Blog 2 (ENG)

English HW 04/14

We need the HR 40 bill to even determine if America can pay reparations and how they would do so. The constant rejection of it proves that racism is still impacting America today and that Americans aren’t as pure as they want to believe.  In Coates’ article he talks about the history of theft and discrimination as well as the lack of paying reparations for the injustices towards the black community.  The simple definition for reparations is the act of repaying a debt back to someone you have wronged. For hundreds of years we have shamed and discriminated against the black community and other minorities. Over the last 400 years up until now black families have suffered from racism and it sparks the question of whether the US owes the black community reparations. The HR 40 bill was a bill that funded studies for the efficacy of reparations towards minorities; however, the government constantly rejects this bill. In the article Coates said that it “suggests our concerns are rooted not in the impracticality of reparations but in something more existential.” The bill would just have been a study, but just the thought of this makes our government defensive and refuse the blame. This hesitation shows that racism is still a key part in our country and as much as people want to deny it and not talk about it, racism is still present and still causing problems. Reparations would be extremely beneficial towards black families  and I think that our government should make amends for the many mistakes they have made but I’m not sure how possible reparations are. There is so much to even consider when taking into account the hundreds of years worth of wrong deeds and who decides what is fair and what isn’t.

I took his paragraph out of my rough draft on my paper about reparations. In this paragraph the importance of reparations is made and that racism is still at large in america. The paragraph talks about the importance of reparations but gets to see why america doesn’t want to pay them. This shows the audience the impact that reparations still have in the present and not just the past. The paragraph also brings in anther source that helps describe americans today and shows that we are still at fault for racism today and not just in the past.

English HW 03/31

Task 1

The HR 40 bill was a bill that funded studies for the efficacy of reparations towards minorities, however the government rejected this bill. In the articleCoates said that it “suggests our concerns are rooted not in the impracticality of reparations but in something more existential.” The bill would just have been a study to but just the thought of this makes our government defensive and refuse that they are to blame. It showed that racism is still a key part in our country and as much as people want to deny it and not talk about it it’s still present and still causing problems. I like the idea of reparations and I think that our government should make amends for the many mistakes they have made but i’m not sure how possible reparations are. There is so much to even consider when taking into account the hundreds of years worth of wrong deeds and who decides what is fair and what isn’t.

Task 2

In Ta-Nehisi Coates’ article he touches upon the history of reparations. For hundreds of years we have shamed and discriminate against the black community and other minorities. The simple definition for reparations is the act of repaying a debt back to someone you have wronged. Over the last 400 years up until now black families have suffered from racism and it sparks the question of whether the US owes the black community reparations. In Dwek’s TED talk she explains how people with growth mindset brains who are developed and are engaged deeply and people with a fixed mindset who demonstrate hardly any change or activity. “On the left there are fixed mindset students, there is hardly any activity, they run from the error, they don’t engage with it. On the right you have students with a growth mindset and the abilities can be developed. … They engage deeply and process the error they learn from it and correct it. ”(2:40) We can compare this to people in the US and racism. People who protest and speak up for minorities are deeply engaged and passionate about this cause and work to make things better demonstrating a growth mindset. People who continue to discriminate or not are shown that they make no effort to change and partake in something that has been going on for 400 years. Coates tells us the story about a man named Clyde Ross, Ross was a black man who stood up for himself and his family. No matter how hard it got and the many challenges he faced he persevered and overcame the systematic racism he felt and demonstrated growth mindset. He didn’t give up and succumbed to the hard times and he worked around it. 

Task 3 

We don’t know if reparations are possible and just us asking this question scares a lot of people. See we don’t know if it’s even possible and the government still doesn’t deal with the issues of systematic racism in modern times. In the past years there have been movements and protests to support black communities and while these are good steps to be taking but what about the people who are against these efforts of the people who are too scared to join due to fear of ridicule from friends or family. The people who are not afraid to speak for a cause they believe in and to support other people are demonstrating critical thinking. In the Schuer article he says critical thinking is, “the set of mental practices that lends breadth, depth, clarity, and consistency to public discourse”.  I like to think that the people who made the HR 40 bill had critical thinking. They asked the question if it was possible to give years worth of reparations. They focused on if it could be possible not completely ignoring years worth of discrimination.

Coates HW 03/24/21

1. How did elements of programs/agencies like the New Deal, the GI Bill, the Federal Housing Administration, and the Home Owners’ Loan Corporation help Whites up and hold Blacks back? Explain with at least 2 pieces of textual evidence. (Find key information in parts V and VI of Coates.) . In one example they say, “Though ostensibly color-blind, Title III of the bill, which aimed to give veterans access to low-interest home loans, left black veterans to tangle with white officials at their local Veterans Administration as well as with the same banks that had, for years, refused to grant mortgages to blacks. ” and in another example historian Kathleen J. Frydl observes in her 2009 book, ” so many blacks were disqualified from receiving Title III benefits “that it is more accurate simply to say that blacks could not use this particular title” These examples should properly show how they were clearly neglected and excluded in the new bill.
2. Coates writes in Part VIII, “Contract Sellers did not target the very poor” (para. 7). Consider this section of the text and connect it to another section: Coates’ distinction between the Obamas and the Bushes at the end of Part II. How does what we’re reading help us consider why upward mobility be that much harder for Blacks than for Whites? Explain with evidence . In part two the describe the Obamas winning because they were twice as good as the bushes. This is how its like for all black men and women. They have to work twice as hard, be twice as good and follow all the steps and rules to stay safe. Just one slip up could cost them their lives.
3. “Perhaps after serious discussion and debate – the kind that HR 40 proposes – we may find that the country can never fully repay African Americans…. The idea of reparations is frightening not simply because we might lack the ability to pay. The idea of reparations threatens something much deeper – America’s heritage, history, and standing in the world” (Coates Part IX, roughly para. 12). Why might the issue of reparations be so much more threatening if it’s not actually about the $? . Well some of the issues we talked about in class would fit well here. How long do you pay reparations, can you afford to pay them, and how do you pay them? These are hard questions america needs to think about and think if its even possible.

Coates HW 03/22/21

Pay attention to what happened to Clyde Ross, one example of a Black man who moved from the south to Chicago in the great migration. How does the information Coates provides about housing in Chicago complicate the perhaps more commonly known narrative of historical discrimination? Be sure to quote from at least one part of Coates’ text in Part I. Pay attention to the time period involved.

It didn’t happen extremely long ago and it really proves that racism is still a huge issue in america today. It also shows people who take advantage and exploit their power and make it more difficult for black families.

Homework 1 (Dweck Video questions)

1. Dweck offers two key terms, Growth Mindset and Fixed Mindset. Explain these two concepts. Use a Dweck quote for each as part of your explanation. Be sure to offer your explanation in a way that a friend might understand it.

Fixed mindset: When someone has a vary narrow mindset and isn’t prepared to adjust when things become difficult. Typically they will face adversity and just give up.

Growth mindset: When someone faces adversity and instead of giving up they focus on learning from their mistakes and trying to find new way to improve themselves. 

2. Dweck names at least two ways to stimulate a Growth Mindset or to building a “bridge to yet” (3:53). What are they? Use a quote for each and offer a response. Do these seem reasonable? Does something about them bother you? Why?

One thing was rewarding the child for the process. This causes more strategy and engagement during the activities.

Yet and Not yet. They taught them and when the didn’t get a level of learning 100% they were told they weren’t there yet but that they would be. Not they failed.

3. Intelligence. Dweck’s ideas may suggest a notion of intelligence or smarts that is different from what many might think about when considering intelligence. How do you see her model of intelligence? Explain with evidence from the text.

She talks about how if children have positive reinforcement while learning it increases participation and creativity which are vital assets when learning.

4. Write about a fixed mindset moment in your own learning history. If you have one from your reading and writing experience, consider using it as an example. Explain how that moment worked out for you. Be sure to offer enough detail for a reader to grasp the situation, your approach/experience, and the outcome. (We all have them at some point!) Make sure to explicitly link your experience to a specific idea (or ideas) in Dweck’s talk. You’ll be making what we call a “text to self” connection here.

A fixed mindset moment was when I was choosing classes for Highschool. I chose the easier math class because I didn’t think I was good and math and didn’t want to fail.

A growth mindset moment was when I started to do indoor track. I wasn’t really sure I would be good at it but I learned and began to really apply myself and was one of the top shot put throwers in the state my senior year.

Original 

Dweck then gives an example of a student demonstrating a fixed mindset. “On the left, you see the fixed-mindset students. There’s hardly any activity. They run from the error. They don’t engage with it” (Around 1:50) Basically Dweck showed what happens when a student who is demonstrating a fixed mindset towards school problems, now imagine that the student continues to have a fixed mindset as an adult. My guess would be when they become older they won’t be successful in life because they won’t be motivated to preserve through a hard task or face adversity. In the Lukianoff and Haidt’s article they go into detail and explain what microaggressions are. Some forms of Microaggressions can be perceived as a form of fixed mindset but in reality can be a form of growth mindset. Microaggressions are small actions or word choices that don’t mean to have disrespectful intent but can be considered violent or hostile. In the Lukianoff and Haidt article they give modern day examples of college students with experiences of microaggressions. They explain how guest speakers and teachers are afraid to teach and talk about their curriculum to the students in fear of facing consequences. “It is creating a culture in which everyone must think twice before speaking up, lest they face charges of insensitivity, aggression or worse.” (page 3) I disagree with most of what they are saying in this quote, however they do have a point. I think in this day and age it’s very important to think about what you are saying to the audience you are speaking to. I think if someone thinks about what they say they will come out and have an open discussion about an idea or issue, and if someone has any problems with what is being said they can explain and talk about what that is offensive and move past it and continue to have a respectful conversation. This would be demonstrating growth mindset because the people who are having a discussion are learning from one and other and overcoming a problem that presented itself in a discussion. I do understand why Lukianoff and Haidt are concerned about microaggressions, they think that students and adults will think some much about what they are saying they will become so scared about offending someone and causing an issue that they just don’t speak. If this were to happen then that would be a form of fixed mindset but I don’t think that right now in time we have to worry about this too much, this could happen and most likely has in the past but I don’t think it happens as much as Lukianoff and Haidt think it does.

ModifiedDweck then gives an example of a student demonstrating a fixed mindset. “On the left, you see the fixed-mindset students. There’s hardly any activity. They run from the error. They don’t engage with it” ( 1:50) Basically Dweck showed what happens when a student who is demonstrating a fixed mindset towards school problems, now imagine that the student continues to have a fixed mindset as an adult. If I had to guess when they become older they won’t be successful in life because they won’t be motivated to preserve through a hard task or face adversity. In the Lukianoff and Haidt’s article they go into detail and explain what microaggressions are. Some forms of Microaggressions can be perceived as a form of fixed mindset but in reality can be a form of growth mindset. Microaggressions are small actions or word choices that don’t mean to have disrespectful intent but can be considered violent or hostile. In the Lukianoff and Haidt article they give modern day examples of college students with experiences of microaggressions. They explain how guest speakers and teachers are afraid to teach and talk about their curriculum to the students in fear of facing consequences. “It is creating a culture in which everyone must think twice before speaking up, lest they face charges of insensitivity, aggression or worse.” (page 3) I disagree with most of what they are saying in this quote, however they do have a point. Before I thought that in this day and age it’s very important to think about what you are saying to the audience you are speaking to. I think if someone thinks about what they say they will come out and have an open discussion about an idea or issue, and if someone has any problems with what is being said they can explain and talk about what that is offensive and move past it and continue to have a respectful conversation. If anything else this is demonstrating a growth mindset because the people who are having a discussion are learning from one and other and overcoming a problem that presented itself in a discussion. Although I disagree, I do understand why Lukianoff and Haidt are concerned about microaggressions. They think that students and adults will think some much about what they are saying, they will become so scared about offending someone and causing an issue that they just don’t speak. If this were to happen then that would be a form of fixed mindset but I don’t think that right now in time we have to worry about this too much, this could happen and most likely has in the past but I don’t think it happens as much as Lukianoff and Haidt think it does. 

In my second paragraph I added some Subordinating Conjunctions and I think that once I did my paragraph was able to flow and transition much better.

Coordination

1. This model of liberal arts embraces a wide variety of learning not just focusing on the humanities and arts but also incorporates all sciences as well, unlike the second and third models  

• In the sentence above I used but to connect different college courses to each other to show some of the different models that Schuer talks about

2. Sanford Unger’s article goes hand-in-hand with the Scheuer article, Scheuer gives you information about what the liberal arts are and Ungar talks about misconceptions that people think of when they are looking at a liberal education  

•  In this sentence I used and to connect both Scheuer and Ungar articles about the liberal arts 

3. The problem with this is that if you understand what the liberal arts teaches students they would see all the misconceptions that majority people have are incorrect and understand that students who have a liberal education will do well after college

•   In this sentence and is used again to connect a sentence talking about people’s misconceptions about the iberal arts to a sentence talking about the real benefits of what a liberal education will do after college

Subordination

1.  After learning about all of the models that Scheuer made and learning about the seven misconceptions I compared what I learned to the UNE student core handbook and came to the conclusion that UNE correctly represents what a liberal arts school is

• In the sentence above I use after to talk about what  I have learned from both articles and go on to tell my opinion about UNE

2.   Misconceptions about money are also completely wrong, though it is understandable to have these misconceptions because college already costs a lot of money. 

• In this sentence I talk about how one specific misconception about the liberal arts is wrong but use although because it is understandable why people have this specific misconception.

Ryan McLaughlin

English 110

Coordination

1. This model of liberal arts embraces a wide variety of learning not just focusing on the humanities and arts but also incorporates all sciences as well, unlike the second and third models  

• In the sentence above I used but to connect different college courses to each other to show some of the different models that Schuer talks about

2. Sanford Unger’s article goes hand-in-hand with the Scheuer article, Scheuer gives you information about what the liberal arts are and Ungar talks about misconceptions that people think of when they are looking at a liberal education  

•  In this sentence I used and to connect both Scheuer and Ungar articles about the liberal arts 

3. The problem with this is that if you understand what the liberal arts teaches students they would see all the misconceptions that majority people have are incorrect and understand that students who have a liberal education will do well after college

•   In this sentence and is used again to connect a sentence talking about people’s misconceptions about the iberal arts to a sentence talking about the real benefits of what a liberal education will do after college

Subordination

1.  After learning about all of the models that Scheuer made and learning about the seven misconceptions I compared what I learned to the UNE student core handbook and came to the conclusion that UNE correctly represents what a liberal arts school is

• In the sentence above I use after to talk about what  I have learned from both articles and go on to tell my opinion about UNE

2.   Misconceptions about money are also completely wrong, though it is understandable to have these misconceptions because college already costs a lot of money. 

• In this sentence I talk about how one specific misconception about the liberal arts is wrong but use although because it is understandable why people have this specific misconception.

Ungar Homework for February 24

Ryan McLaughlin

English 110

Misconception #1 A Liberal-arts degree is a luxury that most families can no longer afford. 

The first misconception in the Ungar article is a Liberal-arts degree is a luxury that most families can no longer afford. This is a pretty easy misconception due to the fact that most colleges are already super expensive to go to. Most Liberal arts education are part of colleges and have liberal arts courses and majors. The article says, “The future demands of citizenship will require not narrow technical or job-focused training, but rather a subtle understanding of the complex influences that shape the world we live in.” Liberal education prepares students for the real world and teaches them valuable skills. They don’t focus on technical or job-focused training, but rather an understanding of the issues that shape the world we live in. 

Misconception #2 College graduates and finding it harder to get jobs with a liberal arts degree.

In the Ungar article the second misconception is that College graduates find it harder to get jobs with a liberal arts degree, however this is proven to be wrong. They do bring up the point about, “Who wants to hire somebody with an irrelevant major like philosophy or French?” Almost everywhere would turn them down but, “A 2009 survey for the Association of American Colleges and Universities actually found that more than three-quarters of our nation’s employers recommend that college bound students pursue a “liberal education.” ” An added 89% of employers also said that they were looking for more emphasis on “the ability to effectively communicate orally and in writing,” and urged  college students to develop better “critical thinking and analytical reasoning skills.” The Schuer article also talks about the benefits of having critical thinking. One of Schuer’s main parts is critical thinking and how the liberal arts can teach you it and the values of being a contributing citizen and person. 

HW Feb 10

1. The authors define (and italicize) the terms microaggressions and trigger warnings and offer a set of examples they think “border on the surreal.” They draw a distinction between what they term “political correctness” of the 1980s and 1990s and what they think is happening today. What, on their view, is that difference and why does it matter for education? What do you make of their ideas in the first section of the article? Be sure to quote from the text in your response. I think that we do need to watch what we say in front of people but also that people do need to have a little bit more of a spine. Teachers shouldn’t fear teaching their students and having to fear what they are saying during their classes. They even talked about how famous comedians won’t go to college campuses anymore because they said, ” Some people can’t take a joke.”
2. Consider the second section of the article, “How Did We Get Here?” The authors offer a kind of historical/social diagnosis for what they see on campuses. Attempt a brief (2-3 sentence) summary of the section and draw a text-to-self connection to a specific passage (quote). You might agree or disagree with them in your connection – or both, if it seems appropriate. In this section of the article they talked about what got us to this point and start off by saying it probably comes from generation shifts. They give examples of other things that have changed for each generation and explain how this may be connected to it. Culture has changed alot and has impacted people especially in this way.
3. How might Dweck’s ideas about a “fixed mindset” (or a “growth mindset” if you prefer) relate to ideas in the first three sections of “The Coddling…”? In your response, be sure to quote from both texts and EXPLAIN the relationship you see. I think the coddling shows people using a combination of growth and fixed mindset. I understand that things are changing and the world isn’t black and white and if people can understand that then they show growth mindset. However if people are getting offended by insignificant things someone says then that demonstrates a fixed mindset. People can be harsh in the real world and if they don’t learn to deal with and ignore it then they won’t succeed in life.

HW February 3

In the Dweck video She talks about what growth and fixed mindset is. She then goes on to tell about how a growth mindset is beneficial for a young student and how a negative mindset isn’t good to have.

In the Lukianoff/Haidt article they talk about how times have changed and people have to be more careful what they say due to microaggressions. They then proceed to talk about how we got to this point and how people have changed due to modern times.

I think that they both have the right idea with what they are trying to say. I agree that having a fixed mindset will hinder you in the future and that microaggressions are a part of a fixed mindset.

Ryan McLaughlin

02/22/2021

English 110

M. Cripps

Pre-reading.

Looking at the I can see that obviously there is a connection with the liberal arts and critical thinking. So if I had to guess that the Liberal Arts requires you to critically think to be successful in the kind of learning technique. If I had to guess I would say that critical thinking has connections to growth mindset, growth mindset is about being open to new ideas and learning how to overcome obstacles which I think would fit in with critical thinking. 

Part 1)

In the first part of the article they talk about the origins of the Liberal Arts and some of the stereotypes that people think of when they hear liberal arts. They then make a statement about how the liberal arts are dying and that the liberal arts aren’t properly appreciated. Many students today are more focused on getting a degree that will get them one specific job and don’t really do much with the liberal arts while they are in college. It’s hard to want to have a liberal arts education when you don’t really know what it is. 

Part 2)

In this section of the article they talk about what the liberal arts are and some of the ways that people perceive them. One is that the liberal arts include teaching many different areas like some sciences, humanities and social science courses. Another way is they focus more on the art and social way of learning. Lastly they are perceived as focusing more on the hands on and humanities type of learning that doesn’t include the sciences but doesn’t degrade them. They continue to go into more detail about some of the courses that can be taught when part of the liberal arts.

Part 3)

The third part of the article explains the importance of the liberal arts and why it can be beneficial for students to partake in the liberal arts. The liberal arts teach valuable skills to a person that won’t just help them find a job but will also help them in other real world situations. An example of what they teach is critical thinking and citizenship, there is cultural citizenship, economic citizenship, and more. These skills are good tools to have and will help you succeed in life wherever you end up.

Part 4) 

This section of the article talks about is critical thinking, what it is and how we should use it. Critical thinking is analysing an issue and using evidence gathered evaluating a situation and coming up with the best solution. Critical thinking is a major part of the liberal arts and influences more advanced intellectual thinking and problem solving. In the article they say, “Critical thinking also expands our abilities to speak, listen, write, and think, making us better learners, communicators, team members, and citizens”

Part 5)

In the last part of the article they finish up by talking about the Importance of Critical Inquiry. Critical Inquiry is, “ just a matter of analytic thinking as a formal process”. They continue by talking about how critical inquiry is important and how people fail to see it.

February 10, 20201

My meeting with Olivia went well since we already knew each other and have met in the past. She asked how I thought the class was and if it was going well so far. I told her what my thoughts were and asked her a few questions. She then asked about my paper and talked about my meeting with my writing advisor. I told her what I needed to make some changes to and she gave me a few tips on what I could do. The meeting was helpful and enjoyed it.

1. The authors define (and italicize) the terms microaggressions and trigger warnings and offer a set of examples they think “border on the surreal.” They draw a distinction between what they term “political correctness” of the 1980s and 1990s and what they think is happening today. What, on their view, is that difference and why does it matter for education? What do you make of their ideas in the first section of the article? Be sure to quote from the text in your response. I think that we do need to watch what we say in front of people but also that people do need to have a little bit more of a spine. Teachers shouldn’t fear teaching their students and having to fear what they are saying during their classes. They even talked about how famous comedians won’t go to college campuses anymore because they said, ” Some people can’t take a joke.”

2. Consider the second section of the article, “How Did We Get Here?” The authors offer a kind of historical/social diagnosis for what they see on campuses. Attempt a brief (2-3 sentence) summary of the section and draw a text-to-self connection to a specific passage (quote). You might agree or disagree with them in your connection – or both, if it seems appropriate. In this section of the article they talked about what got us to this point and start off by saying it probably comes from generation shifts. They give examples of other things that have changed for each generation and explain how this may be connected to it. Culture has changed alot and has impacted people especially in this way.

3. How might Dweck’s ideas about a “fixed mindset” (or a “growth mindset” if you prefer) relate to ideas in the first three sections of “The Coddling…”? In your response, be sure to quote from both texts and EXPLAIN the relationship you see. I think the coddling shows people using a combination of growth and fixed mindset. I understand that things are changing and the world isn’t black and white and if people can understand that then they show growth mindset. However if people are getting offended by insignificant things someone says then that demonstrates a fixed mindset. People can be harsh in the real world and if they don’t learn to deal with and ignore it then they won’t succeed in life.

HW February 3

In the Dweck video She talks about what growth and fixed mindset is. She then goes on to tell about how a growth mindset is beneficial for a young student and how a negative mindset isn’t good to have.

In the Lukianoff/Haidt article they talk about how times have changed and people have to be more careful what they say due to microaggressions. They then proceed to talk about how we got to this point and how people have changed due to modern times.

I think that they both have the right idea with what they are trying to say. I agree that having a fixed mindset will hinder you in the future and that microaggressions are a part of a fixed mindset.

https://docs.google.com/document/d/1eVLXCPcOQg7ctQn8-2u1S5F8XqDyJfdnKBJlG4tx83A/edit?usp=sharing

Connection (Synthesis) Table – Boyer, Scheuer/Ungar, Major

Project 2 – FYS 110  (Fall ‘20), Cripps