless the writer is addressing only one specific person, like in a letter or email. Vague language is imprecise and makes it difficult for a reader to understand a writer's ideas. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;">Think about the following sentence: “Some people will be
here soon for the thing.” This sentence is extremely vague. It could mean that
150 guests will be arriving for the wedding in twenty minutes, or it could mean
that two movers are arriving in six hours to pick up a piano, or it could mean
a delegation of ten faculty members from China are arriving in a month for a
conference.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;">In order to eliminate vagueness and better persuade readers
that an argument is sound, be sure to avoid vague language and use terminology
that helps specify and clarify a premise. If necessary, include definitions in
order to make a point as clearly as possible.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;"><br /></span></div>
<h3>
<span style="font-family: inherit;">Examples of Ambiguous Language</span></h3>
<div class="MsoNormal">
<span style="font-family: inherit;">Ambiguity can be caused by poor grammatical construction,
oftentimes in the use of antecedents and pronouns or because of misplaced or
dangling modifiers. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;">Think about the following sentence: “The assistant took the
cats out of the carriers and placed them on the floor.” Because of the
construction of that sentence, the reader may be unsure about what’s being
placed on the floor: the cats, the carriers, or the cats and the carriers. Although
it may seem unimportant within the context of reading this blog post, it would
be imperative that an attorney ask for clarification if this information were
part of a murder trial. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;">Misplaced and dangling modifiers can also cause confusion. Think
about this sentence: “After biting the woman, the police officer took the dog
to the shelter.” This sentence needs revision because it reads as though the
police officer bit the woman. The officer certainly may have bitten the woman,
but because it’s not a common </span>occurrence<span style="font-family: inherit;">, the point should be clarified. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;">In order to eliminate ambiguity in writing, check all
pronouns to be sure the antecedents are clearly identifiable, and reword
sentences that may contain ambiguous antecedents or modifiers that do not
modify the words they are supposed to modify. Unclear premises within a
syllogism are not entirely true and leave room for refutation.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;"><br /></span></div>
<h2>
<span style="font-family: inherit;">Refutability</span></h2>
<div class="MsoNormal">
<span style="font-family: inherit;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;">The “Syllogism and Enthymeme” page of the <i style="mso-bidi-font-style: normal;">AP Language and Literature</i> course Web
site offers an excellent explanation of refutability in the context of the
syllogism. The writers offer a definition of “syllogism” and follow it with an
example that uses an irrefutable generalization as the major premise. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;"><br /></span></div>
<div class="MsoNormal" style="margin-left: 1.0in;">
<i style="mso-bidi-font-style: normal;"><span style="font-family: inherit;">Syllogism – Logical reasoning from inarguable premises; the
conclusion is unarguable if the syllogism is structured correctly.<o:p></o:p></span></i></div>
<div class="MsoNormal" style="margin-left: 1.0in;">
<i style="mso-bidi-font-style: normal;"><span style="font-family: inherit;"><br /></span></i></div>
<div class="MsoNormal" style="margin-left: 1.0in;">
<i style="mso-bidi-font-style: normal;"><span style="font-family: inherit;">Example: Socrates is human, so he is mortal.<o:p></o:p></span></i></div>
<div class="MsoNormal" style="margin-left: 1.0in;">
<i style="mso-bidi-font-style: normal;"><span style="font-family: inherit;"><br /></span></i></div>
<div class="MsoListParagraph" style="margin-left: 1.0in; mso-list: l0 level1 lfo2;">
<!--[if !supportLists]--><span style="font-family: inherit;"><span style="mso-list: Ignore;">·<span style="font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span><!--[endif]--><i style="mso-bidi-font-style: normal;">Major
Premise: All humans are mortal (irrefutable generalization)<o:p></o:p></i></span></div>
<div class="MsoListParagraph" style="margin-left: 1.0in; mso-list: l0 level1 lfo2;">
<!--[if !supportLists]--><span style="font-family: inherit;"><span style="mso-list: Ignore;">·<span style="font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span><!--[endif]--><i style="mso-bidi-font-style: normal;">Minor
Premise: Socrates is a human<o:p></o:p></i></span></div>
<div class="MsoListParagraph" style="margin-left: 1.0in; mso-list: l0 level1 lfo2;">
<!--[if !supportLists]--><span style="font-family: inherit;"><span style="mso-list: Ignore;">·<span style="font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span><!--[endif]--><i style="mso-bidi-font-style: normal;">Conclusion:
Therefore, Socrates is mortal<o:p></o:p></i></span></div>
<div class="MsoListParagraph" style="margin-left: 1.0in; mso-list: l0 level1 lfo2;">
<span style="font-family: inherit;"><i style="mso-bidi-font-style: normal;"><br /></i></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;">The writers go on to define “enthymeme” and offer an example
of a syllogism that leaves room for refutation within the major premise. In
this example, the premise makes the reader wonder what is meant by “strong.” <o:p></o:p></span>The goal when writing an essay or speech with a refutable premise is to anticipate the opposition's refutation and offer evidence to prove your point.</div>
<div class="MsoNormal">
<span style="font-family: inherit;"><br /></span></div>
<div class="MsoNormal" style="margin-left: 1.0in;">
<i style="mso-bidi-font-style: normal;"><span style="font-family: inherit;">Enthymeme – Logical reasoning with one premise left unstated;
instead of having irrefutable general truth for major premise, it is an
assumption, statement, or proposition that the writer presumes and the audience
accepts.<o:p></o:p></span></i></div>
<div class="MsoNormal" style="margin-left: 1.0in;">
<i style="mso-bidi-font-style: normal;"><span style="font-family: inherit;"><br /></span></i></div>
<div class="MsoNormal" style="margin-left: 1.0in;">
<i style="mso-bidi-font-style: normal;"><span style="font-family: inherit;">Example: Because John is a man, he is strong.<o:p></o:p></span></i></div>
<div class="MsoNormal" style="margin-left: 1.0in;">
<i style="mso-bidi-font-style: normal;"><span style="font-family: inherit;"><br /></span></i></div>
<div class="MsoListParagraph" style="margin-left: 1.0in; mso-list: l1 level1 lfo3;">
<!--[if !supportLists]--><span style="font-family: inherit;"><span style="mso-list: Ignore;">·<span style="font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span><!--[endif]--><i style="mso-bidi-font-style: normal;">Major
Premise: Men are strong (refutable, begs the question)<o:p></o:p></i></span></div>
<div class="MsoListParagraph" style="margin-left: 1.0in; mso-list: l1 level1 lfo3;">
<!--[if !supportLists]--><span style="font-family: inherit;"><span style="mso-list: Ignore;">·<span style="font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span><!--[endif]--><i style="mso-bidi-font-style: normal;">Minor
Premise: John is a man.<o:p></o:p></i></span></div>
<div class="MsoListParagraph" style="margin-left: 1.0in; mso-list: l1 level1 lfo3;">
<!--[if !supportLists]--><span style="font-family: inherit;"><span style="mso-list: Ignore;">·<span style="font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span><!--[endif]--><i style="mso-bidi-font-style: normal;">Conclusion:
Therefore, John is strong.<o:p></o:p></i></span></div>
<div class="MsoListParagraph" style="margin-left: 1.0in; mso-list: l1 level1 lfo3;">
<span style="font-family: inherit;"><i style="mso-bidi-font-style: normal;"><br /></i></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;">The responsibility of a writer, especially when arguing for
an enthymeme or using a refutable premise, is to be sure to find evidence
that convinces or persuades the audience to accept the premises and each subsequent conclusion. It may take a few sentences or even a full paragraph, for example,
to prove that “Men are strong.” It may require that a writer define the words “men”
and “strong” in context of the argument. The writer may have to provide not
only definitions, but examples and descriptions or even narratives that help
readers understand what is meant by “Men are strong.”<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;">The goal is clarity.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;">When a writer uses the syllogism form to construct an essay
or speech, that writer must carefully consider each and every statement to be
sure each premise is true, each word used is the most specific word,
and any refutable statements are proven with strong evidence.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<h4 style="margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: inherit;">Works Cited</span></h4>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: inherit;">“Syllogism
and Enthymeme.” <i style="mso-bidi-font-style: normal;">AP Language and
Literature,</i> <o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: inherit;"><a href="https://sites.google.com/site/wissahickonaplang/rhetoric/enthymeme-syllogism">https://sites.google.com/site/wissahickonaplang/rhetoric/enthymeme-syllogism</a>.
Accessed 7 Jan. 2020.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: inherit;"><br /></span></div>
<h4 style="margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: inherit;">Want to read more about critical thinking and writing? Try</span></h4>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<a href="http://gypsydaughteressays.blogspot.com/2016/09/how-to-organize-or-outline.html" target="_blank"><span style="font-size: large;">How to Organize and Outline an Argumentative Speech or Essay</span></a></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<a href="http://gypsydaughteressays.blogspot.com/2013/08/writing-argumentative-essay-basic.html" target="_blank"><span style="font-size: large;">Writing an Argumentative Essay: Basic Terminology</span></a></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: inherit; font-size: large;"><a href="http://gypsydaughteressays.blogspot.com/2014/12/critical-thinking-and-argument-grading.html" target="_blank">Grading the Argumentative Essay</a></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: inherit;"><br /></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: inherit;"><br /></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: inherit;"><i>Copyright Amy Lynn Hess. Please contact the author for permission to republish.</i></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: inherit;"><br /></span></div>
<br />Amy Lynn Hesshttp://www.blogger.com/profile/01772085814367432248noreply@blogger.com0tag:blogger.com,1999:blog-5960882532651380097.post-17902601099158676222019-12-23T10:59:00.001-05:002019-12-23T10:59:12.161-05:00Small Batch Microwave Peanut Brittle<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgxrbzrK83sO5Fq_tEpcbgmq5YuS86d8sBSemOWS6x4pTxY-2h87aPrO6htn-B_TJ_9k9QfJKMfpIZz9ieRLgnPgktPItW_Zk0V63YcHIf8BDRs1WpSq44DiNjCWRjK8q2YExbenMYQbNs/s1600/IMG_3772.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1281" data-original-width="1600" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgxrbzrK83sO5Fq_tEpcbgmq5YuS86d8sBSemOWS6x4pTxY-2h87aPrO6htn-B_TJ_9k9QfJKMfpIZz9ieRLgnPgktPItW_Zk0V63YcHIf8BDRs1WpSq44DiNjCWRjK8q2YExbenMYQbNs/s400/IMG_3772.JPG" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Crispy, thin, bubbly peanut brittle in 20 minutes!</td></tr>
</tbody></table>
<h3>
My favorite game when I was small was Candy Land. More than the gameplay, I was mostly enamored by the idea of the Peanut Brittle Swamp, and I always imagined what it would be like to be bogged down in a swamp of my favorite Christmas candy. </h3>
<br />
That daydream sticks with me even forty years later, but I've never made my own peanut brittle. I thought it was too complicated and required kitchen stuff I don't have. I was wrong, however, and it doesn't! After perusing Pinterest for a few hours last week, I came across a couple of pins that were all a variation on a theme: microwave peanut brittle. After a couple of failed batches (too much baking soda will make you burp like you've shotgunned a Pepsi) and minor adjustments (too much time in the microwave will burn the batch), I was able to make a small batch of crispy, thin, bubbly peanut brittle in about 20 minutes, start to finish. <br />
<br />
<h2>
Ingredients for Small Batch Microwave Peanut Brittle </h2>
<br />
1/2 cup granulated sugar<br />
1/4 cup corn syrup<br />
1/2 cup roasted peanuts<br />
1/2 tablespoon butter<br />
1 teaspoon vanilla<br />
1 teaspoon baking soda<br />
cooking spray<br />
<br />
It's a good idea to make your peanut brittle in a <b>glass measuring cup/bowl with a handle</b> (mine is a 4 cup size), and to use a <b>silicone spoon or spatula</b> and a <b>silicone mat</b> to line your cookie sheet. I picked up my silicone mat at Kroger for just under $8.00, and so far it's worth it! Also note that my microwave is 1000 watts (there's a sticker inside the door), so if yours is less powerful, your brittle may need more cook time.<br />
<br />
<h2>
Directions for Small Batch Microwave Peanut Brittle</h2>
<br />
1. Place the silicone mat inside a cookie sheet and spray it with cooking spray. Set aside.<br />
<br />
2. Mix the 1/2 C granulated sugar and 1/4 C corn syrup in your glass bowl or measuring bowl. Place in microwave and heat for 3 minutes.<br />
<br />
3. Remove the hot sugar syrup from the microwave promptly and stir in the 1/2 C roasted peanuts. Place in microwave and heat for 2 minutes.<br />
<br />
4. Remove the hot sugar syrup from the microwave promptly and stir in the 1/2 T of butter and the 1/2 t of vanilla. Place in microwave and heat for 1 minute.<br />
<br />
5. Remove the hot sugar syrup from the microwave promptly and add the 1 t baking soda. Stir it well. It will grow. Stir a little more. Place in microwave and heat for 30 seconds.<br />
<br />
6. Remove from microwave promptly, and pour it onto the silicone mat. Leave until brittle, or place in the freezer until brittle.<br />
<br />
<h2>
Cleaning up After Making Peanut Brittle</h2>
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://1.bp.blogspot.com/-52jHEGL6D0E/XgDiNp534YI/AAAAAAAACJE/PNTquFtb2HI-bMGvS0MKgiwLeB8byse4ACLcBGAsYHQ/s1600/IMG_3773.JPG" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1225" data-original-width="1600" height="244" src="https://1.bp.blogspot.com/-52jHEGL6D0E/XgDiNp534YI/AAAAAAAACJE/PNTquFtb2HI-bMGvS0MKgiwLeB8byse4ACLcBGAsYHQ/s320/IMG_3773.JPG" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Silicone utensils and a silicone mat make cleanup easy</td></tr>
</tbody></table>
<div>
Peanut brittle makes a sticky mess, but it can be cleaned up easily by freezing your utensils and snapping off the sugar or by using really hot water and dish soap. I used hot water and dish soap to get it off my hot pads, apron, slippers, and rug, too. I may have been trying to recreate the Peanut Brittle Swamp - subconsciously, of course!</div>
<br />
<h3>
Because this is fairly simple and inexpensive, if you (like me) need to make adjustments to cooking times or ingredients to make your perfect brittle, feel free to comment and share your experiences. Merry Christmas!</h3>
<div>
<br /></div>
<h4>
Want to read more for the holidays? Try</h4>
<div>
<br /></div>
<span style="font-size: large;"><a href="http://gypsydaughteressays.blogspot.com/2014/12/using-nice-dishes.html" target="_blank">Grief and Healing: Using the Nice Dishes</a></span><br />
<a href="http://gypsydaughteressays.blogspot.com/2013/12/crochet-christmas-tree-ornaments.html" target="_blank"><span style="font-size: large;">Crochet Christmas Tree Ornaments</span></a><br />
<a href="http://gypsydaughteressays.blogspot.com/2014/11/its-time-to-count-my-blessings-instead.html" target="_blank"><span style="font-size: large;">It's Time to Count My Blessings (Instead of Sheep)</span></a><br />
<br />
<br />
<i><br /></i>
<i>Copyright Amy Lynn Hess. Please contact the author for permission to republish.</i><br />
<div>
<br /></div>
<br />
<br />
<br />
<br />
<br />
<br />Amy Lynn Hesshttp://www.blogger.com/profile/01772085814367432248noreply@blogger.com0tag:blogger.com,1999:blog-5960882532651380097.post-49354245361332975492019-08-15T14:45:00.004-04:002019-12-23T11:13:01.871-05:00Advanced Sentence Diagramming: Diagramming Noun Clauses<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://1.bp.blogspot.com/-2M7p3oOgam8/XVWgp2FYI5I/AAAAAAAACHw/AumGl5xT8msi-sBvJX3aZ365ARmCQE4dwCLcBGAs/s1600/Slide5.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="900" data-original-width="1600" height="360" src="https://1.bp.blogspot.com/-2M7p3oOgam8/XVWgp2FYI5I/AAAAAAAACHw/AumGl5xT8msi-sBvJX3aZ365ARmCQE4dwCLcBGAs/s640/Slide5.JPG" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">The subject of this sentence is a noun clause.</td></tr>
</tbody></table>
<h2>
What's a Noun Clause?</h2>
<div style="text-align: left;">
</div>
Just like a noun represents a person, place, thing, or idea, a noun clause is <i>a group of words with a subject and a verb that makes a complete thought and represents a person, place, thing, or idea</i>. A noun clause can be used in a sentence anywhere a noun can be used: as a subject, object, or complement.<br />
<br />
You can usually tell a noun clause from a modifying clause by taking the clause out of the sentence. If the sentence still makes sense, you've probably removed a modifying clause, a clause that adds <i>extra</i> information to the sentence. If the sentence no longer makes sense, you've probably removed a noun clause, which adds essential information to the sentence.<br />
<br />
Here are some examples of <span style="color: #741b47; font-weight: bold;"><u>noun clauses.</u> </span>Note that when you remove them, the sentence no longer makes sense:<br />
<br />
<br />
<ul>
<li>As a subject: <span style="color: #741b47;"><b><u>That Stella is intelligent</u></b></span> is obvious.</li>
<li>As an object: The politician admitted <span style="background-color: white;"><span style="color: #741b47;"><u><b>he had committed a crime</b></u>. </span></span></li>
<li>As a predicate nominative: Your education is <span style="color: #741b47;"><b><u>what you make of it</u></b></span>.</li>
</ul>
<br />
<br />
<h2>
Diagramming Noun Clauses</h2>
<br />
Let's practice diagramming "That Stella is intelligent is obvious." This sentence contains 2 linking verbs ("is" and "is"), 2 subject complements ("intelligent" and "obvious"), and "That" as a conjunction. However, in this sentence, the "that" does not change the meaning of the sentence.<br />
<br />
There is one main thought in this sentence: "X is obvious." X stands for the subject of the sentence, "Stella is intelligent." Because the sentence has one main thought, we will draw one main base line and fill in the main verb and the main subject complement.<br />
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://1.bp.blogspot.com/-wHMEVU-nrWo/XVWhzaH05wI/AAAAAAAACH4/CEBUiDRu-boNaHHSP2yxDaGQ0DqUP0z3QCLcBGAs/s1600/Slide1.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="900" data-original-width="1600" height="225" src="https://1.bp.blogspot.com/-wHMEVU-nrWo/XVWhzaH05wI/AAAAAAAACH4/CEBUiDRu-boNaHHSP2yxDaGQ0DqUP0z3QCLcBGAs/s400/Slide1.JPG" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">There is one main thought in this sentence. The main predicate has been completed.</td></tr>
</tbody></table>
<br />
<br />
Because the subject of the main clause is also a complete sentence, we must give it its own base line. We will add a base line on "legs" to the subject area on the base line for the main clause.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
</div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://1.bp.blogspot.com/-O7kdrznJZB0/XVQnsrJ1iGI/AAAAAAAACHE/qpmUI1KpUYM8spTODXtLJ-7FySUtIevpgCLcBGAs/s1600/Slide3.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="900" data-original-width="1600" height="225" src="https://1.bp.blogspot.com/-O7kdrznJZB0/XVQnsrJ1iGI/AAAAAAAACHE/qpmUI1KpUYM8spTODXtLJ-7FySUtIevpgCLcBGAs/s400/Slide3.JPG" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">The subject of this sentence is a noun clause, and must have its own base line.</td></tr>
</tbody></table>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div class="" style="clear: both; text-align: left;">
<br /></div>
<div class="" style="clear: both; text-align: left;">
We diagram the linking verb and subject complement the same for both clauses. The linking verb follows the subject-verb divider, which passes through the base line. The subject complement is placed on the base line following the linking verb and a backslash that does not cross the base line.</div>
<div class="" style="clear: both; text-align: left;">
<br /></div>
<div class="" style="clear: both; text-align: left;">
We will connect "That" to "Stella" with a dashed line like other conjunctions. "That" can appear either above or below the clause.</div>
<br />
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://1.bp.blogspot.com/-vPTXhUh5WZs/XVQntBGuEAI/AAAAAAAACHQ/Lfoe7swZCKMWxmQWjztce5ihMvU7OkfAQCLcBGAs/s1600/Slide4.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="900" data-original-width="1600" height="225" src="https://1.bp.blogspot.com/-vPTXhUh5WZs/XVQntBGuEAI/AAAAAAAACHQ/Lfoe7swZCKMWxmQWjztce5ihMvU7OkfAQCLcBGAs/s400/Slide4.JPG" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">"That" is non-essential and can appear either above or below its clause.<br />
<br /></td></tr>
</tbody></table>
<br />
Just like diagramming compound, complex, and compound-complex sentences that require multiple base lines, the key to diagramming noun clauses is also the inclusion of multiple base lines. The difference is that a noun clause must be embedded into its main clause with a "mini" base line on "legs." When the noun clause is acting as a subject, the secondary base line will appear on legs within the subject area of the main clause; a clause acting as an object will appear in the object area; and a clause that acts as a predicate nominative will appear in the predicate nominative area.<br />
<br />
<h3>
Want to read more about diagramming sentences? Try </h3>
<a href="http://gypsydaughteressays.blogspot.com/2017/08/sentence-diagramming-diagramming.html" target="_blank"><span style="font-size: large;">Diagramming Determiners</span></a><br />
<a href="http://gypsydaughteressays.blogspot.com/2015/11/diagramming-possessive-and-plural-nouns.html" target="_blank"><span style="font-size: large;">Diagramming Possessive and Plural Nouns</span></a><br />
<a href="http://gypsydaughteressays.blogspot.com/2015/05/sentence-diagramming-multiple-base.html" target="_blank"><span style="font-size: large;">Diagramming Multiple Independent Clauses</span></a><br />
<br />
<br />
<span style="color: #444444; font-style: italic;">Copyright </span>Amy Lynn Hess<span style="color: #444444; font-style: italic;">, please contact the author for permission to republish.</span><br />
<br />Amy Lynn Hesshttp://www.blogger.com/profile/01772085814367432248noreply@blogger.com0tag:blogger.com,1999:blog-5960882532651380097.post-39305908936179321162019-08-01T17:37:00.004-04:002019-08-02T12:39:56.095-04:00Healing Emotional Wounds: A Back-to-School Altar<div style="text-align: center;">
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://1.bp.blogspot.com/-seq3_14lGJY/XUNPQkdgKcI/AAAAAAAACGM/eVjKQVjswo8pJWdzLcT_zVHUZwoQ66bCwCLcBGAs/s1600/IMG_3458.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img alt="A black bowl of salt water, 2 white candles, a clear quartz pendulum, a black cloth-covered journal, black stones from the shore of Lake Huron, a bowl of marbles in a bowl made by my father, aquamarine, jasper and hematite sphere, copper sphere, and septarian" border="0" data-original-height="1600" data-original-width="1323" height="640" src="https://1.bp.blogspot.com/-seq3_14lGJY/XUNPQkdgKcI/AAAAAAAACGM/eVjKQVjswo8pJWdzLcT_zVHUZwoQ66bCwCLcBGAs/s640/IMG_3458.jpg" title="A Shamanic Grief Altar" width="528" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">A Shamanic Grief Altar</td></tr>
</tbody></table>
<i><span style="font-size: large;"><br /></span></i>
<i><span style="font-size: large;">Authenticity, creativity, </span></i><br />
<i><span style="font-size: large;">patience, and compassion.</span></i></div>
<div style="text-align: center;">
<i><span style="font-size: large;">Authenticity, creativity, </span></i><br />
<i><span style="font-size: large;">patience, and compassion.</span></i></div>
<br />
<h3>
For the past 38 years I have loved the arrival of the first day of school. Whether as a student or as a professor, I've barely been able to contain my excitement about the potential of the new academic year, the new people I would meet, the friends I'd see at lunch, and the new knowledge that's inevitable in academia.</h3>
<br />
Not this year, however. On the eve of the start of my 2019-2020 contract, I find myself a bit distracted, if anything, by other things. I want to paint my bedroom door and reorganize the shed. I want to wash my car and make Christmas presents and cuddle the cats. I want to watch cars go by in the rain and figure out which onomatopoeia words best represent the sound they make. I want to learn to play a shamanic drum. I want the freedom to withdraw from others at a moment's notice.<br />
<br />
<h2>
Is This Faculty Burn Out?</h2>
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://1.bp.blogspot.com/-TZYUVM-F2Po/XUNZIeL5__I/AAAAAAAACGs/J_B9-fisRLE37CH_1S2ABna1I5_4ouffQCLcBGAs/s1600/IMG_3460.JPG" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img alt="A Close-up of a rough aquamarine and jasper and hematite sphere nestled in black beach stones from Lake Huron" border="0" data-original-height="1078" data-original-width="1600" height="215" src="https://1.bp.blogspot.com/-TZYUVM-F2Po/XUNZIeL5__I/AAAAAAAACGs/J_B9-fisRLE37CH_1S2ABna1I5_4ouffQCLcBGAs/s320/IMG_3460.JPG" title="Shamanic Grief Altar" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Rough Aquamarine and a Jasper and Hematite Sphere</td></tr>
</tbody></table>
After a series of serious obstacles and emotional upheavals over the past few years, I think I'm simply worn out. I feel translucent in the wake of personal tragedy, illness, and close calls, and I'm not quite convinced I have the energy to usher in close to 80 freshman and somehow convince them to write essays. Composition is not my favorite class to teach. It certainly isn't a student favorite, and they, too, are all very much distracted by other things. I also haven't, to be completely honest, forgiven my classes from last semester for calling and texting me while I sat and held my father's hand while he struggled to breathe in his last few days. They called to ask if I'd graded their exams while I was at the funeral home. They texted to complain about their group members as the hearse arrived. They emailed multiple times to see if I would accept work they hadn't completed in the first weeks of classes as I tried to sleep for the first time in days; for the first time in days not listening for the next breath. I answered all of them as soon as I could, but I can't seem to shake the feelings of resentment and martyrdom that came with it, no matter how many times I tell myself that they're still kids and don't know any better, or didn't know any better at the time.<br />
<br />
On top of it all, I've lost control of my verb tenses. My father didn't once love his cat and stop loving him, so I cannot say "He loved his cat." He left this world loving the cat in the progressive, continuous tense. I also cannot say "He loves his cat" with accuracy. As a grammarian, this lack of verb tense for deceased relatives is an absolute twist of the knife. What if my lack of control over verb tenses seeps into my classroom: Will the students notice? Will I be outed as a sentence diagramming charlatan? Perhaps I should use the conditional and subjunctive mood: "If my father were still here, he would love his cat."<br />
<br />
Contemplating grammatical analysis is wonderfully distracting, but it is not for healing. My grief has taken a unique turn that requires unique healing.<br />
<br />
<h2>
The Shamanic Grief Altar</h2>
<h3>
Off to School</h3>
<br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://1.bp.blogspot.com/--yHotwWzQ7Q/XUNZIEvVpzI/AAAAAAAACGk/tkyf5r-PF7MAa4zJyME_lrP4zk5xbcF3QCLcBGAs/s1600/IMG_3461.JPG" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img alt="A close-up of my father's marbles in a bowl he made in high school" border="0" data-original-height="1200" data-original-width="1600" height="240" src="https://1.bp.blogspot.com/--yHotwWzQ7Q/XUNZIEvVpzI/AAAAAAAACGk/tkyf5r-PF7MAa4zJyME_lrP4zk5xbcF3QCLcBGAs/s320/IMG_3461.JPG" title="Shamanic Grief Altar" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Personal items are optional, in this case beautiful vintage marbles.</td></tr>
</tbody></table>
In "Off to School Altars," author C. B. Cabeen explains how their family used an altar to help a young daughter overcome her trepidation about returning to school. The author explains the playfulness required to make the altar-building process meaningful, especially with a young child, but also offers exceptional insights for people of all ages: "Altars give us a way to mark the changes in our lives, and they reveal our lives back to us as something sacred to honor and celebrate." The author goes on to say that "the process of choosing or creating emotionally charged objects, arranging them, and gazing on them opens up our abilities to see the broader picture and reach a synthesis–or at least start a conversation. Disparate feelings can stand side by side on an altar without having to edge each other out."<br />
<br />
On an altar, my own trepidation at returning to school can stand, as Cabeen says, side-by-side with my realization I need to be with others, regain a sense of community and control, and once again find joy in my life's work. As practical as the creation of a syllabus might be tomorrow, my first official day of the new school year, gathering and placing "emotionally charged objects" may help me commemorate the day in such a way as to bring healing and prepare my heart for the task at hand.<br />
<br />
<h3>
Healing from Grief</h3>
<br />
<div style="text-align: center;">
<i><span style="font-size: large;">Authenticity, the product of mindfulness and a supportive community.</span></i></div>
<div style="text-align: center;">
<i><span style="font-size: large;">Creativity, because it contributes to the growth of our souls.</span></i></div>
<div style="text-align: center;">
<i><span style="font-size: large;">Patience with myself and others because we are all as fragile as soap bubbles.</span></i></div>
<div style="text-align: center;">
<i><span style="font-size: large;">Compassion above all else.</span></i><br />
<i><br /></i>
<br />
<div style="text-align: left;">
In addition to mourning the end of summer, I am grieving the loss of my father and all that entails for me and my family. Therefore, my altar is also based on the Shamanic grief altar. </div>
<div style="text-align: left;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
</div>
<div style="text-align: left;">
Linda L. Fitch teaches, in "Creating a Grief Altar: A Shamanic Practice for Grief and Loss," that the required items for a Shamanic grief altar are very few:</div>
<div style="text-align: left;">
<br /></div>
<blockquote class="tr_bq" style="text-align: left;">
<ul>
<li>A black cloth (you can use a napkin, a scarf, a piece of fabric, etc.)</li>
<li>A black or dark blue bowl with water in it</li>
<li>Salt</li>
<li>One or two light colored candles</li>
</ul>
</blockquote>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
When the candles are lit, she continues, the altar is "open."</div>
<div style="text-align: left;">
<br /></div>
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiROs7n-lCnRdTwG1tpDxRMXfNfwUgkkOHmJV4k7oG-Pl4CwX8E_1fb2H9Fo7uEjtSK7d8Rt_lOSLhtvSvVga7YyoIXkjB3GvWkloFVShWjiCeIkLcsykTqObxsJH7PUAxKRpFW0pm8tUE/s1600/IMG_3459.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img alt="A close up of a copper sphere from Michigan nestled in black beach stones. A bowl of salt water and light candles sit on a cloth-covered journal" border="0" data-original-height="1600" data-original-width="1507" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiROs7n-lCnRdTwG1tpDxRMXfNfwUgkkOHmJV4k7oG-Pl4CwX8E_1fb2H9Fo7uEjtSK7d8Rt_lOSLhtvSvVga7YyoIXkjB3GvWkloFVShWjiCeIkLcsykTqObxsJH7PUAxKRpFW0pm8tUE/s320/IMG_3459.jpg" title="Shamanic Grief Altar" width="301" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">A copper sphere from Michigan's Upper Peninsula </td></tr>
</tbody></table>
<div style="text-align: left;">
Although my altar sits on a woven Navajo mat, as you can see in the image, I've placed a black bowl of spiced salt water on top of a black, cloth-covered journal. The spiced salt was a gift for cleansing my home from a friend, and it seems appropriate to use the journal as my black altar-cloth for the start of the new school year, representational of a blank slate. I've included two white candles and a clear quartz pendulum, plus a small collection of jasper and a shell I picked up on the shores of Lake Huron. Not on the journal, where the basic items are located, but on the mat, I have included a bowl of marbles that belonged to my father, and they are in a bowl he made in high school. I've also created a spiral of black beach stones from home as the ground for a rough aquamarine, a jasper and hematite sphere, a copper sphere from the Upper Peninsula, and a rough septarian. Although I have a large collection of gemstones and minerals, these were the most appropriate for this altar's purpose: To help me heal and prepare my heart for the new academic year.</div>
</div>
<br />
<br />
<h4>
Want to read more about grief and healing? Try</h4>
<a href="http://gypsydaughteressays.blogspot.com/2014/12/using-nice-dishes.html" target="_blank"><span style="font-size: large;">Grief and Healing: Using the Nice Dishes</span></a><br />
<a href="http://gypsydaughteressays.blogspot.com/2015/03/arts-crafts-healing.html" target="_blank"><span style="font-size: large;">Arts and Crafts and Healing</span></a><br />
<a href="http://gypsydaughteressays.blogspot.com/2013/03/the-intent-to-change-purpose-and.html" target="_blank"><span style="font-size: large;">The Intent to Change; The Purpose and Benefit of Personal Altars</span></a><br />
<br />
<h3>
Works Cited</h3>
<br />
Cabeen, C. B. “Off to School Altars.” Pagan Families, <i>Patheos,</i> 23 Oct. 2014, www.patheos.com/blogs/paganfamilies/2014/08/off-to-school-altars/<br />
<br />
Fitch, Linda L. ""Creating a Grief Altar: A Shamanic Practice for Grief and Loss." <a href="http://lindalfitch.respond.ontraport.net/grief-altar">http://lindalfitch.respond.ontraport.net/grief-altar</a><br />
<div style="margin-left: 1cm; text-indent: -1cm;">
<br />
<br />
<i><span style="color: #444444;">Copyright Amy Lynn Hess. Please contact the author for permission to republish.</span></i></div>
Amy Lynn Hesshttp://www.blogger.com/profile/01772085814367432248noreply@blogger.com2tag:blogger.com,1999:blog-5960882532651380097.post-50764358957773714522019-07-29T20:12:00.001-04:002019-10-19T16:13:31.441-04:00The College Journal: Supplies on a Student Budget<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://1.bp.blogspot.com/-lNj0p7rVDIs/XT-AtiHV70I/AAAAAAAACGA/a0KMPt26g5EY58QehpDS1CCoKGZPeKyogCLcBGAs/s1600/The%2BCollege%2BJournal%2BImage.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img alt="Purchasing supplies on a student budget can be as simple as buying a mechanical pencil and some felt tip pens" border="0" data-original-height="900" data-original-width="1600" height="360" src="https://1.bp.blogspot.com/-lNj0p7rVDIs/XT-AtiHV70I/AAAAAAAACGA/a0KMPt26g5EY58QehpDS1CCoKGZPeKyogCLcBGAs/s640/The%2BCollege%2BJournal%2BImage.jpg" title="The College Journal by Amy Lynn Hess" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><i>The College Journal</i> is Available on <a href="https://amzn.to/2SQJGTk" target="_blank">Amazon</a> through This Affiliate Link</td></tr>
</tbody></table>
<i><br /></i>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><i>The College Journal </i>is a one-stop-shop for all the types of journal pages a college student might need during a semester. It's divided into three areas: Academic Calendar, Weekly Reviews, and Dailies. Each area is already set-up with easy-to-use templates. Prompts for the templates appear in the Introduction, and additional prompts and ideas appear online - on this very blog, as a matter of fact!</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<br />
<ul>
<li><a href="https://gypsydaughteressays.blogspot.com/2019/07/the-college-journal-fill-in-blank.html" style="background-color: white; color: #6699cc; text-decoration-line: none;" target="_blank"><span style="font-family: "arial" , "helvetica" , sans-serif;">The College Journal: A Fill-in-the-Blank Journal for First Year College Students</span></a></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="https://gypsydaughteressays.blogspot.com/2019/07/the-college-journal-creating-weekly.html" style="color: #6699cc; text-decoration-line: none;" target="_blank">Creating a Weekly Budget</a></span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="color: #6699cc; text-decoration-line: none;"><a href="https://gypsydaughteressays.blogspot.com/2019/07/the-college-journal-prompts-for.html" style="color: #6699cc; text-decoration-line: none;" target="_blank">Prompts for Freestlye Journaling</a></span></span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="color: #6699cc; text-decoration-line: none;"><a href="https://gypsydaughteressays.blogspot.com/2019/07/the-college-journal-ideas-for-your.html" style="color: #6699cc; text-decoration-line: none;" target="_blank">Ideas for Your Special Tracker</a></span></span></li>
</ul>
<br />
<div style="background-color: white;">
<h2>
What Supplies Do I Need to Start a Journal?</h2>
</div>
<div style="background-color: white; color: #333333;">
<span style="font-family: "arial" , "helvetica" , sans-serif;">So, what else do you need to get <i>The College Journal</i> started? Depending on your budget, you can start minimal, something as simple as a mechanical pencil, or you might jump right into being artsy and buy yourself some laser-cut stencils and water colors. Of course, there are lots of options in-between.</span></div>
<div style="background-color: white; color: #333333;">
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></div>
<h2 style="background-color: white;">
<span style="color: orange; font-family: "arial" , "helvetica" , sans-serif;">Something That Writes (and Maybe Erases)</span></h2>
<div style="background-color: white; color: #333333;">
<span style="font-family: "arial" , "helvetica" , sans-serif;">I would recommend starting with something that writes and erases. Lots of people jump right in with an ink pen, but sometimes mistakes happen, and being able to erase the mistakes and start over can lower any stress or anxiety you have about what you write or draw. </span><span style="font-family: "arial" , "helvetica" , sans-serif;">Try a refillable mechanical pencil, which prevents the need for a pencil sharpener. <a href="https://amzn.to/2YzKote" target="_blank">This Pentel mechanical pencil comes with extra lead and an eraser.</a></span></div>
<div style="background-color: white; color: #333333;">
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></div>
<div style="background-color: white;">
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="color: #333333;">If you're not terribly stressed about what you write and can accept that mistakes happen, try a black or blue gel pen, or give Micron pens a try. If you're environmentally conscientious, try a fountain pen or a roller ball with replaceable cartridges. Try a few pens before you buy too many, however. You want to avoid pens that bleed through the pages.</span></span></div>
<div style="background-color: white;">
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="color: #333333;"><br /></span></span></div>
<h2 style="background-color: white;">
<span style="color: orange; font-family: "arial" , "helvetica" , sans-serif;">Add Some Color</span></h2>
<div style="background-color: white; color: #333333;">
<span style="font-family: "arial" , "helvetica" , sans-serif;">If you want to add a little color to your journal, I recommend felt tip pens or colored pencils. These can either be used to add emphasis to your pencil-written work, or you can write with them as a way to organize your thoughts. </span><a href="https://amzn.to/2YzKote" style="font-family: Arial, Helvetica, sans-serif;" target="_blank">Paper Mate Flair</a><span style="font-family: "arial" , "helvetica" , sans-serif;"> pens do not bleed through paper, and I can attest to it since I've been grading papers with them for several years. </span><a href="https://amzn.to/2LUiOkT" style="font-family: Arial, Helvetica, sans-serif;" target="_blank">Crayola Twistables Colored Pencils</a><span style="font-family: "arial" , "helvetica" , sans-serif;">, just like mechanical pencils, do not require a pencil sharpener, so they're easier to take with you and use if you like colored pencils. </span></div>
<div style="background-color: white; color: #333333;">
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></div>
<div style="background-color: white; color: #333333;">
<span style="font-family: "arial" , "helvetica" , sans-serif;">Another way to add color is with washi tape, stickers, or rubber stamps. There are a variety available </span><span style="font-family: "arial" , "helvetica" , sans-serif;">in </span><span style="font-family: "arial" , "helvetica" , sans-serif;">big box stores, office supply chains, and online.</span></div>
<div style="background-color: white; color: #333333;">
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></div>
<div style="background-color: white; color: #333333;">
<span style="font-family: "arial" , "helvetica" , sans-serif;">and speaking of on <i><u>line</u></i> . . .</span></div>
<div style="background-color: white; color: #333333;">
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></div>
<div style="background-color: white; color: #333333;">
</div>
<h2>
<span style="color: orange; font-family: "arial" , "helvetica" , sans-serif;">Making Lines</span></h2>
<span style="font-family: "arial" , "helvetica" , sans-serif;">Last, but not least, you want to be able to add lines to your journal, especially when you're completing your pie graphs.</span><br />
<br />
<div style="background-color: white; color: #333333;">
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></div>
<div style="background-color: white;">
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="color: #333333;">You can add a bookmark that can also double as a straightedge: Something as simple as an index card might work for you. You can also purchase a </span><a href="https://amzn.to/2LP9yOU" target="_blank">set of metal bookmark stencils</a><span style="color: #333333;"> or even use a protractor, especially if you want to carefully divide your pie graphs as exactingly as possible.</span></span></div>
<div style="background-color: white; color: #333333;">
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></div>
<div style="background-color: white; color: #333333;">
<span style="font-family: "arial" , "helvetica" , sans-serif;">Whatever the additional benefits of keeping a journal, one of the most important and often overlooked is as an avenue for self expression. Whether you want to show off your abilities in a minimalist fashion or by using bright and colorful images and fancy lettering, it's your journal to do with as you see fit. There are supplies to match every budget and every personality.</span></div>
<div style="background-color: white; color: #333333;">
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></div>
<div style="background-color: white; color: #333333;">
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></div>
<div style="background-color: white; color: #333333;">
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></div>
<div style="background-color: white; color: #333333;">
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></div>
<div style="background-color: white;">
<span style="font-family: "arial" , "helvetica" , sans-serif;"><i style="color: #444444;">Copyright </i>Amy Lynn Hess<i style="color: #444444;">. Please contact the author for permission to republish.</i></span></div>
<div style="background-color: white; color: #333333;">
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></div>
<div style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px;">
<br /></div>
<div style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px;">
<br /></div>
Amy Lynn Hesshttp://www.blogger.com/profile/01772085814367432248noreply@blogger.com0tag:blogger.com,1999:blog-5960882532651380097.post-85028069692965719702019-07-26T13:52:00.000-04:002019-10-19T16:13:47.206-04:00The College Journal: Ideas for Your Special Tracker<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjNZHr4ZdfcSaRNBlR1lDh1nDX7iusaVP4qLikgJxExup-pcXbOZYoF02rlLG7UfuspqJmhyphenhypheneRw78zFqQFzo9MuM8Iidm5QqZIpBXdCvwhunu754Xt6J4Wz7ZtwW3rOWtH28vxyR3yuvPg/s1600/The+College+Journal+Image.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img alt="The College Journal is an 8.5" x 11" fill-in-the-blank journal specifically designed for first-year college students. It includes prompts and templates to help you raise your self awareness, take financial responsibility, and keep track of important deadlines, meetings, and assignments. " border="0" data-original-height="900" data-original-width="1600" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjNZHr4ZdfcSaRNBlR1lDh1nDX7iusaVP4qLikgJxExup-pcXbOZYoF02rlLG7UfuspqJmhyphenhypheneRw78zFqQFzo9MuM8Iidm5QqZIpBXdCvwhunu754Xt6J4Wz7ZtwW3rOWtH28vxyR3yuvPg/s640/The+College+Journal+Image.jpg" title="The College Journal by Amy Lynn Hess" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><i>The College Journal</i> is Available on <a href="https://amzn.to/2SQJGTk" target="_blank">Amazon</a> through This Affiliate Link</td></tr>
</tbody></table>
<div class="separator" style="clear: both; text-align: center;">
</div>
<div class="separator" style="clear: both; text-align: center;">
</div>
<div style="text-align: left;">
</div>
<i><br /></i>
<i>The College Journal </i>Dailies section is a place to keep track of your daily activities, both before the day begins and as the day is drawing to a close. At the end of a week or before a new week, depending on how you frame it, you will look back at your Dailies entries in order to look for patterns of behavior that can help you change bad habits and continue to act on beneficial habits. Realizations about how you spend your time, money, and energy can then become goals and action items you record in your Weekly Review.<br />
<br />
The Dailies section includes a task manager and organizer, a blank graph for keeping track of how you spent your 24 hours of time, an area for a Button-Size Mini-Memoir, and a place to keep track of an additional "thing" of your choice. Because the Dailies are meant to be a fast, user-friendly journal experience (because students don't have a lot of free time in college), what follows are some basic tracker ideas for that special "thing" that will fit into your Dailies pages.<br />
<h2>
What Kinds of Things Do I Put in My Journal?</h2>
<h2>
Use Your Journal to Track Good Habits Versus Bad Habits</h2>
One way to think about your options for tracking behaviors and habits is to divide your tracker into two rows, one for the "good" and one for the "bad." You could track these behaviors for one week, or you could track them throughout your semester to look for changes.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhnKiINAHdKETqOTY0nr6h07bi71LbVTUt3MaA_7Nyjjvcc87Q_FkQjmtgYhwiGAJ4bm7YdsZIN5l7Jd2FCBozn_T5PSWA0VvP7JrwKTsGaDyLD21CgDZ-AEOgGh2VuKR9ZuOm8z5ghqOk/s1600/habits.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="900" data-original-width="1600" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhnKiINAHdKETqOTY0nr6h07bi71LbVTUt3MaA_7Nyjjvcc87Q_FkQjmtgYhwiGAJ4bm7YdsZIN5l7Jd2FCBozn_T5PSWA0VvP7JrwKTsGaDyLD21CgDZ-AEOgGh2VuKR9ZuOm8z5ghqOk/s640/habits.jpg" width="640" /></a></div>
<h3>
Communication</h3>
In the example above, the student is tracking both complimenting others, a good habit, and swearing, a bad habit. Every time the students swears, that student fills in a stop sign. Every time the student compliments someone else, the student fills in a smiley face. In this example the compliments may not replace the swearing directly, but may simply improve the student's mood when there are more compliments than swearing.<br />
<br />
Other good versus bad habit combinations related to communicating with others might be complaining versus offering solutions or gossiping versus getting to know someone. In both of those instances, the healthy behavior may replace the bad behavior, so your tracker could be set up a little differently.<a href="https://1.bp.blogspot.com/-ORnf2__5Vbc/XTsx1COCBzI/AAAAAAAACEo/ZSrwqu-3LIgjB_j_tdX1WYp_pcG3K_ilACLcBGAs/s1600/linear%2Bhabit%2Btracker.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" data-original-height="900" data-original-width="1600" height="360" src="https://1.bp.blogspot.com/-ORnf2__5Vbc/XTsx1COCBzI/AAAAAAAACEo/ZSrwqu-3LIgjB_j_tdX1WYp_pcG3K_ilACLcBGAs/s640/linear%2Bhabit%2Btracker.jpg" width="640" /></a><br />
In the example above, the student colors a section to the left in black each time the student spends time genuinely and sincerely building someone up during the day. The student colors the right side of the tracker red if the student spends any time putting people down or making sarcastic jabs during the course of the day.<br />
<br />
<h3>
Health and Wellness</h3>
Some habits related to health and wellness might be meditating instead of arguing or stretching instead of slouching. Those can certainly be tracked like the examples above.<br />
<br />
Additionally, your habits might include drinking water instead of pop, or eating vegetables instead of chips. If you want to track meditation, you could simply fill in the box with a before and after impression of the time spent in meditation. If you want to be slightly more creative, you can draw glasses of water to color in blue for each glass you consume, or you can even try your hand at drawing the yoga poses or exercises you completed for the day.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://1.bp.blogspot.com/-Vgs3pnEP23Y/XTs1vqxyY_I/AAAAAAAACE0/SzrPfmiIn_4TBgGcnA-LL9kffBnJybCFwCLcBGAs/s1600/yoga%2Bhabits.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="900" data-original-width="1600" height="360" src="https://1.bp.blogspot.com/-Vgs3pnEP23Y/XTs1vqxyY_I/AAAAAAAACE0/SzrPfmiIn_4TBgGcnA-LL9kffBnJybCFwCLcBGAs/s640/yoga%2Bhabits.jpg" width="640" /></a></div>
<br />
<br />
Two different ways to track a yoga practice are shown in the figure above. You could simply list the poses you've tried with a simple decoration (or no decoration), or you can find a more colorful way to track your practice.<br />
<br />
<h3>
Lifestyle and Hobbies</h3>
<div>
A third way to think about your habits is in tracking your lifestyle and hobbies. Should you be spending more time studying and less time in the game room? Or do you need to make sure you are practicing a skill or craft on a daily basis? Try tracking your successes for a confidence boost!</div>
<div>
<br /></div>
<div>
There are two ways to track lifestyle and hobbies shown in the image below. The first is to draw or fill in one baseball to indicate feelings of accomplishment on a scale of 1 - 10. The second way is to create a musical message on a staff or fill in notes to indicate musical achievement and success.<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh46E32mq9WSPkaiMjPDJYX1Ra2pj0AxuP3kTjjOhc0Yfq6wwsIzDmhcKoun-D55wXrUfac9P2CV_SLOILFsj5VW2e9mr07T_27gMStsq5LHnAKr_FQhb_rmEt9YaDsZZi0CkOJ-vdv5bI/s1600/hobbies+tracker.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" data-original-height="900" data-original-width="1600" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh46E32mq9WSPkaiMjPDJYX1Ra2pj0AxuP3kTjjOhc0Yfq6wwsIzDmhcKoun-D55wXrUfac9P2CV_SLOILFsj5VW2e9mr07T_27gMStsq5LHnAKr_FQhb_rmEt9YaDsZZi0CkOJ-vdv5bI/s640/hobbies+tracker.jpg" width="640" /></a></div>
<div>
The most important "thing" to remember about your special tracker of a "thing" is that it should be meaningful to you without being difficult or time consuming. It should never be considered a burden. Try tracking communication, health and wellness, or lifestyle and hobbies all semester or only for one week. Try a few different trackers until you find one that makes a difference in your life and offers real insight. If you gain helpful insights, you can write about them in your Weekly Review. </div>
<div>
<br /></div>
<div>
Happy Journaling!</div>
<h4>
<br />Want to read more about <i>The College Journal</i>? Try</h4>
<div>
<span style="font-size: large;"><a href="https://gypsydaughteressays.blogspot.com/2019/07/the-college-journal-creating-weekly.html" style="background-color: white; color: #6699cc; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; text-decoration-line: none;" target="_blank">The College Journal: Creating a Weekly Budget</a><br style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;" /><span style="background-color: white; color: #6699cc; font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif;"><a href="https://gypsydaughteressays.blogspot.com/2019/07/the-college-journal-fill-in-blank.html" style="background-color: white; color: #6699cc; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; text-decoration-line: none;" target="_blank">The College Journal: A Fill-in-the-Blank Journal for First Year College Students</a></span></span></div>
<div>
<span style="background-color: white; color: #6699cc; font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif; font-size: large;"><a href="https://gypsydaughteressays.blogspot.com/2019/07/the-college-journal-prompts-for.html" style="background-color: white; color: #6699cc; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; text-decoration-line: none;" target="_blank">The College Journal: Prompts for Freestlye Journaling</a></span><br />
<a href="https://gypsydaughteressays.blogspot.com/2019/07/the-college-journal-supplies-on-student.html" target="_blank"><span style="font-size: large;">The College Journal: Supplies on a Student Budget</span></a></div>
<div>
</div>
<div>
<i style="color: #444444;"><br /></i></div>
<div>
<i style="color: #444444;">Copyright </i><b>Amy Lynn Hess</b><i style="color: #444444;">. Please contact the author for permission to republish.</i></div>
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />Amy Lynn Hesshttp://www.blogger.com/profile/01772085814367432248noreply@blogger.com0tag:blogger.com,1999:blog-5960882532651380097.post-82427826014327886262019-07-25T11:24:00.000-04:002020-02-21T13:37:56.935-05:0010 Prompts for Freestyle Journaling: Using Your College Journal<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGcJ4gMF7Rxz-A1STUztl-yqQeZ0IBu4AekU0uJAmCTxkLoVYktDRN9ncMv_U9H59PaB43vQGZRvLiJiI7QMFcbAWngnn7PY6-1iWnOa_0WZn_u25ZDPBoV120100Z1Zt1qXWwm64IGpQ/s1600/College+Journal+Cover2.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img alt="The College Journal is an 8.5" x 11" fill-in-the-blank journal specifically designed for first-year college students. It includes prompts and templates to help you raise your self awareness, take financial responsibility, and keep track of important deadlines, meetings, and assignments. " border="0" data-original-height="1600" data-original-width="1237" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGcJ4gMF7Rxz-A1STUztl-yqQeZ0IBu4AekU0uJAmCTxkLoVYktDRN9ncMv_U9H59PaB43vQGZRvLiJiI7QMFcbAWngnn7PY6-1iWnOa_0WZn_u25ZDPBoV120100Z1Zt1qXWwm64IGpQ/s400/College+Journal+Cover2.jpg" title="The College Journal by Amy Lynn Hess" width="308" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">An 8.5" x 11" Journal for College Students<br />
<i>The College Journal</i> is Available on <a href="https://amzn.to/2SQJGTk" target="_blank">Amazon</a> through This Affiliate Link</td></tr>
</tbody></table>
<div style="text-align: left;">
</div>
<span style="font-size: large;"><b><i>The College Journal</i> is divided into three main sections and types of pages: Academic Calendar, Weekly Reviews, and Dailies.</b></span><br />
<span style="font-size: large;"><b><br /></b></span>
<span style="font-size: large;"><b>The journal is pre-planned with templates and prompts on all the pages needed for 20 full weeks of classes.</b></span><br />
<br />
<h3>
One of the pages where you really get to be creative and make the journal your own is in the Weekly Review. Each of the 20 Weekly Reviews includes a page for Freestyle Journaling. </h3>
<br />
<h2>
What Kinds of Things Should I Write in My Journal?</h2>
If you need help getting your Freestyle Journaling pages started, listed below are 20 complete prompts that leave lots of creative wiggle room. The essential thing is to make the pages your own, finding a way to reflect who you are and what's important to you.<br />
<br />
<br />
<div class="MsoListParagraph">
<br /></div>
<h2>
1. Use Your Journal to Dump Your Thoughts</h2>
<div class="MsoListParagraph">
</div>
<ul>
<li>One way you can dump your thoughts is by creating a mind-map or cluster. You may have learned how to do this in your Composition course as a method of prewriting. Try starting with "On My Mind" as the starting point for your cluster, and create your map as you work outward from that center. This can help you pinpoint what's causing your stress or help you prioritize issues that may need to be resolved. You can use "What I Learned" as a starting point for reinforcing lessons.</li>
<li>Another way to dump your thoughts is to write a letter to yourself. In your letter, explain to yourself what's been bothering you. You can even ask yourself for advice, which may prompt an answer in a future letter!</li>
</ul>
<br />
<div class="MsoListParagraph">
<br /></div>
<h2>
2. Use Your Journal to Reflect</h2>
<div class="MsoListParagraph">
</div>
<ul>
<li>If you already know what's been on your mind, you can take the time to reflect on it. You can paraphrase a conversation or summarize a situation in order to determine if you would change anything about the conversation or situation if you had the opportunity.</li>
<li>Another great way to reflect is to reflect on class discussions. If the class conversation introduced multiple perspectives, with which perspective do you agree and why?</li>
</ul>
<br />
<div class="MsoListParagraph">
<br /></div>
<h2>
3. Use Your Journal to Ask Yourself Questions</h2>
<div class="MsoListParagraph">
</div>
<ul>
<li>Have you been acting on bad habits, lately? If you have, maybe you should ask yourself why you're acting on them and make a pact about what you could or should do instead.</li>
<li>Another great question to ask yourself is how you're feeling. There are a lot of emotion words in the English language to choose from, and there are even more in other languages that we don't translate into English. Spend time choosing the exact word that most closely describes your current feeling. Explain the word's history and meaning using an etymological dictionary.</li>
</ul>
<br />
<div class="MsoListParagraph">
<br /></div>
<h2>
4. Use Your Journal to Plan a Party</h2>
<div class="MsoListParagraph">
</div>
<ul>
<li>If you could plan a gratitude party, what would it look like? Who would be there? What would be on the menu? What types of activities would you plan, and what kind of music would you play? Have fun with this prompt.</li>
<li>Now plan a party for someone you love. Think about all the ways you could make that person happy with your party planning choices. Better yet, how could you plan a party for someone you <i>dislike</i> in order to make that person happy?</li>
</ul>
<br />
<div class="MsoListParagraph">
<br /></div>
<h2>
5. Use Your Journal to Learn New Words</h2>
<div class="MsoListParagraph">
</div>
<ul>
<li>There are several "Word of the Day" Web sites and email subscriptions. Join one for at least a week and record the new words in your journal.</li>
<li>Alternatively, jot down words you encounter while reading, record the meanings and context, and keep them in your journal.</li>
</ul>
<br />
<div class="MsoListParagraph">
<br /></div>
<h2>
6. Use Your Journal to Make a Shopping List</h2>
<div class="MsoListParagraph">
</div>
<ul>
<li>Let's say the impossible has happened, and you have won 10 million dollars. Make a distribution and shopping list.</li>
<li>On the other end of the spectrum, if you only had $10.00 a week to spend on food, what would your shopping list look like. Investigate food prices and try to be as healthy as possible.</li>
</ul>
<br />
<div class="MsoListParagraph">
<br /></div>
<h2>
7. Use Your Journal to Create a Reading Log</h2>
<div class="MsoListParagraph">
</div>
<ul>
<li>Make a list of books and articles you want to read. Make a little note explaining why you want to read each one.</li>
<li>Make a list of books and articles you have to read. Make a little note explaining what you might expect to learn from each one.</li>
</ul>
<br />
<div class="MsoListParagraph">
<br /></div>
<h2>
8. Use Your Journal to Create a Watch List</h2>
<div class="MsoListParagraph">
</div>
<ul>
<li>Make a list of all the movies and shows or videos you want to watch. Make a little note explaining why you want to watch each one.</li>
<li>Make a pro and con list for watching a show you're on the fence about watching. The pro list is why you should watch it, and the con list is why you should not watch it. Which side has the strongest reasons?</li>
</ul>
<br />
<div class="MsoListParagraph">
<br /></div>
<h2>
9. Use Your Journal to Take Notes</h2>
<div class="MsoListParagraph">
</div>
<ul>
<li>Watch a documentary and take notes. Write down interesting quotes, follow-up sources, interesting points for additional research, and talking points (what you'll tell your friends about the documentary).</li>
<li>Choose one of the items from your reading list and take notes. Write down information about the item, like the author and date, and use a citation style appropriate to the subject to document the source. Reiterate main ideas that caught your attention if it is a nonfiction item, or try to capture the theme if it's a work of fiction or literature.</li>
</ul>
<br />
<div class="MsoListParagraph">
<br /></div>
<h2>
10. Use Your Journal to Record Your Feelings or Memories</h2>
<div class="MsoListParagraph">
</div>
<ul>
<li>Draw a self portrait. You can look in the mirror or work from a recent selfie. Try, most importantly, to capture your mood.</li>
<li>Write or illustrate a narrative from the week. Did you drop your tray in the dining hall? Did you find money in clothes you haven't worn in a long time? Write it out like a story with dialogue and detailed description, or draw it like a comic strip.</li>
</ul>
<br />
<div class="MsoListParagraph">
<br /></div>
<h2>
Summary</h2>
The Freestyle Journaling page is introduced as a space to dump your thoughts, reflect, ask yourself questions, plan a party, list new words, make a shopping list, create a reading log or watch list, take notes, or record feelings and memories. However, if you need more help getting started, these 20 prompts can certainly help.<br />
<br />
Happy journaling!<br />
<br />
<h4>
Want to read more about <i>The College Journal</i> by Amy Lynn Hess? Try</h4>
<a href="https://gypsydaughteressays.blogspot.com/2019/07/the-college-journal-creating-weekly.html" target="_blank"><span style="font-size: large;">The College Journal: Creating a Weekly Budget</span></a><br />
<span style="font-size: large;"><a href="https://gypsydaughteressays.blogspot.com/2019/07/the-college-journal-fill-in-blank.html" target="_blank">The College Journal: A Fill-in-the-Blank Journal for First Year College Students</a></span><br />
<a href="https://gypsydaughteressays.blogspot.com/2019/07/the-college-journal-ideas-for-your.html" target="_blank"><span style="font-size: large;">The College Journal: Ideas for Your Special Tracker</span></a><br />
<a href="https://gypsydaughteressays.blogspot.com/2019/07/the-college-journal-supplies-on-student.html" target="_blank"><span style="font-size: large;">The College Journal: Supplies on a Student Budget</span></a><br />
<br />
<div class="MsoListParagraph">
<i style="color: #444444;">Copyright </i><b>Amy Lynn Hess.</b><i style="color: #444444;"> Please contact the author for permission to republish.</i></div>
<div class="MsoListParagraph">
<br /></div>
<div class="MsoListParagraph">
<br /></div>
<div class="MsoListParagraph">
<br /></div>
<div class="MsoListParagraph">
<br /></div>
<div class="MsoListParagraph">
<br /></div>
Amy Lynn Hesshttp://www.blogger.com/profile/01772085814367432248noreply@blogger.com0