Reflective Cover Letter
Dear English 102 Classmates, Professor, and Future Self:
I have always enjoyed English courses because I love to write and communication is an important facet of human interaction. Admittedly, struggling with English 102 was not something I prepared for. I knew I would have trouble with researching, but felt going in that I would make up for it through my writing. I achieved several new techniques that I will continue to develop through continual usage. Although I was late with a few deadlines, I believe I turned in quality work demonstrating my understanding of the tasks learned and performed. While the road may have been bumpy and in some cases hills became mountains, the traveled journey navigated with inspired ideas and new thoughts.
The beginning of my journey was quite difficult as I struggled with outcome one. I was battling my topic choice, narrowing my focus of an appropriate audience and diligently trying to determine why I wanted to write about the subject I chose with the writing of deadline two, homework one. Determining a solid research question also proved difficult when working through deadline three, which started with the reading reflection listed under homework one. I also continued to struggle with narrowing my audience within this deadline by starting with only two groups, then broaden that to several groups. I later revised this to one specific group I had not even considered. Finally, in deadline nine, homework one, I felt confident in identifying my purpose, audience, topic and thesis statement. The conclusion resulted in my writing project three submitted during deadline 10, homework two and deadline 12, homework 2.
For outcome two, I was able to start organizing which websites to use for annotated bibliographies with deadline four, homework eight. I started to gain a better understanding of how to organize my time more efficiently with deadline five, homework 10. Deadline nine, homework seven illustrates how I really flourished with my organizing skills. At last, I was able to organize all the information I collected through research using an outline as a guide to develop a logical and coherent paper. This is also evident with writing project three submitted during deadline 10.
Writing, for outcome three, in a consistent voice, tone, and diction was difficult for me to grasp with English 102. I had just completed the English 101 course the prior semester, in which I was instructed not to use terms such as ‘I’, ‘me’ and ‘you’ within my writing projects. It is apparent I learned this lesson well because I did not use these terms for my writing project one appropriately. I believe I corrected this through writing project three. Grammar and spelling are usually my strongest skills when it comes to writing. However, the main area I can still improve in is the grammar aspect. I tend to use relatively easy words to comprehend and do not push myself to use words that are generally not commonly used on a day-to-day basis, at least not in my daily life. I have the opportunity to continue to improve and expand within this one course outcome.
Accomplishing half of the fourth outcome is only as good as the writing that follows it. I had many opportunities to locate print sources, however, due to family and work life I was unable to utilize the features of the library on campus. Instead, I relied primarily with online sources to locate, evaluate and selecting resources that would be used in my writing projects one through three submitted in deadlines 4; 6; 7; 9; 10; and 12. If I could do this course again, I would like to have put more effort into this one course outcome. I will also need to explore this avenue further when I have another opportunity with research or papers involved.
Outcome five was definitely a learning experience for me. Improving skills, I thought I already possessed was evident through deadline six, homework 11. Referencing writing project three, I believe I achieved this outcome fully.
APA style was determined at the beginning of the class and I was able to achieve outcome six by referencing writing projects one through three. The only concern I have for this course outcome though is that there are many differentiating references in citing sources. I mainly focused on using the handbook as a guideline; however, I did note the troubles I faced through stumbling blocks three and four.
My opinion on feedback for outcome seven is not appealing. Although I am thankful for the feedback I received from fellow classmates, I am concerned that the opportunity to possibly offend or hurt someone’s feelings is too open when there is little monitoring to stem this from happening. I refer specifically to my deadline 10, homework eight. My other concern with feedback is that during a five-week course, there is little time to interact with the professor and fellow classmates on a regular basis. This is strictly my own opinion, though others may agree or disagree. The professor of this class was very helpful and responsive when questions were asked. I unfortunately did not list this information within my blog. I have kept my emails and graded writing projects where she has been very instrumental in providing the necessary feedback I could use to further improve my writing skills.
The references I have for outcome eight are the written evaluations I received through peer review and from my instructor via graded work. Unfortunately, I did not include the graded work within my blog. I have the saved documentation though. My writing skills have improved evident through writing project three and peer reviews further added to the fact I rarely have misspellings, which I believe is still my strongest skill when it comes to writing.
The last outcome can be referenced with my blog, draft, and final submissions of my writing projects (through Google documents and Turnitin.com,) which will be my testimonial evidence for my generated, formatted, and edited writings, which demonstrated I used the available technologies appropriately. Also, to be included is www.del.ic.ous.com for tagging my sources used with writing projects two through three.
After reviewing all the course outcomes, I feel confident in achieving several of the outcomes such as writing for specific rhetorical contexts; organizing writing to support a central idea; integrating sources; and using appropriate technologies to complete homework and projects. The outcomes requiring further work are using appropriate conventions and locating, evaluating and selecting ‘print’ sources. Two specific areas I intend to rework through spare time for further improving my writing skills and understanding of their concepts.
Thursday, August 2, 2007
Writing Project # 3 Final w/ Suggested Revisions
Writing project three was the most difficult project. My revisions would begin with the annotated bibliographies and citations per APA style (outcome six.) Also, grammatical errors such as long sentences and passive-voice (outcome three.) Although I mentioned an opposing view, I would have liked more time to develop this viewpoint within my paper and also to include a better rebuttal/counter issue (outcome one, two four, five and eight.)
Lowering the Voting Age in Arizona
There have been several attempts across the nation to lower the voting age in America, including the state of Arizona. The controversy surrounding the issue to lower the voting age is whether teenagers, over the age of 16, are mature and knowledgeable enough to make well-informed decisions. They are allowed to drive vehicles at the age of 15–that requires constant 'good' decision making; obtain a job at the age of 16–which requires paying taxes; receive permission from parents to get married at the age of 17–that requires demonstration of adult responsibility and if convicted of a serious crime be tried as an adult in a court of law prior to turning the age of 18. Teenagers with adult responsibilities and expectations are currently not allowed to vote like an adult as the current age to vote in America is 18 according to the XXVI Amendment, which reads “The right of citizens of the United States, who are eighteen years of age or older, to vote shall not be denied or abridged by the United States or by any State on account of age” (NARA, 2007). A few reasons why the state of Arizona should reconsider lowering the voting age to 16 is stronger communities, increase in voter turnout rates, and educational opportunities.
Today’s teenagers are actively participating in and strengthening their communities by showing, they are capable of making ‘good’ choices and decisions. For instance, teenagers in New York put together an exhibit that highlighted the ‘good’ things they were accomplishing within their community. After taking a tour of the exhibit, a news reporter for The New York Amsterdam News, Linda Armstrong writes, “Many people believe a lot of negative things about teenagers. Today’s teen is often seen as disrespectful, lazy, self-centered, and destructive” (2006). However, Ms. Armstrong further writes about how the exhibition called “Through Our Eyes: The Life of a Teen Activist in New York” demonstrates that many teens are actively participating in their communities with positive results. Michelle Victor, a St. Michael Academy student, who participated in the exhibit said, "A lot of the issues we have could be prevented if adults communicated with us regarding issues like sex and HIV, instead of trying to scare us, teach us about it. We need support in general, not a condescending view. That broadens that communication gap" (Armstrong, 2006). In addition, in Arizona, teenagers will be able to participate actively in strengthening their communities by assisting at the polls on election day(s) due to new legislation (Boggan, 2006).
Furthermore, teenagers will continue their education about civics ‘hands on’ while working at the polling booths helping adults to vote. In another state, Florida is taking steps to motivate their youth population by pre-registering teenagers to vote as a way to engage teenagers to participate in the civic process (Broward, 2007). Florida teenagers will also be able to assist their communities ‘hands on’ at the polling booths furthering their education on civics. Additionally, students in California are lobbying to ensure high schools are not penalized on election days when students volunteer to work at the polling booths (Nardi, 2006). California currently charges schools $35 per student that is absent per day. This figure totaled for one county district $1300 in 2005. Teenagers are not only aware of what is happening in their communities; they are also taking steps to improve and strengthen their communities further demonstrating their ability to make ‘good’ decisions.
Since 1982, the electoral participation across the nation has declined among 18 to 29 year olds (Kirby, E., Lopez, M., & Marcelo, K., 2007). However, disrupted for the past two elections, the pattern saw an increase from 22 percent to 25 percent. In Arizona, this trend ranged from 21 percent in 1994, dipping to 14 percent in 2002, than increased to 23 percent in 2006. In a report that examined KVUSA and its impact on Arizona, according to Bruce D. Merrill, PhD: “…Kids Voting program continues to increase voter turnout in Arizona elections…Kids Voting helped bring an additional 50,000 registered voters to the polls on election day in 2000” (Merrill, 2000). Can you imagine what this figure would be if teenagers age 16 to 17 could vote? How many more parents would be responsive and motivated to vote? Youth voting turnout is on the rise in Arizona, opening further opportunities to increase this percentage for the upcoming elections by focusing on today’s youth.
My experience with Arizona voting, just six years prior to 1994, was non-existent because I was scared to vote when I turned 18. I did not know how or what I was supposed to do. Unfortunately, I dropped out of high school two years before I was to graduate. It is possible I missed the opportunity to receive formal training regarding voting and its processes. I felt awkward in asking my family and friends for fear of being viewed as incompetent. Finally, in my late 20’s, I gained the courage I needed to ask questions. I overcame my fear by realizing numerous people died to ensure I had the freedom and the right to vote. If I had learned, voting was not as complicated as I thought it was earlier, I could have affected changes regarding important issues throughout my life. If the voting age limit had been 16, I may have had a different voting experience.
Through educational exposure or experience, some politicians and organizations have assisted youths on their quest to lowering the voting age and receiving education they may otherwise not have had the opportunity. For example, providing an educational experience, Councilwoman Valerie Ervin demonstrated her belief in youths by hiring two teenagers to run her campaign (Aratani, 2006). Ms. Ervin gave two high school students an opportunity to experience first hand what is required in getting voters to the polls. Another example, Senator John Vasconcellos, surrounded by teenage supporters, introduced the concept of lowering the voting age to 14 in California during a news conference, supplying an educational exposure to the legislation process. According to Senator John Vasconcellos: “To not let them have a say in what affects their lives seems to me to be not very typically American” (Bailey, 2004). Granted, the proposal encountered with opposition by Senator Ross Johnson (R- Irvine) who stated, “To waste taxpayer money having children cast votes would be ridiculous at any time…” (Bailey, 2004) Also, disagreeing with lowering the voting age in California because the proposal called for counting teenager votes in quarter or half measures, is the president of the Center for Governmental Studies in Los Angeles, Bob Stern who said, “So you're a quarter person? Or a half? Either you give the vote to them or you do not. I just wonder how big an outcry there is for this" (Bailey, 2004).
In addition, organizations such as Kids Voting USA (KVUSA, 2007) and National Youth Rights Association (NYRA, 2007) have contributed immensely to the current awareness on educational importance and youth activism in Arizona, as well as across the nation. KVUSA and NYRA promote awareness, education, and information on how to become a better citizen by being involved in civics. For instance, KVUSA develops curriculum used currently in schools across the nation to educate students on civics and encourages parents to participate by interacting with their children on political issues (KVUSA, 2007). Also, NYRA recently assisted in defeating a Washington, DC emergency legislation proposing to implement an earlier curfew for teenagers (Clark, 2007). Although this does not directly relate to teenage voting, it does show that NYRA (a youth based organization) is actively participating in communities and educating youths on their rights.
Furthermore, as politicians and organizations promote awareness with voting and actively participating within communities, that the state of Arizona could take advantage of even more educational opportunities. One of these beneficial opportunities is to promote further education for students to begin creating a ‘good’ habit – voting. Engaging students while they are in the “still learning” process will initiate a habit that can be nurtured. According to KVUSA, “This ongoing education [opportunity] develops strong skills and habits for living in a democracy (2007). Preparing teenagers is less challenging than trying to connect with most 18 year olds, who may be more focused on graduating, starting college and possibly moving away from home. This could also be one of the main causes that voter turnout for the age group 18-24 has been very low. Establishing an early voting habit could potentially lead to voting consistency, thereby, increasing voter turnout. Another beneficial opportunity is encouraging parents to discuss politics with students who participate in the Kids Voting USA program. Students study civics in school and will continue learning by discussing at home with parents what they know. Therefore, the voter turnout rate would increase as parents become more responsive and motivated to act upon their civic duty to vote.
Additionally, for certain types of elections, several countries, such as Brazil, Cuba, East Timor, Germany, Israel, Isle of Man, Nicaragua, and Slovenia have lowered their voting age to 16 or 17 (Voting, 2007). Recently, joining these countries in lowering their voting age to 16 is Austria, acknowledged with understanding regarding teenager responsibility in a letter written to NYRA. Austrian ambassador Eva Nowotny writes: “We demand so much responsibility from the younger generation and load so many burdens on their shoulders that we feel it was the right thing to do” (NYRA, 2007).
Many teenagers of America are serious about lowering the voting age. They have taken steps to lobby Councilwomen and Senators to introduce bills in several states, organized exhibits and assist at the election polls. Admittedly, there is skepticism that teenagers are not ready and legislation has proven difficult to pass for lowering the voting age. However, in the state of Arizona legislatures have the ability to enable Arizona and its communities to become the first state to lower the voting age in America. Teachers have the opportunity to engage Arizona’s youth by promoting further educational standards within our schools and help bridge the gap between youth and politicians. The communities of Arizona would strengthen with legislation that allows families to truly encourage the youth to be more active with civic participation. Arizona should lower the voting age and become the first state of America to advocate democracy for all. The voting age in Arizona should be lowered from 18 to 16 because youths have better opportunities to learn about voting, establish early voting habit(s) increasing voter turnout and strengthen the communities they live in.
References
Aratani, L. (2006, November 4). Teens too young to vote blaze a campaign trail; Ervin applauds students' political acumen. The Washington Post. Retrieved July 15, 2007 from ProQuest database.
Armstrong, L. (2006, June 1-7). Youth exhibit activist spirit. New York Amsterdam News. Retrieved July 16, 2007 from ProQuest database.
Bailey, E. (2004, March 9). The State; giving new meaning to 'youth vote'. The Los Angeles Times. Retrieved on July 16, 2007 from ProQuest Database.
Boggan, S. (2006, November 6). New law lets teens serve at voting sites: Kids under legal age get civics lesson. The Tribune. Retrieved July 16, 2007 from Access My Library Database.
Broward: Sign up to vote when you sign up to drive. (11, June 2007). CBS News. Retrieved July 7, 2007, from http://cbs4.com/local/local_story_162160313.html
Clark, A. (2007, June 22). Emergency legislation, D.C. Council rejects earlier youth curfew. Washington Post. Pg B04. Retrieved July 11, 2007 from http://www.washingtonpost.com/wp-dyn/content/article/2007/06/21/AR2007062101356.html.
Kirby, E., Lopez, M., & Marcelo, K. (2007 June). Youth voter turnout increases in 2006. CIRCLE. Retrieved July 23, 2007 from http://www.civicyouth.org/PopUps/FactSheets/FS07_2006MidtermCPS.pdf.
KVUSA. (2007). About Us. Kids Voting USA. Retrieved on July 10, 2007 from http://www.kidsvotingusa.org/page9592.cfm.
Merrill Ph.D., B. (2000, November). Evaluation of the Kids Voting program in Arizona. Retrieved on July 23, 2007 from http://www.kidsvotingaz.org/new_research.cfm.
NARA: The U.S. National Archives & Records Administration. (2007). Retrieved July 27, 2007 from http://www.archives.gov/national-archives-experience/charters/constitution_amendments_11-27.html.
Nardi, E. (2006, September 27). Students lobby for bill aiding poll work: LAFAYETTE: Teens say schools shouldn't lose money if they miss Classes to work at voting places. Contra Costa Times. Retrieved July 16, 2007 from Access My Library Database.
NYRA. (2007). Lowering the voting age. National Youth Rights Association. Retrieved July 10, 2007 from http://www.youthrights.org/votingage.php.
Voting Age. (2007, July 22). In Wikipedia, The free Encyclopedia. Retrieved July 24, 2007, from http://en.wikipedia.org/w/index.php?title=Voting_age&oldid=146353874.
Lowering the Voting Age in Arizona
There have been several attempts across the nation to lower the voting age in America, including the state of Arizona. The controversy surrounding the issue to lower the voting age is whether teenagers, over the age of 16, are mature and knowledgeable enough to make well-informed decisions. They are allowed to drive vehicles at the age of 15–that requires constant 'good' decision making; obtain a job at the age of 16–which requires paying taxes; receive permission from parents to get married at the age of 17–that requires demonstration of adult responsibility and if convicted of a serious crime be tried as an adult in a court of law prior to turning the age of 18. Teenagers with adult responsibilities and expectations are currently not allowed to vote like an adult as the current age to vote in America is 18 according to the XXVI Amendment, which reads “The right of citizens of the United States, who are eighteen years of age or older, to vote shall not be denied or abridged by the United States or by any State on account of age” (NARA, 2007). A few reasons why the state of Arizona should reconsider lowering the voting age to 16 is stronger communities, increase in voter turnout rates, and educational opportunities.
Today’s teenagers are actively participating in and strengthening their communities by showing, they are capable of making ‘good’ choices and decisions. For instance, teenagers in New York put together an exhibit that highlighted the ‘good’ things they were accomplishing within their community. After taking a tour of the exhibit, a news reporter for The New York Amsterdam News, Linda Armstrong writes, “Many people believe a lot of negative things about teenagers. Today’s teen is often seen as disrespectful, lazy, self-centered, and destructive” (2006). However, Ms. Armstrong further writes about how the exhibition called “Through Our Eyes: The Life of a Teen Activist in New York” demonstrates that many teens are actively participating in their communities with positive results. Michelle Victor, a St. Michael Academy student, who participated in the exhibit said, "A lot of the issues we have could be prevented if adults communicated with us regarding issues like sex and HIV, instead of trying to scare us, teach us about it. We need support in general, not a condescending view. That broadens that communication gap" (Armstrong, 2006). In addition, in Arizona, teenagers will be able to participate actively in strengthening their communities by assisting at the polls on election day(s) due to new legislation (Boggan, 2006).
Furthermore, teenagers will continue their education about civics ‘hands on’ while working at the polling booths helping adults to vote. In another state, Florida is taking steps to motivate their youth population by pre-registering teenagers to vote as a way to engage teenagers to participate in the civic process (Broward, 2007). Florida teenagers will also be able to assist their communities ‘hands on’ at the polling booths furthering their education on civics. Additionally, students in California are lobbying to ensure high schools are not penalized on election days when students volunteer to work at the polling booths (Nardi, 2006). California currently charges schools $35 per student that is absent per day. This figure totaled for one county district $1300 in 2005. Teenagers are not only aware of what is happening in their communities; they are also taking steps to improve and strengthen their communities further demonstrating their ability to make ‘good’ decisions.
Since 1982, the electoral participation across the nation has declined among 18 to 29 year olds (Kirby, E., Lopez, M., & Marcelo, K., 2007). However, disrupted for the past two elections, the pattern saw an increase from 22 percent to 25 percent. In Arizona, this trend ranged from 21 percent in 1994, dipping to 14 percent in 2002, than increased to 23 percent in 2006. In a report that examined KVUSA and its impact on Arizona, according to Bruce D. Merrill, PhD: “…Kids Voting program continues to increase voter turnout in Arizona elections…Kids Voting helped bring an additional 50,000 registered voters to the polls on election day in 2000” (Merrill, 2000). Can you imagine what this figure would be if teenagers age 16 to 17 could vote? How many more parents would be responsive and motivated to vote? Youth voting turnout is on the rise in Arizona, opening further opportunities to increase this percentage for the upcoming elections by focusing on today’s youth.
My experience with Arizona voting, just six years prior to 1994, was non-existent because I was scared to vote when I turned 18. I did not know how or what I was supposed to do. Unfortunately, I dropped out of high school two years before I was to graduate. It is possible I missed the opportunity to receive formal training regarding voting and its processes. I felt awkward in asking my family and friends for fear of being viewed as incompetent. Finally, in my late 20’s, I gained the courage I needed to ask questions. I overcame my fear by realizing numerous people died to ensure I had the freedom and the right to vote. If I had learned, voting was not as complicated as I thought it was earlier, I could have affected changes regarding important issues throughout my life. If the voting age limit had been 16, I may have had a different voting experience.
Through educational exposure or experience, some politicians and organizations have assisted youths on their quest to lowering the voting age and receiving education they may otherwise not have had the opportunity. For example, providing an educational experience, Councilwoman Valerie Ervin demonstrated her belief in youths by hiring two teenagers to run her campaign (Aratani, 2006). Ms. Ervin gave two high school students an opportunity to experience first hand what is required in getting voters to the polls. Another example, Senator John Vasconcellos, surrounded by teenage supporters, introduced the concept of lowering the voting age to 14 in California during a news conference, supplying an educational exposure to the legislation process. According to Senator John Vasconcellos: “To not let them have a say in what affects their lives seems to me to be not very typically American” (Bailey, 2004). Granted, the proposal encountered with opposition by Senator Ross Johnson (R- Irvine) who stated, “To waste taxpayer money having children cast votes would be ridiculous at any time…” (Bailey, 2004) Also, disagreeing with lowering the voting age in California because the proposal called for counting teenager votes in quarter or half measures, is the president of the Center for Governmental Studies in Los Angeles, Bob Stern who said, “So you're a quarter person? Or a half? Either you give the vote to them or you do not. I just wonder how big an outcry there is for this" (Bailey, 2004).
In addition, organizations such as Kids Voting USA (KVUSA, 2007) and National Youth Rights Association (NYRA, 2007) have contributed immensely to the current awareness on educational importance and youth activism in Arizona, as well as across the nation. KVUSA and NYRA promote awareness, education, and information on how to become a better citizen by being involved in civics. For instance, KVUSA develops curriculum used currently in schools across the nation to educate students on civics and encourages parents to participate by interacting with their children on political issues (KVUSA, 2007). Also, NYRA recently assisted in defeating a Washington, DC emergency legislation proposing to implement an earlier curfew for teenagers (Clark, 2007). Although this does not directly relate to teenage voting, it does show that NYRA (a youth based organization) is actively participating in communities and educating youths on their rights.
Furthermore, as politicians and organizations promote awareness with voting and actively participating within communities, that the state of Arizona could take advantage of even more educational opportunities. One of these beneficial opportunities is to promote further education for students to begin creating a ‘good’ habit – voting. Engaging students while they are in the “still learning” process will initiate a habit that can be nurtured. According to KVUSA, “This ongoing education [opportunity] develops strong skills and habits for living in a democracy (2007). Preparing teenagers is less challenging than trying to connect with most 18 year olds, who may be more focused on graduating, starting college and possibly moving away from home. This could also be one of the main causes that voter turnout for the age group 18-24 has been very low. Establishing an early voting habit could potentially lead to voting consistency, thereby, increasing voter turnout. Another beneficial opportunity is encouraging parents to discuss politics with students who participate in the Kids Voting USA program. Students study civics in school and will continue learning by discussing at home with parents what they know. Therefore, the voter turnout rate would increase as parents become more responsive and motivated to act upon their civic duty to vote.
Additionally, for certain types of elections, several countries, such as Brazil, Cuba, East Timor, Germany, Israel, Isle of Man, Nicaragua, and Slovenia have lowered their voting age to 16 or 17 (Voting, 2007). Recently, joining these countries in lowering their voting age to 16 is Austria, acknowledged with understanding regarding teenager responsibility in a letter written to NYRA. Austrian ambassador Eva Nowotny writes: “We demand so much responsibility from the younger generation and load so many burdens on their shoulders that we feel it was the right thing to do” (NYRA, 2007).
Many teenagers of America are serious about lowering the voting age. They have taken steps to lobby Councilwomen and Senators to introduce bills in several states, organized exhibits and assist at the election polls. Admittedly, there is skepticism that teenagers are not ready and legislation has proven difficult to pass for lowering the voting age. However, in the state of Arizona legislatures have the ability to enable Arizona and its communities to become the first state to lower the voting age in America. Teachers have the opportunity to engage Arizona’s youth by promoting further educational standards within our schools and help bridge the gap between youth and politicians. The communities of Arizona would strengthen with legislation that allows families to truly encourage the youth to be more active with civic participation. Arizona should lower the voting age and become the first state of America to advocate democracy for all. The voting age in Arizona should be lowered from 18 to 16 because youths have better opportunities to learn about voting, establish early voting habit(s) increasing voter turnout and strengthen the communities they live in.
References
Aratani, L. (2006, November 4). Teens too young to vote blaze a campaign trail; Ervin applauds students' political acumen. The Washington Post. Retrieved July 15, 2007 from ProQuest database.
Armstrong, L. (2006, June 1-7). Youth exhibit activist spirit. New York Amsterdam News. Retrieved July 16, 2007 from ProQuest database.
Bailey, E. (2004, March 9). The State; giving new meaning to 'youth vote'. The Los Angeles Times. Retrieved on July 16, 2007 from ProQuest Database.
Boggan, S. (2006, November 6). New law lets teens serve at voting sites: Kids under legal age get civics lesson. The Tribune. Retrieved July 16, 2007 from Access My Library Database.
Broward: Sign up to vote when you sign up to drive. (11, June 2007). CBS News. Retrieved July 7, 2007, from http://cbs4.com/local/local_story_162160313.html
Clark, A. (2007, June 22). Emergency legislation, D.C. Council rejects earlier youth curfew. Washington Post. Pg B04. Retrieved July 11, 2007 from http://www.washingtonpost.com/wp-dyn/content/article/2007/06/21/AR2007062101356.html.
Kirby, E., Lopez, M., & Marcelo, K. (2007 June). Youth voter turnout increases in 2006. CIRCLE. Retrieved July 23, 2007 from http://www.civicyouth.org/PopUps/FactSheets/FS07_2006MidtermCPS.pdf.
KVUSA. (2007). About Us. Kids Voting USA. Retrieved on July 10, 2007 from http://www.kidsvotingusa.org/page9592.cfm.
Merrill Ph.D., B. (2000, November). Evaluation of the Kids Voting program in Arizona. Retrieved on July 23, 2007 from http://www.kidsvotingaz.org/new_research.cfm.
NARA: The U.S. National Archives & Records Administration. (2007). Retrieved July 27, 2007 from http://www.archives.gov/national-archives-experience/charters/constitution_amendments_11-27.html.
Nardi, E. (2006, September 27). Students lobby for bill aiding poll work: LAFAYETTE: Teens say schools shouldn't lose money if they miss Classes to work at voting places. Contra Costa Times. Retrieved July 16, 2007 from Access My Library Database.
NYRA. (2007). Lowering the voting age. National Youth Rights Association. Retrieved July 10, 2007 from http://www.youthrights.org/votingage.php.
Voting Age. (2007, July 22). In Wikipedia, The free Encyclopedia. Retrieved July 24, 2007, from http://en.wikipedia.org/w/index.php?title=Voting_age&oldid=146353874.
Writing Project # 2 Final w/ Suggested Revisions
Revisions for writing project two would consist of ensuring my annotated bibliographies were APA style – titles not capitalized (outcome six and seven.) I would also correct the summarized paragraphs to include why I thought the source was reliable or authoritative on each annotated bibliography (outcome four, five and seven.) In addition, including scholarly journals would have increased my credible instead of primarily using articles to back my arguments (outcome four, five, seven and nine.) Finally, the last revision is grammatical structuring such as commas, passive-voice, and contractions (outcome three.)
Annotated Bibliographies
________________________________________
OVERVIEW
________________________________________
Youth activism is on the rise in the United States and has been for the past several years. The current issue the youth of America are concerned with is lowering the voting age in the United States. Initial research proved difficult with limited search terms. However, as the search terms expand, so does the research being accumulated. Listed below are current articles and/or references that will be used to document the benefits/disadvantages and several perspectives on lowering the voting age in America. Several articles depict the fact that teenagers across America are lobbying to change the voting age to 16. A few articles reference that other countries already have or will be lowering their voting age to include teenagers at elections. This list will continue to grow as research indicates this topic is still at the forefront of Youth activism.
________________________________________
ANNOTATED BIBLIOGRAPHIES
________________________________________
Aratani, L. (2006, November 4). Teens Too Young to Vote Blaze a Campaign Trail; Ervin Applauds Students' Political Acumen. The Washington Post. Retrieved July 15, 2007 from ProQuest database.
This newspaper article depicts a Montgomery County Councilwoman, Valerie Ervin, who enlisted the help of two teenagers, Adam Yalowitz and Avi Edelman, to run her campaign. “"The adults thought I was crazy," said Ervin, who recruited the pair, seniors at Montgomery Blair High School, in June.” They said, 'You cannot risk your reputation by having two 17-year-olds run your campaign.' But in reality, they knew what they were doing." Although Ervin's longtime friend Susan Phillips, 51, was the campaign's official manager, “Yalowitz and Edelman were instrumental in developing strategy and mobilizing volunteers,” Ervin said. Something worked. Ervin won the Democratic primary in September with 68.1 percent of the vote. This article will be very beneficial to the research being conducted on lowering the voting age as it proves some teens do know what they’re doing.
Bach, A. (2002, March 3). Teen Lobbies to Lower Voting Age. Arizona Republic. Retrieved July 11, 2007 from Newsbank database.
The article demonstrates that an Arizona teenager is willing to fight for the right to vote, including going to the House committee to introduce a bill for lowering the voting age in America. This article is the second reference to the Arizona teenager(s) attempting to lower the voting age in Arizona. Although the article is 5 years old, the concept is still relevant to the research topic.
Bailey, E. (2004, March 9). The State; Giving New Meaning to 'Youth Vote'. The Los Angeles Times. Retrieved on July 16, 2007 from ProQuest Database.
In California, a proposal to lower the voting age to 14 was submitted by State Senator John Vasconcellos (D-Santa Clara). However, this proposal was met with strong opposition by Senator Ross Johnson (R- Irvine) & Bob Stern, president of the Center for Governmental Studies in Los Angeles. Both gentlemen stated in various terms that this proposal was outrageous. The article also refers to Germany & Austria having already lowered their voting age to allow teens to vote. This article will help establish three points: different perspectives for, against and those who have already lowered the voting age. This article also relates to at least one other article regarding other countries lowering the voting age.
Boggan, S. (2006, November 6). New Law Lets Teens Serve at Voting Sites: Kids Under Legal Age Get Civics Lesson. The Tribune. Retrieved July 16, 2007 from Access My Library Database.
The author of this article is a news reporter for the East Valley Tribune in Mesa, Arizona. She’s also the new Vice President for Society of Professional Journalists. She maintained an unbiased opinion throughout the article by giving facts and quotes. The reporter quoted five different people with respects to the article. The article shows two things: first, teens want to be involved and second, some adults do recognize teens are mature enough to at least work at the polls on election days. A possible quote to refer to: “This is the first year people younger than the voting age of 18 have been able to work at election polling places. Legislation was passed at this year's session allowing 16- and 17-year-olds to work at the polls and even get paid for it,” said Gilberto Hoyos, director of elections for Pinal County.
Current Events. (2004, September 24). Sufferin' for Suffrage: Should Teens Have the Right to Vote? Retrieved July 10, 2007 from Access My Library database.
This article refers to adolescents that are being provided with voting awareness in the critical years prior to college, which will hopefully increase voter turn out during elections. A possible quote to refer to: "If you can get young adults to cast a ballot in one of their first two or three elections, you increase the likelihood that they'll [vote] regularly. If you miss that first window, you'll probably lose them," said Tom Patterson, head of the Vanishing Voter Project, an organization devoted to increasing voter turnout.
Junior Scholastic. Lower the Voting Age? (2006, October 2). Junior Scholastic. Retrieved July 10, 2007, from MasterFILE Premier database.
This article displays ‘teenagers’ perspectives for and against lowering the voting age. The author is not clearly listed, though this could be due to the fact it was written for teenagers’. A possible quote to refer to: Michael Cappetta, a junior in Ohio, stated “Opening up the voting pool to a younger generation may inspire our generation to vote more often, and take part in democracy.” After reviewing the article again via the database, I noticed two links I could use that would be helpful. One link would include the citation in the second link that would email the article where I wanted to send it. I chose to have it sent to my email for easier reference.
Nardi, E. (2006, September 27). Students Lobby for Bill Aiding Poll Work: LAFAYETTE: Teens Say Schools Shouldn't Lose Money if They Miss Classes to Work at Voting Places. Contra Costa Times. Retrieved July 16, 2007 from Access My Library Database.
This newspaper article is written by a reporter Elizabeth Nardi who is currently still staffed with Contra Costa Times. Although this article does not directly relate with the lowering of the voting age for major elections, it does show that teens are intelligent enough to be concerned that high schools are losing money when teenagers elect to work at the polls. Apparently, regardless of the reason, California charges schools $35 per student that is absent per day. The article also included that for the Acalanes district last year, they lost a total of $1300 for student absences. Several sources are quoted within the article.
NYRA. (2007, April 17). Austria Lowers Voting Age. Retrieved July 10, 2007 from http://www.youthrights.org/nyranews2007.php.
This article refers to a monumental step for Austria which may prove beneficial to the United States as the voting trend of youths will be watched closely. This article will help establish a major viewpoint (from another country’s example) for lowering the voting age in America. This article though found on a youth movement web site is still authoritative because of the letter written by the ambassador. This article will be referenced with another AB regarding other countries viewpoints. A possible quote to refer to: “We demand so much responsibility from the younger generation and load so many burdens on their shoulders that we feel it was the right thing to do,” wrote Austrian ambassador Eva Nowotny in a letter to National Youth Rights Association (NYRA).
Stafford, K. (2006, November 5). Charlotte Observer. Students Learning How, Why to Vote: About 20,000 in Mecklenburg to Cast Ballots in Mock Election. Retrieved July 9, 2007 from Access My Library database.
The author maintained an unbiased tone throughout the article as she reported about the program Kids Voting USA helping students learn how to vote and casting ballots in a mock election. The author quoted three different people that voiced the same sentiment. Students are learning about voting and then actually being able to do it is a benefit to all students who participate. This also encourages parents who must accompany the students when they vote. A possible quote to refer to: "The ultimate goal is to get informed about the election process. They learn the skills in a textbook and then get to experience it in real life." said Amy Farrell, executive director of the Mecklenburg program, part of Kids Voting USA, a nonprofit organization based in Tempe, Ariz.
Sweet, A., Tatz, P., & Puz, J. (2005, July 28). From Playgrounds to Voting Booths: Kids Want to Vote. New York Amsterdam News. Vol. 96, Issue 31. Retrieved July 9, 2007 from Academic Search Premier Database.
This article contains quotes from three teenagers that show teens are aware of the youth suffrage and want to be able to cast their ballot. These comments also show that teens can comprehend at a young age what it means to improve democracy and to be an American. This article shows a keen perspective from several teenagers that are aware of the youth suffrage and want to be able to cast their ballot.
“Vote”. Merriam-Webster OnLine Dictionary. (Copyright 2006-2007). Retrieved July 7, 2007 from http://www.m-w.com/dictionary/voting
Using the Merriam-Webster Dictionary online I was able to obtain the definition of vote. “Vote: 1 a: a usually formal expression of opinion or will in response to a proposed decision; especially: one given as an indication of approval or disapproval of a proposal, motion, or candidate for…” This is key information to understanding the main topic.
________________________________________
CONCLUSION
________________________________________
These resources have opened my eyes to the fact that teenagers of America are serious about lowering the voting age. They have taken steps to lobby Councilwomen and Senators to introduce bills in several states. Skepticism and opposition have made it abundantly clear that they believe teenagers are not ready and determinedly hard to pass legislation to lowering the voting age. However, I have formed the opinion that we should lower the voting age in the United States because the combination of parents, teachers and legislation that would allow teenagers to practice what they learn early, the voter turn out rates at the polls in America would increase, strengthening our democracy.
Annotated Bibliographies
________________________________________
OVERVIEW
________________________________________
Youth activism is on the rise in the United States and has been for the past several years. The current issue the youth of America are concerned with is lowering the voting age in the United States. Initial research proved difficult with limited search terms. However, as the search terms expand, so does the research being accumulated. Listed below are current articles and/or references that will be used to document the benefits/disadvantages and several perspectives on lowering the voting age in America. Several articles depict the fact that teenagers across America are lobbying to change the voting age to 16. A few articles reference that other countries already have or will be lowering their voting age to include teenagers at elections. This list will continue to grow as research indicates this topic is still at the forefront of Youth activism.
________________________________________
ANNOTATED BIBLIOGRAPHIES
________________________________________
Aratani, L. (2006, November 4). Teens Too Young to Vote Blaze a Campaign Trail; Ervin Applauds Students' Political Acumen. The Washington Post. Retrieved July 15, 2007 from ProQuest database.
This newspaper article depicts a Montgomery County Councilwoman, Valerie Ervin, who enlisted the help of two teenagers, Adam Yalowitz and Avi Edelman, to run her campaign. “"The adults thought I was crazy," said Ervin, who recruited the pair, seniors at Montgomery Blair High School, in June.” They said, 'You cannot risk your reputation by having two 17-year-olds run your campaign.' But in reality, they knew what they were doing." Although Ervin's longtime friend Susan Phillips, 51, was the campaign's official manager, “Yalowitz and Edelman were instrumental in developing strategy and mobilizing volunteers,” Ervin said. Something worked. Ervin won the Democratic primary in September with 68.1 percent of the vote. This article will be very beneficial to the research being conducted on lowering the voting age as it proves some teens do know what they’re doing.
Bach, A. (2002, March 3). Teen Lobbies to Lower Voting Age. Arizona Republic. Retrieved July 11, 2007 from Newsbank database.
The article demonstrates that an Arizona teenager is willing to fight for the right to vote, including going to the House committee to introduce a bill for lowering the voting age in America. This article is the second reference to the Arizona teenager(s) attempting to lower the voting age in Arizona. Although the article is 5 years old, the concept is still relevant to the research topic.
Bailey, E. (2004, March 9). The State; Giving New Meaning to 'Youth Vote'. The Los Angeles Times. Retrieved on July 16, 2007 from ProQuest Database.
In California, a proposal to lower the voting age to 14 was submitted by State Senator John Vasconcellos (D-Santa Clara). However, this proposal was met with strong opposition by Senator Ross Johnson (R- Irvine) & Bob Stern, president of the Center for Governmental Studies in Los Angeles. Both gentlemen stated in various terms that this proposal was outrageous. The article also refers to Germany & Austria having already lowered their voting age to allow teens to vote. This article will help establish three points: different perspectives for, against and those who have already lowered the voting age. This article also relates to at least one other article regarding other countries lowering the voting age.
Boggan, S. (2006, November 6). New Law Lets Teens Serve at Voting Sites: Kids Under Legal Age Get Civics Lesson. The Tribune. Retrieved July 16, 2007 from Access My Library Database.
The author of this article is a news reporter for the East Valley Tribune in Mesa, Arizona. She’s also the new Vice President for Society of Professional Journalists. She maintained an unbiased opinion throughout the article by giving facts and quotes. The reporter quoted five different people with respects to the article. The article shows two things: first, teens want to be involved and second, some adults do recognize teens are mature enough to at least work at the polls on election days. A possible quote to refer to: “This is the first year people younger than the voting age of 18 have been able to work at election polling places. Legislation was passed at this year's session allowing 16- and 17-year-olds to work at the polls and even get paid for it,” said Gilberto Hoyos, director of elections for Pinal County.
Current Events. (2004, September 24). Sufferin' for Suffrage: Should Teens Have the Right to Vote? Retrieved July 10, 2007 from Access My Library database.
This article refers to adolescents that are being provided with voting awareness in the critical years prior to college, which will hopefully increase voter turn out during elections. A possible quote to refer to: "If you can get young adults to cast a ballot in one of their first two or three elections, you increase the likelihood that they'll [vote] regularly. If you miss that first window, you'll probably lose them," said Tom Patterson, head of the Vanishing Voter Project, an organization devoted to increasing voter turnout.
Junior Scholastic. Lower the Voting Age? (2006, October 2). Junior Scholastic. Retrieved July 10, 2007, from MasterFILE Premier database.
This article displays ‘teenagers’ perspectives for and against lowering the voting age. The author is not clearly listed, though this could be due to the fact it was written for teenagers’. A possible quote to refer to: Michael Cappetta, a junior in Ohio, stated “Opening up the voting pool to a younger generation may inspire our generation to vote more often, and take part in democracy.” After reviewing the article again via the database, I noticed two links I could use that would be helpful. One link would include the citation in the second link that would email the article where I wanted to send it. I chose to have it sent to my email for easier reference.
Nardi, E. (2006, September 27). Students Lobby for Bill Aiding Poll Work: LAFAYETTE: Teens Say Schools Shouldn't Lose Money if They Miss Classes to Work at Voting Places. Contra Costa Times. Retrieved July 16, 2007 from Access My Library Database.
This newspaper article is written by a reporter Elizabeth Nardi who is currently still staffed with Contra Costa Times. Although this article does not directly relate with the lowering of the voting age for major elections, it does show that teens are intelligent enough to be concerned that high schools are losing money when teenagers elect to work at the polls. Apparently, regardless of the reason, California charges schools $35 per student that is absent per day. The article also included that for the Acalanes district last year, they lost a total of $1300 for student absences. Several sources are quoted within the article.
NYRA. (2007, April 17). Austria Lowers Voting Age. Retrieved July 10, 2007 from http://www.youthrights.org/nyranews2007.php.
This article refers to a monumental step for Austria which may prove beneficial to the United States as the voting trend of youths will be watched closely. This article will help establish a major viewpoint (from another country’s example) for lowering the voting age in America. This article though found on a youth movement web site is still authoritative because of the letter written by the ambassador. This article will be referenced with another AB regarding other countries viewpoints. A possible quote to refer to: “We demand so much responsibility from the younger generation and load so many burdens on their shoulders that we feel it was the right thing to do,” wrote Austrian ambassador Eva Nowotny in a letter to National Youth Rights Association (NYRA).
Stafford, K. (2006, November 5). Charlotte Observer. Students Learning How, Why to Vote: About 20,000 in Mecklenburg to Cast Ballots in Mock Election. Retrieved July 9, 2007 from Access My Library database.
The author maintained an unbiased tone throughout the article as she reported about the program Kids Voting USA helping students learn how to vote and casting ballots in a mock election. The author quoted three different people that voiced the same sentiment. Students are learning about voting and then actually being able to do it is a benefit to all students who participate. This also encourages parents who must accompany the students when they vote. A possible quote to refer to: "The ultimate goal is to get informed about the election process. They learn the skills in a textbook and then get to experience it in real life." said Amy Farrell, executive director of the Mecklenburg program, part of Kids Voting USA, a nonprofit organization based in Tempe, Ariz.
Sweet, A., Tatz, P., & Puz, J. (2005, July 28). From Playgrounds to Voting Booths: Kids Want to Vote. New York Amsterdam News. Vol. 96, Issue 31. Retrieved July 9, 2007 from Academic Search Premier Database.
This article contains quotes from three teenagers that show teens are aware of the youth suffrage and want to be able to cast their ballot. These comments also show that teens can comprehend at a young age what it means to improve democracy and to be an American. This article shows a keen perspective from several teenagers that are aware of the youth suffrage and want to be able to cast their ballot.
“Vote”. Merriam-Webster OnLine Dictionary. (Copyright 2006-2007). Retrieved July 7, 2007 from http://www.m-w.com/dictionary/voting
Using the Merriam-Webster Dictionary online I was able to obtain the definition of vote. “Vote: 1 a: a usually formal expression of opinion or will in response to a proposed decision; especially: one given as an indication of approval or disapproval of a proposal, motion, or candidate for…” This is key information to understanding the main topic.
________________________________________
CONCLUSION
________________________________________
These resources have opened my eyes to the fact that teenagers of America are serious about lowering the voting age. They have taken steps to lobby Councilwomen and Senators to introduce bills in several states. Skepticism and opposition have made it abundantly clear that they believe teenagers are not ready and determinedly hard to pass legislation to lowering the voting age. However, I have formed the opinion that we should lower the voting age in the United States because the combination of parents, teachers and legislation that would allow teenagers to practice what they learn early, the voter turn out rates at the polls in America would increase, strengthening our democracy.
Writing Project # 1 Final w/ Suggested Revisions
The first revision would be to choose a better topic. One in which I actually knew a lot more about instead of just the concept (outcome number one and two.) The second revision(s) made would be grammatical changes (outcome number three.) For this specific writing project some of these grammatical changes would be restructuring all passive-voice sentences; removal of all contractions not in quotes; and fixing my commas – the ones that are missing. Overall I did a good job. However, there is definitely room for improvement (outcome number eight.)
Writing Project # 1
The topic being researched is “Voting – an American Right” and the current age requirement. Research will be conducted to conclude whether or not this right should be extended to include those who have a stake in the future of the nation. Research will include documented direct quotes from the U.S. Constitution and Amendments thereafter. Also, research will be compiled regarding whether organizations, such as Kids Voting USA, are demonstrating the ability to affect communities with youth involvement during elections. What would the benefits or disadvantages be to lowering the voting age in America?
The controversy surrounding the issue to lower the voting age is whether or not teenagers, over the age of 16, are mature enough to make well informed decisions. They are allowed to drive vehicles at the age 15-that requires constant 'good' decision making; obtain a job at the age 16-which requires paying taxes; receive permission from parents get married at the age 17 -that requires demonstration of adult responsibility and if convicted of a serious crime be tried as an adult in a court of law prior to turning the age of 18. Teenagers with adult responsibilities and expectations are currently not allowed to vote like an adult.
I was scared to vote when I turned 18, because I didn’t know how or what I was supposed to do. Unfortunately, I dropped out of high school two years before I was to graduate. It’s possible I missed the opportunity to receive formal training regarding voting and its processes. I felt awkward in asking my family and friends for fear of being viewed as incompetent. Finally, in my late 20’s, I gained the courage I needed to ask questions. I overcame my fear by realizing numerous people died to ensure I had the freedom and the right to vote. If I had learned voting wasn’t as complicated as I thought it was earlier, I could have affected changes regarding important issues throughout my life. This experience has led to my desire to learn what I can about voting and to determine if education reform regarding voting and how it’s taught is needed. My focus has changed from education reform to lowering the voting age. If the voting age limit had been 16, I may have had a different voting experience.
The purpose of researching this issue is to educate and inform voters of America that teenagers have the capacity to better the nation’s democracy. Youth in America are smarter than they are given credit for. Research will attempt to include documentation showing teenagers are responsible in various areas (driving, civic participation through Kids Voting USA, addressing governmental officials when requesting to change voting age, etc.) All Americans over the age of 16 will be the targeted audience for this research as the research will affect each of them. This would include those who can vote now and those who will be able to vote in near the future. Teenagers need to know their “voice” counts because the decisions made today will affect them tomorrow, while Adults need to understand that teenagers are becoming smarter with technological advances and better educational programs such as Kids Voting USA. We all should take advantage of these key factors when educating our youth.
The limitation(s) for this research will be of not being able to conduct extensive research, such as surveys or interviews of doctors; political person(s); media personnel; teachers; professors; teenagers; and adults, regarding how this issue could affect the up and coming electoral session 2008 is discouraging. The opportunity for legislation to be changed is promising with this research. The challenge of representing millions with only a few words is daunting.
Writing Project # 1
The topic being researched is “Voting – an American Right” and the current age requirement. Research will be conducted to conclude whether or not this right should be extended to include those who have a stake in the future of the nation. Research will include documented direct quotes from the U.S. Constitution and Amendments thereafter. Also, research will be compiled regarding whether organizations, such as Kids Voting USA, are demonstrating the ability to affect communities with youth involvement during elections. What would the benefits or disadvantages be to lowering the voting age in America?
The controversy surrounding the issue to lower the voting age is whether or not teenagers, over the age of 16, are mature enough to make well informed decisions. They are allowed to drive vehicles at the age 15-that requires constant 'good' decision making; obtain a job at the age 16-which requires paying taxes; receive permission from parents get married at the age 17 -that requires demonstration of adult responsibility and if convicted of a serious crime be tried as an adult in a court of law prior to turning the age of 18. Teenagers with adult responsibilities and expectations are currently not allowed to vote like an adult.
I was scared to vote when I turned 18, because I didn’t know how or what I was supposed to do. Unfortunately, I dropped out of high school two years before I was to graduate. It’s possible I missed the opportunity to receive formal training regarding voting and its processes. I felt awkward in asking my family and friends for fear of being viewed as incompetent. Finally, in my late 20’s, I gained the courage I needed to ask questions. I overcame my fear by realizing numerous people died to ensure I had the freedom and the right to vote. If I had learned voting wasn’t as complicated as I thought it was earlier, I could have affected changes regarding important issues throughout my life. This experience has led to my desire to learn what I can about voting and to determine if education reform regarding voting and how it’s taught is needed. My focus has changed from education reform to lowering the voting age. If the voting age limit had been 16, I may have had a different voting experience.
The purpose of researching this issue is to educate and inform voters of America that teenagers have the capacity to better the nation’s democracy. Youth in America are smarter than they are given credit for. Research will attempt to include documentation showing teenagers are responsible in various areas (driving, civic participation through Kids Voting USA, addressing governmental officials when requesting to change voting age, etc.) All Americans over the age of 16 will be the targeted audience for this research as the research will affect each of them. This would include those who can vote now and those who will be able to vote in near the future. Teenagers need to know their “voice” counts because the decisions made today will affect them tomorrow, while Adults need to understand that teenagers are becoming smarter with technological advances and better educational programs such as Kids Voting USA. We all should take advantage of these key factors when educating our youth.
The limitation(s) for this research will be of not being able to conduct extensive research, such as surveys or interviews of doctors; political person(s); media personnel; teachers; professors; teenagers; and adults, regarding how this issue could affect the up and coming electoral session 2008 is discouraging. The opportunity for legislation to be changed is promising with this research. The challenge of representing millions with only a few words is daunting.
Tuesday, July 31, 2007
D#14, HW#2 - Peer Review Reflection
I completed my peer reviews on Tegan’s and Latron’s writing project four. I am not sure I did my letter correctly in the aspect that several classmates outlined clearly each outcome at the beginning of the sentences. I, on the other hand, worked the words ‘outcome and number’ throughout each of my sentences, varying the position. While I liked how my classmates outlined their work, for my personal style I think I did all right. Unfortunately, my writing project has not been reviewed at the time of this writing. I will check on it tomorrow.
My final thoughts on the peer reviews I completed throughout the course: I reviewed eight different classmates writing projects and only one classmate I peer reviewed two different times. I did not realize this occurred until I reviewed all the peer reviews I completed personally.
My final thoughts on the peer reviews I completed throughout the course: I reviewed eight different classmates writing projects and only one classmate I peer reviewed two different times. I did not realize this occurred until I reviewed all the peer reviews I completed personally.
D#14, HW#1 - Peer Review x2
I completed my peer reviews on Tegan’s and Latron’s writing project four.
D#13, HW#1 - WP#4 Cover Letter Draft
I submitted writing project four yesterday in Google documents for the class to review.
Reflective Cover Letter
Dear English 102 Classmates, Professor and Future Self:
The beginning of my journey was quite difficult as I struggled with outcome one. I was battling my topic choice, narrowing my focus of an appropriate audience and diligently trying to determining why I wanted to write about the subject I chose with the writing of deadline two, homework one. Determining a solid research question also proved difficult when working through deadline three, which started with the reading reflection listed under homework one. I also continued to struggle with narrowing my audience within this deadline by starting with only two groups, then broaden that to several groups. I later revised this to one specific group I had not even considered. Finally, in deadline nine, homework one, I felt confident in identifying my purpose, audience, topic and thesis statement. The conclusion resulted in my writing project three submitted during deadline 10, homework two and deadline 12, homework 2.
For outcome two, I was able to start organizing which websites to use for annotated bibliographies with deadline four, homework eight. I started to gain a better understanding of how to organize my time more efficiently with deadline five, homework 10. Deadline nine, homework seven is where I really flourished with my organizing skills. At last, I was able to organize all the information I collected through research using an outline as a guide to develop a logical and coherent paper. This is also evident with writing project three submitted during deadline 10.
Writing, for outcome three, in a consistent voice, tone and diction was difficult for me to grasp with English 102. I had just completed the English 101 course the prior semester, in which I was instructed not to use terms such as ‘I’, ‘me’ and ‘you’ within my writing projects. It is apparent I learned this lesson well because I did not use these terms for my writing project one appropriately. I believe I corrected this through writing project three. Grammar and spelling are usually my strongest skills when it comes to writing. However, the main area I can still improve in is the grammar aspect. I tend to use relatively easy words to comprehend and do not push myself to use words that are generally not commonly used on a day to day basis, at least not in my daily life. This is one course outcome I have the opportunity to continue to improve and expand in.
Accomplishing half of the fourth outcome is only as good as the writing that follows it. I had ample opportunities to locate print sources, however, due to family and work life I was unable to utilize the features of the library on campus. Instead I relied primarily with online sources to locate, evaluate and selecting resources that would be used in my writing projects one through three submitted in deadlines 4; 6; 7; 9; 10; and 12. If I could do this course again, this is one course outcome I’d like to have put more effort into. I will also need to explore this avenue further when I have another opportunity with research or papers involved.
Outcome five was definitely a learning experience for me. Improving skills I thought I already possessed was evident through deadline six, homework 11. Referencing writing project three, I believe I achieved this outcome fully.
My opinion on feedback for outcome seven is not appealing. Although I am thankful for the feedback I received from fellow classmates, I am concerned that the opportunity to possibly offend or hurt someone’s feelings is too open when there is little monitoring to stem this from happening. I refer specifically to my deadline 10, homework eight. My other concern with feedback is that during a five week course, there is little time to interact with the professor and fellow classmates on a regular basis. This is strictly my own opinion, though others may agree or disagree. The professor of this class was very helpful and responsive when questions were asked. I unfortunately did not list this information within my blog. I have kept my emails and graded writing projects where she has been very instrumental in providing the necessary feedback I could use to further improve my writing skills.
The references I have for outcome eight are the written evaluations I received through peer review and from my instructor via graded work. Unfortunately, I did not include the graded work within my blog. I have the saved documentation though. My writing skills have improved evident through writing project three and peer reviews further added to the fact I rarely have misspellings, which I believe is still my strongest skill when it comes to writing.
The last outcome can be referenced with my blog, draft and final submissions of my writing projects (through Google documents and Turnitin.com,) which will be my testimonial evidence for my generated, formatted and edited writings which demonstrated I used the available technologies appropriately. Also to be included is www.del.ic.ous.com for tagging my sources used with writing projects two through three.
After reviewing all the course outcomes, I feel confident in achieving several of the outcomes such as writing for specific rhetorical contexts; organizing writing to support a central idea; integrating sources; and using appropriate technologies to complete homework and projects. The outcomes requiring further work are using appropriate conventions and locating, evaluating and selecting ‘print’ sources. These two specific areas I intend to rework through spare time to further improve my writing skills and understanding of their concepts.
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