Reading Journal 3: The Order of Things

What College Rankings Really Tell Us

In the article “What College Rankings Really Tell Us” written in The New Yorker explains how the ranking system works. It tells us what the variables are that determine the ranking and each ones value.   

1. Undergraduate academic reputation, 22.5 per cent

2. Graduation and freshman retention rates, 20 per cent

3. Faculty resources, 20 per cent

4. Student selectivity, 15 per cent

5. Financial resources, 10 per cent

6. Graduation rate performance, 7.5 per cent

7. Alumni giving, 5 per cent

As compared to the Car and Driver this list is lacking price. The price of college is on the rise and is becoming less affordable price should be factored in. The graduation rate performance is important when looking at colleges as well and it only accounts for 7.5 percent. Times have changed since when they first began in the 1980’s and it’s time to revise it.

This article showed detail, when describing Robert Morse, the individual that runs the rankings. I had a clear image in my mind of what he looked like “middle-aged man with gray hair who looks like the prototypical Beltway wonk: rumpled, self-effacing, mildly preppy and sensibly shoed”. I also like how the author started with talking about the Car and Driver rankings. It gave me a good understanding of the ranking system before I started reading about the college rankings. After it talked about the college rankings it then jumped to suicides in the world, so if the comparison with cars didn’t give you a good understanding hopefully the suicide comparison did. I also liked how the writer used lists when telling us about the colleges and where they rank on the list. It is easier to read it as a numbered list rather than in sentence format. This is not a writing strategy that I have seen before, but it is effective. 

What College Rankings Really Tell Us 

Reading Journal 2

What Makes A Good Teacher?

The article starts off describing two African American boys with below grade level scores. They are starting a new school year at two different schools, but both schools are in similar environments, low-income areas. At the end of the school year one student excelled to above grade level and the other students scores remained the same. The only difference was the teachers, Mr. Taylor. He is a teacher that goes above and beyond to make his teaching methods successful, in turn making successful students.

Parents have always been concerned as to where to send their children to school, but it is not about the “best” school its about the “best” teacher. President Barack Obama has implemented a new program called “Race to the Top”, a marathon in which the states with the most effective teachers are awarded thousands of dollars.

Teach for America is a nonprofit organization that recruits college graduates to teach in low-income schools for two years. They link the student’s scores to the teachers, in order to find excellent teachers.  They have found that great teachers tend to set big goals for their students, the teachers are always looking for ways to improve their effectiveness, and they maintained focus. 

            The writer showed a great amount of detail in this article. As I was reading the parts about Mr. Taylor I felt like I was in D.C. at Kimball Elementary School in room 204. I liked how the article started with Mr. Taylor and throughout randomly mentioned him. This strategy was able to keep my focus and I found myself wanting to know more about his teaching strategies.


What Makes A Good Teacher?

Rough Draft

        I was at my parent’s house when I heard my IPhone ringtone “Marimba”. I looked down at the caller ID to see a California area code; I was expecting this phone call. I answered “hello” into the phone and a familiar voice was on the other end.  I walked into the laundry room and shut the door behind me, hopped onto the washer machine preparing myself for this long conversation. It was my employer’s daughter calling to lecture me on my work ethic. She rambles on about “you need to work to your full potential we are a small business and can not afford to hire more employees.” I am only half listening, thinking if I give my two weeks now will I be able to collect unemployment? “My mother is paying you very well I was not even getting paid that much when I began as an RN at Saint Anne’s Hospital.” I say under my breath “I find that very hard to believe.” “You will never get a job anywhere else without an education”. Susan said. Those words lingered in my mind for weeks.

I began working at Jessie’s Bakery part time when I was a high school student, focused on going to college and majoring in Early Childhood Education. My dreams were put on hold. I quit the bakery and got married in May, graduated from high school in June, and gave birth to the most beautiful baby boy I had ever laid eyes on two months later.  My dreams of going to college had turned into sleepless nights, endless bottle washing, and changing diapers.

Two months following my fourth wedding anniversary, I filed for divorce. As my soon to be ex husband was moving a large brown cardboard box he said, “I’m sure your car will get repossessed and you will loose your apartment.” At that moment I knew I could never let those things happen. “I don’t think so.” I replied. “How will you raise a child without a job?” He was right, I knew it was time to return to Jessie’s Bakery.

The first year back at the bakery was a happy time, my independence was returned to me, but even then I knew it wouldn’t last. This was not something I wanted to do with the rest of my life. After the first year had passed, I slowly became unhappy. I worked 55- hour workweeks and 12-hour days. I was overworked, underpaid, and not appreciated.  

The months following were rough. My grandmother was diagnosed with pancreatic cancer. My “Avo” Portuguese speaking was tall with broad shoulders. She looked strong and tough and that’s exactly how I would describe her through her battle with cancer. I had spent most afternoons sitting on her couch; we had the best conversations there. “Jessa porque nao vais por escolar?” Avo asked. I told her “eu nao posse.” Avo asked “Porque nao?” I explained to her I couldn’t go back to school because I had to support my son. “Tu podes viver com tues pais.” She replied. I tried to explain to her if I moved back in with my parents I would loose my independence. She called me “teimoza”, stubborn. My grandmother passed away that year.

My view on life changed drastically. Life is too short to settle for doing something that you don’t love. I realized I had an amazing opportunity staring me in the face, thanks to my “Avo” for making me see it. I just wasn’t ready to take that leap until my phone conversation with Susan. It was only then that I was ready to change my life. Her words were hurtful, but they were true.

The following day I visited Bristol Community College where I applied as a full time student for the Spring semester. I later visited my parents to share my excitement. My father said, “I think you should move back home.” At first I was indecisive, still trying to hold onto my independence, but it didn’t take long for me to be convinced it was the best option for me. My mother asked, “What will you be taking in college?” I replied “Nursing”.

My dream had always been to major in Early Childhood Education, but after spending so many afternoons caring for my grandmother, I had a change of heart. My grandmother inspired me to continue my education in more ways then she knew.

Ideas for Memoir

I have decided to write about what led me to apply to BCC. There have been many events in my life that have led me to this decision and many challenges that I have faced.

"Show don't tell"

1. I grew up in a small, quiet town, where you wake up to the birds chirping in the morning and where everyone knows your name.
2. Laci walked into class wearing a lime green sweater vest, basketball shorts, rainbow colored toe socks, and flip flops.
3. Mr. Brown shows up to his class late most days smelling of whiskey, and sleeping away first and second periods.
4. I walked into the classroom it felt cold and the lighting was dim.

Rhetorical Analysis

I chose an ADHD medication advertisement. The ad portrays a young boy with red hair and freckles who is smiling in a classroom setting. It describes a typical day at school before and after the medication. A typical day before the medication starts with the child forgetting his homework, it then states how the child interrupts the teacher, and lastly how the child eats alone. A typical day with the medication starts with taking “Concerta”, it then states how the child pays attention in class, and then how the child interacts with his classmates, and lastly how he focuses on his homework. At the bottom of the ad it states “Concerta can help your child get on the path to success in managing ADHD. Once a day will help your child focus at school and at home.” It also states that it has improved school interactions as reported by teachers and parents.

This advertisement is targeted to parents who have children with ADHD. It persuades you to purchase this medication by comparing a child with and without the medication. It is deceiving by stating the child will pay attention in class, interact better with other classmates, and focus on homework. Maybe by taking the medication it may improve their symptoms, but it won’t make your child the ideal student. Comparing this ad to my own child, who does not have ADHD, would make me feel uncertain of weather he would need this medication as well. My son has forgotten his homework more than once and has difficultly focusing on schoolwork, but that doesn’t mean my son has ADHD and needs medication. It is just simply because he is not interested in school.

In my own personal opinion, I think teachers do not have the patience for a child with behavioral problems and so quickly blame it on ADHD. When this is brought to the parents attention instead of trying to correct the behavioral issues they turn to medications such as, “Concerta” to “fix” their child. Children then become dependent on medication and sometimes when they become adults they tend to turn to drugs and alcohol. In conclusion, I do believe the advertisement is effective in selling their product, but it is also deceptive. 

Reading Journal 1

Forget Goofing Around

The article “Forget Goofing Around: Recess Has a New Boss” posted in the New York Times is about a new recess regiment. Instead of the children being free to do as they please at recess they are being forced to participate in games organized by a recess coach. This coach has been hired by “Playworks”, a non-profit organization. It is a way to steer the children away from spending their time on technical devices, such as IPods and handheld games and encourage them to develop better social skills, avoid bullying and behavior problems, and address the obesity concerns. Some believe this is not the best approach. They believe children need that time to unwind.

I felt like the article was effective on being informational, but it could have used more details. I would have used more dialougue from the students, on their point of view of the new recess changes, I think it would've been more interesting to read. 

Hyperlink Test

Forget about recess