Eng 30 2 You Buy A Book But Don’T Own It

ELA 30-2: Truth & Justice “You buy a book but don’t own it?” by Brian Bethune, Maclean’s: August 17, 2009. Short Non-Fiction PART A: Vocabulary: Comprehension hinges on the reader understanding the writer‘s allusions and references within a piece of text. Word meanings can vary depending on the context in which the word is used. Many words have multiple meanings even though the word sounds or is spelled the same. For the following words, phrases and titles Highlight the sentence in which the words are found On a separate piece of paper, explain the word, title or phrase as it was used 1. Orwellian, Conspiracy 2. Kindle, Irony, George Orwell, Animal Farm, 1984 3. Big Brother 4. Profound, Implications, Equivalent, Culling 5. Astonished 6. Expostulated 7. Staunch, Fulsome 8. Mollified 9. Diehard 10. Prevailing 11. Possession 12. Stern, Admonition 13. Akin, Yowling 14. Licence 15. Bars, Protocols, Governs 16. DRM software 17. Advocates, Civil libertarians, Legalities, Pale, Cat is well and truly out of the bag 18. Book burning 19. Libel, Paranoid 20. Patent applications, Incorporating 21. Sponsor PART B: Visual Reflection: Just as a reader learns to decode text, a viewer learns to decode visuals. A picture is indeed worth at least a thousand words. For the image which preceeds the article, write a minimum of 250 words on: What ideas and impressions does the picture suggest to you? Consider the context, and develop your response by referring to the picture. In your writing, you may respond personally, critically, and/or creatively. You must Page 1 of 5

ELA 30-2: Truth & Justice Select a prose form that is appropriate to the ideas you wish to express and that will enable you to effectively communicate to the reader Consider how you can create a strong unifying effect Cross-reference to the Program of Studies for Senior High School English Language Arts 2.1 2.2 2.3 4.1 (Ideas and Impressions) and 3.1 3.2 4.1 4.2 (Presentation) Evaluation: Part A: 4 – Exceeds expectations – 3 – Meets expectations – 2 – Approaches expectations – 1 – Requires further development – Part B: Ideas and Impressions /5 When a) the quality of the b) the effectiveness and consistency of the support provided marking ideas generated by the Ideas and student to explore the Impressions, visual text and the the marker impressions that the should student has formed to consider: reflect upon the visual text 5 Excellent The student‘s perceptions are insightful and carefully Page 2 of 5

ELA 30-2: Truth & Justice considered. Support is precise, purposefully chosen, and strongly connected to the student‘s ideas and impressions. 4 Proficient The student‘s perceptions are thoughtful and considered. Support is relevant, detailed, and clearly connected to the student‘s ideas and impressions 3 Satisfactory The student‘s perceptions are appropriate but may be generalized. Support is adequate and generally connected to the student‘s ideas and impressions. 2 Limited The student‘s perceptions are superficial or ambiguous. Support is imprecise, unclear, and/or vaguely connected to the student‘s ideas and impressions. 1 Poor The student‘s perceptions are underdeveloped or incomprehensible. Support is lacking, inappropriate, or unrelated to the student‘s ideas and impressions. Presentation /5 When a) the effectiveness of b) the quality of language and expression marking voice and its c) the appropriateness of development and unifying effect to Presentation, appropriateness to the prose form the marker intended audience of should the prose form that the Consider the proportion of error in terms of the complexity consider: student has chosen and length of the response. 5 Excellent The student‘s voice is engaging and the tone is confident. Stylistic choices are precise and effective. The writing is skillfully developed, and the unifying effect is confidently sustained. 4 Proficient The student‘s voice is distinct and the tone is well considered. Stylistic choicese are specific and frequently effective. The writing is coherently developed, and the unifying effect is capably sustained. 3 Satisfactory The student‘s voice is matter-of-fact and the tone is appropriate. Stylistic choices are adequate and occasionally effective. The writing is generally clearly developed, and the unifying effect is appropriately sustained. 2 Limited The student‘s voice is inconsistent and/or the tone is inappropriate. Stylistic choices are inappropriate, imprecise, and often ineffective. The writing is unclearly or incoherently developed, and the unifying effect is not sustained. 1 Poor The student‘s voice is confused and/or there is no discerniblr attempt to address the intended audience. Stylistic choices are ineffective and/or impede communication. The writing is ineffectively developed, and/or a unifying effect is absent. You buy a book but don’t own it? Page 3 of 5

ELA 30-2: Truth & Justice Amazon’s Kindle deletions sparked a host of questions over e-book rights and privacy On July 17, when the online book retailer Amazon removed some e-books from its Kindle electronic reading device, the first media reports concentrated on the irony— cheap but delicious—that two of those disappeared titles were by George Orwell: Animal Farm and 1984. ―Big Brother in the digital age‖ and ―Orwell down the memory hole‖ were typical headlines placed over brief, written-to-amuse items about Amazon‘s embarrassment when it realized that it didn‘t have the legal right to sell those Kindle offerings. But it didn‘t take long for more profound implications to sink in, or for the angry backlash to explode. Amazon hadn‘t merely stopped selling those e-books, it had reached right into owners‘ Kindles—via the same Whispernet wireless network it had used to load the readers with 1984—and removed copies the firm had already sold. While Amazon did refund the purchase price, its actions were, as more than one furious customer complained, equivalent to bookstore employees creeping into customers‘ homes at night, culling their bookshelves and leaving a cheque behind. And the less tech-savvy the Kindle owner, the more astonished and angry the response. As Charles Slater, a Philadelphia executive, expostulated to the New York Times, ―I never imagined that Amazon actually had the right, the authority or even the ability to delete something that I had already purchased.‖ Clearly stung, Amazon moved quickly to staunch the bleeding with a fulsome apology from company founder and CEO Jeff Bezos: ―Our ‗solution‘ to the problem was stupid, thoughtless, and painfully out of line with our principles.‖ But his promise to never do it again mollified few. Previously the buzz about e-books centred on their financial effects on writers, publishers and (especially) bookshops, and on their cultural impact. Were e- books the sole future, once the last diehard paper-and-ink lover passed from the scene, as horse-drawn buggies gave way to autos? The prevailing assumption on all sides, however, was that e-books and standard books differed only as delivery systems, paper vs. electronic bytes. A book by any other name was still a book, something that could be Page 4 of 5

ELA 30-2: Truth & Justice passed on to a friend or sold on the second-hand market like any other book; in short, a personal possession. Now book lovers know better. Paper books are not, theoretically at least, as control-free as owners imagine. The copyright page in most includes the publisher‘s stern admonition—or rather, fond hope— that ―no part may be reproduced in any form‖ without written permission. As one defender of Amazon noted, try to post online pages from ―your copy of Harry Potter and see how quickly the lawyers come calling.‖ But that‘s akin to saying that because you can‘t use your baseball bat to quiet your neighbour‘s yowling cat, you don‘t truly own the bat. (No, both your bat and your copy of The Deathly Hallows remains yours to pass on as you will.) Compare that copyright page to the Kindle‘s licence agreement—and when, as University of Chicago law professor Randal Picker asks, ―was the last time you bought a book that came with a licence?‖ The agreement says Amazon may modify the software as it wishes and bars owners from tampering with its digital rights management, the protocols by which Amazon governs its relationships with publishers and customers. The Kindle‘s DRM software prevents buyers from copying or reselling e-books. E-book buyers, in effect, are more like lifetime renters than outright owners. Your Kindle book dies with you. But for privacy advocates, civil libertarians and ordinary book lovers, legalities pale beside the fact the technological cat is well and truly out of the bag. Amazon can reach into customers‘ Kindles and, for many observers, it‘s a certainty it someday will, in another act of electronic book burning, despite Bezos‘s promise. He may change his mind, or Amazon its management or a judge in a libel case may order it or—for the more paranoid—a security-obsessed government may demand it. And if the company can taketh away, it can also giveth, inserting what customers do not want. Picker points to two Amazon patent applications made public on July 2—―Incorporating Advertising in On-Demand Generated Content‖ and ―On-Demand Generating E-Book Content with Advertising‖—as evidence that ads are coming to e-books. 1984 will surely return to Kindle, once the ownership dust has settled, but this time around it may well be brought to you by a sponsor. Perhaps the Big Brother TV series. Bethune, B. (2009) You buy a book but don‘t own it? Macleans.ca. Rogers Media Inc: Toronto. Retrieved 14 December 2009 from the Internet: http://www2.macleans.ca/2009/08/13/you-buy-a-book-but-don%e2%80%99t-own-it/ Page 5 of 5

Eng 30 2 You Buy A Book But Don’T Own It

by Steven Kabachia on Feb 01, 2010

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Eng 30 2 You Buy A Book But Don’T Own It — Document Transcript