Tuesday, October 29, 2013


Dead Poet's Society Notes
  • prestigious catholic private school for boys
  • father encourages him to drop extra curricular
    • very demanding
  • teacher's generally very stiff and demanding
  • Mr. Keiting informal, whistles then leaves and asks students to follow him into the hallway
    • recites poetry
    • making jokes
    • shows them picture of old students
      • lesson: you're going to die someday, Carpe Diem
  • school = very strict rules
    • nor radios
  • Keiting uses visual examples
    • graph of poetry greatness, then dismisses it
      • asks them to rip out introduction pages
      • other teacher comes in confused and horrified
    • emphasis on words and ideas
      • think for yourselves
      • little regard for the logistics of poetry
  • Other teacher criticizes Keiting encouraging students to be free thinkers
  • Keiting lead the "Dead Poet's Society" when he was in school
    • poetry reading group
    • student suggests the recreate this group
      • other students hesitant, don't want to get in trouble for going out late
  • Students all bring poetry and sneak out to cave
    • tell scary stories, read poetry
    • rhythm poetry, having fun
  • Keiting informal, joking
    • impressions of Shakespeare performances
    • encourages students to stand on desk
    • gives assignment of original poem
  • Neil wants to audition for Midsummer Night's Dream
    • against his father's wishes
    • always wanted to try acting
    • Todd points out reality of it, tells him to ask father
    • Neil encourages Todd to participate more. Todd refuses, Neil steals his poetry and runs around room, other students join
  • Keiting takes them out to play sports
    • haves them read a line of poetry and them kick a ball
    • plays music
  • Neil gets part of Buck in MSND
    • forges permission letter
  • Students read poetry aloud
    • students laugh at Charlie's poem about Chris
    • one student "the cat sat on the mat"
  • Keiting tells students to "barbarian yalp"
    • gives Todd plot, covers eyes, disorients and has them tell story as poetry
  • Charlie brings saxophone to DPS, incorporates into poetry 
  • Keiting has students march
    • metaphor for the difficult of maintaining one's belief among conformity
    • has students do their own walks 
  • Neil encourages Tod to throw desk set (that his parents got him for the second year in a row) off bridge
  • Charlie brings girls to DPS

MacFarland and Escalante

Mr. MacFarland and Mr. Escalante were similar in that they both dealt with a difficult group of students and pushed them to be the best that they could be. They encouraged their students to go to college, even intervening in their personal lives. Such as Mr. Escalante going to speak with Ana's father and MacFarland even getting Rose accepted to a college and helping him obtain a grant. Their teaching styles differ in that Escalante seems to be much more informal; however, Rose does not go into detail about MacFarland's teaching style and focuses on the impact he had on Rose. It should also be taken into consideration that Escalante's teaching was probably somewhat dramatized for the purpose of the film. Their styles may have differed, but it can be said that both teachers were highly motivated and encouraged their students to be the same regardless of the student's background or placement in school.

Thursday, October 24, 2013

Stand and Deliver Part 2


I really love how involved he is with his students; he truly cares about them and their success, something every teacher should partake in. A part that struck us the most was the fact that in the beginning it was difficult to encourage the students to learn, and towards the end the students were motivated to study all night long for the test and resulted in a successful pass rate as the years came after. Although Mr. Escalante's intentions were good, he wasn't very successful in his efforts to defend his students for being "singled out". I agree with Mr. Escalante's reasoning to be angry and his attempts to defend the children. Without any proof, nobody can be proven guilty. There was a definite alteration in motivation among the students, for example, Angel seemed as if he didn't want to "ruin his reputation" in the beginning, and as the movie went on he was much more driven to learn and succeed. The outcome was that the students progressed a great deal, due to the fact that he was an incredible teacher to them. It actually was a stated fact that in 1982, Escalante came into the national spotlight when 18 of his students passed the challenging Advanced Placement Calculus exam.
Stand and Deliver Notes 2

  • yells at students when they all get the same answer and says it's wrong -
  • teaching night classes, overworked, heart attack
  • Slosh substitute
    • nervous, unqualified, never taught calculus -
  • sneaks into class, supposed to be hospital
  • all students pass AP test
    • present him with a plaque
  • educational testing service accuses students of cheating, comes to investigate
  • Angel taunts police from friend's car, gets ticket
  • Angel taunts ets investigators when being questioned
  • Other teacher believes they cheated, blames Escalante
  • Escalante doubts his decision to teach them calculus
  • Students fix up Escalante's car
  • Escalante goes and argues with ets investigators
    • accuses them of discrimination
  • Students all retake test
  • All day/night study
    • Pancho leaves
  • Students all pass retest
  • Escalante continues to successfully teach calculus with an increasing number of students

Was Mr. Escalante a Good Teacher?

In my opinion, Mr. Escalante was an excellent teacher. He continuously pushed his students to do the best that they could and encouraged them to pursue their education. He went out of his way to make sure they stayed in school, even going to speak to a parent about keeping his child in school instead of forcing her to work at their family restaurant. Some may argue that he pushed his students too far or was at times a little harsh on them. This may be true, but I also think that this group of students needed a push. When he first started teaching them, they had no ambition to learn. Escalante transformed their way of thinking to value their education and themselves. He expected a lot out of his students because he believed that they were capable of it. Other teachers may not have been as demanding, but they also did not think very highly of their students and did not think they could handle the challenge. Escalante also set an example for his students by putting in just as much effort as he expected out of them. While his methods were sometimes unorthodox and even harsh, they were effective and always well intentioned. 
Audre Lorde

      Lorde uses vivid imagery to illustrate the character of teachers she encountered. While she described the librarian's voice as soft and quite, her first kindergarten teacher spoke "with a wicked edge to her voice." Lorde conveys much of the imagery by using visual diction to describe sounds. For instance, instead of saying the teacher spoke happily, Lorde states, "Her voice smiled a big a big smile." Lorde's use of descriptive diction and syntax allows the reader to get a good sense of different characters personalities and how Lorde felt being in their presence. At one point Lorde's teacher came over to look in her notebook, Lorde was very proud of it because she felt as though she had exceeded expectations. Lorde describes a change in the teacher's attitude by stating, "The air around her hand beside my notebook grew very still and frightening." Through this descriptive writing the reader is able to feel the same panic as Lorde did in this moment. When Lorde is transferred into a catholic school, she states that her new teacher "ran the first grade with an iron hand in the shape of a cross." As Lorde continues to describe her experience in her class, this description continues to ring true. Immediately the reader knows what to expect from the character and gets a good sense of Lorde's feelings towards her.

Wednesday, October 23, 2013

What Makes a Good Teacher

        Dr. Hassett claims that the success of a teacher is not so much based on specific techniques, but rather on a general philosophy. I have to agree with this. My two favorite teachers have very different methods of teaching, but both are incredibly effective. This is partially because different fields lend themselves to different styles of teaching, but it also has to do with they way in which the instructor feels most comfortable teaching. One of the most important things for a teacher to be successful, is to be knowledgeable in the subject they are teaching. This may seem like an obvious point, but my worst educational experience was simply due to the fact that the instructor seemed to not know anymore than the students did on the subject she was teaching. That being said, it is also important for teachers to accept that they may be ignorant in certain areas.
        Another point brought up by Dr. Hassett is that a teacher must enjoy what they do. This may seem somewhat trivial, but I cannot stress its importance enough. If a teacher does not like what they're doing, the students will feel this and it contributes to a negative learning environment. Why would you want to study a subject that teacher does not even seem to enjoy? What the two teachers I admire most have in common is that they both love what they are doing. They are not only passionate about the subject the teach, but the education of their students. This engages students and makes them want to participate and learn. Simply enjoying what they do may be the most important factor of what makes a good teacher.

Tuesday, October 22, 2013

Stand and Deliver

The first day Mr. Escalante uses Spanish to direct the students and places non-English speaking students at the front to give them a better chance of learning the material. He also uses lots of visual examples, like cutting up apples to show fractions and a sand metaphor to explain negative numbers. This made the material more accessible. He pushed students to learn whether they wanted to or not. A student was giving Mr. Escalante a rude gesture, but he was not bothered by this and kept pushing the students. Escalante expected a lot out of his students. He made the take test often, come on weekends and stay after class. For example, he wanted to teach them calculus, even though the other teachers did not think the students could handle it. Mr. Escalante stated that the students will rise to the level of expectations. He continuously advocated for student’s educations. One student’s father wanted to take her out of school so she could work at their family restaurant and Escalante went to the restaurant to convince the father to keep the student in school. All of these are examples of positive teaching methods. However, he could sometimes be inconsiderate by making somewhat inappropriate jokes and not listening to a student’s excuse for coming in late. These were intended to push the students and allow them to reach their potential, not simply to humiliate. Although Escalante was sometimes a little harsh, his methods were extremely effective.  
Stand and Deliver Notes

  • polite to somewhat unruly students at first -
  • moves non-English speaking students to front +
  • apple metaphor (complete with costume) +
    • use of visual example
  • joking with class (sometimes kinda inappropriate, but also effective) -+
  • doesn't seemed phased by threatening student +
  • stops student from joining fight +
  • use of visual examples +
    • sand metaphor to explain negative numbers
  • repetition +
    • getting the class to say things out loud for memorization
  • gets students to participate +
    • joking, engaging problems, class saying the same thing together
  • high expectations for all students +
    • "students will rise to the expectations"
  • helps out student who is embarrassed by books +
    • gives him 3 books for home, class and locker
  • the chair (public humiliation for student who won't take test; a little harsh, but effective) + -
    • student began to participate after this
  • tries to convince parent to keep child in school +++
    • father wants his daughter to work at the family restaurant instead of going to school, Escalante advocates for student and is successful
  • uses humorous examples, engages class +
  • advocates for higher education of students (teaching calculus) +
    • wants to teach calculus, despite objection from other teachers saying that the students cannot handle it
  • offers summer classes +
    • this allows the student to be able to take calculus the next year
  • makes student sign contract for AP class, lots of extra work +
    • before school, two periods a day, weekends
    • wants them to be able to earn college credit from AP class
  • convinces student to stay in school instead of working weekends +
    • driving metaphor, "You only see the turn, not the road ahead."
  • teaches weekends +
    • Escalante puts in as much effort as he expects out of his students
  • makes fun of students, sometimes inconsiderate -
    • one girl who was already upset took offensive
    • most of the time jokes aimed at students are funny, but sometimes goes too far 
  • consoles student who walks out upset +
  • kicks out student who walks in late (not phased when he kicks chair over) + -

Tuesday, October 15, 2013

Final Draft
A Lesson in Confidence
My junior year in high school I was accepted into a program called Evergreen Girl’s State. Girl’s and Boy’s State is a mock government program put on by the American Legion in each state. Every year students are selected from schools throughout the state to participate in this program. Application processes are different at every school, but I was nominated by a teacher at mine to apply. I had never heard of the program before and to me it was just another added stress; little did I know the impact it would have on me and how grateful I would be that I got to experience it.
                Stress is a common side effect of being a student. AP classes, finals, SATs, college applications; not to mention extra circulars. I was feeling the pressure when another opportunity to add to my already full schedule presented itself. During class I received a note stating that I, along with about thirty other students from my school, had been nominated to apply for the Evergreen Girl’s and Boy’s State program. I had no idea what this program was, but apparently it was kind of a big deal and I began hearing a lot of positive feedback from students who had gone.  I was pretty excited until I realized that applying also included an essay and an interview. The essay was easy enough. We wrote about why we thought we would do well at Girl’s or Boy’s State and why we wanted to go; a standard cliché application prompt. The interview was an entirely different challenge. A committee from the American Legion and a few students who had attended the program in previous years would be asking us questions on our ambition, patriotism, and knowledge of current events. I remember the feeling of anxiety upon arriving at the American Legion office for my interview. I felt like I was going to pass out. It went better than I expected, but not by much. Some questions were meant to trick the interviewee and others were just plain difficult to answer. I will not go into detail about some of the absolutely ridiculous answers I gave, but there was one question that seemed particularly deceptive. They asked which three from all the girls that had applied from my school, would be best choice to send. I picked three girls that I knew would do well, which prompted them to ask, “So you wouldn’t chose yourself?” I answered this in series of jumbled words followed by them all having a good a laugh; apparently this happened to everyone asked this question. However, along with the more difficult questions, they asked some basic “tell me about yourself” ones. They asked if I read for pleasure and if so what I liked to read. I mentioned John Green, a young adult author, which brought a smile to one of the committee member’s faces. He jokingly said, “Well that’s it, you’re in!” This made me feel a lot more comfortable and I was able to continue the interview. I walked out feeling shaken, but not completely without hope. The next few months I tried not to think about it as I waited for the results to come in.
                I figured the chances of me getting in were pretty slim, which is why I was rather shocked when I found out that actually did. I was excited, but also a little hesitant because I did not know what to expect from the program. About a week before leaving for the program, my anxiety heightened. I did not feel prepared whatsoever, nor had I gone over the reading material they had mailed to me. The night before, and morning of, I was frantically packing and trying to mentally prepare myself for the endeavor. I was in a state of dread, at that point I just wanted to stay home and avoid going altogether. Exhausted and anxious, I finally found my way onto the bus headed for Central Washington. On the bus ride there, things turned around. We heard there would be talent auditions, so my friend and I came up with an arrangement of “This Land is Your Land” with simple harmonies. We also met some new people on the bus and I found myself in a state of positivity.
                Once we arrived, we found our assigned dorms, discovered what fictitious political party we would be in and the “city” we would identify with. We met our junior counselor, who would be guiding us throughout the week, and met our roommate. I got along with my roommate just fine and we ended up having the nicest dorm as well. My fear and anxiety had been replaced with excitement and I was looking forward to the week. The first couple days were stressful. Each city was given a problem that we would find a solution for by the end of the week, we determined our party platform and we also held mock elections at the city, county, and state level. I had not planned on running for any major position, but then I saw the position of State Superintendent of Public Instruction listed. I had been feeling frustrated with my own local education officials and I felt like this would be a position I could be passionate about. I decided to run for it, figuring I had nothing to lose. In the primary elections, those who wished to run for a certain position would go up and give a speech in front of their party and the members of that party would elect one to move on to the general elections. I made a last minute decision to go up and make a speech and frankly I had absolutely no idea what I was doing. When I got up there I simply started talking about why I was passionate about this position and what I thought needed to change. People responded to it. To my surprise, I ended up moving on to the general elections. There I would have to give another speech in front the entire Girl’s State population. I was a little bit more prepared for this one, but even so I did not go by the script I wrote. I did the same thing I had done the first time; I got up there and just started talking. With the nervousness I felt beforehand, I was surprised by how comfortable I felt up there. Words and ideas that I did not even know I could conjure were pouring out of my mouth. I felt more confident than I ever had in my life. The next day we discovered the results during an assembly and they called up the people who had been elected for state offices. I nearly jumped out of my seat when they called my name. I could not believe it; I felt like I had accomplished something I could be proud of. I do not know how I managed to get up the courage to make that first speech, but I was so glad that I did. I felt confident, empowered, shocked and most of all relieved that the stressful part was over.
                The next few days were less pressure, but still educational. I was part of a group of eight in the governor’s cabinet. In our meetings, we judged city models made to show the solution to their problems and looked over bills that had made it through the house and senate. We discussed whether or not they should be vetoed, passed, or sent back for clarification. This provided a lot of insight into all the specifics of bills written in the real world. I learned that sometimes a bill may be a generally good idea, but if it is poorly written or is not clear enough it cannot be put into effect. To be able to discuss issues, some serious and some not, with this group of intelligent women was one of the most fun parts of this experience. I do wish we could have had a more active role and more time to look over the bills, since many did not make it to us due to lack of time. In spite of this, we all still enjoyed the time spent in cabinet meetings.
 One of the best parts about this experience was meeting so many intelligent and inspiring people. I was surprised at how smoothly we were able to run this mock government. There was argument of course, but most of it was well reasoned and we were able to come to a compromise most of the time. In fact, the approximately 200 teenage girls that attended were able to unanimously agree on a bill to send to Girl’s Nation. I found the fact that we were able to easily accomplish something like this and make a definite decision encouraging. Another encouraging thought was that even though we had our set parties and different platforms, once we got our positions and started working, none of that really mattered. We were there to speak up for what we believed in and what we thought would be best for the population of this fictional state.
                Girl’s State was not all serious, however. In fact, it was far from it much of the time. We did all sorts of silly chants and songs at assemblies. Each city preformed a couple parody songs, we chose to an arrangement of Taylor Swift’s “Trouble” featuring goats bleating. These were a lot of fun and it also gave us time to get to know the people in our cities. I found myself talking with people I did not know well easily, something I had not excelled at in the past. By the end of the week our city was really close and I am grateful to have spent a week with such awesome people. We also had different talent acts preform at the assemblies. My friend and I preformed, “This Land is Your Land” on the last day. Although preforming musically was something I was more used to, it was still nerve-racking. It ended up going well and we had a lot of fun doing it. This was another boost of confidence in an already empowering week. I felt like I had accomplished so much and had a blast in the process. The experience was an odd mixture of summer camp and a serious mock government program. It was a little strange at times, but it made things entertaining and kept us on our toes.

                Upon returning from Girl’s State, I realized how much I gained from the experience. Because of it I am much more confident, I am able to make connections with people, and express myself more eloquently than I had been able to before. Not only did I gain a fair amount of knowledge about our government, I also learned quite a bit about myself. It was the first time I felt as though I had really accomplished something, I was proud of myself. Although the experience was stressful and exhausting at times, it was well worth it. I learned what I was capable of and applied it to my daily life. I still carry a lot of the confidence I gained from this experience. The trepidation I felt upon leaving had transformed into exuberance when I returned home. I could not be more grateful to have had this amazing opportunity. 
Rough Draft
Educational Narrative: Girl’s State 2013
My junior year in high school I was accepted into a program call Evergreen Girl’s State. Girl’s and Boy’s state is a mock government program put on by the American Legion in each state. Every year around 200 students are selected from schools throughout the state to participate in this program. Application processes are different at every school, but I was nominated by a teacher at mine to apply. I had never heard of the program before and to me it was just another stress added on top everything else I had to do; little did I know the impact it would have on me and how grateful I would be that I got to experience it.
                Stress is a common side effect of being a student and in my junior year of high school I was feeling an over-abundance of it. AP classes, finals, SATs, college applications; not to mention extra circulars, activities that might even be enjoyable if I was not holding the weight of academic responsibilities over my head. I was feeling the pressure and rather randomly another opportunity to add to my already full schedule presented itself. I got note from the office in my sixth period saying I, along with about thirty other students from school, had been nominated to apply for the Evergreen Girl’s and Boy’s state program. I had no idea what this program was, but apparently it was kind of a big deal and I began hearing a lot of positive feedback from students who had gone.  I was actually pretty excited until I realized that applying also included an essay and an interview. The essay was easy enough I suppose. We wrote about why we thought we would do well at Girl’s or Boy’s state and why we wanted to go; your standard cliché application prompt. Now the interview was another thing entirely. A committee from the American Legion and a few students who had attended the program in previous years would be asking us questions on our ambition, patriotism and knowledge of current events. I remember the feeling of anxiety upon arriving at the American Legion office for my interview. I thought I was going to pass out. A friend who was also applying had called me earlier that evening to talk about his interview had gone. He told me about the complicated questions they asked and it was clear that his confidence had been shaken. Not only did I sympathize with him, but it was not entirely encouraging for me either. This friend prided himself on being update with world affairs and an all-around pretentious intellectual. I figured if he was stumped by their question, how could I possibly have hope of answering any of them? Well the interview went better than I expected, but not by much. Some question were meant to trick the interviewee and others were just plain difficult to answer. I will not go into detail about some of the absolutely ridiculous answers I gave, but there was one set up with seemingly no other purpose than to confuse the interviewee. They asked out of the girls who applied from my school, which three would be the best choice to send. I picked three girls that I knew would do well, which prompted them to ask, “So you wouldn’t chose yourself?” I answered this in series of jumbled words followed by them all having a good a laugh; I guess this happened to everyone asked this question. There was a glimmer of hope though. Along with the more difficult questions, they asked some basic “tell me about yourself” ones. They asked if I read for pleasure if so what I liked to read. I mention John Green, a young adult author and one half of the YouTube team vlogbrothers, which brought a smile to one of the committee member’s faces. He was the director of this American Legion post’s son and in my opinion, the only person who was not intimidating to talk to. He jokingly said, “Well that’s it, you’re in!” We went on to talk about the abolishment of pennies, which John Green is firm supporter of.  This made me feel a lot more comfortable and I was able to continue the interview without bursting into tears at least. I walked out feeling shaken, but not completely without hope. The next few months I tried not to think about it as I waited for the results to come in.
                The results were set to come out in May, which was a particularly busy month; so keeping my mind of was not so difficult. Although I still found myself wondering about it throughout the day, I figured the chances of me getting in were pretty slim. I was rather shocked when I found out that actually did! Pretty much everyone who applied got in, so I guess the interview was more of a formality than anything else. I was excited, but also a little hesitant because I did not know what to expect from the program. About a week before leaving for Central Washington University, where the program was held, my anxiety heightened. I did not feel prepared whatsoever, nor had I gone over the reading material they had mailed to me. The night before, and morning of, I was frantically packing and trying to mental prepare myself for the endeavor. I was in a state of dread, at that point I just wanted to stay home and avoid going altogether. Exhausted and anxious, I finally found my way onto the bus headed for Central Washington. On the bus ride there, things turned around. We heard there would be talent auditions, so my friend and I came up with an arrangement of “This land is your land” with simple harmonies. We also met some new, friendly people on the bus and I found myself in a state of positivity that would last me throughout the trip.
                Once we arrived, we found our assigned forms, discovered what fictitious political party we would be in and the “city” that we would identify with. We met our junior counselor, who would be guiding us throughout the week and met our roommate. I got along with my roommate just fine and we ended up having the nicest dorm as well. My fear and anxiety had been replaced with excitement and I was looking forward to the week. The first couple days were stressful. Each city was given a problem that we would find a solution for by the end of the week, determined our party platform and we also held mock elections at the city, county and state level. I had not planned on running for any major position, maybe one at the county level, but then I saw the position of State Superintendent of Public Instruction listed. I had been feeling frustrated with my own local education officials and I felt like this would be a position I could be passionate about. I decided to run for it, figuring I had nothing to lose. In the primary elections, those who wished to run for a certain position would go up and give a speech in front of their party and the members of that party would elect one to move on to the general elections. I made a last minute decision to go up and make a speech and frankly I had absolutely no idea what I was doing. When I got up there I just started talking about why I was passionate about this position and what I thought needed to change and people responded to it. To my surprise, I ended up moving on to the general elections. There I would have to give another speech in front the entire Girl’s State population. I was a little bit more prepared for this one, but even so I did not go by the script I wrote. Thankfully I did not because I would have gone way over if I had. I did the same thing I did the first time; I got up there and just started talking. With the nervousness I felt beforehand, I was surprised by how comfortable I felt up there. Words and ideas that I did not even know I could conjure were pouring out of my mouth. I felt more confident than I ever had in my life, it was exhilarating. The next day we discovered the results during an assembly and they called up the people who had been elected for state offices. I nearly jumped out of my seat when they called my name. I could not believe it; I felt like I had accomplished something I could be proud of. I do not how I managed to get up the courage to make that first speech, but I was so glad that I did. I felt confident, empowered, shocked and most of all relieved that the stressful part was over.
                The next few days were less pressure, but also very educational. I was part of a group of eight in the governor’s cabinet. There we judged city models made to show the solution to their problems and looked over bills that had made it through the house and senate. We discussed whether or not they should be vetoed, passed or sent back for clarification. This provided a lot of insight into all the specifics of bills written in the real world. I learned that sometimes even if a bill is a good idea, if it is poorly written or is not clear enough it cannot be put into effect. I had not really thought about it before and to be able to discuss issues, some serious and some not, with this group of intelligent women was one of the most fun parts of this experience. We also did a lot of cutting construction paper and making awards in the governor’s cabinet, very serious work. I do wish we could have had a more active role and more time to look over the bills, since many did not make it to us due to lack of time. For example, we wanted to go sit in on the senate or house meetings to see what kind of discussions they were having. Although there is no law against this, it is rarely done so we were not able to. This was a little discouraging, but we all still enjoyed the time spent in cabinet meetings. One of the best parts about this experience was meeting so many intelligent and inspiring people. I was surprised at how smoothly we were able to run this mock government. There was argument of course, but most of it was well reasoned and we were able to come to a compromise most of the time. In fact, the approximately 200 teenage girls were able to unanimously agree on a bill to send to Girl’s Nation. The concerns people brought up were not unsupportive of the bill, but simply ways to improve it or problems that might come up when presenting up. I found the fact that we were able to so easily accomplish something like this and make a definite decision on an issue like this encouraging. Another encouraging thought was that even though we had our set parties and different platforms, once we got our positions and started working, none of that really mattered. We were there to speak up for what we believed in and what we thought would be best for the population of this fictional state. We were able to this successfully by not fixating on trivial party lines. In other words, we did our jobs.
                Girl’s State was not all serious, however. In fact, it was far from it a lot of the time. We did all sorts of silly chants and songs at our morning and afternoon assemblies. Each city preform a couple parody songs, we chose to an arrangement of Taylor Swift’s “Trouble” featuring goats bleating. These were a lot of fun and it also gave us time to get to know the people in our cities. Most of the time I am shy and a little awkward in social situations, but I found myself talking with people I did not know well easily. By the end of the week our city was really close and I’m grateful to have spent a week with such awesome people. Our junior counselors also did a skit together which ensued hilarity. We also had different talent acts preform at the assemblies. My friend and I preformed, “This Land is Your Land” on the last day. Although preforming musically was something I was more used to, it was still nerve-racking. It ended up going really well and we had a lot of fun doing it. This was another boost of confidence in an already empowering week. I was exhausted from the complete lack of sleep we got that week, but I could not be happier with how the week went. I felt like I had accomplished so much and had a blast in the process. The experience was an odd mixture of summer camp and serious mock government program. If nothing else, it made things entertaining and kept us on our toes.

                Upon returning from Girl’s State, after sleeping a full 18 hours, I realized how much I gained from the experience. Because of it I am much more confident, I am able to make connections with people and express myself more eloquently than I had been able to before. Not only did I gain a fair amount of knowledge about our government, I also learned quite a bit about myself. It was the first I felt as though I had really accomplished something, I was proud of myself. Although the experience was stressful and exhausting at times, it was well worth it. I learned what I was capable of and applied it to my daily life. I still carry a lot of the confidence I gained from this experience. The trepidation I felt upon leaving had transformed into exuberance when I returned home. I could not be more grateful to have had this amazing opportunity. 

Thursday, October 10, 2013

Favorite Narrative

I personally found Rose's piece "I just wanna be average" the most interesting to read. Although somewhat dense, the story format made it engaging and I found the topic intriguing. His story was personal and emotional charged, but still portrayed in an organized fashion. I found his perspective refreshing and it allowed me to think about problems faced in schools more complexly. I connected with this piece the most because I understood many of his frustrations to a certain degree, and the impact one brilliant teacher can make. Rose's case is an extreme example of the confinement that many students feel in their schools. The outcome of this narrative was also inspiring and I admired his passion for knowledge after he had an unpleasant high school carrier. I also like the format in which he wrote it. He was able to convey a message to the reader, while still telling an engaging story. Although his piece was a bit long and dragging at times, I found his format to be the most effective as a personal narrative.
 Essay Contrasts
While all of the essays read would classify as personal narratives, they differ greatly in format and purpose. Malcom X’s and Rose's pieces are more formal and read more like a story, while the blogger’s essays are more relaxed and tend to read more like guidebooks.
The informal blogging style allows the author to connect more personally with their readers, but it does lend itself to quite as much depth of more formal essays. The blogposts tend to be intended to instruct readers on something in their daily lives, while Malcom X’s and Rose's pieces attempt to convey more abstract ideas. Aboukhadiejeh instructs readers on how to design websites, while Malcolm X attempts to expose readers to corruption in his society and the importance of educating oneself. Rose reveals serious problems within the public education system, while Romero exposes readers to ways they can live without a standard convince. The blog posts differ in this concept as well. While all serve to teach the reader something, Aboukhadijeh’s and Romero’s pieces read more story like than Hutson’s “How I Learned to Travel Solo.” Hutson’s piece reads more like an instruction booklet, which may be more useful to the reader; however, the reader does not get a complete picture of the personal narrative aspect. 

Tuesday, October 8, 2013

How I Learned to Travel Solo
                This piece uses personal experience to give instruction on traveling alone. It is broken up in short sections that make it easy to read. This combined with the informal writing style allows the reader to connect with the article. It is not a format that would work for a formal essay, but it is something to keep in mind when blogging.
                While other personal narratives that we have read have been formatted like a story, this article reads more like a guidebook with personal anecdotes. This format makes the article accessible, but it lacks the fluidity of other educational narratives. For our own essays, a more formal and story like format may be superior; however, this format works well as a blog post. The purpose of this piece is clearly defined, to serve as a guide to people interested in traveling alone; whereas other narrative’s purposes are not as clear. Other articles are formatted as a personal narrative with a secondary message. This one is an inverted format; more closely formatted as an instructional guidebook, but containing a personal narrative as well. It is a refreshing change from other formats; however, the narrative is less cohesive and there is not enough personal experience revealed to serve as a story. The writing at times also seems a little forced, clearly defining their persuasive goal. This is something to keep in mind with our own writing. While it is important to convey a message, it should not be quite so obvious to the reader so that they feel as though they are being bombarded by it.
                The format of this article works very well for a blog post and is easy to read; however, it is not the best example of a personal narrative. The use of personal experience is secondary to the instructions given in the piece. A format closer to previous narratives we have read would most likely be more suitable for our own educational narratives. 

Thursday, October 3, 2013

Most Important Experience

To ascertain what the most important thing I've learned in my life is task seemingly almost impossible. What determines what is most important? Is it what is most useful in everyday life or what I found to be the most profound? I feel like there is both too few and too many lessons I have taken in to focus on a specific experience. I suppose academically the most important thing I have learned is to value education and to take advantage of every opportunity given; however great or seemingly unimportant they may seem. Attending Evergreen Girl's State in 2013 has been one of the most influential experience in my life and I almost considered not going. I suppose this was mainly out of fear of failure or perhaps I was just overwhelmed with the idea of the experience. I ended up having an incredible time there and achieving some things that I never thought I would. This gave me and appreciation for opportunity and the importance of taking advantage of them.
Malcolm X and Mike Rose Comparison
Malcom X's "Learning to Read" and Mike Rose's "I just wanna be average," share a similar theme of overcoming a limited situation through hard work and somewhat unconventional education methods. While both narratives are, in part, intended simply to tell an encouraging story, they also have a separate agenda. They seek to persuade readers to see that there is something wrong in the world that should be corrected. In Malcolm X's day it was discrimination that limited his education and for Mike Rose it was the insufficiency of the American education system.
The authors portray themselves as sentimental characters brought down by their situations, who through hard work and determination are able to overcome stifling odds. They are both quick to admit their ignorance, but primarily blame it on their situation and not themselves. While their narratives do not seem disingenuous, this way of portraying themselves creates a greater admiration for the authors and attempts to increase their credibility. The primary angle of both narratives is to inform the reader of an unfair situation and encourages them to speak out against it.
While both narratives have their angles, Rose seems to stay on track in is narrative more than Malcolm X. The end of Malcolm X’s begins to transform into a rant, more than a continuation of the narrative. Rose’s article is also more relatable to modern readers and has a wider target audience. While very few have spent time in Charleston Prison, many have felt the frustrations of an unsatisfactory school system. It is also important to consider the time period in which these were written. Malcolm X lived in a time when discrimination was a core piece of American society, this provides a better understanding of the feeling of anger evident in his narrative.
These narratives differ in style and purpose; however, both are stories of overcoming disadvantages of their societies by means of unconventional education. Both were limited in their educational experiences and had to take initiative. While both narratives are encouraging of hard work and self-determination, they also attempt to point out a flaw in the system. While Rose’s format is perhaps more applicable, both are great examples of narratives with dual purposes. 

Tuesday, October 1, 2013

Narrative Models
Aboukhadiejeh and Romero’s narratives provide unique insight on sharing educational experiences. Although one narrative is focused on building a skill out of interest and the other focused on a life-style changing experiment provoked by curiosity, both tell their accounts in a similar format. Although Romero’s piece is slightly more formal and Aboukhadiejeh’s more personal, both are able to connect with the reader and share their experience thoroughly.
                These two accounts start out by describing their ignorance to the subject and reasoning for pursuing it. This is something that can be modeled in our own narratives. It is difficult for the reader to understand the effect of the educational experience if they do not know what the person was like beforehand. Each writer takes the reader through the process of their experience, through breakthroughs, short comings and interesting side notes. They continue to lead the reader right up to the present and describe what they have gained from the experience and what they plan to do with the new information they have obtained. This basic format can be applied to most narratives describing an influential experience.
                Although both articles have a similar format, they are differently intentioned. While Romero’s main goal is to increase awareness to virtually all consumers, Aboukhadiejeh has a smaller target audience; seeking primarily to encourage people interested in computer programming. The articles were authentic and personal; however, the authors also thought about what readers would gain from it. Often when writing about a personal topic, writers forget to think about how the reader will interpret it and do not consider its understandability. While it is important to stay authentic in one’s writing, one must also consider the desired effect on the reader.
                While Romero and Aboukhadiejeh’s articles are somewhat informal, there is much to pull from them to use in our own writing. They balance authenticity with a desire to connect with the reader. Both accounts are easy to understand and intriguing to read. Every educational experience is different and the style in which students tell them will be unique; however, the format used by Romero and Aboukhadiejeh is certainly one to keep in mind and model in our own essays.