Monday, September 28, 2015

Reflection and Style Academy #1 - OpEd

Reflection
GASCAP
            In my third paragraph I tried to incorporate the GASCAP principle as much as possible.  I feel that I was able to use generalization, authority, and principle.  Overall, I feel that incorporating this principle helped.  It did not come without its struggles however and I was not able to incorporate the whole principle.  I feel that I may not have been able to include the whole principle because of the paragraph I chose to edit, my topic in general or the fact that I was running out of time to be honest.  Putting this principle to use definitely had its benefits as well.  Although time was against me in this case, this exercise helped me think about my writing.  It helped me see the strengths and weaknesses of my current style and how I could improve.  I'll definitely be trying to improve in the future by implementing this principle while drafting before revising.

Combining Sentences - Style Academy Exercise

            I combined sentences to create the sixth paragraph of my opinion editorial while revising.  While it was hard to cut out some phrases that I had considered to be great when I first wrote the draft, I feel I was still able to present the information I need and wanted to present.  I didn't want this new paragraph to just simply be another way of stating the information in the paragraph before.  I didn't want to cut it out entirely though because I felt that it was a good aspect for my audience.  By combining sentences, and therefore, cutting certain parts out, I feel like I was able to achieve my goal.  This exercise encouraged me to really think about my writing as well.  It helped me understand my writing better and hopefully will lead to my audience doing the same.  Practicing this, I feel, will definitely help me in the future.

Tuesday, September 22, 2015

An effective introduction and conclusion:

Unbroken by Laura Hillenbrand

Introduction:
            All he could see, in every direction, was water.  It was late June 1943.  Somewhere on the endless expanse of the Pacific Ocean, Army Air Forces bombardier and Olympic runner Louie Zamperini lay across a small raft, drifting westward.  Slumped alongside him was a sergeant, one of his plane's gunners.  On a separate raft, tethered to the first, lay another crewman, a gash zigzagging across his forehead.  Their bodies, burned by the sun and stained yellow from the raft dye, had withered down to skeletons.  Sharks glided in lazy loops around them, dragging their backs along the rafts, waiting.
            The men had been adrift for twenty-seven days.  Borne by an equatorial current, they had floated at least one thousand miles, deep into Japanese-controlled waters.  The rafts were beginning to deteriorate into jelly, and gave off a sour, burning odor.  The men's bodies were pocked with salt sores, and their lips were so swollen that they pressed into their nostrils and chins.  They spent their days with their eyes fixed on the sky, singing "White Christmas," muttering about food.  No one was even looking for them anymore.  They were alone on sixty-four million square miles of ocean.
            A month earlier, twenty-six-year-old Zamperini had been one of the greatest runners in the world, expected by many to be the first to break the four-minute mile, one of the most celebrated barriers in sport.  Now his Olympian's body had wasted to less than one hundred pounds and his famous legs could no longer lift him.  Almost everyone outside of his family had given him up for dead.
            On that morning of the twenty-seventh day, the men heard a distant, deep strumming.  Every airman knew that sound: pistons.  Their eyes caught a glint in the sky - a plane, high overhead.  Zamperini fired two flares and shook powdered dye into the water, enveloping the rafts in a circle of vivid orange.  The plane kept going, slowly disappearing.  The men sagged.  Then the sound returned, and the plane came back into view.  The crew had seen them.
            With arms shrunken to little more than bone and yellowed skin, the castaways waved and shouted, their voices thin from thirst.  The plane dropped low and swept alongside the rafts.  Zamperini saw the profiles of the crewmen, dark against bright blueness.
            There was a terrific roaring sound.  The water, and the rafts themselves, seemed to boil.  It was machine gun fire.  This was not an American rescue plane.  It was a Japanese bomber.
            The men pitched themselves into the water and hung together under the rafts, cringing as bullets punched through the rubber and sliced effervescent lines in the water around their faces.  The firing blazed on, then sputtered out as the bomber overshot them.  The men dragged themselves back onto the one raft that was still mostly inflated.  The bomber banked sideways, circling over them again.  As it leveled off, Zamperini could see the muzzles of the machine guns, aimed directly at them.
            Zamperini looked toward his crewmates.  They were too weak to go back in the water.  As they lay down on the floor of the raft, hands over their heads, Zamperini splashed overboard alone.
            Somewhere beneath him, the sharks were done waiting.  They bent their bodies in the water and swam toward the man under the raft.


Conclusion:
            On the morning of January 22, 1998, snow sifted gently over the village once known as Naoetsu.  Louis Zamperini, four days short of his eighty-first birthday, stood in a swirl of white beside a road flanked in bright drifts.  His body was worn and weathered, his skin scratched with lines mapping the miles of his life.  His old riot of black hair was now a translucent scrim of white, but his blue eyes still threw sparks.  On the ring finger of his right hand, a scar was still visible, the last mark that Green Hornet had left in the world.
            At last, it was time.  Louie extended his hand, and in it was placed the Olympic torch.  His legs could no longer reach and push as they once had, but they were still sure beneath him.  He raised the torch, bowed, and began running.
            All he could see, in every direction, were smiling Japanese faces.  There were children peeking out of hooded coats, men who had once worked beside the POW slaves in the steel mill, civilians snapping photographs, clapping, waving, cheering Louie on, and 120 Japanese soldiers, formed into two columns, parting to let him pass.  Louie ran through the place where cages had once held him, where a black-eyed man had crawled inside him.  But the cages were long gone, and so was the Bird.  There was no trace of them here among the voices, the falling snow, and the old and joyful man, running.

                                          
What did the author do that was so effective?
- For both introduction and conclusion, she captured the attention of the audience.

What tool or approach did she take?
- She conveys quite a bit of emotion through imagery, engaging anecdotes, and enough background information.  Her descriptions come close to full circle and yet the emotion behind the descriptions has changed from the beginning to the end.

Why was she effective?

- She was effective because her purpose was fulfilled through the emotion and character she uses.  Her purpose is to make the reader feel or at least ponder how this experience would have felt.

Thursday, September 10, 2015

Op-Ed Thesis Proposal

Opinion Editorial Thesis Proposal
            I hope to shed light on a topic which the majority of the audience accessing this editorial may not have considered yet.  In other words, I want to argue about something new - or at least newer than most debatable topics our society seems to be stuck on today.  The topic I'd like to discuss is the disbandment of computers or other devices within the classroom setting for the purpose of studying and taking notes.  I am not in accord with this enforcement, the reasons for which will follow.  The intention and hope of this topic is, as mentioned above, to shed light on a newer idea - an idea that may just influence the way you learn about other ideas.
            The overall theme of my op-ed has to do with when I say "shed light."  I really am trying to be informative.  Some students may not even know about this new change because the courses they are taking have not adopted the change yet.  Rather than sitting in the dark just waiting for this surprise however, students should be informed and involved.
            Students learn differently.  Regardless of what studies may show, students should be free to use whichever learning style helps them most.  While studies seem to be trying to help students do better overall, it would be best to inform students (and parents, faculty, organization leaders, etc) of the study and let each individual experiment and learn for themselves.  Much like the experimentation of faith.  We're all learning and growing.  That's why we're all here anyway right?

            We're simply in the digital era now.  While old fashioned ways are great - we're not getting rid of old fashioned ways - we simply cannot stay in the past and expect to get anything done the pace the world is moving.  This requires sacrifice for a lot of people, but it's a sacrifice we should all be willing to make in order to stay connected - to stay out of the dark.

Monday, September 7, 2015

20 Minute Freewrite - What to argue my opinion about?

I seem to be stuck on one particular question - What am I interested in that can be argued about which the Daily Universe audience would be interested in reading?  In short, what am I interested in that will interest others?  A new topic.  Something that hasn't been debated over and over again at which point I'm so far behind I wouldn't even be able to make a good argument.  I'm going over topics in my head - and now on the computer - topics that range from my own personal interests like biking, skiing, boating, hiking, drawing.  What am I interested in?  What do I do?  Do I have a strong opinion about a specific topic?  Nothing seems to be interesting enough to others let alone argumentative.  What do I usually argue about?  I never seem to be arguing about one specific topic.

Wait, there's something maybe.  It's interesting how your brain puts pieces together so quickly!  Oh yeah that's definitely something!  I've got to write this down before I forget or my brain starts putting other things together.

I work at an internet support call center.  I don't argue with the customers who call in but there are times that I'd like to.  The topic is always computers of course.  The issue I'd occasionally like to argue is usually the most effective way to solve the customer's issue.  So, I'm thinking about computers and BYU - my audience for this paper.  I'm reminded of a conversation I had with one of my roommates the first couple days of class.  We were talking about how some classes/professors are adopting a "no laptop/tablet/handheld device" policy this semester.  That's a topic that could be argued.  I think that's a good topic to argue.


Well, look at that, my twenty minutes of brainstorming are up and I came up with one topic.  I'd say I've hit a breakthrough.

Tuesday, September 1, 2015

Worst Movie Ever

Worst Movie Ever
The worst movie I've ever seen?  Being a lover of movies it's always been sort of difficult for me to really put a finger on the best or worst movie I've seen.  There is one particular film which comes to mind pretty quickly which ultimately doesn't only require a finger to placed on it but is "hands down" the worst film I've ever seen.  The movie is K19: The Widowmaker.
Coming from the title alone, the movie may sound to be set up as a real winner.  The plot is based around a Russian submarine and her crew who are stranded below the ocean surface due to a fuel rod leaking radiation.  In attempt to save the crew and ship, one by one, sailors volunteer to enter the radioactive chamber to fix the problem.  One by one, each returns severely burned and eventually dies.    A film full of suspense and drama perhaps?  That's what the genre itself really sets the stage for and I believe that's what the director was aiming for, but ultimately fell short of.
Falling short really begins with the fact the film was based off actual events.  Doing a little research will shed light on the fact that some key points weren't portrayed correctly.  The most obvious false portrayal is the nickname of the sub which was never actually nicknamed "The Widowmaker".  When a movie is made based off history, the direction should be exact.  Otherwise, the expected outcome of gaining knowledge is really not achieved.  Falling short continues throughout the film due to the theme of racing against the clock ironically influencing the direction of the film itself as the points of the plot are really just thrown together in what seems to be an attempt to just wrap it all up.

K19: The Widowmaker can be watched with one of two different objectives.  It can either be watched for the knowledge of history or merely entertainment.  Both ways, however, fall short.  Watching the movie for history's sake doesn't give any viewer correct knowledge and leaves them with an incomplete experience asking what really happened.  Watching the film for entertainment's sake merely drains the viewer of what the crew themselves are drained of: time.

All about me!

Well let me see here, where to start?  I've never really done any blogging before but when I heard about this opportunity I really was sort of excited for it to be honest.  I guess we'll see how it goes.

My name is Alec Monson.  I am currently a freshman at BYU.  I am from Centerville Utah - just about 20 minutes north of Salt Lake City.

I served a mission in Detroit, Michigan which is a whole other world.  I never really served in the inner city - mostly just around the suburbs and such.  There are so many experiences and culture differences I can't even begin to talk about them now.  Maybe later if the subject comes up...

Anyway as I said before I'm a freshman here at BYU.  I'm not entirely sure what I wan't to study yet.  Currently I'm in the 2D Studio program within the art department.  That's mostly drawing and painting type stuff for anyone who would like to know.  I really would like to do illustration but I'm not entirely sure yet.

Here's a paper bag a drew for a value drawing my first semester back in 2012.


That leads me to some of the things I enjoy doing.  If you haven't guessed yet, I do enjoy art.  Any type of art.  I love it so much I'm hoping to do something with it as I've said already.  I also love to spend time with my family outdoors.  We love to go boating and skiing and mountain biking.  We also love watching movies together and really just having a good time.


This was at Bear Lake just about a month ago.  We usually try to stick to closer places but Bear Lake water is one of a kind!

I am the second of four children.  Two siblings are in college as well and one is in high school.  Anytime we can get together and catch up is a great time!  We usually get together amidst one of the above activities mentioned.

Well, time is short and that's about all I can think of for now.  That's probably all you've got time to read anyway!  Until next time.