Welcome

Multi-Genre Blog Project

Kim Young

English 201-001W

College of Western Idaho

Professor Leslie Jewkes

July 25, 2013

What is this?

This blog is a compilation of various writing projects completed this (summer 2013) semester.  In addition to being a non-negotiable course requirement, creating a blog has provided me an opportunity to create an organized showcase of my thoughts, research, and recent writing.

Pieces are organized by date composed, with the most recent last.

Essay 1: The Evolution of Freud's Counter-Will

My Missed Connection.

Missing: 2 shoes, 1 credit card, keys, keys, 6 shirts, 1 book, 1 car, keys, 2 apples, 1 orange, 19.5 hours

“Brian, have you seen my _______?”

“No.  Where did you have it last?”

“Obviously if I knew that I wouldn’t be asking you.”

“Where’d you put it? “

“Again, think about why I’m asking.”

“…did you hide it?  Maybe?  To be mean?  Or because you thought it would be funny to watch me look?”

(No response, probably because: a. This is our 1837^th time having this conversation, b. the idea is preposterous,      c. It’s a blatant and offensive accusation, d. all of the above.)

I know I put it somewhere conspicuous.  I remember thinking about it and choosing a certain place.  It was somewhere special, somewhere that I wouldn’t lose it this time.  But… what was this “special” place?  Why would I choose it?  It was probably to make things more efficient.  This is not more efficient. 

According to Wikipedia (it must be true), I have OCD.  Perhaps it’s my Asian heritage.  Maybe it’s some sort of subconscious obsession stemming from a very complicated childhood deficiency I’m not aware of.  The result: I don’t just want, I need to be efficient.  Airport security?  My 3.1 oz. containers are in their one quart ziploc, I’m wearing slip-ons, and my laptop is out of bag and in hand.  I could probably find more supporting evidence of my OCD online, if I didn’t view it to be an ineffective use of time.

I frequently identify processes that should be better and immediately begin a course of action to improve them.  I drop everything, fix the process, make it exponentially faster, then make it different enough from my last attempt (that involved a lost item) that there is almost no possibility of failure this go around.  Hence, my missing items. 

Plagued with a feeling of defeat – of almost being on the brink of brilliance – I become utterly obsessed with the search.  Hours go by.  Drawers are overturned.  The usual and unusual places are checked and rechecked.  And checked again, just in case.  Nothing. 

Unlike a 90’s sitcom, my story does not end with a happy laugh, with me stumbling across said item sitting on top of the table, in my pocket, or some other charming semi-obvious place.  That sort of kind irony doesn’t exist for me or (hopefully) anyone.  And so the hunt endures.

Found: under the bed, in a book, ignition, key rack, no, no, parking garage, husband, no, no, never

The Truth About Grit.

Jonah Lehrer, writing for The Boston Globe, wrote an article about the idea of "grit".  After reading the article (a copy can be found here), here was my response to what grit is, and why it's important. 

If you want to be successful, then you need grit.  My initial response to the idea that success stems from persistence was... “well, duh”.  However, when looking a little deeper into the characteristics of what grit really is-- how it is demonstrated and developed-- I realized that there might be more to it.   

To me, the most interesting aspect of grit is the extent to which it can shape lives. Whether in a professional, educational, or everyday setting, grit can shape a person’s response and reaction to any given situation.  “Nobody is talented enough to not have to work hard, and that’s what grit allows you to do,” says Angela Duckworth, who conducted recent and in-depth grit analysis (Lehrer).  In fact, studies have shown that children who are praised for their perseverence over intellect are more apt to persevere in the future.  

As a parent and also as an individual who wants to succeed, I was particularly interested in different methods of obtaining and practicing grit.  Through his endless desire to solve problems, Richard Feynman demonstrated that curiosity can be a motivator for persistence.  After discovering a problem, as Feynman often did, grit demanded he also have a strong desire to solve that problem  (Feynman).  As his success suggests, that method of effort can lead to life full of opportunity. 

Once discovering the problem, you must believe in your own success, and follow it through to the end.  In its development of child curriculum programs, the US Department of Education studied and reconized the importance of grit.  “There is a need to develop empirically based models of pathways for developing grit, tenacity, and perseverance over time, in different contexts, and for different types of goals and challenges.”  (U.S. Department of Education, Office of Educational Technology)  It is only with a focus on these traits that we, as both a society and individuals, will progress at our maximum capacities.

How-To: Logic in Argumentative Writing & The Parademic Method

Essay 2 (analysis): Role Reversal in "The Nice Little People"

Essay 3 (argument): Childhood Advantages and Effect on Adult Outcome

"Human behavior flows from three main sources: desire, emotion, and knowledge."

-Plato

Some personal lessons learned:

(official recap next)

1. No one gets around the normal person writing rules and procedures.  Not even me. 
2. Drafts are necessary.   Set a deadline for each planned writing stage.  Meet them. 
3. Research and explore.  But, have a direction and a purpose. 
4. Take notes while reading.  It's easier to narrow existing content than generate new.
5. I like lists.  Sometimes, however, other crazy forms of planning (like post its, flow charts, and even paragraphs) can be just as effective.  Be open to new methods.  

Reflections

Winston Churchill said, "If you're going through hell, keep going."

I read frequently.  I don't mind writing... or so I thought.  Writing on a certain topic, to prove a point, or actually having to choose then prove an opinion has always been a different story for me.  Enter: my own personal version of hell.

The reading that was assigned this semester was fantastic.  Revolving on a science theme, it has made several ideas more accessible and encouraged me to find ways to communicate a complex idea clearly.  Reading selections (particularly "The Orchid Children" and "The Nice Little People" -- both subjects of  my research papers) were anecdotal and seemingly simple but allowed plenty of room for interpretation.  

I was already familiar with many of the writing methods introduced in this course.  But it had been several years since I'd been forced to apply them to any writing, let alone in the newer, more challenging field of science.  It was a challenge.  

First, I was filled with excitement.  Having just finished a fantastic story or read about an interesting idea or genetic discovery, I was eager to begin work.  Reading through material and finding sources was fun.  The flexibility of topic choice gave enough freedom to keep me engaged and excited about learning more.  

Then, the flexibility of topic-- so recently enjoyed-- became a serious problem for me.  At each assignment, I would get too excited.  I'd find so much information and want to study each area so in depth that the number of sources and possible directions to go in often became unmanageable.  I'd begin writing.... and end up with pages and pages of information completely unrelated to my original point.  

In comes the writing method that I "knew". 

Annotated bibliographies, identifying theses, and being held accountable to a timeline and peer group proved to be the push I needed to get my organization and goal in check (this is the "keep going" part). 

And it worked. Well, for the most part.  My first drafts were weak-- rarely more than lists of loosely associated ideas and interesting quotes.  Ann Lamot's "Shitty First Drafts" helped me get past the initial embarrassment of having to turn in something incoherent; it gave me hope that with enough work, something decent *might* just result.  

My second drafts were better.  The final drafts-- though admittedly still far from perfect-- were a transformation.  

This semester has been a challenge.  The time constraints were at times difficult to manage (this was 1 of 5 summer classes; mix in 2 vacations and a full time job), writer's block drove me crazy, and I wanted to have time to read and research so many more of the topics I came across.  In the end, I know that I put in full effort and am very satisfied with the result and my growth.  The skills I learned (see prior post bullets) and discipline I was forced to practice will be a good foundation for my future writing endeavors and process management.

“Nobody ever figures out what life is all about, and it doesn't matter. Explore the world. Nearly everything is really interesting if you go into it deeply enough.”

- Richard Feynman

Comprehensive Bibliography

"A Child’s Early Home Environment Has Long-term Effects on Development." The Urban Child Institute, n.d. Web. 7 July 2013. <http://www.urbanchildinstitute.org/sites/all/files/databooks/TUCI_Data_Book_VII_2012.05_family.pdf>.

"Achievement Gap." Education Is Freedom. N.p., 2011. Web. 23 July 2013. <http://www.educationisfreedom.com/en-us/abouteif/theachievementgap.aspx>.

"New Research Reveals Daily Reading to Children Diminishes as Pressures on Parents Increase." Pearson Foundation, 18 Sept. 2008. Web. 19 July 2013. <http://www.pearsonfoundation.org/pr/080918_booktime.html>.

"The History and Bases of Psychology." The History and Bases of Psychology. University of Texas at Austin, n.d. Web. 14 June 2013. <http://homepage.psy.utexas.edu/homepage/class/Psy301/Salinas/01History.htm>.

"The Paris Review." Interview by David Hayman, David Michaelis, George Plimpton, and Richard Rhodes. Kurt Vonnegut, The Art of Fiction No. 64. The Paris Review, n.d. Web. 03 July 2013. 

"Why Early Learning?" Educare Silicon Valley, n.d. Web. 23 July 2013. <http://educaresv.org/?page_id=187>.

Association for Psychological Science. News. Early Math and Reading Ability Linked to Job and Income in Adulthood. N.p., 8 May 2013. Web. 22 July 2013. <http://www.psychologicalscience.org/index.php/news/releases/early-math-and-reading-ability-linked-to-job-and-income-in-adulthood.html>.

Bigelow, Kathryn M., and Edward K. Morris. "John B. Watson's Advice on Child Rearing." Behavioral Development Bulletin 1.Fall (2001): 26-30. John B. Watson's Advice on Child Rearing. University of Kansas. Web. 17 July 2013. <http://www.baojournal.com/BDB WEBSITE/archive/BDB-2001-01-01-026-030.pdf>.

Brizee, Allen, and J. Case Tompkins. "Common Space in Feminist Theories." Literary Theory and Schools of Criticism. Purdue OWL, 21 Apr. 2010. Web. 03 July 2013.

Conti, Gabriella, and James J. Heckman. "Early Childhood Development: Creating Healthy Communities with Greater Efficiency and Effectiveness." Investing In What Works for Americas Communities, n.d. Web. 19 July 2013. <http://www.whatworksforamerica.org/ideas/early-childhood-development-creating-healthy-communities-with-greater-efficiency-and-effectiveness/>.

Cotter, David, Joan M. Hermsen, and Reeve Vanneman. "The End of the Gender Revolution? Gender Role Attitudes from 1977 to 2008." American Journal of Sociology 117.1 (2011): 259-89. Chicago Journals. The University of Chicago, June-July 2011. Web. 3 July 2013. <http://www.jstor.org/stable/10.1086/658853>.

Cullinan, Bernice. "Independent Reading and School Achievement." American Library Association. American Association of School Librarians, n.d. Web. 19 July 2013. <http://www.ala.org/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume32000/independent>.

Denker, Martin W., Karl E. Achenbach, and Donald M. Keller. "Result Filters." National Center for Biotechnology Information. U.S. National Library of Medicine, 5 Jan. 2007. Web. 14 June 2013. <http://www.ncbi.nlm.nih.gov/pubmed/3964190>.

Dobbs, David. "The Science of Success." Genetics. The Atlantic, 1 Dec. 2009. Web. 11 July 2013. <http://www.theatlantic.com/magazine/archive/2009/12/the-science-of-success/307761/>.

Feynman, Richard. "Surely You're Joking, Mr. Feynman!". New York: W.W. Norton & Company, 1997.

Freud, Sigmund. "The Origin and Development of Psychoanalysis." The American Journal of Psychology 21 (1910): 181-218. Print.

Froula, Christine. "Rewriting Genesis: Gender and Culture in Twentieth-Century Texts." Tulsa Studies in Women's Literature Autumn 7.2 (1977): 197-220. University of Tulsa. Web. 3 July 2013. <http://www.jstor.org/stable/463679>.

G, I Kositsky (1961). "The Subconscious, Dreams and Intuition: A Materialist View". Russian social science review (1061-1428), 2 (4), p. 61.

Helson, Harry. "Adaptation-Level as Frame of Reference for Prediction of Psychophysical Data." The American Journal of Psychology 60.1 (1947): 1-29. Print.

Hirsh, Jacob B., Raymond A. Mar, and Jordan B. Peterson. "Psychological Entropy: A Framework for Understanding Uncertainty-Related Anxiety." Psychological Review, 16 Jan. 2012. Web. 10 June 2013. <http://www.yorku.ca/mar/Hirsh%20et%20al%20in%20press_PsychRev_Entropy%20Model%20of%20Uncertainty.pdf>.

Kolodny, Annette. "Dancing Through the Minefield: Some Observations on the Theory, Practice, and Politics of a Feminist Literary Criticism." Feminist Studies Spring 6.1 (1980): 1-15. JSTOR. Web. 07 July 2013. <http://www.jstor.org/stable/3177648>.

Kopko, Kimberly. "The Effects of Physical Environment on Children's Environment." Department of Human Development. Cornell University College of Human Ecology, n.d. Web. 16 July 2013. <http://www.human.cornell.edu/hd/outreach-extension/upload/evans.pdf>.

Lehrer, Jonah. The Truth About Grit. Ed. Jerome Groopman. The Best American Science Writing 2010. New York: Harper-Collins Publishers, 2010.

Lye, John. "Some Feminist Theories." Department of English Languages and Literature. Brock University, 22 Apr. 2008. Web. 03 July 2013.  

Plucker, Jonathan A. "John B. Watson - Popularizing Behavioralism, the "Little Albert" Study, the "Dozen Healthy Infants", Life After the University." Education Encyclopedia. N.p., n.d. Web. 22 July 2013. <http://education.stateuniversity.com/pages/2543/Watson-John-B-1878-1958.html>.

Schur, David. "Compulsion as Cure: Contrary Voices in Early Freud." New Literary History 32.3 (2001): 585-96. Print.

U.S. Department of Education, Office of Educational Technology. "Promoting Grit, Tenacity, and Perseverance." February 2013. USDOE. 4 June 2013 <http://www.ed.gov/edblogs/technology/files/2013/02/OET-Draft-Grit-Report-2-17-13.pdf>.

Ward, M. Guy. The Role of Being and Experience in Freud's Unconscious Ontology. Sunny Press, 2004. Web. 11 June 2013. <http://www.sunypress.edu/pdf/60919.pdf>.