Friday, April 18, 2014

Article of the Week -- extreme sports edition!

Today you will have some options for your article of the week. You will be reading about extreme sports and risk taking, and the effects these activities have on the brain. Begin by first previewing the articles linked below. Then, choose at least two articles to read completely.

"Thrill-Seeking: What parts of your brain are involved?"
"Desperately Seeking Sensation: Fear, Reward, and the Human Need for Novelty"
"Why Do People Crave the Experience?"
"Why Do Some Brains Enjoy Fear?"
"The Extreme Sports Brain" (includes a video--you'll need headphones for this)

Once you have read both articles, respond by completing this Google Form.

Thursday, April 17, 2014

"Kid City": SOAPSTone and precis

Today we you will compose a rhetorical precis for our "Kid City" text. Begin by completing SOAPSTone for the text. Then, use your SOAPSTone to help you compose a rhetorical precis. Click here for a refresher on the proper precis format.

Tuesday, April 15, 2014

Ethos, Pathos, Logos

Today we will discuss Ethos, Pathos, and Logos as we prepare to analyze and evaluate arguments. To introduce these rhetorical devices, we'll watch Ari try and convince his mom to order pizza. You should take notes on page 38 (right) in your interactive notebook.

Friday, April 11, 2014

Book review due next Friday

Your second book review of this semester is due Friday April 18.

Remember, I will only accept a review of a book that you have been reading in class this 6 weeks. Additionally, you will be deducted 3 points for each day you were either unprepared with your book and/or not reading in class.

Don't forget the resources available to help you, located in our shared English folder in Google Drive.

More writing...and more models

Today is the last day we will spend writing your articles in class (the assignment is due at the beginning of class on Monday). By now, you should have written about both the quantitative and qualitative data. Below are some models (in no particular order) of paragraphs that present the class' data. Remember to use the provided sentence frames for scientific writing to guide you! Hopefully, today you can wrap up your article by proposing a solution and offering some next steps to your audience.

The fact that more than half of interviewed students felt the burden of stereotypes indicates a problem on Point Loma’s campus. Many respondents indicated that stereotypes made them feel “dumb,” “nerdy,” or “irresponsible.” These negative stereotypes indicate that stereotype threat likely exists on our campus.

The problem of stereotypes on campus boils down to whether or not students accept the negative opinions that some may have about them. Most students indicated that they coped with stereotypes by ignoring them. Other ways that student interviewees dealt with stereotypes include proving people wrong, turning the stereotype into a joke, or confronting those who stereotype them. Sadly, 3% of interviewees admitted that they simply fulfill the stereotype, as Vedantam indicated in his article. 

The fact that students laugh at stereotypes, when they are affecting half of our student population, must mean that stereotypes are not being taken seriously. These stereotypes however are not just fun and games for everybody at school. If half of our population says they are affected by stereotypes, then some students must be negatively affected, meaning PLHS has stereotype threats.

At Point Loma High School, the freshman class interviewed 206 students on campus about stereotypes. Of these 206 were freshman. 53% were males, while 47% were females. Many ethnicities were represented including 37% were latino, 38% white, 2% Native American, 11% African American, and 6% Asian. 51% of the students interviewed felt that they were affected by stereotypes.
    Based on this data, stereotypes are effecting students at PLHS. Many students reported that negative stereotypes made them feel “Nerdy,” “Dumb,” “Loner,” and “Stupid.” Therefore, stereotype threats are a problem in this school.

Thursday, April 10, 2014

Keep writing ... and some intro models

Today we will continue writing our scientific articles about stereotyping at PLHS. If you are still having trouble with your first "chunk" (an introduction that captures the reader's attention, followed by a brief summary of Vedantam's article), check out what some of your classmates wrote yesterday:

Example 1:

At first glance, teenagers at Point Loma High School may appear to be thriving both in and out of the classroom. However, on closer inspection, survey information indicates that they may be hindered by stereotypes they observe on campus.

In the 2009 Washington Post article “How a Self Fulfilling Stereotype Can Drag Down Performance,” Shankar Vedantam claims that stereotypes are preventing students from reaching their full potential. He supported his claim by citing recent studies that show how minorities performed better on tests when they were not reminded of damaging stereotypes that may apply to their ethnicity or gender.

To test his assertion, 206 male and female Point Loma High School students of diverse ethnic backgrounds were interviewed about their experiences with stereotypes on campus... 

Example 2: 

Stereotypes are largely known to be very common on a typical day in the workplace or in an academic setting. Point Loma High School proves the common factor of these stereotypes which play what seems to be a huge part in 51% of teenagers from grades 9-12. Research from Point Loma High shows that students both male and female mostly noticed stereotypes during school time posting a “stereotype threat” that may cause the decrease in performance. 

In the expository article “How a Self-Fulfilling Stereotype Can Drag Down Performance”, by Shankar Vedantam, Vedantam argues that informing people about their race and reminding them of their ethnicity can drag down performance levels in academic testing. He explored a phenomenon that Stanford University calls “stereotype threat” that states, “When people are threatened by a negative stereotype they think applies to them, they can be subtly biased to live out that stereotype”. Vedantam’s article was intended to inform the public and policy makers about the threats and change the way tests are given.
Example 3:
Stereotypes are an inevitable issue at our school that everyone is affected by, whether they’re white, Hispanic, Portuguese, or another race. In the science article, “How a Self-Fulfilling Stereotype Can Drag Down Performance,” Shankar Vendantam portrays through research and statistics that his theory of “stereotype threat” has gone highly unnoticed by many. Vendantam says that “when people are threatened by a stereotype they think applies to them, they can be subtly biased to live out that stereotype.” As he describes in his article, “stereotype threats” have gone unnoticed by many because people think that these “threats” don’t apply to them and don’t care, when in reality stereotypes affect nearly everyone.
         After reading this article, my English class conducted a survey...   
Example 4: 

    Many people would be shocked to know that about fifty percent of students attending Point Loma High School (PLHS) feel threatened by stereotypes based on gender, social groups and ethnicity.  This appalling statistic was drawn from over 200 interviews of students from ninth to twelve grade. These interviews were based off of, “How a Self-Fulfilling Stereotype Can Bring Down Performance”, written by Shankar Vendamtam. His research revealed that stereotypes can bring down academic scores and limit peoples  achievements. The freshman class at PLHS decided to apply this knowledge and tackle stereotype threats at their own school. Through conducted interviews and analysis, the class of 2017 hopes to eliminate limiting threats.

Wednesday, April 9, 2014

Writing your article

Now that you’ve read Shankar Vedantams piece about stereotype threat for the Washington Post, AND you've investigated stereotypes at our school, you will use the classs evidence to write your own scientific article. Model your article after the rhetoric in Vedantams article, shaping yours as he does his, so you use similar techniques, writing for similar purposes and a similar audience.

  • Use your rhetorical precis to help introduce your article and give context to your writing.
  • See page 37 in your notebook for notes on the qualitative and quantitative data you collected. The data is also available here.
  • Use the outline we created based on Vedantam's article (in your Google Drive). 
  • Use the scientific sentence frames (same document as the outline). 
  • Review the SOAPSTone you created for this article (p.37 in your notebook).
  • Review the interview sheet you used to interview your peers. There might be some good qualitative data on there that you can use!
 You will type your article in Google Docs and share it with me (and Ms. Rick if you are in periods 6 and 7). Be sure to properly name your article (period lastname assignment). Your article is due Monday April 14.