Thursday, October 31, 2013

Thursday, October 31st, 2013--3:30 pm

Happy Halloween!

Below is a copy of a student's rough draft for your reference. Even though it is a rough draft, it is an excellent response to the essay 2 response. You will notice it lacks a conclusion. And the blue notes just reference my notes to the writer; just ignore them.


What’s Eating You?
            According to the National Eating Disorder Association, eating disorders, such as anorexia nervosa and bulimia nervosa, have the highest mortality rate of any mental illness. People suffering from these diseases die before the age of twenty-four due to complications including heart attacks and suicide. Eating disorders can be extremely traumatic both physically and emotionally, to both the sufferer and the family. Caring for someone with an eating disorder is often difficult and overwhelming at times. Once someone is diagnosed with an eating disorder, the family must watch their loved one struggle with a major medical and emotional problem that could end in death if not cared for properly. When someone is suffering from an eating disorder, they experience a tremendous amount of pain; however, this disease impacts family members more.
Eating disorders include extreme thoughts and behaviors surrounding food, weight, and body image. The disorders cause extreme emotional and physical stress that can lead to life threatening[CF2]  consequences if not treated. The most common diagnosed eating disorders are anorexia[CF3]  nervosa and bulimia nervosa. Anorexia nervosa is characterized by self-starvation and extreme weight loss. Most people who suffer from anorexia nervosa have an intense and often irrational[CF4]  fear of weight gain (National Eating Disorder Association). People who suffer from anorexia nervosa have psychological complications as well. These complications include anxiety as a child, low self-esteem and body image, severe depression, and an obsession with rules and perfection (Nordqvist). Because anorexia involves self-starvation, the body is denied of essential nutrients it needs to function and begins to slow down its processes in order to preserve energy. This “slow down” process can have serious medical consequences. The heart rate begins to slow down[CF5]  which can result in heart attack or heart failure. A person may also develop severe dehydration which can cause the kidneys to fail. With the combination of medical and psychological[CF6]  complications, about five to twenty percent of people suffering with anorexia will die (Nordqvist). This statistic is higher depending on how long a person is suffering with this illness.
Bulimia nervosa is characterized by binge eating followed by purging. A person suffering from bulimia often engages in compulsive binges on high-calorie foods and purges after feeling a loss of control (“What is Bulimia Nervosa?”). During an episode of binging, a person may consume up to 3,000 calories. The binge is then followed by feelings of guilt or shame, which lead to compensatory actions such as self-induced vomiting, over-exercising, self-starvation, or abuse of diuretics or laxatives (Nordqvist). Bulimia is particularly dangerous because sufferers do not display the same rapid weight loss as found in anorexia. In fact, someone’s weight may stay the same, making it easier to overlook and possibly misdiagnose (“What is Bulimia Nervosa?”).This disorder can result from many of the same psychological complications as found in people suffering from anorexia nervosa.
For many years, eating disorder diagnoses had two main entries: anorexia nervosa and bulimia nervosa. However, modern research reveals that these two categories of eating disorders fall short. The American Psychiatric Association introduced a new category of eating disorders: EDNOS, eating disorders not otherwise specified (“New Eating Disorders”). EDNOS contains sub-diagnoses for patients that do not meet exact criteria for anorexia or bulimia. This new diagnoses include “orthorexia”, a fixation with healthy or organic eating, “pregorexia”, extreme dieting and exercising while pregnant to avoid the twenty-five to thirty pound weight gain, “binge eating”, compulsive overeating, and “anorexia athletica”, which is an addiction to working out. Eating disorders develop from negative relationships and obsessions with food. These disorders can range from diagnosable illnesses to dangerous fixations.
Beginning stages of disordered eating can often be confused with “normal” adolescence behavior and early symptoms can be overlooked. Often, parents are not able to recognize signs of an eating disorder in their child. This makes the parent feel guilty and partially responsible for the diagnosis. Peggy Claude-Pierre describes, “After the diagnosis, I started reading everything I could about anorexia. I wanted to discover how I had failed my child.” This is a very common response. Many parents take full responsibility for their child’s eating disorder. Marie Caro, the mother of the French model Isabella Caro, committed suicide one year after her daughter lost her battle with anorexia (Burton). The question of blame and where it lies within anorexia and other eating disorders is very complex. Although there is no one cause for eating disorders, much has been written about the roles of family members and parenting as causes of eating disorders (National Eating Disorder Association). This information frequently contributes to the guilt parents feel after discovering their child’s eating disorder. “Everything I read told me that bad parenting, parental pressure, and family stress, among other ‘issues’ were the cause”, Claude-Pierre[CF7]  explains.
Other parents feel an immense amount of shame. Eating disorders can be shameful because a parent may not want to admit that their child has one. “In the four years my daughter was anorexic, I never told a single person. I did not even tell my father. I was ashamed that she had[CF8]  that kind of disease. I was ashamed of myself for feeling ashamed” (Godbey). The feeling of shame is associated with the idea that a parent is the main cause for the eating disorder. When someone develops this kind of life-threatening illness, it is hard for loved ones to come to terms with why it happened. Many parents also feel hopeless in treating a disease when it is hard to find the underlying cause. Judy Avrin explains, “I spent a great time in denial about Melissa’s eating disorder. Her father didn’t understand the diagnosis. We felt hopeless”. Parents are at a constant battle. They are battling for their child’s life, parenting while they combat their own feelings of denial and guilt, and they are battling with the many misconceptions about eating disorders. This becomes increasingly stressful on the parents. Many times parents begin to ignore their own personal life in order to care for a child with an eating disorder. This often affects other relationships that the parent has, including the relationships with their other children.
Caring for a child with an eating disorder causes changes for a family. Often times, the family has to re-organize themselves around the illness. This re-organization has very significant effects on all members of the family, including the siblings. Siblings of a child suffering from anorexia, bulimia, or EDNOS face many difficult challenges while growing up with this unwanted guest in their home. Because the child with an eating disorder needs a great amount of attention, the parents’ find it difficult to divide that attention to the other children. Meal times can[CF9]  be excruciatingly difficult. “My sister decided that she couldn’t eat with me at the table. I was a little overweight and her illness decided that my fat was contagious. My parents had me eat in the living room with Grandma at meal times” (“My Sister and Me: Anorexia Nervosa).  Karin Jasper, Ph.D, has spent a great deal of time studying eating disorders and the effects on the siblings. She explains that naturally siblings feel resentful towards the illness. The stress often drives a wedge between the ill child and the siblings. Karin Jasper says, “One of my patient’s sisters found the illness difficult to deal with. She moved away from home. She never went back to living at home. She said she felt the house would have exploded because she didn’t understand why her sister was being so selfish[CF10] ”.
According to the National Eating Disorder Association, during the treatment period eating disorders can cause a child to react and behave irrationally. The ill child resorts to lying and has extreme mood swings that involve hitting, screaming and biting. The child will lash out at whoever is around due to frustration. These extreme emotions can affect the siblings as well. Addy recalls, “I remember my sisters screaming sessions. She would just scream at dinner time. To[CF11]  be honest, it just made me annoyed and I would normally lose my appetite. I just stopped eating with my family.” Sarah K. Ravin, Ph.D. explains that family meals with an ill child can sometimes become explosive. The ill child may feel overwhelmed with the parents’ attempts to get them to eat. Out of frustration, the child may say or do things that are very harsh to both the parents and anyone in their path, including the siblings. Siblings often say that they dread meals because they know they will either be very tense or explosive. An anonymous blogger recalls, “My sister used to say really mean things to me. I know it wasn’t her, but she would just tell me to fuck off and die. She also threw things at me. All of this would normally happen a few hours before dinner, during dinner, or a few hours after” (“My Sister and Me: Anorexia Nervosa”).
Sarah K. Ravin also explains that children feel like they lose a sense of a social life. Because the parents spend much time planning, preparing, and supervising meals, the siblings feel that they cannot spend time with their parents socially. Parents also spend a great deal of time driving to and from appointments for their ill child. “I remember I had to ask different friends to take me to soccer practice. My parents would also miss games because Liz was having a meltdown the morning of my games”, an anonymous blogger illustrates (“My Sister and Me: Anorexia Nervosa”). Ms. Ravin further explains that siblings may feel a great deal of embarrassment and do not invite their friends over. They also have difficulties deciding if they should even explain their family situation to friends. Brothers and sisters will experience a variety of emotions while their sibling is ill. They can range from worry about their sibling’s health to resentment about the illness. “This can affect how the child copes with their own feelings and emotions. They may not know how or who to talk to. They also have to deal with the stigma of a mental illness at a very young age”, Sarah K Ravin says[CF12] .



Monday, October 28, 2013

Monday, October 28th, 2013--5 pm

Hello,

just a few reminders......

1. If you plan to submit a rough draft of out of class essay #2, be sure to e-mail it to me by midnight tonight.

2. Remember to bring green or blue book to class on Wednesday for in class essay #2.

Friday, October 25, 2013

Friday, October 25th, 2013--7:15 am

Hello, good morning, happy Friday, happy weekend!

PACKET #5 ASSIGNMENT:
"More and more Americans Want Pot Legal"
http://www.cnn.com/2013/01/16/opinion/nathan-comments-on-pot-column


REMINDER:
Bring a blue or green book to class on Wednesday, October 30th, for our 2nd in class essay. It will actually be a "practice" WPJ exam. And yes, if you have already taken the WPJ, you still have to complete this assignment. :)

Sunday, October 20, 2013

Sunday, October 20th, 2013--3:15 pm

Greetings,
Below you will find a short handout. Please print it out and bring to class tomorrow, Monday.


English 20-- College Composition II
C. Fraga

How to Critically Read an Essay

Educated adults exist in a delusional state, thinking we can read.

In a most basic sense, we can.

However, odds are, some of us cannot read, at least not as well as we would like.

Too many college students are capable of only some types of reading and that becomes painfully clear when they read a difficult text and must respond critically about it.

Intelligence and a keen memory are excellent traits and most students have learned to read in a certain way that is only useful for extracting information. Thus, students are often fairly well skilled in providing summary.

However, the act of reading to extract information and to read critically are vastly different!

The current educational system in American primary schools (and many colleges) heavily emphasizes the first type of reading and de-emphasizes the latter.

In many ways, THIS MAKES SENSE.

Reading to extract information allows a student to absorb the raw materials of factual information as quickly as possible. It is a type of reading we all must engage in frequently.  However, each type of reading calls for different mental habits. If we do not learn to adjust from one type of reading to another when necessary, we cripple our intellectual abilities to read critically.

DIFFERENCES BETWEEN READING TO EXTRACT INFORMATION AND READING CRITICALLY.

  1. They have different goals.  When students read to extract information, usually they seek facts and presume the source is accurate.  No argument is required.  On the other hand, when students read critically, they try to determine the quality of the argument.  The reader must be open-minded and skeptical all at once, constantly adjusting the degree of personal belief in relation to the quality of the essay’s argument.
  2. They require different types of discipline.  If students read to learn raw data, the most efficient way to learn is repetition.  If students read critically, the most effective technique may be to break the essay up into logical subdivisions and analyze each section’s argument, to restate the argument in other words, and then to expand upon or question the findings.
  3. They require different mental activity.  If a student reads to gain information, a certain degree of absorption, memorization and passivity is necessary. If a student is engaged in reading critically, that student must be active!!! He or she must be prepared to pre-read the essay, then read it closely for content, and re-read it if it isn’t clear how the author is reaching the conclusion in the argument. 
  4. They create different results.  Passive reading to absorb information can create a student who (if not precisely well read) has read a great many books. It creates what many call “book-smarts.”  However, critical reading involves original, innovative thinking.
  5. They differ in the degree of understanding they require.  Reading for information is more basic, and reading critically is the more advanced of the two because only critical reading equates with full understanding.

ULTIMATELY, WHAT WE WANT IS THE CONSCIOUS CONTROL OF OUR READING SKILLS, SO WE CAN MOVE BACK AND FORTH AMIDST THE VARIOUS TYPES OF READING.

FIVE GENERAL STAGES OF READING

1.      Pre-Reading—examining the text and preparing to read it effectively (5 minutes)




2.      Interpretive Reading—understanding what the author argues, what the author concludes, and exactly how he or she reached that conclusion.




3.      Critical Reading—questioning, examining and expanding upon what the author says with your own arguments.  Skeptical reading does not mean doubting everything you read.



4.      Synoptic Reading—putting the author’s argument in a larger context by considering a synopsis of that reading or argument in conjunction with synopses of other readings or arguments.



5.      Post-Reading—ensuring that you won’t forget your new insights.



Tuesday, October 15, 2013

SECOND POSTING for Tuesday, October 15th, 2013

Packet #4 Assignment (due on Wednesday, October 23)

***"Tackling America's Drug Addiction"
http://www.npr.org/templates/story/story.php?storyId=127937271
(this is actually an audio--a 4 minute and 50 second interview that was recorded on National Public Radio in June of 2010.)

***"Confessions of a Mom (and a Former Teen Pothead)"
http://www.npr.org/blogs/tellmemore/2010/10/19/130677774/confessions-from-a-mom-and-former-teen-pot-head


***"How the Drug War Hurts Everybody" 
http://www.salon.com/2012/04/12/how_the_drug_war_hurts_everyone/

Tuesday, October 15th--6 pm

Hello,

A reminder,

If you plan to revise out of class essay #1, the first revision is due on Monday, October 21st.

Please refer to your course outline for guidelines on how to submit a revision.

Monday, October 7, 2013

Monday, October 7th, 2013--7:30 pm

Greetings,

Below you will find:

1. Out of Class Essay Assignment #2, distributed and discussed in class today.
2. Packet #3, due to be read next week.
3. Reminders about In-Class Essay #1 for this Wednesday.


English 20, Fall 2013---C. Fraga

Date assigned: Monday, October 7
Rough draft (optional): due no later than Monday, October 28 (please submit as a Word document via e-mail)
Final draft due: Monday, November 4

Details:
1. MLA format
2. At least 5 outside sources on your Works Cited page. If you utilize personal interviews, at LEAST two of the four sources CANNOT be interviews. The best place to start is the home page of the Sacramento State Library. By this time in your college career, you should be very familiar with the AMAZING databases available to you, just a click away!
3. Please, no Wikipedia or encyclopedias as primary sources
4. No formulaic, 5 paragraph essay

OUT OF CLASS ESSAY ASSIGNMENT #2
Among many things, the series Breaking Bad focuses on the family entity and what happens when something quite extraordinary occurs—how do members of the family cope, adjust, and/or “deal” with the event/situation? (In the case of this series, obviously it is Walter’s cancer that is the ‘event’).

I am not referring to the everyday “bumps in the road” that occur for all families. Instead, I am asking you to consider the family unit when faced with an especially challenging situation. These situations could include but are not limited to:
• death
• birth
• infidelity
• serious injury
• dementia
• serious illness
• divorce
• unemployment
• new employment
• moving to a new home/state/area/country
• the return of a war veteran
• moving BACK home after initially moving OUT
• alcoholism
• drug abuse

Select ONE situation that you are most interested in exploring. You will conduct research (and possibly personal interviews) in order to write an essay that offers the reader a brief background on the topic and makes an assertion about what elements impact a family in the most challenging of ways and supports it logically and interestingly.

Your thesis might read something like this:

When a family member develops dementia, the challenges are often devastating, yet the disease definitely impacts family members more than the dementia patient.

Or…

When a couple divorces, it most certainly impacts the children still living at home; however, it is the older children who have already moved away that are most affected by the split.

**************************************************
PACKET #3 ASSIGNMENT
(both items are TED Talk videos. The second one listed will be the subject for the Writing Response on Wednesday, 10/16. The first one listed will be discussed on Monday, 10/14.)

1. "Abraham Verghese: A Doctor's Touch" --TED TALKS
http://www.ted.com/talks/abraham_verghese_a_doctor_s_touch.htm

2. "The Conscience  of Television:--TED TALKS
http://www.ted.com/talks/lauren_zalaznick.html

********************************************************************************
REMINDERS FOR IN-CLASS ESSAY ON WEDNESDAY, OCTOBER 9TH

1. Bring a blue or green book to class along with a few pens (no pencils, please). The size of the blue or green book does not matter.

2. The essay is open notes/open Viewer's Journal, etc.

3.  Try to remember to skip every other line. Also, I have no problem with you writing on the backside of the pages.

4.  Please focus your response only on the first five episodes of Season 1.

5. Refer to the series at least once, preferably towards the beginning of your essay. Titles of television programs are typed in italics and underlines when written out.

6.  Be sure to take at least the first 5-10 minutes to plan your essay BEFORE you begin writing.

Friday, October 4, 2013

Friday, October 4th--8:25 pm

Hello,

If I have reviewed your rough draft of out of class essay #1, please attach it to the back of your final draft when you submit it on Monday. Thank you!

Have a wonderful and safe weekend.