Wednesday, September 16, 2009
Monday, June 15, 2009
Pop Fic on Your Summer Reading Lists
You’d never leave your summer reading to the last few weeks of summer vacation, right? It’s tempting, but we’re sure you've already recovered from your final exams and are pumped and ready to get knee-deep in literature - right?
If you're like me, you associate summer reading with fairly dense, and usually very old books - from your 19th century favorites by Dickens or Twain to the utopian or post-apocalyptic variety (think Brave New World and 1984). In fact, I have a distinct memory of dragging a hefty copy of Pride and Prejudice to the beach, tossed in there with my 30 SPF sunscreen and a Nutrigrain bar.
But if you think those are your only choices, think again. In fact, there are some pretty fascinating book choices on your summer reading lists this year. Several schools in the SMUHSD have added Khaled Hosseini’s The Kite Runner to the list this year, a book that spent 120 weeks on the New York Times bestseller list and has sold over 4 million copies (it’s actually that good!). Woodside High School has assigned seniors to read Barack Obama’s Dreams from my Father - yes, the president's first memoir. Students at Aragon and Menlo Atherton are reading the sensational Fast Food Nation, the bestselling phenomenon about a guy whose commitment to eat McDonald’s reveals frightening fast-food consequences. And sophomores at Mills (get ready....drum roll, please) are reading Stephanie Meyer's Eclipse. Yes, the third book in the Twilight series, the teen phenomenon that brought us a messy haired Robert Pattinson playing a vampire in the films.
My question is this: where do you draw the line? When does a New York Times bestseller cross over and become a CLASSIC? While you might enjoy the fact that your school is assigning a book or two that you wanted to read anyway (or already have), does this mean that there is no difference in literary legitimacy between A Tale of Two Cities and Twilight?
I'll save my answer, for now. Looking forward to some dialogue in the comments section; and whatever you're reading this summer (what are you reading this summer?) I hope it's leading to some enthralled page-turning!
If you're like me, you associate summer reading with fairly dense, and usually very old books - from your 19th century favorites by Dickens or Twain to the utopian or post-apocalyptic variety (think Brave New World and 1984). In fact, I have a distinct memory of dragging a hefty copy of Pride and Prejudice to the beach, tossed in there with my 30 SPF sunscreen and a Nutrigrain bar.
But if you think those are your only choices, think again. In fact, there are some pretty fascinating book choices on your summer reading lists this year. Several schools in the SMUHSD have added Khaled Hosseini’s The Kite Runner to the list this year, a book that spent 120 weeks on the New York Times bestseller list and has sold over 4 million copies (it’s actually that good!). Woodside High School has assigned seniors to read Barack Obama’s Dreams from my Father - yes, the president's first memoir. Students at Aragon and Menlo Atherton are reading the sensational Fast Food Nation, the bestselling phenomenon about a guy whose commitment to eat McDonald’s reveals frightening fast-food consequences. And sophomores at Mills (get ready....drum roll, please) are reading Stephanie Meyer's Eclipse. Yes, the third book in the Twilight series, the teen phenomenon that brought us a messy haired Robert Pattinson playing a vampire in the films.
My question is this: where do you draw the line? When does a New York Times bestseller cross over and become a CLASSIC? While you might enjoy the fact that your school is assigning a book or two that you wanted to read anyway (or already have), does this mean that there is no difference in literary legitimacy between A Tale of Two Cities and Twilight?
I'll save my answer, for now. Looking forward to some dialogue in the comments section; and whatever you're reading this summer (what are you reading this summer?) I hope it's leading to some enthralled page-turning!
Thursday, June 11, 2009
Writing a College-Level Thesis
When writing an English paper, it’s sometimes difficult not to confuse yourself with a book critic. It's tempting to either praise or criticize a work with statements like “Crime and Punishment is an amazing exploration of the human psyche…” or “In this book, the author falls short of convincing the reader of his theme…” Instead, try to answer a question with your own specific argument that shows you’ve read the book closely and thoughtfully.
Here are some pointers for generating a powerful thesis statement:
1) Don’t be afraid to make a claim that others might disagree with – in fact, a strong thesis is generally always debatable. Your job, after introducing your claim, will be to defend it, so be sure to pick an idea that you can engage and marshal evidence for throughout the text.
2) Don’t be afraid to change your thesis, or leave it fuzzy until a large portion of your paper has been written. Allow yourself to learn and come up with new ideas as you research, reread your text and explore the evidence. You’ll most likely want to alter your argument along the way, as you realize what you really want to say or find most compelling about what you’ve read.
3) If you’re at a loss as to how to structure your thesis, or what it should look like, you might want to use the following formula: introduce a subject and present the specific angle or attitude this book takes toward that subject. Or, identify an apparent inconsistency and explore what the author might have meant by making that choice.
4) End strong! Now that you’ve discussed an important issue in your opening paragraphs, you don’t want to let your paper fizzle out before you’ve concluded your topic. One good way to ensure that the quality of your paper remains consistent throughout is to bring up a new observation or insight, adding a new dimension to your initial idea, towards the end of your paper. This will help you avoid repetition!
Coming up with a thesis can be frustrating, but remember: once you've clarified the focus of your paper, you may actually find the exploration process, which will make up the rest of your paper, quite enjoyable! It can be very rewarding to find evidence for your claim and to play with what the author was actually trying to say. So enjoy the freedom you have to interpret and analyze, and don't be afraid to dig deep. Happy writing!
Here are some pointers for generating a powerful thesis statement:
1) Don’t be afraid to make a claim that others might disagree with – in fact, a strong thesis is generally always debatable. Your job, after introducing your claim, will be to defend it, so be sure to pick an idea that you can engage and marshal evidence for throughout the text.
2) Don’t be afraid to change your thesis, or leave it fuzzy until a large portion of your paper has been written. Allow yourself to learn and come up with new ideas as you research, reread your text and explore the evidence. You’ll most likely want to alter your argument along the way, as you realize what you really want to say or find most compelling about what you’ve read.
3) If you’re at a loss as to how to structure your thesis, or what it should look like, you might want to use the following formula: introduce a subject and present the specific angle or attitude this book takes toward that subject. Or, identify an apparent inconsistency and explore what the author might have meant by making that choice.
4) End strong! Now that you’ve discussed an important issue in your opening paragraphs, you don’t want to let your paper fizzle out before you’ve concluded your topic. One good way to ensure that the quality of your paper remains consistent throughout is to bring up a new observation or insight, adding a new dimension to your initial idea, towards the end of your paper. This will help you avoid repetition!
Coming up with a thesis can be frustrating, but remember: once you've clarified the focus of your paper, you may actually find the exploration process, which will make up the rest of your paper, quite enjoyable! It can be very rewarding to find evidence for your claim and to play with what the author was actually trying to say. So enjoy the freedom you have to interpret and analyze, and don't be afraid to dig deep. Happy writing!
Wednesday, April 29, 2009
The Music of Life
Greetings!
Check out this clip: http://vimeo.com/moogaloop.swf?clip_id=2539741 and check out Playing For Change: http://www.playingforchange.com/. This group is dedicated to creating global harmony by bringing music to all ages and groups. And because we often have music breaks, jam sessions, and even use music rhythms and melodies for studying and fact retention at The Learning Studios, I thought this would be a great little pause in your day. Play the clip all the way through and get inspired!
The Learning Studios
Check out this clip: http://vimeo.com/moogaloop.swf?clip_id=2539741 and check out Playing For Change: http://www.playingforchange.com/. This group is dedicated to creating global harmony by bringing music to all ages and groups. And because we often have music breaks, jam sessions, and even use music rhythms and melodies for studying and fact retention at The Learning Studios, I thought this would be a great little pause in your day. Play the clip all the way through and get inspired!
The Learning Studios
Monday, April 27, 2009
New York Times: Your Story in the Times
Dear Learning Studios Alums,
Here is a chance to tell your story in 1,000 words or less. Click on the link provided here: http://www.nytimes.whsites.net/edlife/ and tell your tale. The best part...you can share your unique experiences about college, get your mug online, AND The New York Times will compensate you. Take a stab, and when you are done, send us your submission too!
The Learning Studios
Deadline: May 15, 2009
Here is a chance to tell your story in 1,000 words or less. Click on the link provided here: http://www.nytimes.whsites.net/edlife/ and tell your tale. The best part...you can share your unique experiences about college, get your mug online, AND The New York Times will compensate you. Take a stab, and when you are done, send us your submission too!
The Learning Studios
Deadline: May 15, 2009
Sunday, April 26, 2009
HELP! Hints for Studying
The Learning Studios Tips for Studying:
- Practice makes...Permanent. Create a routine; set aside a particular time each day for study and revision and stick to it. By making studying a part of your every day school routine, you won't be limited to 'cramming' for exams and tests.
- YourSpace. Create your own study environment; this should be away from interruptions and distracting noise. Make sure you have adequate light and air (no bat caves here), a comfortable chair and appropriate desk space. If you can study with your ipod in your ears while texting and ocassionaly watching tv then you've got us! However, if you find Kelly Clarkson's new album distracting or The Killers just makes you want to sing at the top of your lungs, put it away until you finish your Calc homework.
- Got the Time? Create a timesheet, grid, excel file, notebook scribbling, phone app, series of twitters, Facebook message, etc. with a timetable of some sort. With a timetable you can plan to cover all your subjects in an organized and methodical way, allotting the appropriate time for each without becoming overwhelmed. And best of all, you won't forget anything!
- Take care of You! We know vending machines are fun. So are Slurpees from 7-Eleven. And Red Bull can keep you wired all night. But try to mix that H20 in there more often than not. Eat your vegetables and keep sugary foods to a minimum. Even when you think there's no time with your AP schedule, count some sheep and get your zzzzzz's. Studies show your memory significantly declines with lack of sleep. Regular physical exercise makes you feel great, boosts your energy and helps you relax. So try to keep up regular sporting activities or at least fit in some regular exercise as often as you can. Be creative with this- chase the dog around the house, take the stairs instead of the elevator, power walk, skateboard- just keep moving!
- Positive Reinforcement Works on Fido: Reward yourself for time spent on task studying. When you have accomplished something on your timetable (ah hem-see above) allow yourself some time to watch a television program, spend time with your friends, play on your wii, have some hobby time- just do something you enjoy.
- Variety is the Spice of Life: Have variety in your study program. Do you always start with your English homework because you find it's the easiest? Do you then put off your Geometry homework becauase it's harder? Study different subjects each day and change the order in wich you attack your assignements. Do different types of work and revision in each study session. Switch it up. It tricks your brain into thinking it's new and keeps it thinking fresh.
- Be Prepared: Before you even start studying, make sure you have all the things you'll need. Calculator? Laptop? Binder paper? Pencil/pen? Water? Avoid interrupting your concentration by having all the appropriate materials with you before you start a session of study. And if you just have to text or call your friends, do it, and then put it out of your mind.
- Pop Quiz Hot Shot: Test yourself on what you have just studied. Find more problems that are similar to the ones you have worked on. Try explaining the material to someone else- if you can't explain it or answer the questions they ask, odds are you need to go back and get a better grasp on the information. You can ask your parents, family members, or friends to quiz you on what you have just learned, use draft questions from books, past assessments or major exam papers. Quick reviews after study sessions have proven to increase memory retention.
- Can I Get Some Help Here?: Ask your teachers for guidance and help. Being proactive about your education is the best way to stay on top of your studies. Teachers are there for you and passionate about the subjects they teach. When you feel you are struggling or if you're having trouble - whether it's grasping a new concept or understanding something you learned earlier in the year- get in there! Do not wait thinking you will pick it up or because you don't want your teacher to know you are having trouble. Teachers expect you to have questions-they will be happy to help!
- Don’t Hit the Panic Button!: When exam time comes, remember you have followed a study routine and have been revising your class work. You have no need to worry! Bring some water and the materials you need, make sure you’ve had a snack, and remember you are positive and confident!
Academic Communities?
Though Secretary of State Hillary Clinton's book, Living History, a somewhat controversial recount of her 8 years as first Lady was met with criticism, her earlier publication It Takes a Village and Other Lessons Children Teach Us received a Grammy for its recording and great praise, becoming an instant best seller. In it, HRC talks about the concept “It Takes a Village.” While of course she first referred to raising children and how our “villages” or “communities” are integral to the development of our children and the future roles in our society, Secretary Clinton discussed how in reality it takes a village for us to solve the global problems we are now facing. I think in reflecting on these opinions, it's an easy step to apply to higher education and provides a method for problem-solving within high schools, tutoring, and advising along the path to this ultimate goal of accessing colleges and universities, and essentially arming students with important knowledge.
If you agree with this premise, then a big question has to be what an advising community is and who are the members of an advising community- an academic "village". First, how do you define a community? To me a community is a group of individuals who by location, interests, or needs bond together for support, for work, or for a common purpose. Thus, my use of “advising community” can refer to a community of parents, educators, tutors, advisors, and counselors. We are not all members of one advising community, but members of a variety of advising communities focused on specific issues, topics, or students.
The advising communities can be and should be comprised of a variety of people from diverse backgrounds, roles, and responsibilities. Because systems and procedures can always be made more efficient, it is then crucial for educators and advisors to take the lead to form these communities as we are the link between all of the varied members of the community and can provide the common language for the community’s work with students. By the strong collaboration and networking we build through our advising communities, we can be certain that students do not fall through a crack or seam in the community as they enter, move through, and graduate to higher learning institutions.
So what do you think? Does it take an Advising Community to advise a student and affect his/her academic success? If so, what are the advising communities you are a part of? How would you form a community of find your place in one? What do you think are the most crucial aspects to a child and learning? What do you think your role is as a parent? What do think the role of The Learning Studios is or should be?
If you agree with this premise, then a big question has to be what an advising community is and who are the members of an advising community- an academic "village". First, how do you define a community? To me a community is a group of individuals who by location, interests, or needs bond together for support, for work, or for a common purpose. Thus, my use of “advising community” can refer to a community of parents, educators, tutors, advisors, and counselors. We are not all members of one advising community, but members of a variety of advising communities focused on specific issues, topics, or students.
The advising communities can be and should be comprised of a variety of people from diverse backgrounds, roles, and responsibilities. Because systems and procedures can always be made more efficient, it is then crucial for educators and advisors to take the lead to form these communities as we are the link between all of the varied members of the community and can provide the common language for the community’s work with students. By the strong collaboration and networking we build through our advising communities, we can be certain that students do not fall through a crack or seam in the community as they enter, move through, and graduate to higher learning institutions.
So what do you think? Does it take an Advising Community to advise a student and affect his/her academic success? If so, what are the advising communities you are a part of? How would you form a community of find your place in one? What do you think are the most crucial aspects to a child and learning? What do you think your role is as a parent? What do think the role of The Learning Studios is or should be?
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