Class Notes, 14 May 2012

Verbs: actions, words that denote action

 

To be / ser

I am/was                      we are/were

You are/were

She/he is/was
they are/were

 

is, am, are, was, were, be, been, being

–Circle “to be” verbs on your classmate’s draft

–Count how many “to be” verbs, and write this on his/her draft

–Go to the paragraph that had the most circles, count how many circles, and write this number in the margin

–Count how many lines are in the paragraph in question

–write the fraction of how many “to be” verbs over the amount of lines

–You want your fraction to be something like 1/2

To walk

To talk

To eat        comer

 

ENGLISH

I eat                 we eat

You eat

He/she eats    they eat

 

Yo como

Tu comes

El come . . .

Atomic structure of sentences is N + V

Noun Plus Verb

Men + to eat

He eats.

They eat.

____________________________

ADVICE for ESSAY 4

BE SPECIFIC: instead of saying something like “in my country” name the
country

Instead of saying something like “my first
language” name the     language

Don’t use “etc.”

————————

 

ETHOS: face of sincerity, how your
character comes across to your audience

Informal/formal: distance create
between you as writer and your potential audience(s)

 

Formal distance with pronouns

OK to use “I”

If you see the word “you” circle that
and write above “one”

“you” using “one” instead

“your” use “one’s”

 

Use of contractions: can’t for example

Depends on the distance you are
tying to create, informal means contractions, more formal means no, or not
many.

 

 

 

 

 

 

Scholarship Essay

I absolutely believe that
teachers, especially when they take charge of earlier ages, have tremendous
power for the present and the future of the children. I want to become an
educator and also a caregiver for elementary school or pre-school students.
With the given authority, my goal is
to bring up their grades along with their self esteem. Also to build their
characters and ready them for the next level class. A teacher’s job is also to care for the
children. A clear difference is displayed between a teacher that thinks of the
children as just jobs and a teacher who carries passion for the children.
However, I acknowledge the fact that you cannot qualify to teach children only
with passion. So I chose Queens College to prepare me to take responsibility of
many children’s lives in the future. I see that this college has wide variety
of courses to offer and requirements I have to fulfill. My intended major is Early Childhood Education and
one of the required classes for this major is
sociology. Although it is a
requirement, I find this course necessary and helpful for achieving my goals.
The course sociology makes the big picture and the specifics on micro-level how
a society functions visible. This helps in the field of education because you
have to observe the inside and out of the surrounding society and situations to
really understand what is
going on. Understanding how society and group of children or parents function is important because there are constant interactions with
them and a teacher will have to manage a relationship with them. Another reason
is that teachers train
children, in a way, for a larger institution. Thus, learning how the society
works is needed to train them
to fit for the larger institution. One of the assignments for this course
demanded a field note which cannot include my own opinions. This prepares me to be a better teacher and also
achieve my goals because not favoring any children over another is important. Completing the
work in my major will certainly help me achieve my goal.

 

 

 

The passive voice:

 

Is/are ——ed

 

 

Thus, learning how the society works is
needed to train them to fit for the larger institution.

 

Teachers need to train students to
learn how society works and how to fit in the larger institutions.

 

Who is “them”?: the children,
inmates, patients . . .

To train children

 

 

 

One must learn how society works in
order to assimilate with the larger institution.

 

 

To need:
lacking something, something important

 

 

Q. What are some ways to start?

Story, anecdote, question,
illustration . . . answers vary, but most important, BE SPECIFIC

 

 

 

 

 

 

 

 

 

 

 

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Pretend PIE

The way society is structured one’s intelligence is measured by credentials. I believe that there is more to it than one’s G.P.A. in school. There are students who do not and sometimes cannot apply themselves in school for whatever reason but in no way does this mean that they are not smart.

What happens when a student must work multiple jobs to support a family and cannot focus on school? What happens when a student decides to take a difficult course to learn more but risk their credentials in the process? What happens when a student learns more from failure than they do from success? Does not having the credentials make them a bad person? Does it prove that they are “dumb”? There is clearly a hole in the
system. (Bill 52)

I am one of the students who fall into this category. I can see through the system and know how the world really works. With the ever expanding notion that you need a college degree in order to succeed and get a job, more and more people are going out to achieve this. Colleges use this as an opportunity to capitalize so they raise the tuition while at the same time making courses easier. What happens in the end is that there are too many “qualified” people for a job therefore you need an even higher level of
education. This is known as inflation of credentials.

 

 

 

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Class Notes 9 May 2012

For Final Portfolio project

BRING THE MOST RECENT VERSION OF YOUR PERSONAL STATEMENT (PRINTED) TO CLASS.

–What to include?

1. Final revisions to your essays, with media included,
published as pages on your blog

 

2. Publish your “Cover Letter” as a post on your blog. In
this please give a short response to your feelings on the course, what you
liked or disliked, or things that could improve the learning experiences of
students . . .

 

———————-

 

Collecting Media for your essays: (adding media to all
essays, except Essay 4), but esp. Essay 2

 

What to include?

Media can include: photos/images/youtube
videos/artwork/music

Essay 1: Interview with family (images of your family, maps
of where your family is from/videos of locations/videos of music that might
reflect the story); the media can go anywhere in the essay, but should be
somewhere relevant; does not need a caption.

 

Make sure links work, but if links don’t embed, just make
sure to hyperlink them (so they show up in purple)

 

 

Essay 2: College representations: Make sure links work, but
if links don’t embed, just make sure to hyperlink them (so they show up in
purple); images should tie in with essay, be I sections of PIE paragraphs

 

Essay 3: QC experiences: same goes with essay 2: your own
media (from cameras for example) preferred, but if not possible, then media
from the web is fine . .  . could be support for I section or part of E section for PIE paragraphs.

 

Make sure links work, but if links don’t embed, just make
sure to hyperlink them (so they show up in purple)

 

 

How to cite media:

In the works cited, how to format?

 

For body of the text, use either author name, title of
image, or website url (YouTube)

(“A Girl Like Me”), when you quote (essay 2)

 

For Works Cited

http://owl.english.purdue.edu/owl/resource/747/08/

 

 

——————————————————

 

Quickly reviewing Immersion: narrative and pathos

Moises: his mother language (heritage language): Spanish at
home

At school: English

Family as strength to draw from

Can look up to his brother, the janitor, who believes in him

Moises has no papers, will have more battles

Most folks think Moises will do well, so the story has a happy ending, but it’s not too happy.

 

Studying for math exam, only one who knew how to do the math
problem, word problem (in English)

 

Moises: does understand teacher,

Children laugh at Moises because he can’t communicate with
the class (in English)

 

Challenges, and how you face them/overcome them: narrative

How to do this with your personal statement?

 

Quick responses to student videos . . .

–If we didn’t get to your videos this semester, I apologize. For those of you who have kept up with responding to videos all the same, thank you, you will have full points. If you haven’t been responding to videos, please go through those we viewed up through APRIL 23, TINA FENG and ANGELA BENAVIDES. For everyone after, my apologies again, but thank you for participating. Consider these participation points, or blogging points.

————————————————

Reviewing Personal Statements of former students

Student 1 http://jsimpser.qwriting.qc.cuny.edu/essay-4-life-is-interesting/

 

Student 2 http://kroszczeda.qwriting.qc.cuny.edu/essay-4/

ETHOS: compare, who’s more unique? Why? More effective? They both look good on paper, but who sells their personality better?

 

 

Ethos/: your character, your sincerity, and also how to
build this . . . sound sincere, not kissing-up, not bragging too much . . . to show off, but maybe not too much. How do you negotiate the formal/informal uses of language and how distant you want to be to this audience?

Strengths or your merits . . . .

 

 

 

 

 

Pathos: first-generation college student: seeking role
models, searching for educational support; guidance to the field inherited from
family, some families have better starts

 

My own path: hindrance, but also strength

 

/Logos . . . GPA, statistics, award recognitions, lists of community volunteer work or works experiences . . . hard facts about you

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7 May 2012

For your last essay,
your personal statement

 

–1000 words or less!

–your personal statement . . .

 

 

Provide detailed answers to the
following questions. Your answers to all questions should total approximately
1,000 words.

 

a.

What are your career goals?
How will the work you are completing in your intended major help you to achieve
these goals? How will this work enable you to help others?

 

b.

In what extra-curricular or
volunteer experiences do you participate? How do your extra-curricular and volunteer
activities relate to your values and your career goals?

 

c.

What special traits or
characteristics make you a good candidate for an internal scholarship?

 

 

 

 

QC Office of
Scholarships

 

http://www.qc.cuny.edu/Academics/Honors/scholarships/Pages/default.aspx

 

 

QC Study Abroad
Scholarship application

http://www.qc.cuny.edu/Academics/Honors/scholarships/Documents/study%20abroad%20application%20form.pdf

 

QC Internal
Scholarship application

http://www.qc.cuny.edu/Academics/Honors/scholarships/Documents/Internal%20Scholarship%20Application%20Form.pdf

 

 

Free-write:

 

Please describe a time you failed at school . . . what did
you learn from the experience?

 

 

Audience:

People at the QC
Honors Office (administrators)
: female/40s/college grad, possibly some grad
school; white; middle-class

 

Donors of the
scholarship
: male/30s/college grad, no Master’s degree; Hispanic; wealthy

 

Professors:
male/30s/Ph.D./middle-class

 

Argument: I am the best candidate for this scholarship . . .
because . . .

 

Ethos: ethics

 

 

Pathos: emotion

 

 

Logos: logic

 

 

a.

What are your career goals?
How will the work you are completing in your intended major help you to achieve
these goals? How will this work enable you to help others?

 

–Some advice: choose a career
that interests you, but don’t feel you have to follow this plan . . .

–Think about your major . . .
(or classes you are or have taken at QC), how they relate to this career . . .
make sure you use some VOCAB from your major . . .

 

 

b.

In what extra-curricular or
volunteer experiences do you participate? How do your extra-curricular and
volunteer activities relate to your values and your career goals?

 

c.

What special traits or
characteristics make you a good candidate for an internal scholarship?

 

 

 

 

 

 

For your “Portfolio” project

 

 

 

 

 

a.

What are your career goals?
How will the work you are completing in your intended major help you to achieve
these goals? How will this work enable you to help others?

 

Jean: wants to be a writer
(novels), so Jean is an English major. What classes is Jean taking that will
make her a better writer; Jean has only taken 1 English class (Prof Alvarez)/
If you haven’t taken many classes in your major, look in the course listings
for courses you look forward to taking in the future.

 

Jean might say,

 

My goal to become a novelist is reaffirmed by the
English courses I look forward to taking in the next few semesters. Amy Wan’s
200 W “Writing About Writing” and Maaza Mengiste’s
210 W Introduction to Creative
Writing will teach me some of the basics about organizing plots, character
development, and depicting realistic scenes in writing. Professor Wan’s most
recent book, Writing Protests has
inspired me to work hard on my writing skills so I can become a successful
novelist.

 

 

 

 

b.

In what extra-curricular or
volunteer experiences do you participate? How do your extra-curricular and
volunteer activities relate to your values and your career goals?

 

Problem: Jean doesn’t have any
activities . . . what can we include for activities?

 

Club: leadership skills,
officers . . .

Boy/Girl Scouts

 

Volunteering: could be with an
established organization, Red Cross or something like that

Library . . .
Hospital

 

Anything you do to contribute to your community,
either through an organization or not

 

 

How do you connect your
volunteer experience to your career goals (or what if your volunteer experience
doesn’t relate directly)?

 

–think of a different
volunteer experience that may have some relevance

–think of skills (be flexible
about these) and how certain qualities relate to qualities within your career

communication/leadership/responsibility/

 

Jobs: waitress/waiter/editor of
her school newspaper

 

 

 

 

 

c.

What special traits or
characteristics make you a good candidate for an internal scholarship?

 

Traits

 

Responsibility

For getting
classes complete, getting good grades, for doing homework

 

Discipline

Focus,
sacrifice for education

 

Consistent

Not going
to give up; always trying to do my best

Major:
Spanish

 

Why is it good to multilingual

How could it help you in life or your career?

–know more about other cultures (member of more than one
culture)

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Class Notes, 2 May 2012

Photo of Queens College: embedded for class example. Make sure you hit “insert into post” when adding media, otherwise the media will not show up on your published texts.

—————————————

 Essay 3: was already due, but because I missed class (sorry), it will be due, the most recent version, Monday12PM.

 

___________________________

For your Essay Three (the structure you should follow); if you didn’t follow this, then go back and make some revisions: final revisions will be due at the end of May.

______________________________

Structuring Academic Essays: Note Burton Clark

The parts of academic essays: Intro, Literature Review, Application of theory, Discussion (optional), and Conclusion.

This is the general formula for all academic articles. You can test just about any article and you will find these sections. Let’s take a look at Clark first though:

–First, note that Clark has an abstract: what the article is going to be about, short paragraph summary, usually written after the article is composed in full . . .

 

First comes the INTRODUCTION: think of this as a SECTION,
and not a paragraph, usually at least TWO paragraphs

–author discusses thesis/argument/interpretation

–it also starts from general to specific

Think of this as the INVERTED TRIANGLE, from general to specific
______________________

\                                                  /

\                                          /

\                                /
\                            /
\                        /
\                    /
\               /
\          /

\    /

Works from general (top of triangle) to specific, the POINT, your argument, or thesis statement . . . “I will argue that”

 

            Strong verbs: demonstrate, argue,
prove, show, explain, analyze, dissect . . .

 

 

Top of triangle example for your essay: intro statement: Don’t go too general like, “Throughout history, college has been a place where young people could discover themselves.”

TOO BROAD. ALL HISTORY BECOMES THE SUBJECT. That would be a long essay . . .  

Better alternatives:
start with a specific scene, narrate an event

Begin with a more general statement that’s not too broad: for example, “United States colleges in the twentieth century
pretended to offer their students a dream of upward mobility upon completion.”  Maybe another four or five more going on this
topic 

 

Don’t use terms like “seems,”
“might” these take away from your argument, make a strong stand, even if you
know people will argue with you . . .

 

 

THEN, the next
sentence of the next paragraph has a TRANSITION into what YOU WILL BE WRITING
ABOUT SPECIFICALLY, so for example, maybe “Cooling-out at Queens College” YOU
WANT TO MAKE THE CONNECTION BETWEEN A ‘THEORY’ AND YOUR EXPERIENCE AT QC . . .

The theory could be
Bourdieu (domination and resistance) or Clark (of reproduction of domination,
inequality and students internalizing social structures)

 

 –it also introduces the theoretical lens you will apply . . . and connect it to your argument: Let’s just say that you think that Cooling-out happens too much at QC, and there could be ways to prevent students from dropping out.

            1. Classes could be smaller (more
attention from the instructor)

            2. Food on campus (important to have
nutrition for students, bad nutrition leads to cooling-out)

            3. More opportunities for students
to socialize (sports events and things like this could provide school spirit
and keep students involved)

_________________________________

 

Theory Section: literature review: where you bring in the
material you researched

INCLUDE SUBTITLE

 

THIS DOES NOT INCLUDE YOUR QC EXPERIENCE AS FOCUS, FOCUS ON THE ARTICLES YOU RESEARCHED,
DEFINE YOUR TERMS BEFORE YOU APPLY THEM TO YOUR DATA

 

PIE paragraphs, 2-4, or more, focusing just on
(in this case) Clark, Bourdieu, or another
scholarly article: here’s where you would give a couple PIE paragraphs from KEY
QUOTES from Clark about cooling-out, take note of key
phrases you will use in your “application section”

 

This section, defines the terms you’ll use in the next
section: this section you would define what Clark means
by that term, citing him

___________________________________

Application: again, add subtitle: here is where you apply
the theory to your analysis, or our case, Clark to your
experience at QC, : MAKE SURE TO ADD SUBTITLE

 

1. Classes could be
smaller (more attention from the instructor)

 HOW TO APPLY COOLING-OUT TO THIS?

 

*Sample P paragraph
starts

 

P section, classes
sizes at QC are too big for some courses, such at Chemistry 101 . . .

————–

 

I section: in my
class we had over 200 students, and I sat in the back. Professor used
Powerpoint to present lectures. Students fell asleep all the time, nobody
learned anything—the professor didn’t even learn our names.

————

E section: Tie in
Cooling-out to this I: tie in your theory to this experience; when students don’t
feel a connection with their instructors, they also don’t feel a connection
with the material they study, or with the institutional lives of the college.
Students at this point, begin to cool-out, or as I noted in my class, the attendance
dropped by the end of the semester.

 

 

You should use terms
from your theory section, and make sure the I section has evidence from your QC
experience. The I doesn’t need to be a quote, but it should come from your QC
experience, and documented with some kind of piece of media.

 

 

2. Food on campus
(important to have nutrition for students, bad nutrition leads to cooling-out)

HOW TO APPLY
COOLING-OUT TO THIS?

PIE paragraph

 

 

3. More opportunities for students to socialize (sports events and things like this could provide school spirit and keep students involved)

HOW TO APPLY COOLING-OUT TO THIS?

PIE paragraph

 

——————————————————–

Conclusion: MAKE SURE TO ADD SUBTITLE

From conclusion

 

 

 

 

—————————————

Finally, works cited with correct MLA format.

 

You restate your point, or thesis, check back to first intro
section: move from that specific to something general, in this case, where
someone else could research in the future.

 

This essay argued
that cooling-out occurred too often at QC, and that students suffered the most because
of this. I demonstrated that classes that were too large, the terrible food
choices on campus, and the lack of social opportunities led students to
disengage with their educations . . . move on for on for a few sentences, then:

 

Future research into
the cooling-out function at QC could also look at ineffectual staff and
counseling, problems with financial aid, and lack of parking as contributing to
the cooling-out function.

 

 

            1. Classes could be smaller (more
attention from the instructor)

            2. Food on campus (important to have
nutrition for students, bad nutrition leads to cooling-out)

            3. More opportunities for students
to socialize (sports events and things like this could provide school spirit
and keep students involved

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Class Notes, 25 Apr. 2012

NO CLASS MONDAY, APRIL 30TH: CANCELLED CLASS, AGAIN, JUST THIS CLASS . . . APOLOGIES AGAIN. ESSAY 3 STILL DUE HOWEVER . . .

Essay 3 DUE MONDAY,5PM

 

 

For Essay 4, see this link: http://www.qc.cuny.edu/Academics/Honors/scholarships/Pages/default.aspx

 

 

 

Tina’s video:

Humor: girlfriend changes into a guy whenever her boyfriend
smokes

 

Creative: presenting motivation in a creative way

 

 

Pathos: emotion, humor, funny

 

 

Argument: You should stop smoking

 

 

 

 

 

Free-writing: to
begin

 

Q. What are your
career goals? BE REALISTIC? Think about where you see yourself in seven years .
. .

 

Q. What are some
of the extra-curricular activities you have participated in during the last
three years? Give specifics, for example, names of organizations, sports teams,
volunteer work, community work . . . IF YOU’VE EVER HELD A POSITION OF
LEADERSHIP, MENTION THAT . . .

 

How do these activities relate to what you want to do in the
future? (Where you see yourself in the previous question, that is.)

 

Q. What’s been
the biggest challenge you’ve faced thus far at QC?

How have
you overcome it? Or, how are you overcoming it?

 

 

Q. List three of
your character traits that make you a great student

 

Responsibility: dedication

 

Goal-orientated: focused on the goal, go through steps

 

Determination: looking forward and not behind, overcoming
obstacles

 

Confident: strong opinions, not afraid to say what’s on
one’s mind . . . not a follower, think for yourself, don’t follow others

 

Charismatic: personality where people drawn to you; people
want to be like them, envy them, quality for a leader

 

For each trait, give four sentences of description why . . .

 

 

 

Merit-based awards

 

What are merits: high GPA (distinctions)

You
have high test scores

You
are involved in lots of activities

 

 

grades, performance, your activities, achievements, awards,
relationships with professors, internships or job experience, winning previous
scholarships

 

 

Based on your grades and your academic performance

 

____________________________________________________

 

MLA format for articles:

 

NOT
MLA:

The
“Cooling-Out” Function in Higher Education

Burton
R. Clark

The American Journal of Sociology, Vol. 65, No. 6.
(May, 1960), pp. 569-576.

 

 

MLA FORMAT

Author(s).
“Title of Article.” Title of Journal Volume. Issue (Year):
pages. Medium of publication.

 

EXAMPLE
OFCLARK MLA

Clark, BurtonR. “The
‘Cooling-Out’ Function in Higher Education.” The American Journal of Sociology 65.6
(1960): 569-576. Print.

 

Bagchi,Alaknanda. “Conflicting Nationalisms: The Voice of the Subaltern in
Mahasweta Devi’s Bashai Tudu.” Tulsa Studies in Women’s
Literature
15.1 (1996): 41-50. Print.

 

“Cooling-out” adjusting your goals/aspirations/expectations
to more realistic ones . . .

 

It’s something structured into schools as representatives of
democratic institutions

 

 

: colleges could push students in different directions

 

 

: mentorship might prevent “cooling-out”

 

 

Searching articles on databases-

 

 

Office of scholarships

 

 

 

 

PIE paragraph example

 

 

 

Write the P section,

Will begin with QC, and introduce the quote, also introduceClark.

 

According to Burton
Clark,

 

(571)

 

FOR THE E Section:

 

PUT THE QUOTE IN YOUR OWN WORDS, paraphrase

 

–FIND key words “wide discrepancy”: between student
expectations and the reality of college: gap

–conflict: institutions expecting a lot from under-prepared
students

–means of their realization: just because different majors
or careers are out there, doesn’t mean it’s for you . . .

–“open-door”: anyone could be a student, democratic
admissions for all people

Student dreams and the reality of institutional life

 

RELATE THIS THEN TO YOUR EXPERIENCE AT QC: what about
students dreams on campus and the reality of this school

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Class Notes, 23 Apr. 2012

Videos from:

 

Evelyn: Asian students (but notChina)

 

It’s a “sweet video”: “makes me remember my childhood”: playing
games at school, not like playing children do now (on Facebook);

 

Brings back happy memories of school

 

 

 

Stefanny: marshmallow/yummy and sweet (temptation) :
pleasure

 

Delay gratification:

 

Establish firm rules: conversations with child, but not
top-down

Negotiate/discussion with
child:

 

Discipline
with language vs. discipline with physical contact

 

“feel
the pain” or learn from experience . . .

 

 

reward: thanks (language)/ money/ material things/ shopping

 

“they learn quickly”

 

 

Why would the ability to delay pleasure be something that
measures success?

–it’s appreciated more by the child because they get double
the pleasure later . . .

 

–marshmallows taste better when you fast from them

 

–for society: if everybody wouldn’t wait or delay pleasure
or wait for their reward, the world be chaos;

 

“we’re eating more marshmallows than we’re producing . . .”:
the US doesn’t
have the sense of self-control; we have less successful people than other
cultures or nations

 

“debt”: credit: we spend more than we earn; in some
countries everything is cash; but if you don’t have credit in the USA
. . . you MUST have credit

 

 

Margarita: what it means to be a student in the 21st
century taught with methods that haven’t changed must since the 1800s.

 

Q. What do schools have in common with the military?

–they have rules

–they have uniforms

–there are authority figures: authorities determine one’s
future

–daily routines, missions to complete

–intended to make people “recognized” after completion

–can create social mobility (move up through ranks): levels
of advancement

–both create senses of nationalism/patriotism

–both teach discipline

–both have codes of ethics

–build self-confidence

–students/soldiers are ranked against one another

–hierarchy

–both take up a chunk of life

–both have big cafeterias: big tables that students share;
students are observed by authorities wandering between tables; students wait in
lines for food; your responsible for your own mess

–can’t do what you want to do

–ask permission from authorities before doing anything

 

 

Q. What do schools have in common with prisons?

–can’t do what you want to do

–ask permission from authorities before doing anything

–laws/rules

–security guards: they can use physical force

–you can’t leave the boundaries/closed campus

–sentence you must complete, have to serve your time

–bullying happens among students/inmates/or among guards
and prisoners: authorities use their authority to bully students (or those
without authority); use language as violence

–power struggles, but for the dominated group

 

 

–both have big cafeterias: big tables that students share;
students are observed by authorities wandering between tables; students wait in
lines for food; your responsible for your own mess

 

 

 

“The inventor of the system deserves to be ranked among the
best contributers to learning and science, if not the greatest benefactors of
mankind.”

 

Margarita disagrees with the quote at the end of the video

 

 

 

Tina

 

 

Angela

 

 

LEAVE A RESPONSE TO
EACH VIDEO FOR PARTICIPATION GRADE

 

 

 

 

MLA format forClark

 

APA format forClark

 

PIE paragraph

 

 

 

 

 

 

For Essay 3: what if certain things around QC can’t be
captured in images or videos?

 

–Mariam, in her essay, is questioning the value of a
diploma from QC versus a diploma from an ivy league school (elite
universities): why do elite diplomas have more value attached to them? Maybe
they have more prestige, or status

 

–Maybe you could look for images of QC and ivy league
diplomas from google images (remember to cite the source as a website)

 

–Maybe she could get images of different college campuses

 

–think of how you could illustrate your essay

 

 

–Nabeela: they are more difficult to gain admission

 

 

 

 

 

 

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NOTES FOR ESSAY 3

Hello, some notes I just wrote to a student about where to search for an article, and more specifics about how you should organize your essay:

_____________________

The essay more or less picks up where your last one left off–focusing now on QC, what you see as its problems, and things that could be better from your perspective as one of its students. Look around campus for things that you thing could improve your learning experience, and try to capture them in images (with either your cell, or maybe a digital camera). These will be sources for your
essay. As well, look for places to quote from either Bourdieu or Clark that might apply to some of your thoughts. In addition, you can browse some of the articles on Academic Search Complete on the library databases to give you a start for looking up articles. You can be selective about which articles to use. From this, you’ll find something else to quote using a PIE paragraph. Basically, you’ll be looking to at least three PIE paragraphs that use Bourdieu/Clark/your
article, and trying to connect them to your QC experience, which you will also document using photos and/or videos.

For now, you can start looking for passages to quote, and  also thinking about how you would change QC for the better. Good luck

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Class Notes, 16 Apr. 2012

Reading Bourdieu and A Girl Like Me: or Reading A Girl Like Me With Bourdieu’s sociology . . .

from

Bourdieu, Pierre. “The Economy of Symbolic Goods.” Practical Reason: On the Theory of Action. Trans. Randal Johnson. Stanford:
Stanford UP, 1998. Print.

These common
dispositions [tendencies, habits], and the shared doxa [common belief, popular
opinion] they establish, are the product of an identical or similar
socialization leading to the generalized incorporation of the structures of the
market of symbolic goods in the form of cognitive structures in agreement with
the objective structures of that market. Symbolic violence rests on the
adjustment between the structures constitutive of the habitus of the dominated
and the structure of the relation of domination to which they apply:

 

the dominated perceive the dominant through the categories that the
relation of domination has produced
and which are thus identical to the interests of the dominant.

Dominated: African
American children

Dominant: White
society

relation of domination: white supremacy, “white is
good, black is bad”

 

Because the economy
of symbolic goods is based on belief, or crisis of belief, that is, in
continuity or rupture with the principle of its reproduction or crisis is found
in the reproduction the adjustment between mental structures (categories of
perception and appreciation, systems of preference) and objective structures.
But the rupture cannot result from a simple awakening of consciousness; the
transformation of the objective structures of which they are the product and
which they can survive. (121-122)

__________________________

 

 

 

 

 

Doxa: common belief, popular opinion, doctrine, Greek,

Orthodox

Habitus: disposition; way of living, state of mind,
behavior,

Cognitive structures/objective structures

 

Symbolic goods: markets, exchange, symbols, ideas: a market of ideas, symbols, meanings circulating; some ideas are more valuable than others . . .

Common dispositions: body, shared socialization teaches folks how to use their bodies in ways that may be similar with folks who were socialized the same way, or in an identical or similar way

 

Interpretation

habits and beliefs are a lifelong process; not one day behavior,
it’s a process. We think rationalize our beliefs.

 

People living together accept the same values and norms.
Dominant groups imposes a certain values will be accepted by everyone.

 

–beliefs create cultures, goods, behaviors, they will be
carried on. The goods are based on beliefs.

 

–social structure is set up

 

–cognitive: the way we think

Possible search terms:  “social inequality” + “college””

the dominated perceive the dominant through the categories that the relation of domination has produced and which are thus identical to the interests of the dominant”  (121).

TRANS to A Girl Like Me:  The dominated African American children perceive Anglo society through the relation of white supremacy, the interests of which are identical to Anglo society. African American children perceive their racial oppression through the categories of Anglo society instituted for generations.

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NO CLASS APRIL 18

Hello friends, I hope you enjoy your Spring Break. As a gift, I bring you some revisions in the syllabus pushing back the due dates of the next two essays, as well as a small make-up assignment for April 18th found here: http://compethnography.qwriting.qc.cuny.edu/race-in-america-videos-and-responses/

Please respond to this at the bottom of the page. Also take note of the revised syllabus. 

 

 

 

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