Академический Документы
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Professor Graves
Lang 120.013
Dick Foeken, et al. Urban School Farming to Improve School Feeding: The Case of
Nakuru Town, Kenya. Children, Youth and Environments, vol. 20, no. 1, 2010, pp. 276300.
Urban School Farming to Improve School Feeding was published in 2010 in Children,
Youth, and Environments an online journal including peer reviewed research papers and reports
that focus on creating inclusive, sustainable, and healthy environments for children around the
world. This article was written by three different authors: Dick Foeken, a senior researcher at the
African Studies Center in Leiden, Netherlands, Samuel O. Owuor, a senior lecturer in the
Department of Geography and Environmental Studies at the University of Nairobi, Kenya, and
Alice M. Mwangi, a lecturer at the Department of Food Science, Nutrition, and Technology at
the University of Nairobi, Kenya. This article draws evidence from a survey conducted by the
authors in the majority of the primary and secondary schools in Nakuru, Kenya. This survey and
article examines the extent of the benefits that school farming in urban settings has on school
feeding programs. The article argues the potential ways that school farming programs can be
improved within the constraints of land, water, support, and leadership in order to provide
Dorris, Michael, Alexie, et al. Superman and Me. The Most Wonderful Books:
Me, Sherman Alexie reflects on learning to read. Alexie contributes a unique voice to
the conversation by telling the story through his lense of a Native American growing up
on a reservation. Alexie uses coy humor, descriptive language, cultural references, and
carefully crafted beautiful sentences to convey the power that reading, writing, and books
have to save lives, specifically marginalized ones. Alexie encourages the literary world
to consider less privileged and new voices and encourages everyone despite their cultural
become smart, a little arrogant, and find something so inspiring beautiful, and liberating
in the Two Year College, vol. 38, no. 4, 2011, pp. 347-362
writes about teaching writing specifically at introductory levels at two year institutions. The
English professor at Columbia Basin College addresses other English teachers and two opposing
sides of a debate. By referencing other professors, scholars, writers, and twenty-four research
articles from six different disciplines, Thonney argues that although the field of academic writing
is vast and is difficult to teach through generalizations, there are six rhetorical features that can
be taught to first year student writers to provide useful general knowledge about academic
Writers. College Composition and Communication, vol. 31, no. 4, 1980, pp. 378388.
Nancy Sommers article, Revision Strategies of Student Writers and Experienced Adult
Writers was published in the academic journal College Composition and Communication, a
scholarly research journal with a focus on improving teaching, writing, and rhetorical practices.
Sommers article attempts to address academic student writers as well as teachers and is an
exploration and study of revision. Sommers writing style is strongly academic with the serious
scholarly tone of a research paper. By mixing the research paper genre with Strunk and White
like how-to content, the author explores the difference in revision styles between student writers
and experienced adult writers. The seasoned writing professors argument is well supported by
her study and interviews of the two levels of writers and she comes to the conclusion that It is a
sense of writing as discovery-a repeated process of beginning over again, starting out new-that
the students failed to have. Sommers notes that the revision process is unique in that it can not
occur in speech, only writing. She argues that revision is an essential part yet often
misunderstood, overlooked, or avoided step in the writing process. The author states that writing
is just that: a process, and that it should be a constant cycle of editing, refining, and rewriting.
She urges student writers to branch away from a linear writing approach.
In his book, Bootstraps: From an American Academic of Color, Victor Villanueva Jr.,
a professor and chair of the department of english at Washington State University, tells the story
of his education. Villanueva uses a personal tone and descriptive language as is exemplified in
his description of a college campus before his entrance into academia: all carrying backpacks
over one shoulder. ...the trees shading modern monoliths of gray concrete he says to himself,
maybe in the next life. Villanuevas voice and style create an accessible and engaging
anecdote and illustrate a less commonly acknowledged educational experience and path. He
encourages his audience of students, scholars, and writers, specifically those of color, to have
perseverance, passion, and creativity in their academic fields, whatever they may be. The author
supports this claim by explaining that although writing came naturally to him, he began to
struggle at a higher level of education due to his background. Once he found a balance between
writing formulaically and for his intended audience of his professor, and finding a personal
connection with the material and incorporating his personal style and creativity, he was able to
succeed academically and hone in on his passion: rhetoric. Villanueva defines rhetoric as the art
of persuasion, the conscious use of language and the ability to have control over it, for example
through stylistic devices and tricks of language. He goes on to say that the study of rhetoric is the
study of humans, language, and ways humans have achieved things. By writing this
students to search for their own passion and voice in order to master rhetoric.