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With regards to your first paragraph, you are right on point. Excellent perception. Understanding in life there are always three sides of every story, it is impossible to keep everyone happy even when the result appears to be positive. Think about when planning a wedding and how exciting a wedding is and how this time in a couple's life ends up causing so many problems, heartaches, and many times destroys not only friendships, families, but also results in the marriage never taking place after all is said and done. The point I bring to the table about being a liar for educational purposes is from experience I know students are concerned with offending each other so instead of voicing their opinions openly they simply agree with everything their classmate's write. This procedure serves absolutely no valuable educational purpose if everyone agrees with each other even when they disagree with what they wrote. This is why I openly offer your classmates and you to write whatever you want about me. I will not get offended and I actually encourage you to DISAGREE with anything and everything I write, but I ask that you defend you position with facts. And if you choose not to disagree with me - I WILL DISAGREE WITH YOU! Understand, there is nothing you can write that will actually offend me, but I do ask that you not purposefully offend your classmates. (In class I openly say things to the students so they know I'm okay with being challenged verbally and while I cannot illustrate that to your class and you on a discussion board, accept that it is acceptable.) With respect to your second paragraph you might be right if you are claiming the written words (as written originally) are meaningless in the year 2014, but I would hold su... ... middle of paper ... ...ess, stay truthful to your opinion and do not buckle just because you think your opinion will not be accepted by your classmates. I will let you know now (up front) it won't and in most cases it should not. Your classmates NEVER walked in your shoes and you bring an unique view according to your lifetime of experiences. Your classmates bring the same uniquieness to the class; therefore, do not expect to accept or agree with everything they write. Remember the goal of the class is to learn the system and just by reading your classmates and your discussion board posts it appears as if that is happening. Look how much information has been written about in a few short weeks and how most of your classmates came in with not even being interested in politics (read their introductions). While some may still not be interested, they cannot say they are not now curious.
Richard Gunderman asks the question, "Isn 't there something inherently wrong with lying, and “in his article” Is Lying Bad for Us?" Similarly, Stephanie Ericsson states, "Sure I lie, but it doesn 't hurt anything. Or does it?" in her essay, "The Ways We Lie.” Both Gunderman and Ericsson hold strong opinions in regards to lying and they appeal to their audience by incorporating personal experiences as well as references to answer the questions that so many long to confirm.
The main source of student made texts come with the many essays written, especially with ones like these where opinions are meant to be expressed. In many of the English classes, debates and essays are recorded that embody the student beliefs. One prime example is that of the “Scarlet Letter Essay” of our English 1 freshman class. Being one of the first debates, most students give it their all and let out many views on both the class and the school in general. Also, the Lincoln Charter Yearbook heavily embodies the spirit of many of the student s of LCS. It is able to show all of the faces of LCS, along with many activities everyone participates in and bonds through. These different genres provide significant insights into the general thoughts of LCS students and were really able to help me see the intentions and quarrels of the students as a single
Making a good and persuasive argument is very much an acquired skill. It requires much practice and perfecting. It takes more than just having passion and making good points. Just because a person is passionate about the topic or has supporting details does not mean they can make a successful argument. Much more thought and skill is required. Gordon Adams, in his letter to the Arizona State University standards committee, demonstrates this quite well. Gordon Adams writes a passionate argument, yet his argument lacks several critical aspects.
During my sophomore year of high school, I was put into a world history class. My teacher was a big fan of current events. Often, our class started with him telling a story of an important event that had happened the day before. Following that, he initiated a conversation between himself and the class, often asking for our opinions on the topic. We were all encouraged to speak up in front of the class at least some of the time, and many of us did. Yes, there were a select few that tended to speak up more than others, but it was more equally dispersed than in other classes. This is because our teacher made it clear that whatever our thoughts were on a specific subject, it was acceptable to voice them. In fact, we often did not know what our thoughts were on a topic, and it was okay to say that too. As long as we were contributing to the conversation in some way, the class ran smoothly. The environment that the teacher had created was perfect for encouraging students, especially those who usually did not speak out, to do so. Furthermore, he made it clear that no one’s views were more important than another student’s. It did not matter whether the student was male or female, as Tannen might believe, the encouraging climate that my teacher had created led to the participation of nearly every
The article, “Is Lying Bad for Us,” accurately describes the intentions of a “liar.” The author says, “Though liars do not tell the truth, they care about it, while the bullshitter does not even care about the truth and seeks merely to impress” (Gunderman). This statement proves that lying should not be viewed as out of the ordinary, or unacceptable, and that liars should not be viewed as bad people. Lying can be shown as a way of protecting or caring
When looking at not just this class but all of my classes and looking at how I have been approaching them versus how I should approach them it definitely puts my mind in a different perspective because I am a person that “strives for excellence” and if I am able to “ace” a class then I definitely try and do that but a lot of the time that doesn’t mean sitting there and actually learning the information it means
The purpose of learning is to prepare people for the future and challenge their views on real world issues; however, it is difficult to get a point across when students are easily offended and constantly complaining. If students are constantly offended by what professors must say, then they are not open to different perceptions and cannot learn from their misconception of ideas. In the article “Trigger Warnings” by Kathleen Parker, the author uncovers the idea that today’s colleges allow students to avoid being exposed to certain topics or issues because students may be offended and the ideas presented do not fall under their beliefs. Parker asserts that “colleges and universities often boast of their diversity in terms of race, sex, gender or sexual orientation, but too often they fail to encourage diversity of thought” (Parker). Without the diversity of thought, students cannot grow from their delusional ideas of real world issues and avoid learning imperative ideas that challenge their own. Parker implies that colleges must not prevent students from learning different perceptions of issues when she quotes the Purdue University that “it is not the proper role of the university to attempt to shield individuals from ideas and opinions they find unwelcome, disagreeable, or even deeply offensive” (Parker). By stating this, the author
...ople need to take some pride in their work. If you have a paper due tomorrow, don’t go out with your friends and drink and then come in at midnight and try writing. You may not particularly like doing work. You may not like the class, but the work you do is a representation of you, so do your best work!
You did not lecture at us, but instead, allowed us to express our own opinions comfortably amongst one another. You, nor my peers, ever expressed any judgments towards another classmate, which allowed a peaceful and comfortable learning environment. Reading from the textbook is great, but the class's willingness for open discussion was what really allowed me to grasp the theories to its full extent. I think a lot of people in today’s society fear conversations revolving around racism, sexism and any other forms of discrimination because it can cause an uncomfortable feeling during discussion. We all were able to connect with one another, even if our opinions differed slightly. I am fortunate that I was granted the opportunity to talk about my own personal experiences and opinions because it allowed me to view situations from a different perspective. The content to the course was fully discussed and explained in great detail, but I think most of our learning came from our weekly
I do not know of anyone who wants to be known as Pinocchio, the wooden boy who lies and in a result, makes his nose grow bigger. As an old proverb says, honesty is the best policy. I agree with being honest at all times. First, telling the truth to me, is always the right thing. When I catch someone in a lie, I just think to myself, what has come up of this world? A person’s truths and lies prove who that person is, and what that person is capable of. Second, people can earn a great deal of respect and trust from telling the truth. Now, people trust their “gut feeling”, but someone’s “gut feeling” should always be truthful. Respect is something that is earned, and at sometimes, given to people who do the things that they are supposed to do for themselves and for others. Last, most people were taught to tell the truth at a very young age. A truth is
My professor wants to hear and build off of our thoughts and majority of the time, no answer is wrong. The format of the class is one in which our professor teaches us a way of looking at right versus wrong, giving us a structure to use, and then asking us to come up with examples that we together work through. He strongly encourages dialogue and people to possibly challenge the ideas he is relaying to us. In a sense, he allows our thinking to authenticate his thinking, as Freire looks at the problem-posing theory (Freire 220). In this class, there is open communication in which we are all benefiting from what our fellow classmates have to say and even our professor is learning from our thoughts. It gives a sense of true reality in which we look at various perspectives and can have whatever opinions we would like about these topics. I genuinely enjoy this class and it consistently provokes thought and critical thinking. In this environment, everyone can grow and be free to be their own person and it is truly
Thankfully, after this discussion, I was able to relax and realize that in fact, this is one of the safest spaces for me to share my opinions. Honestly. I do not feel threatened or afraid anymore. In fact, with this activity, I realized my own bias and prejudice thoughts. This activity empowered me to use my voice when needed. I am glad that I took the initiative to discuss this matter with you in person after class. As a result, I was able to learn about why my peers stayed silent and what we can do to break the silence when necessary. It is through this class session that I learned silence can be a blessing or a curse. Sometimes it is better to stay silent and absorb the information before saying your input. This way, one can internalize the message of the texts, ponder, and reflect on the text. However, if I stay silent when voices are going off my head, then it can cause division amongst us because I will neither benefit my peers, nor learn from their lived experiences. Sometimes prolonged silence can cause discomfort and a divide between peers. My role of silence has drastically shifted. I am more than happy to engage in intense topics even though I am aware most of my classmates have not lived or walked in my shoes. I am not afraid to say what is on my mind. I personally want to thank you for allowing me to rethink and recognize my own bias and prejudice against the meaning of silence on our classroom
During my 2nd semester as a freshman, i took the course gender women's studies 100 that i found to be a very intriguing and interesting class that i thoroughly enjoyed. But in the whole semester, i only spoke or asked a couple of questions because i really felt intimidated by the rest of the students. The class was full of different students that varied of what year they are in from freshman to seniors and throughout the semester most of the students asking questions were upperclassmen. From the beginning i noticed this and i found the questions they were asking were very well throughout and intriguing questions that i felt i couldn't simply feel to meet up to their standards. Most of the freshman like myself kept quiet to ourselves and since their was other EOP bridge students in the class, it helped me get through the class. I really liked my professor but i felt intimidated to go her office hours because second guessed my questions as not important enough to bring to her attention and i felt i would essentially be wasting her time. I overall did really good in the class and received a A- in this difficult class but i know if i was more outspoken and participated more i would of gotten a solid
exactly what to expect in your class and any “rules” they must abide by. If you