Friday, May 30, 2008
Mind Drain...
That is how I feel as the quarter comes to a close, and I look for thoughtful thing to express. I agree with Cushman and Terese on the need reposition ourselves when attempting to act as ethnographers. We have to commit ourselves to the daunting task of displacing ourselves from our work. This is the only way to ensure an accurate representation of those we write about. If we fail in this endeavour, then what we write moves from the worthy into the unworthy. I feel I'm now rambling, and speaking nonsense. I shall now close and go work on my other papers. Sorry, for producing what has been coined monkey poo.
Monday, May 26, 2008
Worthy, or Not?
I think Seitz makes a worthy claim that discourse is a reflection of individual socio-political, gender, religious, ethic, and cultural embodiments. This is reflected nicely in the samples of Lilia, Diana, and Mike’s rhetoric. Seitz shows how individual’s components transfer into their compositional discourse. This is important because as instructors we must attempt to strive to know and understand our students, in order to help advance their abilities as writers. On the other hand, this could be an unworthy and ridiculous claim, for how does one person achieve this feat in a ten week time span; sixteen if one’s lucky?
Monday, May 19, 2008
Civil War?
Warren quotes Dana J. Nelson, claiming that Whites benefit from the institutionalization of racism, and they must take responsibility to eliminate it (Nicholls 255). This is a very true but problematic claim. Individuals can stand up and oppose something, but it takes greater action to topple an institution.
Such an example would be the Civil War and Slavery. Personally, does today's institution disgust me; yes. Is a Civil War prominent; not in this day in age, the government would wipe out the resistance in seconds. It is a very unjust world we live in and technology has secured such institutions on a military level. Furthermore, the "Whites" that really benefit, have the large sums of cash, and can lobby forever and a day if these practices were attacked.
I sound like a conspirator, but what can Joe Shmoe do to ensure the demise of unjust institutions? A civil war is not realistic, and I really wonder if the country could survive another 60's. I point to the protest of today as evidence, for while people disagree about the war in Iraq, it has strangely managed not to rise to the level of societal chaos seen 40 years ago.
Such an example would be the Civil War and Slavery. Personally, does today's institution disgust me; yes. Is a Civil War prominent; not in this day in age, the government would wipe out the resistance in seconds. It is a very unjust world we live in and technology has secured such institutions on a military level. Furthermore, the "Whites" that really benefit, have the large sums of cash, and can lobby forever and a day if these practices were attacked.
I sound like a conspirator, but what can Joe Shmoe do to ensure the demise of unjust institutions? A civil war is not realistic, and I really wonder if the country could survive another 60's. I point to the protest of today as evidence, for while people disagree about the war in Iraq, it has strangely managed not to rise to the level of societal chaos seen 40 years ago.
We're not Worthy!!!
Thomas Mann is definitely the MAN!
Okay, this maybe a little juvenile; however, the chapter, "Locating Material in Other Libraries," totally tripped me out. I didn't know that libraries were linked and access to their vast information could be obtained via the Internet. Why is this information not introduced at the 101 level, it could greatly benefit students throughout their tenure as an undergrad?
Anyway, this does create a dichotomy of sorts. Mann contributes a chapter to why regular libraries are better than virtual libraries. This argument centers on the concept of why books are more useful than on screen text; however, the discussion never led into libraries being linked at such a magnitude. I like books, and real libraries, with real people, but man, this is totally awesome.
I feel as if I should close with some Wayne's World, or Bill and Ted idiom, but I'll spare my readers. NOT!
Okay, this maybe a little juvenile; however, the chapter, "Locating Material in Other Libraries," totally tripped me out. I didn't know that libraries were linked and access to their vast information could be obtained via the Internet. Why is this information not introduced at the 101 level, it could greatly benefit students throughout their tenure as an undergrad?
Anyway, this does create a dichotomy of sorts. Mann contributes a chapter to why regular libraries are better than virtual libraries. This argument centers on the concept of why books are more useful than on screen text; however, the discussion never led into libraries being linked at such a magnitude. I like books, and real libraries, with real people, but man, this is totally awesome.
I feel as if I should close with some Wayne's World, or Bill and Ted idiom, but I'll spare my readers. NOT!
Monday, May 12, 2008
Justice
Is it just to label the university, or composition a middle class enterprise? Lynn Bloom once made this statement, as she noted that the enterprise leaves little room for the minority student (Chiang 150). Unfortunately, I have to agree with this analysis. The injustice of the middle class enterprise is a burden that affects minorities, but it also takes it toll on the general student population. As Bartholomae suggests, with each subject students must learn to write like a professional of the field; in short, they must reinvent the university (see his article, "Reinventing the University").
This creates a dichotomy. What is the purpose of composition? Is it a service course, which strips everyone of their identity, and drives them to write in one ideal style of Edited American English? Is it a course, which teaches students to think as individuals, and then compose such thoughts in a clear and concise manner? Scholars can take sides on either side of the debate, but is there a middle ground?
The problem is people want to have their cake and eat it too. Unfortunately, some crumbs are are going to fall to the waste side. If composition is middle class, while it burdens all students, those who fall like crumbs, and fail to achieve elitism, more than likely will be minorities.
This creates a dichotomy. What is the purpose of composition? Is it a service course, which strips everyone of their identity, and drives them to write in one ideal style of Edited American English? Is it a course, which teaches students to think as individuals, and then compose such thoughts in a clear and concise manner? Scholars can take sides on either side of the debate, but is there a middle ground?
The problem is people want to have their cake and eat it too. Unfortunately, some crumbs are are going to fall to the waste side. If composition is middle class, while it burdens all students, those who fall like crumbs, and fail to achieve elitism, more than likely will be minorities.
Similarity
As I read McGann's, "Interpretation," I began to reflect on fairytale translation. Stories can be looked at from many different views, for example, Frankenstein, could be seen from a feminist critic, or a critique of the historical period's reckless attitude with science and technology. McGann also notes other forms of interpretation: New Criticism, Hermeneutics, Narrative, Queer, Psycho-analytic, and so forth (164).
If two individuals can read a piece of writing and have two different interpretations, does this not also affect any possible translations of the piece between languages; especially, if there is some arbitrariness occurring?
I think the two may go hand in hand; hence, instead of also having to deal with the issues within language barriers, we have to consider the issues of our own interpretations. I wonder if this dichotomy has every been researched?
If two individuals can read a piece of writing and have two different interpretations, does this not also affect any possible translations of the piece between languages; especially, if there is some arbitrariness occurring?
I think the two may go hand in hand; hence, instead of also having to deal with the issues within language barriers, we have to consider the issues of our own interpretations. I wonder if this dichotomy has every been researched?
Wednesday, May 7, 2008
Circumstances
Professor Pilinovsky spoke on the problems of translations as they relate to fairy tales. Having time to sit back and reflect on the possible explanations to why so many version exist of one fable, I have come to the conclusion that the circumstances of the past will also spawn new life, and be the same explanations for the versions in the future.
As the good professor said, the first problem with translation is that they were oral tales, that eventually were scribed to paper; however, I think this is even more complicated. Scribes and translators must figure out words and historical context, but how do you translate odd sayings. For example, 'he had a sore stomach,' to some cultures is the same as a sore heart, but to others this could be taken as a stomach ache. Furthermore, how are stories written in other cultures? Are they linear, or do they follow the same discourse pattern as the language of the given society. If we have trouble understanding individuals because of discourse patterns, does this mean that scribes reworded material, or left things out, due to the inability to follow?
(Where was my brain, yesterday?)
These are the same questions future generations will ask, in reagrds to the fables of today. To complicate the issue even more, we also love to produce slang, which seems to be developing at a much rapid rate with technological growth. Better yet, the phenomenon of abbreviations, now that should throw a new twist on, The Three Little Pigs.
"Like OMG, there is one fury BMF, 'bout to cap my #@#!"
As the good professor said, the first problem with translation is that they were oral tales, that eventually were scribed to paper; however, I think this is even more complicated. Scribes and translators must figure out words and historical context, but how do you translate odd sayings. For example, 'he had a sore stomach,' to some cultures is the same as a sore heart, but to others this could be taken as a stomach ache. Furthermore, how are stories written in other cultures? Are they linear, or do they follow the same discourse pattern as the language of the given society. If we have trouble understanding individuals because of discourse patterns, does this mean that scribes reworded material, or left things out, due to the inability to follow?
(Where was my brain, yesterday?)
These are the same questions future generations will ask, in reagrds to the fables of today. To complicate the issue even more, we also love to produce slang, which seems to be developing at a much rapid rate with technological growth. Better yet, the phenomenon of abbreviations, now that should throw a new twist on, The Three Little Pigs.
"Like OMG, there is one fury BMF, 'bout to cap my #@#!"
Monday, May 5, 2008
Howard
Howard's piece reignites a long feeling of hopelessness, which I find myself trying to avoid, but always seem to get sucked back into; why composition? Unfortunately, composition has played step-child to the field of literature ever since writing made its way into the University hierarchical structure, and Howard's comment that some writing programs include no composition scholars at all, doesn't help the situation (62). This perception of composition leads to the assumptions that writing courses are service driven, which anybody can do; hence, the continuous lack of respect and horrible working conditions of the instructors rolling around in the trenches, struggling to get by.
It makes me wonder why literature is so highly respected, and composition not. Howard makes the point that the audience for composition studies are teachers/scholars, students, and the public; however, this is the case for every field (60). Scholars do research, which in turn teacher take into the classroom to their students, whom then take such knowledge into the public. The only thing that I can see, which makes literature better then composition is the immediate benefits/results of instruction carried into the public.
I say this because literature makes an individual read material from a variety of perceptions, which emphasizes critical thinking; a very beneficial tool in the public sector, or within other courses during the undergraduate years. Writing also involves critical thinking, but the problem is how to instruct it. Most of the writing done in college is geared toward essay writing. This is a great genre, for developing organizational skills, but not every aspect of writing across the curriculum falls within an essay, nor does this happen in the real world. Essentially, composition teaches organization and clarity, but it needs to expand into genres of real world applications to be truly beneficial for the public.
All in all, the situation is very disturbing; especially considering the economy. Why composition? People need to know how to write, but as the economy slowly crumbles and universities slowly become elitist institutes, because of budget restraints, what's the trickle-down affect? When individuals can't find employment at the four year institutes, does this mean the PhDs push out the MAs at within the two year institutes? I don't know why composition studies. I don't know if there is an excellent, clear-cut, answer to this question, or any of the others. It just maybe a a case of making a bad career choice.
It makes me wonder why literature is so highly respected, and composition not. Howard makes the point that the audience for composition studies are teachers/scholars, students, and the public; however, this is the case for every field (60). Scholars do research, which in turn teacher take into the classroom to their students, whom then take such knowledge into the public. The only thing that I can see, which makes literature better then composition is the immediate benefits/results of instruction carried into the public.
I say this because literature makes an individual read material from a variety of perceptions, which emphasizes critical thinking; a very beneficial tool in the public sector, or within other courses during the undergraduate years. Writing also involves critical thinking, but the problem is how to instruct it. Most of the writing done in college is geared toward essay writing. This is a great genre, for developing organizational skills, but not every aspect of writing across the curriculum falls within an essay, nor does this happen in the real world. Essentially, composition teaches organization and clarity, but it needs to expand into genres of real world applications to be truly beneficial for the public.
All in all, the situation is very disturbing; especially considering the economy. Why composition? People need to know how to write, but as the economy slowly crumbles and universities slowly become elitist institutes, because of budget restraints, what's the trickle-down affect? When individuals can't find employment at the four year institutes, does this mean the PhDs push out the MAs at within the two year institutes? I don't know why composition studies. I don't know if there is an excellent, clear-cut, answer to this question, or any of the others. It just maybe a a case of making a bad career choice.
Tuesday, April 29, 2008
Cyber-Dungeon
Release me from my bondage; I can't take the flogging of English Studies anymore!
Okay, I get it. I've made the connection. The Hopper and Byrnes chapters reflect 422 and 312. Hopper could even be used to explain the nationalism attitude addresses in my previous blog. I find them to kind of have a brief introduction to some of what I'm familiar with, and can't relate to the other stuff that bounces of my forehead. While I find linguistic study boring, I also see how it fits into the concept of what is English studies. I also find it interesting that the majority of the information emerged in the 90's, considering how the field really came to life in the 70's.
As I have struggled through the readings, many times I question how does this pertain to research; however, I starting to tie up loose strings this quarter and realize how everything is connected with the other classes I am currently enrolled in. I'm starting to see 609 more than a research class, but an introduction to the program as a whole. I never should have dropped the first time around.
Does the English Department take suggestion?
I liked 422, History of the English Language, because it showed how languages were related and transformed in terms of the Proto-Indo European family, but I think there are three other family groups for all the languages ever to exist. Would it be feasible to have a class, which addresses these other family groups.
As I've said, I'm not much for linguistics, but I do love history! Let the flogging continue!!!
Okay, I get it. I've made the connection. The Hopper and Byrnes chapters reflect 422 and 312. Hopper could even be used to explain the nationalism attitude addresses in my previous blog. I find them to kind of have a brief introduction to some of what I'm familiar with, and can't relate to the other stuff that bounces of my forehead. While I find linguistic study boring, I also see how it fits into the concept of what is English studies. I also find it interesting that the majority of the information emerged in the 90's, considering how the field really came to life in the 70's.
As I have struggled through the readings, many times I question how does this pertain to research; however, I starting to tie up loose strings this quarter and realize how everything is connected with the other classes I am currently enrolled in. I'm starting to see 609 more than a research class, but an introduction to the program as a whole. I never should have dropped the first time around.
Does the English Department take suggestion?
I liked 422, History of the English Language, because it showed how languages were related and transformed in terms of the Proto-Indo European family, but I think there are three other family groups for all the languages ever to exist. Would it be feasible to have a class, which addresses these other family groups.
As I've said, I'm not much for linguistics, but I do love history! Let the flogging continue!!!
Blog-pression
I sit here pounding my head trying to find the inspiration to write, but I find myself utterly depressed in cyberspace. I don't know why. Part of it maybe contributed to not knowing how I am excelling in this abstract world. Part maybe contributed to the infinite amounts of info lodged in my brain; pages of reading trying to escape its way to printed thought. The easiest path to take shall be to address a single chapters to prevent overload, even though it will cause me to prolong my existence in a cyber-world.
Sommer addresses the issue of language and culture identity, as it has played out through societal histories. The positive aspect of language is that it helps forms a sense national identity; i.e, French, German, English, etc. This national identity helps end fights within internal political and Territorial boundaries; however, it creates more of a problem outside these areas.
This can be seen in colonialism, where language difference becomes grounds to conquer other cultures. This view has also been seen in the Manifest Destiny policies of the American Government interactions with the Native Americans. Furthermore, this heightened sense of nationalism led to World War I.
Nationalism also led to the concept of viewing bilingualism as a negative skill. This turned around shortly after World War I; part of me believes this is the dawn of globalism, because America could no longer maintain an isolationist policy. Furthermore, as Sommer points out, people learned other languages as a method of survival; especially, during the chaos of World War II.
Ironically, there is a split in today's society. Bilingualism is viewed to be positive within the concept of a global economy; however, negative within the confines of the United States. I make this claim referencing hostilities in immigration issues, as well as laws trying to make English the only form of language used in public education.
It's late, and I think I've addressed everything for the third time (lost internet connection and had to retype); more post will come tomorrow as I finish the readings (or should I now say today). I'll try to contain my own personal commentary and stay closer to textual content in the future.
Sommer addresses the issue of language and culture identity, as it has played out through societal histories. The positive aspect of language is that it helps forms a sense national identity; i.e, French, German, English, etc. This national identity helps end fights within internal political and Territorial boundaries; however, it creates more of a problem outside these areas.
This can be seen in colonialism, where language difference becomes grounds to conquer other cultures. This view has also been seen in the Manifest Destiny policies of the American Government interactions with the Native Americans. Furthermore, this heightened sense of nationalism led to World War I.
Nationalism also led to the concept of viewing bilingualism as a negative skill. This turned around shortly after World War I; part of me believes this is the dawn of globalism, because America could no longer maintain an isolationist policy. Furthermore, as Sommer points out, people learned other languages as a method of survival; especially, during the chaos of World War II.
Ironically, there is a split in today's society. Bilingualism is viewed to be positive within the concept of a global economy; however, negative within the confines of the United States. I make this claim referencing hostilities in immigration issues, as well as laws trying to make English the only form of language used in public education.
It's late, and I think I've addressed everything for the third time (lost internet connection and had to retype); more post will come tomorrow as I finish the readings (or should I now say today). I'll try to contain my own personal commentary and stay closer to textual content in the future.
Sunday, April 20, 2008
Library Politics
Mann discusses the advantages and disadvantages to the variety of ways books can be categorized and placed upon the shelf, or input into the library database. Interestingly enough, the decision on which to do could be seen as one of a political nature. I make this claim because such decisions could be made based upon simple economics, as it applies to cost. This can make research a challenging task as books maybe placed next to others with no reference to the same topic. Is this fair?
Libraries are for the public use, and usually provided at no cost (not considering tax dollars); so, when we discuss economic cost, which side do we direct the argument. One side could say that the library should be constructed to be customer friendly; after all the library is a public service institute. By just placing books on a shelf means the patron has to work harder to find the material they are seeking; hence, not economical to the individuals in society (time is considered to be a scarce resource in economic philosophy).
On the other hand, how much is the library indebted to their patrons? Sure tax dollars pay for libraries, but does that mean an institution which houses books is protected from budget cuts? In this light, the grounding argument is that the institution must cut cost to protect the institution for the public sake; hence, overlooking individual economic necessity. As a result books may have to be filed by the order they are received, instead of by topic.
Is there another option?
I think Mann overlooks a compromising element. Why can't the libraries continue to file books effectively, using the file by topic system, but cut library hours? This could be the answer of mediation, but Mann doesn't suggest it in chapter 3 if such approach has been looked into. After all, what percentage of the public uses these institution and would it really hurt them to only have access 3-4 days a week?
It will be good once the general election occurs; hopefully everything will become good again!
Libraries are for the public use, and usually provided at no cost (not considering tax dollars); so, when we discuss economic cost, which side do we direct the argument. One side could say that the library should be constructed to be customer friendly; after all the library is a public service institute. By just placing books on a shelf means the patron has to work harder to find the material they are seeking; hence, not economical to the individuals in society (time is considered to be a scarce resource in economic philosophy).
On the other hand, how much is the library indebted to their patrons? Sure tax dollars pay for libraries, but does that mean an institution which houses books is protected from budget cuts? In this light, the grounding argument is that the institution must cut cost to protect the institution for the public sake; hence, overlooking individual economic necessity. As a result books may have to be filed by the order they are received, instead of by topic.
Is there another option?
I think Mann overlooks a compromising element. Why can't the libraries continue to file books effectively, using the file by topic system, but cut library hours? This could be the answer of mediation, but Mann doesn't suggest it in chapter 3 if such approach has been looked into. After all, what percentage of the public uses these institution and would it really hurt them to only have access 3-4 days a week?
It will be good once the general election occurs; hopefully everything will become good again!
Monday, April 14, 2008
I need a vacation...
... And the quarter has just begun. I really hate the spring quarter, I think it comes to quickly and burns you out way to fast. Is summer here yet?
In reality, it is probably the minute busy work, which I find myself hammered with this quarter, and yes this blog falls into that category. It's not that I hate the blogging experience, I'm quite impartial to it, I just don't know what expectations are required of myself. Could someone explain Topoi to me in generic terms?
As I'm lost here in cyberspace I will generically give an outline of the readings at least what they meant to myself. Mann's chapter bored me, due to the fact that it reiterated that god forsaken library quiz. Jarrat proved to be a nice historical overview of the composition discipline; Bartholomae also gave a nice list of material and their proper places if I need a quick reference list for a research project; however, Bernstein was may favorite.
I've been in the grad program and have taken many classes, been introduced to many theories, but still wondered how in the hell do I go about instructing it. My 662 class is helping me to answer this question, but I also felt that Bernstein's poetics also shed light on the matter, because somehow I was able to draw the connection between theory and teaching. I especially like the material in regards to the purpose of rewriting.
If you have decided to visit me, I'm sorry that I'm a little quick and punchy. Hopefully I can get some system of organization, where I don't feel that I need to rush my way through cyberspace. Can anyone break down topoi for me?
In reality, it is probably the minute busy work, which I find myself hammered with this quarter, and yes this blog falls into that category. It's not that I hate the blogging experience, I'm quite impartial to it, I just don't know what expectations are required of myself. Could someone explain Topoi to me in generic terms?
As I'm lost here in cyberspace I will generically give an outline of the readings at least what they meant to myself. Mann's chapter bored me, due to the fact that it reiterated that god forsaken library quiz. Jarrat proved to be a nice historical overview of the composition discipline; Bartholomae also gave a nice list of material and their proper places if I need a quick reference list for a research project; however, Bernstein was may favorite.
I've been in the grad program and have taken many classes, been introduced to many theories, but still wondered how in the hell do I go about instructing it. My 662 class is helping me to answer this question, but I also felt that Bernstein's poetics also shed light on the matter, because somehow I was able to draw the connection between theory and teaching. I especially like the material in regards to the purpose of rewriting.
If you have decided to visit me, I'm sorry that I'm a little quick and punchy. Hopefully I can get some system of organization, where I don't feel that I need to rush my way through cyberspace. Can anyone break down topoi for me?
Monday, April 7, 2008
Silent Whispers
I sit here in my silent abode, listening to to the crunching of my Skor bar, or is it the sound of the grains of the hour glass; quiet thoughts attempting to surface in print, as to not be time forgot. I finally understand the internal struggle of that funny little yellow bear, as he sits on his special log attempting to search for that unfounded wisdom.
I myself am caught in such a struggle. What do I write? Do I address a chapter, or wait to suffer the pains of unknown conversation; to sound, or not sound, an intellectual amongst my peers? Oh, the conventional wisdom of Samuel Clemens, I shall progress to speak now; hopefully the piercing of emerging thought shall save me later.
Chapter one of Farris deals with "Theory, Research, Practice, Work." It sets out to claim that writing is a transformation of the world, which takes both reflection and action (11). However, this is sometimes overlooked due to the institutional practice pitting theory against the act of teaching (12). As a result of the research-teaching hierarchy, composition is continuously disrespected as a service course (15). In short, Ferry is suggesting that in order to better assist students to become better writers, this position of disrespect needs to change.
Oh, hello again. I didn't know I had visitors. Isn't embarrassing when you get caught talking to yourself?
I myself am caught in such a struggle. What do I write? Do I address a chapter, or wait to suffer the pains of unknown conversation; to sound, or not sound, an intellectual amongst my peers? Oh, the conventional wisdom of Samuel Clemens, I shall progress to speak now; hopefully the piercing of emerging thought shall save me later.
Chapter one of Farris deals with "Theory, Research, Practice, Work." It sets out to claim that writing is a transformation of the world, which takes both reflection and action (11). However, this is sometimes overlooked due to the institutional practice pitting theory against the act of teaching (12). As a result of the research-teaching hierarchy, composition is continuously disrespected as a service course (15). In short, Ferry is suggesting that in order to better assist students to become better writers, this position of disrespect needs to change.
Oh, hello again. I didn't know I had visitors. Isn't embarrassing when you get caught talking to yourself?
Thursday, April 3, 2008
Introduction
Hello,
My name is Jason Frederickson. Please, sit back and make yourself at home, while I share a little about myself...
Beside being a graduate student at California State University, San Bernardino, I am also a substitute teacher. Currently, I teach in the High Desert, as well as San Bernardino. The grad program has had highs and lows, due to issues outside of school, and while I am approaching my second year in the program, I have just passed the half-way mark. However, I try to keep an optimistic outlook on life and just keep plugging away. Eventually, I am hoping to teach at the Junior College level, and I am not really certain at this time if I will continue my education beyond the Masters level. At one time I would have gave a definite 'no way in hell' answer to the notion, but lately I have juggled the idea around of getting a Doctrine in Educational Leadership; specifically focusing on the Community College level. This thought was conceived because I have noticed a difference between the two and four year institution approach to writing; henceforth, in order to fix the issue, we need more compositionist in the higher echelons of decision makers. Pardon me, I have rambled into the future and will now digress back to the present.
In the present I am interested in the way language affects the world we live in. I am currently interested in the arena of law, language, and society, in which I have just recently completed a course. I find it intriguing that the arguments that we hear on everyday issues, are very different underneath the surface when one does a discursive analysis and deconstructs an argument. For example, when society talks about same-sex marriage, many times religion and ethics are thrown around; however, if we go beneath the problem, we find that governments oppose the idea due to the granting of benefits. Religion and ethic are just a patsy, which sidetracks society from the real issue. It makes sense, especially when marriage has moved away from the church and into courthouses; not to mention the Vegas drive-through chapel. If I have stepped on any toes, or offended anyone, please forgive my rhetorical clumsiness.
I am so glad that you have taken the time to stop by and visit. Please feel free to drop in anytime.
My name is Jason Frederickson. Please, sit back and make yourself at home, while I share a little about myself...
Beside being a graduate student at California State University, San Bernardino, I am also a substitute teacher. Currently, I teach in the High Desert, as well as San Bernardino. The grad program has had highs and lows, due to issues outside of school, and while I am approaching my second year in the program, I have just passed the half-way mark. However, I try to keep an optimistic outlook on life and just keep plugging away. Eventually, I am hoping to teach at the Junior College level, and I am not really certain at this time if I will continue my education beyond the Masters level. At one time I would have gave a definite 'no way in hell' answer to the notion, but lately I have juggled the idea around of getting a Doctrine in Educational Leadership; specifically focusing on the Community College level. This thought was conceived because I have noticed a difference between the two and four year institution approach to writing; henceforth, in order to fix the issue, we need more compositionist in the higher echelons of decision makers. Pardon me, I have rambled into the future and will now digress back to the present.
In the present I am interested in the way language affects the world we live in. I am currently interested in the arena of law, language, and society, in which I have just recently completed a course. I find it intriguing that the arguments that we hear on everyday issues, are very different underneath the surface when one does a discursive analysis and deconstructs an argument. For example, when society talks about same-sex marriage, many times religion and ethics are thrown around; however, if we go beneath the problem, we find that governments oppose the idea due to the granting of benefits. Religion and ethic are just a patsy, which sidetracks society from the real issue. It makes sense, especially when marriage has moved away from the church and into courthouses; not to mention the Vegas drive-through chapel. If I have stepped on any toes, or offended anyone, please forgive my rhetorical clumsiness.
I am so glad that you have taken the time to stop by and visit. Please feel free to drop in anytime.
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