Intermediate College Composition

Rough Draft - With an Argument Style


Violin in School

          People indirectly underestimated the importance of violin in school, while overestimating the importance of other things, however.  One of the issues in modern Music Education is what country you come from or what area of the US you come from.  Second, it all starts out with General Music Education, whether or not your elementary school has music class, that is.  Thirdly, it becomes important in junior high if you want to continue in music as a professional.  In the end, most people are uneducated in music, like the failure of "No Child Left Behind" regarding things like reading.

        Sometimes, people do not realize how important things like heritage or ethnicity/race is to them, and it affects the education system and opportunity in things like classical and orchestral music, later in life, as well as crippling those who have no knowledge base for such skills.  Everyone knows by experience and "word of mouth" that Asians are a non-European race that are considered skilled at music, but not many people have found out that they actually have a strain in resources for classical music today.  The United States of America, in some areas music education is considered unethical like if schools forced children to dance, and places where normal people live and expect to get a decent education there is no easy opportunity and children do not know that young that they want to be a musician instead of other things they get told are out there that are so great that they cannot yet know; at least that's the feel of things in the United States today.  Mooney is said to say in the summary that "kids ages 12 to 15 focus on the definition of globalization;" when I was in school, I felt more beat down and "sheltered" from connection to the outside world in things like music and chosing some language, like Dutch, Norwegian, or German.  Sowell is said to hint that schools today, probably stressing in the United States, are deceitful to their students' well-behing, habits, and education; I also know that teachers in the United States like to "dumb it down" and say that students etc. in the US need to focus more on saying hello and goodbye and just focusing on baby things like that that they never learned and never to advance in life career-wise as a possible focus, as they can't compete with rival nations like in Europe in feeling good and being relatively successful.  So, there is evidence popping up all over the world when significant on the meditative and hypnotic topic of what other countries are like, when it all boils down to what young and middle aged adults think of classical musicians their age, in relation to their peering out of the corner of their eye at other countries to compare and "be the judge" of.

         Some schools don't even have general music class, and many actually do not offer school orchestras and some do not even offer band.  Schools believe that it is easy for kids to have access to music instruction, but the reality is that private lessons can be impossible for some kids' lifestyle or budget and they really don't know whether or not they want to do it when they grow up!  Now, you're going too far if you're asking about Suzuki lessons for kids at age 3, as Einarson suggests easily possible and makes me ponder, that people develop a lot until age 5 and that simple nursery rhymes are a farce in comparison to how they feed the ego of German children with classical music, learning not to get bored/behind in concert and to be more and more charming as the generations and time goes.  Garland is said to say that even in low functioning mental states, people roll out music education again to save the day; in music classes, I know from experience that people made fun of it suggestively and were reluctant to participate, but apparently they need it, not sure where they learned to do this.  So, basically, some schools have limited music programs, but the ones that do have kids sky rocketing in ego and being snobby to anyone who didn't get the opportunity they'd hoped for, simply, as kids.  Choirs cheat you out, like they are all innocent, but it does not lead to a successful career in music, as I know being in church choir age 8-18 and told I didn't fit as a music major after a year of mostly successful study and good behavior.  It was so hard for me to pick my way out as a kid and come to know classical music, though I was never addicted to pop music.  So, it's hard and apparently desirable to have a solid education in music, but sometimes people just don't know about that and being bored with extra time and maybe for some in some cases money needs, while other people in music seem to taunt those who wish they did it but had a harder time than them.

          It's important to know as a child if you want to do music because it gets competitive in junior high and mandatory to be active if seeking success by high school.  Another personal experience is that I moved when I was 12 and didn't have as good a reputation in piano as I did before and had a hard time finishing homework late, felt like I was secretly being disliked and put down and therefore not as "good" at advanced music but still "talented" in my love for music and what I could play already from before I moved, which showed me how tragic and spiteful the world of music can be.  How would you like to reach high school and find it's too late to become a classical/orchestral musician?  I mentioned that things like your country and the way your school feels can alter your path.  You would then be fresh out of luck.  I am actually a typical case, started piano at age 9 but lucky enough to have been in choir and learned to read music notes in music class.  I was considered talented before junior high, but I moved to New Orleans and found they had more professional, worldly resources, with things like the Talented Arts program in the suburbs and a slew of arts schools in the city; I even got the highest achievement award at the big one in the summer but still felt unsure of myself, maybe because I secretly wanted to play violin and not piano, which I am doing violin now and was chosing between other things too before.  I almost made it.

          So, people don't realize how whether or not a school offers music in some way can stunt your life if it's not exactly what you need, like violin instead of just band.  It all starts with national pride, like you may have seen with countries like Germany and their classical music, to have the knowledge of what to do growing up to have options as a adolescent and young adult, feeling on top of the rest of the world.  It's important to scope out your resources at school, which is not something a child normally would do, and to see if music is worth your while.  The most critical issues comes up when you're chosing a profession and wish you could play classical music, like waking up naked in the middle of a crowd.  So, education of musical resources and opportunities should be introduced to a child as opposed to seeing defying feats as an adult with maybe only some hope in piano or something yourself or having to start at the beginning to feed your ego in music.  "All in all," it is basically very important to know your options as soon as possible so you don't find yourself in an unbelievable situation, where musicians are considered yay important like sliced bread for those interested and you're not "in" or like you "got out of the wrong side of the bed."  I stressed violin because a lot of schools only have band, and violin is an important instrument many people would like.


References:

Mooney, Carla. Globalization: Why We Care About Faraway Events. No Publication Location: Nomad Press, 2018.

Sowell, Thomas. Education: Assumptions versus History: Collected Papers. No Publication Location: Hoover Institution Press, 2017.

Einarson, K. “Early Experiences Elevate Everything What does a pediatrician want Suzuki teachers to know?.” Dec. 2018, https://suzukiassociation.org/news/early-experiences-elevate-everything-what/. Accessed Mar. 2019.

Garland, Teresa. Hands-On Activities for Children with Autism & Sensory Disorders. No Publication Location: Pesi Publishing & Media, 2016.

Intermediate College Composition

Student:

I really like how you worded all that😂


Me:

"Millennials: The Worst, Most Entitled, Most Spoiled Generation in the History of Humankind?"

Yes, it's true!  Baby Boomers are the evilest for being "deceptive" - "giving an appearance or impression different from the true one; misleading."  (Link.)  They keep acting like we have to do something more, but they don't.  In the end, they have no relationship with us younger people.  It's all about teaching us and nothing about having affection from other people, for racial issues or whatnot as false excuses all around.  They also don't respect us.  I'm not trying to go crazy in this reply, but it is funny and something I've been posting about on my blog today and at school, online.

Intermediate College Composition

Student:

A fallacy is an attempt to sway an argument by using information that is not true evidence.  The information may be errant logic, or pull at emotion, or it may be the misuse of, or attack of, someones character.  These fallacies may be purposeful or done out of ignorance.  The result is the loss of credibility for the arguer.  The danger of fallacies is creating an atmosphere of fear or anger, or swaying popular opinion from seeking the best solution to the solution that suits one person or group the best.

Me:

People like to sugarcoat ideas, like the ways movies seemed to used to be more well-respected and in the end it was just a trick with nothing there, like it was to lead to the Wizard of Oz or something, which didn't lead to anything, neither, though there are a lot of books in that series.

(image credit)

Intermediate College Composition

Student:

"Fallacy" regards to an invalid argument, misconception, or an illogical statement. Fallacies, when used in arguments, can make someone sound unintelligent and incompetent. Fallacies show someone's lack of knowledge or interest and people are less likely to take someone seriously because of their illogical statements. The picture below displays an example of a fallacy and contradictions. 

Me:

Charlie and the Chocolate Factory (2005) was one of my favorite movies.  It was about as important as Willy Wonka and the Chocolate Factory (1971.)

These kinds of movies can be mysterious and last well into the future.

I think that this movie relates in that it draws everyone in and somehow appeals to them hypnotically and everyone ends up fighting over who more embodies the spirit of things like this movie popping up, but then it goes under and the movies don't matter as actively, anymore.

I actually did a lot of studying and posting online of Sweeney Todd (2007) and Pirates of the Caribbean 1-3.

(image credit)

Intermediate College Composition

Assignment:

In at least one well-developed paragraph (5-sentence minimum) discuss in your own words what fallacies are and why they are bad.  After this paragraph, try to locate one example of a fallacy (in a meme, a brief video, an ad, etc.).  Provide the link or the reference and discuss what fallacy it demonstrates and why.  For the time being, please restrict yourself to obvious fallacies and avoid stepping into overly sensitive or politicized territory; this is not the time to pick a fight.


My Work:

Fallacies and Generation XY

Paragraph Defining Fallacies

Fallacies are a way of indirectly directing the reader to believing what you say in a bad way.  There are 3 main groups with subgroups.  The first groups is "logic," when you use facts and insensitive tricks to appeal to an audience, to sway their belief towards yours or at least offend them for a glorious moment.  The 2nd method named was "ethos," when you try to affect someone's feelings of morality to be convinced towards yours, making them first feel a pang of guilt in hopes they will somehow be hypnotized over towards your success, in some way.  The 3rd way is "emotional," when they act sort of like a "Hufflepuff" way, trying to appeal to someone like you are small, sweet, and innocent, to gain sympathy to get them to believe you in something you are trying to convince them of for some reason.  All 3 ways attempt to poke and hit at how things are a certain way but in a bad way, which can either seem desperate or innocent.  It is probably practiced very much in the way people live in day to day lives and in concrete examples such as in articles online or in politics.

Example of a Fallacy

I was hoping to find some reference to Generation Y, roughly 1986-1996, but they call people born around 1980-1995/2000 Millenials.

I found this article:

"Millennials: The Worst, Most Entitled, Most Spoiled Generation in the History of Humankind?"
https://www.alternet.org/2013/06/millennials-generation-y/

I know from experience that Generation Y, sometimes called Millenials, get by undetected.  Baby Boomers are simply fixing up their mess by saying Generation Y was treated unfairly, though it is their fault, and by making Generation XY, which came right before, feel worse.

This article discusses the issue but in an unsuccessful way.  They are using tricks of "logic" unsuccessfully.  They are discussing the bad things about this generation, simply.  They mention that they are unhealthy and at risk sexually.  I think they are trying to impress their Baby Boomer parents by saying nothing is impressive, to side with them, and in the end they get the attention over Generation XY trying to live their life.

They did give a false idea that people of this age have people monitoring their lives since high school and maybe suggest some parents in older families haven't been as close.  The idea is noticeably underdeveloped to me, and it seems that they are stating a fact rather than helping in more active, streamlined ways.

So, this article has a good topic but supports it in a wishy washy way.  It's very important, and they are just being kind of meek in attitude but more like an "emotional" fallacy.  However, I still think they are right, though others clearly don't.  Maybe, they were just being too negative, in general, as this topic seems to go.  You have to be more mature and convincing.  I don't think they went far enough, neither.  The article was a lot of work to read, when it should be more fun like a debate, so these articles are suspicious and watery, like they care but have no power nor enough background to turn on about it, like a regular person trying to blog but not really having the professional prowess then in that situation to make it appealing enough, neither.

Intermediate Composition

final draft

some interesting changes


Christina Barrett

Professor Geoffrey Richard Reiter

ENG 152 N3

10 March 2019

A Cultural Famine or Like When the Dinosaurs Died Out

          Modern culture went down like the Titanic in the late 1990s, an irretrievable mess occurring.  Trends that were very special became unpopular as the 2000s crept around the corner.  Culture can be found significant in the late 1950s and early 1960s, as the Late Boomers were born and went through childhood.  Adulthood for Baby Boomers can be seen as the 1980s and early 1990s.  Children of Early Boomers did not experience much love and are now grown up with culture that sunk like the Titanic.  We should try to touch base on this issue by covering the bases that apply.

          According to Gordon, a big influential factor of even the 1960s was concentrated from England (no page numbers specified in the ebook.)  This is an important issue because even today England has released a lot of its feelings via the U.S., encouraging us in our pop culture to be more expressive.  For example, the Beetles, an English legend of a band, became popular in the 1960s, and even today kids are still dazed over them, in some way they can't seem to handle, as of yet, like life just isn't as sweet as it was for Baby Boomers or Late Baby Boomers.  Gordon also accredits the U.S. to folk music, like being integrated into pop and maybe how it is involved the style of new age music, and mentions the strikingly acclaimed city of New Orleans to spice things up some.  These are all obvious suggestions as to the sentiment Gordon has concerning the 1960s.  Then, he ends the chapter on music with references to popular icons in classical music, like the late Pavarotti.  So, Europe and music are important factors into what gave people the expectations they had of people who were born by the beginning of the 1960s.

          Schwartz says something big that changed the world in the 1990s was in the 1980s when computers were coming out (15.)  The 1990s are also known for the Cold War being fought off (64,) and war with the Middle East seemed to come to permeate the atmosphere.  Terrorism was another political term of the 2000s because of 9/11 in 2001; George Bush Jr. often spoke into the mid-2000s of our children coming  home.  Schwartz also posted a picture of the Spice Girls for the chapter on 1997 (309,) which was a big year as it was when modern PCs with the internet hit, which looked more like the TV screen than a calculator or old Pac Man game.  The kids from the 1980s and 1990s were happily sent off to have their own lives via work (404,) if all went well, or to follow our dreams in college or from childhood and for some the ability to do "anything you set your mind to."  In some ways, that wish came true, but in its intended sentiment it seems not to have, for some reason; people are competitive and want to hurt others before they settle down and decide not to fight anymore and don't care about other people.  So, there is an obvious descent of culture, like we had conflicts to represent our heyday and a sending off in bittersweet-ness, in accordance to what our lives were like.

          There are occurrences in life that are important that are affected in important times, all people being important, too.  One example is to think about Europe in the face of racism in the US and the musical skills had by the US and obviously certain countries in Europe, even as early as the 1960s, which shaped the world as Baby Boomers grew up then.  The 1980s kindled interest in computers and the online world, and the 1990s itself was a war between culture clashes and the stress of technology.  The end was that Baby Boomers grew up and lost responsibility and that people who grew up in the 1990s were hopefully sent off with well wishes as they entered independence and adulthood.  The experience of going through the 1990s was a tumultuous sequence of entertainment and the comforts and glorification of technology, which mainly ended up leading to bittersweet-ness and nostalgia from the past.

     

References:

Gordon, Dee. The Little Book of the 1960s. No Location, No Publisher, 2011.

Schwartz, Richard Alan. The 1990s. New York, Facts on File, 2008.

Intermediate College Composition

I asked for some help, but so far this is what I have.

Instructions:

• Paragraph #1: Introduction (Your issue’s background and rhetorical situation, leading to an open-ended statement or question about your claim)
• Paragraph #2: Position #1 (A summary, incorporating at least one scholarly source, of a position in the debate)
• Paragraph #3: Position #2 (A summary, incorporating at least one scholarly source, of a second position in the debate)
• Paragraph #4: Conclusion (Wrap up the main idea of the paper and describe its significance)

My Essay:

     Modern culture went down like the Titanic in the late 1990s.  Things that were very special became unpopular as the 2000s crept around the corner.  Culture can be found significant in the late 1950s and early 1960s as the Late Boomers were born and went through childhood.  Adulthood for Baby Boomers can be seen as the 1980s and early 1990s.  Children of Early Boomers did not experience much love and are now grown up with culture sunk like the Titanic.  We should try to touch base on this issue.

     According to Gordon, a big influential factor of even the 1960s was concentrated from England (no page numbers specified in the ebook.)  This is an important issue because even today England has released a lot of its feelings via the U.S.  For example, the Beetles became popular in the 1960s, and even today kids are still dazed over them, in some way they can't seem to handle, as of yet.  Gordon also accredits the U.S. to folk music and mentions the strikingly acclaimed city of New Orleans.  These are all obvious suggestions as to the sentiment Gordon has concerning the 1960s.  Then, he ends the chapter on music with references to popular icons in classical music, like the late Pavarotti.  So, Europe and music are important factors into what gave people the expectations they had of people who were born by the beginnng of the 1960s.

     Schwartz says something big that changed the world in the 1990s was in the 1980s when computers were coming out (15.)  The 1990s are also known for the Cold War being fought off (64,) and war with the Middle East seemed to come to permeate the atmosphere.  Terrorism was another political term of the 2000s because of 9/11 in 2001.  George Bush Jr. often spoke into the mid-2000s of our children coming  home.  Schwartz also posted a picture of the Spice Girls for the chapter on 1997 (309,) which was a big year as it was when modern PCs with the internet hit, which looked more like the TV screen than a calculator or old Pac Man game.  The kids from the 1980s and 1990s were happily sent off to have their own lives via work (404,) if all went well, or to follow our dreams in college or from childhood and for some the ability to do "anything you set your mind to."  So, there is an obvious descent of culture, like we had conflicts to represent our heyday and a sending off in bittersweet-ness, in accordance to what our lives were like.

     There are things in life that are important that are affected in important times, all people being important too.  One thing is Europe in the face of racism in the US and the musical skills had by the US and obviously certain countries in Europe, even as early as the 1960s, which shaped the world as Baby Boomers grew up then.  The 1980s kindled interest in computers and the online world, and the 1990s itself was a war between culture clashes and the stress of technology.  The end was that Baby Boomers grew up and lost responsibility and that people who grew up in the 1990s were hopefully sent off with well wishes as they entered independence and adulthood.  The experience of going through the 1990s was a tumultuous sequence of entertainment and the comforts and glorification of technology, which mainly ended up leading to bittersweet-ness and nostalgia from the past.

     

References:

Gordon, Dee. The Little Book of the 1960s. No Location, No Publisher, 2011.

Schwartz, Richard Alan. The 1990s. New York, Facts on File, 2008.

Intermediate College Composition

Student's Post

Jacqueline D Hicks

The Toulmin argument was developed by Stephen Toulmin, a modern English philosopher.  It consists a six part model and has been useful to many people in explaining the essential parts of an argument. The first three parts are present in every argument they are the claim, the data, and the warrant. The other three parts are used as needed to strengthen the argument these parts are the backing, the rebuttal, and the qualifier. The claim itself is followed by the support which is information to back up the claim, the unspoken part of the argument, the assumption that the author hopes the audience shares is the warrant. The other three parts of the Toulmin are basically there to help the first three parts if needed, the backing supports the warrant if suppose the audience does not agree. The rebuttal is the unless part of the argument basically why or why not and the qualifier demonstrates the probability of the argument.

My Optional Reply

You're right, the 1st 3 parts sound like enough "from the horse's mouth."  I say so because you point out the last 3 are just for if people don't agree with your popular topic claims.

Student's Post

Tyler Nicholas Tice

Stephen Toulmin created a method of argument which many view as an informal method of reasoning. He created six parts which collectively make the Toulmin Model and consist of: the claim, data, warrant, backing, rebuttal and qualifier. The first three parts, claim, data and warrant, are existent in every argument. In proper writing formats, all three of these parts are typically seen within the first paragraph. The last three parts, the backing, rebuttal and qualifier, are used in the Toulmin Model to strengthen the claim, data and warrant. Having read To Kill a Mockingbird recently, the classic courtroom debates come to mind. Atticus Finch represents Tom Robinson by presenting his claim that Mr. Robinson is innocent of the charges made against him based on the data Mr. Finch possessed, along with the wit of jury persuasion he attempted to communicate. I’m sure that this scenario could be further broken down into a detailed example of all six parts of the Toulmin Model, but I think you all can understand the point. This model closely follows our psychological behavior in a compelling argument and makes logical sense why, when executed well, presenters using the Toulmin Model typically accomplish their goal.

My Optional Reply

I agree that you insinuate from that story I did in English I in 8th grade that it has shown everyone that you can adjust the facts to apply to appeal to white people too lazy to sift through the possible sincerity of African Americans over white/Caucasian people.

Intermediate College Composition

(I could not find as much on the Toulmin argument in the book and used 3 online resources, which had some overlapping construction.  I finally summed up the lacking information provided by the textbook, as well as the paragraph required.)

The point of the Toulmin argument is to take cacophony and jarring fights to turn into an effective argument divided into 6 specific parts.  Those parts are divided into 2, the 1st 3 laying out the debate and the last 3 forcing the audience to agree.

Triad #1

"laying it down the line"

The Claim

The claim is your point.

It could be one of 3 of the following:

1. a fact

2. "passing judgment"

3. making a declaration of what should be or happen

Grounds

The grounds people love to come out, state the facts that prove your claim and introduce the beginning of a debate.

It could be one of 3 of the following:

1. statistics or facts

2. a reliable source

3. deductions

Warrant

The warrant is stating relevant significances.

It can be one of the 4 following:

1. Ethos - the ethics, like in relation to how credible and esteemed a person is

2. Logos - more impersonal credibility, facts, that can also deal with people

3. Pathos - the feeling emphasis, to appeal to an argument

4. Values - just what it says, things that people believe to be popular

Triad #2

The Fight/Debate

Backing

It simply helps your argument by answering a popular question.

Qualifier

This part of the argument is sincerity, saying how far the argument goes but saying how far it doesn't have to go.

Rebuttal

The author finally addresses the opposing views in question.

The Textbook

Claim - Stating the main idea of the debate.

Support - Proof of the claim.

Warrant - Stating why it is true.

Type of Claim - Being more specific and realistic in accomplishing something.

Paragraph Understanding

     The Toulmin argument is a very effective way of delivering a debate, especially in the form of writing.  It consists of usually 6 parts: the claim, grounds, warrant, backing, qualifier, and rebuttal.  You state the made idea and back it up with facts and give the facts credibility by appealing to people.  You start off proving yourself in the 1st 3 parts, and by the 2nd 3 parts you start the "fight" or persuasive lecture/speech.  It may be confusing and unclear, but it is very amusing.