This document provides a deconstruction and analysis of a woman named Colleen's story about getting an abortion when she was 18 years old. The analyst questions many of the details Colleen provides, arguing that she portrays people and events in an unfairly negative light and fails to take responsibility for her own choices. While Colleen claims the abortion destroyed her life, leading to relationship and emotional problems, the analyst believes her life outcomes were more complex, influenced by her own immaturity and decision-making. Overall, the analyst casts doubt on Colleen's narrative and suggests she is trying to blame others rather than acknowledge her role in what occurred.
This document provides a summary and analysis of Colleen's story about her experience with an unwanted pregnancy and abortion when she was 18 years old. The summarizer deconstructs each paragraph by questioning details, inconsistencies, and implications. Overall, the summarizer is skeptical of Colleen's account, noting ways she portrays herself as a victim and others in a negative light. The summarizer suggests Colleen may be exaggerating aspects and overlooking her own role in the events and choices that transpired.
MODULE 2 NOVINS Deconstructing Colleen Spring 2014novins
This document provides a summary and analysis of Colleen's story about her experience with an unwanted pregnancy and abortion when she was 18 years old. The analysis deconstructs various parts of Colleen's narrative, questioning aspects of her story and reasoning. Some key points raised in the deconstruction include questioning whether some events she described could have actually occurred as stated, such as interactions with certain medical professionals and teachers. The analysis also questions some of Colleen's reasoning and blame placed on others for influencing her decision, as well as her life outcomes after the abortion. Overall, the deconstruction casts doubt on parts of Colleen's story and suggests she may be exaggerating or omitting details at times.
This document summarizes the deconstruction of a narrative told by a woman named Colleen about her experience with an unwanted pregnancy and choosing to have an abortion. The analyst questions many details of Colleen's story, finding inconsistencies and finding it unlikely that some events she described, such as interactions with teachers and a nun, occurred as presented. The analyst believes Colleen may be exaggerating or fabricating parts of her story to blame others and present herself as a victim who had no other choice but to abort.
Dr. Felicia Chang provides an exclusive insight into caring for dying children as a palliative care doctor. She recounts her experience caring for a five-year-old girl named Ling Ling who had terminal liver cancer. Despite initial reluctance, Ling Ling grew close to Dr. Chang but ultimately passed away. The death deeply impacted Dr. Chang but she chose to continue caring for dying children, finding strength and purpose through her calling from God to serve these children in their final days.
Dr. Felicia Chang shares her experience caring for dying children as a palliative care doctor. She describes her emotional response to her first patient death, a 5-year old girl named Ling Ling. Though devastated by Ling Ling's death, Dr. Chang chooses to continue caring for dying children, finding strength and calling in her faith in God despite the emotional toll. She learns important lessons about compassion from caring for Ling Ling that help her better serve her young patients.
I.M. Bored: A Legacy in 10 Generations - Gen 3 Part 3Lady Lark
Eva's plantbaby Babylon 5 grows up and falls in love with Jason. Jason has cold feet when Babylon reveals she is pregnant, but eventually comes around. Meanwhile, Michael learns homework from Corbin. Babylon's pregnancy progresses further until her bump is clearly visible. Jason tells Babylon she looks gorgeous carrying his baby, and the two share a kiss.
The narrator tricks a nurse into signing his release form so he can escape from the mental institution. He calls his brother D.B. for help getting away. His other brother Holden unexpectedly calls him and seems distressed, so he picks Holden up from the institution in the rain. The next day, they go to the narrator's movie set, where the director convinces Holden to star in the film to replace another actor who dropped out.
From the Other Side of Happiness V1 5 ChaptersCassandra Jakes
This document is an introduction to a story about Cassandra Bradley Jakes, a 28-year-old successful doctor who feels empty inside despite her accomplishments. She reflects on her childhood and difficult past, wondering what is missing from her life. The story then shifts to Cassandra's school days where she formed a close friendship with Sharon, who helped her through challenges. After graduating high school, Cassandra had a traumatic experience getting lost on the night of her graduation that has left a dark shadow. She realizes she has hard work ahead as she prepares for college in the fall.
This document provides a summary and analysis of Colleen's story about her experience with an unwanted pregnancy and abortion when she was 18 years old. The summarizer deconstructs each paragraph by questioning details, inconsistencies, and implications. Overall, the summarizer is skeptical of Colleen's account, noting ways she portrays herself as a victim and others in a negative light. The summarizer suggests Colleen may be exaggerating aspects and overlooking her own role in the events and choices that transpired.
MODULE 2 NOVINS Deconstructing Colleen Spring 2014novins
This document provides a summary and analysis of Colleen's story about her experience with an unwanted pregnancy and abortion when she was 18 years old. The analysis deconstructs various parts of Colleen's narrative, questioning aspects of her story and reasoning. Some key points raised in the deconstruction include questioning whether some events she described could have actually occurred as stated, such as interactions with certain medical professionals and teachers. The analysis also questions some of Colleen's reasoning and blame placed on others for influencing her decision, as well as her life outcomes after the abortion. Overall, the deconstruction casts doubt on parts of Colleen's story and suggests she may be exaggerating or omitting details at times.
This document summarizes the deconstruction of a narrative told by a woman named Colleen about her experience with an unwanted pregnancy and choosing to have an abortion. The analyst questions many details of Colleen's story, finding inconsistencies and finding it unlikely that some events she described, such as interactions with teachers and a nun, occurred as presented. The analyst believes Colleen may be exaggerating or fabricating parts of her story to blame others and present herself as a victim who had no other choice but to abort.
Dr. Felicia Chang provides an exclusive insight into caring for dying children as a palliative care doctor. She recounts her experience caring for a five-year-old girl named Ling Ling who had terminal liver cancer. Despite initial reluctance, Ling Ling grew close to Dr. Chang but ultimately passed away. The death deeply impacted Dr. Chang but she chose to continue caring for dying children, finding strength and purpose through her calling from God to serve these children in their final days.
Dr. Felicia Chang shares her experience caring for dying children as a palliative care doctor. She describes her emotional response to her first patient death, a 5-year old girl named Ling Ling. Though devastated by Ling Ling's death, Dr. Chang chooses to continue caring for dying children, finding strength and calling in her faith in God despite the emotional toll. She learns important lessons about compassion from caring for Ling Ling that help her better serve her young patients.
I.M. Bored: A Legacy in 10 Generations - Gen 3 Part 3Lady Lark
Eva's plantbaby Babylon 5 grows up and falls in love with Jason. Jason has cold feet when Babylon reveals she is pregnant, but eventually comes around. Meanwhile, Michael learns homework from Corbin. Babylon's pregnancy progresses further until her bump is clearly visible. Jason tells Babylon she looks gorgeous carrying his baby, and the two share a kiss.
The narrator tricks a nurse into signing his release form so he can escape from the mental institution. He calls his brother D.B. for help getting away. His other brother Holden unexpectedly calls him and seems distressed, so he picks Holden up from the institution in the rain. The next day, they go to the narrator's movie set, where the director convinces Holden to star in the film to replace another actor who dropped out.
From the Other Side of Happiness V1 5 ChaptersCassandra Jakes
This document is an introduction to a story about Cassandra Bradley Jakes, a 28-year-old successful doctor who feels empty inside despite her accomplishments. She reflects on her childhood and difficult past, wondering what is missing from her life. The story then shifts to Cassandra's school days where she formed a close friendship with Sharon, who helped her through challenges. After graduating high school, Cassandra had a traumatic experience getting lost on the night of her graduation that has left a dark shadow. She realizes she has hard work ahead as she prepares for college in the fall.
This document appears to be the beginning of a memoir by Lori Justice about her life experiences, including having a daughter named Sara after a difficult pregnancy and medical complications. The summary introduces Lori's past relationships and living situation, the discovery she was pregnant with a girl, and complications during and after giving birth via c-section that nearly cost her her life. The document focuses on Lori bonding with and caring for her newborn daughter Sara after returning home from the hospital.
This document provides a summary of Sara Olivieri's experience with her daughter Makayla's premature birth and subsequent health issues. Some key points:
- Sara had a miscarriage in 2011 and later developed placenta previa and placenta accretia during her pregnancy with Makayla, requiring extensive bedrest and eventual hospitalization.
- Makayla was born extremely prematurely at 27 weeks via emergency c-section. She required extensive medical intervention and spent 2.5 months in the NICU.
- After coming home, Makayla developed NEC and a bowel stricture, requiring additional surgeries and hospitalizations. Her care was complicated by ongoing breathing and
The narrator reflects on their 30-year marriage to Claire, marked by his alcoholism, infidelity, and absence while Claire raised their daughter Ellie and supported the family. On Christmas Eve, Ellie calls the narrator in a panic saying Claire has been taken to the hospital. When he arrives, he finds Ellie distraught and Claire unconscious in her hospital bed. Holding Claire's hand, the narrator realizes this may be his last chance and promises to change his ways and become a better husband and father.
An elderly woman reflects on her life through the different stages from childhood to old age. In 3 sentences:
The poem describes an elderly woman who looks back on her life and remembers her experiences as a child, bride, mother, and grandmother while facing the realities of old age. She asks the reader to look closer and see not a crabby old woman but rather someone who still feels young inside despite the aging of her body.
The document contains several prayers and poems focused on thanking God, expressing faith during difficult times, and reflecting on life's challenges. The first section is a letter thanking God for what has already been done and expressing gratitude now rather than waiting for future results. Another poem expresses that God is most able when people feel weakest or most in need. The final sections include additional prayers and poems on topics like feeling ill, meal blessings, reflecting Christ's light, and dealing with failure.
KILLING US, DRIVING US CRAZY
The experience of LGBTI people from faith backgrounds
Over the last 18 years, Anthony Venn-Brown has been collating the stories of LGBTI people from Christian backgrounds. The sources have been 400 gay conversion therapy survivors, 350 personal stories of Freedom2b members as well as 1,000’s of emails from readers of his autobiography, A Life of Unlearning. The vast majority of these stories, but not exclusively, have come from evangelical, pentecostal, charismatic (EPC) backgrounds, as opposed to the more traditional streams of Christianity such as Roman Catholicism. From this extensive collection, Anthony has summarised the twelve key impacts that faith/sexuality conflict creates. With the rise of the evangelical and pentecostal churches in Australia and overseas it is even more important that the LGBTI community and those who work with them are aware of the issues involved. Understanding the religious external culture as well as the specific internal conflicts is vital for anyone working in LGBTI health.
This document summarizes the speaker's experience receiving a double lung transplant. It describes their declining health due to cystic fibrosis, including needing oxygen support and gaining a feeding tube. They underwent four "dry runs" where donor lungs were found but deemed unsuitable. On Christmas Day 2014, suitable lungs were found and the successful transplant surgery took place. The speaker details their recovery process, including physical therapy and managing medications. They express gratitude for the support received throughout their journey.
The document discusses how the individual enjoys working out through running and yoga to relieve stress, and has recently taken up cooking and baking in their downtime, enjoying experimenting with recipes by swapping out ingredients. They also mention traveling for work and bringing a book along to read.
I discovered a strange but powerful "switch" that cleared away what was blocking my abundance...
And turned my life around so fast it made my head spin. The journey was painful at the start... but once I discovered this switch, it rocked my world.
The document appears to be a series of messages from Susan Carrier discussing her plans to launch a website called www.thenewagemessiah.com to promote her music and teachings as "The New Age Messiah." She claims to receive guidance from spiritual figures like Elvis Presley, Michael Jackson, and God (Alisa). She discusses health issues like premenstrual stress and silver fillings causing problems. She is trying to find ways to promote her music and get a music contract or support for her work, but has faced difficulties due to lack of funds and health problems over many years.
The document is a chapter from a story. It describes several teenagers who have been forbidden from attending their prom due to safety concerns from the dangerous individual Drea. However, some of the teens try to sneak out to go anyway, including Spica and Teak. Spica manages to sneak out and makes it to the prom to meet up with her friend Quinn, who has just been named prom king.
A man named Dave hated his daughter Grace from the time she was born. He resented her crying and wanted a son instead. When Grace was diagnosed with a brain tumor as an infant, Dave divorced his wife and tried to abandon Grace. Twenty-five years later, Dave was dying alone in a nursing home. To his surprise, Grace came to visit him, having survived her illness. Though he did not deserve Grace's forgiveness, she embraced him and said she would take him home.
We can all see some aspects in others that are indicative of who they are likely to become in the future. There are few surprises that we are likely to witness in the lives of others, because we can often clearly see where people are going, even before they can.
- Alex faints at home and is taken to the doctor, who says she has a heart condition and is suffering from stress and exhaustion. She needs to rest and see her regular doctor.
- Brenda's father tells her it is time for her to take over running the family, as her mother can no longer handle the responsibilities. She will have to tell the children about their family obligations.
- Brenda talks to each of her children - Blake, Cam, Connor, and Tara - individually to explain about the deal made long ago to save Blake from kidnappers, and that each generation may face a task. They need to prepare mentally and physically.
Where Dads Go: A story for my unborn child (fiction)Jenn Baker-Henry
My submission "Where Dads Go: A story for my unborn child" is up for the Goodreads Book Club Slideshow Story Contest! Here's my story of a mom telling/showing her unborn child about being abandoned by fathers in her family line and also how relationships have played out in her family over generations.
This document summarizes Olivia's journey from a troubled past to finding healing and purpose at Project Patch Youth Ranch. It describes how Olivia struggled with trauma from her childhood, unhealthy relationships, anger, and self-isolation before coming to the Ranch. Through the program, wilderness experiences, spiritual growth, and improved family relationships, Olivia learned important life lessons and gained confidence, happiness, and direction for her future career goals. The story celebrates Olivia as an example of how Project Patch helps at-risk youth overcome challenges through community support and personal growth.
Literally stored IN my body.
But, as I'll share on this page, I discovered a strange but powerful "switch" that cleared away what was blocking my abundance...
And turned my life around so fast it made my head spin.
The journey was painful at the start... but once I discovered this switch, it rocked my world.
women-meditation
I've never experienced such a deep connection with my "source".
And I never even knew I could feel so connected to financial abundance.
What I've since discovered is this simple switch...
And the unlimited abundance it triggers...
Is available to anyone.
The writer wants to be selected for Santee Cooper's summer internship program. They discuss having an uncertain career path throughout their life, but finding purpose after overcoming personal struggles and becoming a parent. They believe their life experiences have given them qualities like empathy, determination, and critical thinking that would make them an excellent intern. They see the internship as an opportunity to start a new chapter in their life and work towards positive change.
This manuscript provides one man's perspective on living with cerebral palsy over his lifetime. It describes his struggles with accepting his disability as a child and young adult. It details his experiences at Camp Challenge, an Easter Seals camp for disabled individuals, and how his views on the camp changed as he aged. It also shares stories from his family and friends who provided support and helped him feel independent. The goal of the manuscript is to help others understand the viewpoint of someone living with a physical disability.
This document expresses love and commitment between a husband and wife. It shares happy memories, expresses devotion to each other through good and bad times, and reaffirms their eternal love and commitment through trials of military service and life challenges. Faith in God and covenant promises made in their temple marriage are referenced as the foundation of their relationship.
This document discusses critical reading versus non-critical reading. A non-critical reader accepts a text's statements as facts, while a critical reader understands that a text presents one perspective of facts and considers how the author conveys their message through what is included and excluded. Critical reading aims to understand an author's purpose, tone, persuasive elements, and potential biases. It involves inferring meaning from word choices and recognizing what cannot be inferred from a statement alone. The document provides an example analyzing a single sentence and emphasizes the importance of critical reading skills.
This document outlines the key concepts and skills of critical reading taught in an introductory critical reading course. It discusses how critical readers understand that texts provide one perspective rather than objective facts. Critical reading involves analyzing an author's purpose, tone, biases, and word choices. The document provides an example analyzing the implications of word choice in a single sentence about a senator admitting gun ownership. It emphasizes that critical reading examines both what is said and how it is said in a text.
This document appears to be the beginning of a memoir by Lori Justice about her life experiences, including having a daughter named Sara after a difficult pregnancy and medical complications. The summary introduces Lori's past relationships and living situation, the discovery she was pregnant with a girl, and complications during and after giving birth via c-section that nearly cost her her life. The document focuses on Lori bonding with and caring for her newborn daughter Sara after returning home from the hospital.
This document provides a summary of Sara Olivieri's experience with her daughter Makayla's premature birth and subsequent health issues. Some key points:
- Sara had a miscarriage in 2011 and later developed placenta previa and placenta accretia during her pregnancy with Makayla, requiring extensive bedrest and eventual hospitalization.
- Makayla was born extremely prematurely at 27 weeks via emergency c-section. She required extensive medical intervention and spent 2.5 months in the NICU.
- After coming home, Makayla developed NEC and a bowel stricture, requiring additional surgeries and hospitalizations. Her care was complicated by ongoing breathing and
The narrator reflects on their 30-year marriage to Claire, marked by his alcoholism, infidelity, and absence while Claire raised their daughter Ellie and supported the family. On Christmas Eve, Ellie calls the narrator in a panic saying Claire has been taken to the hospital. When he arrives, he finds Ellie distraught and Claire unconscious in her hospital bed. Holding Claire's hand, the narrator realizes this may be his last chance and promises to change his ways and become a better husband and father.
An elderly woman reflects on her life through the different stages from childhood to old age. In 3 sentences:
The poem describes an elderly woman who looks back on her life and remembers her experiences as a child, bride, mother, and grandmother while facing the realities of old age. She asks the reader to look closer and see not a crabby old woman but rather someone who still feels young inside despite the aging of her body.
The document contains several prayers and poems focused on thanking God, expressing faith during difficult times, and reflecting on life's challenges. The first section is a letter thanking God for what has already been done and expressing gratitude now rather than waiting for future results. Another poem expresses that God is most able when people feel weakest or most in need. The final sections include additional prayers and poems on topics like feeling ill, meal blessings, reflecting Christ's light, and dealing with failure.
KILLING US, DRIVING US CRAZY
The experience of LGBTI people from faith backgrounds
Over the last 18 years, Anthony Venn-Brown has been collating the stories of LGBTI people from Christian backgrounds. The sources have been 400 gay conversion therapy survivors, 350 personal stories of Freedom2b members as well as 1,000’s of emails from readers of his autobiography, A Life of Unlearning. The vast majority of these stories, but not exclusively, have come from evangelical, pentecostal, charismatic (EPC) backgrounds, as opposed to the more traditional streams of Christianity such as Roman Catholicism. From this extensive collection, Anthony has summarised the twelve key impacts that faith/sexuality conflict creates. With the rise of the evangelical and pentecostal churches in Australia and overseas it is even more important that the LGBTI community and those who work with them are aware of the issues involved. Understanding the religious external culture as well as the specific internal conflicts is vital for anyone working in LGBTI health.
This document summarizes the speaker's experience receiving a double lung transplant. It describes their declining health due to cystic fibrosis, including needing oxygen support and gaining a feeding tube. They underwent four "dry runs" where donor lungs were found but deemed unsuitable. On Christmas Day 2014, suitable lungs were found and the successful transplant surgery took place. The speaker details their recovery process, including physical therapy and managing medications. They express gratitude for the support received throughout their journey.
The document discusses how the individual enjoys working out through running and yoga to relieve stress, and has recently taken up cooking and baking in their downtime, enjoying experimenting with recipes by swapping out ingredients. They also mention traveling for work and bringing a book along to read.
I discovered a strange but powerful "switch" that cleared away what was blocking my abundance...
And turned my life around so fast it made my head spin. The journey was painful at the start... but once I discovered this switch, it rocked my world.
The document appears to be a series of messages from Susan Carrier discussing her plans to launch a website called www.thenewagemessiah.com to promote her music and teachings as "The New Age Messiah." She claims to receive guidance from spiritual figures like Elvis Presley, Michael Jackson, and God (Alisa). She discusses health issues like premenstrual stress and silver fillings causing problems. She is trying to find ways to promote her music and get a music contract or support for her work, but has faced difficulties due to lack of funds and health problems over many years.
The document is a chapter from a story. It describes several teenagers who have been forbidden from attending their prom due to safety concerns from the dangerous individual Drea. However, some of the teens try to sneak out to go anyway, including Spica and Teak. Spica manages to sneak out and makes it to the prom to meet up with her friend Quinn, who has just been named prom king.
A man named Dave hated his daughter Grace from the time she was born. He resented her crying and wanted a son instead. When Grace was diagnosed with a brain tumor as an infant, Dave divorced his wife and tried to abandon Grace. Twenty-five years later, Dave was dying alone in a nursing home. To his surprise, Grace came to visit him, having survived her illness. Though he did not deserve Grace's forgiveness, she embraced him and said she would take him home.
We can all see some aspects in others that are indicative of who they are likely to become in the future. There are few surprises that we are likely to witness in the lives of others, because we can often clearly see where people are going, even before they can.
- Alex faints at home and is taken to the doctor, who says she has a heart condition and is suffering from stress and exhaustion. She needs to rest and see her regular doctor.
- Brenda's father tells her it is time for her to take over running the family, as her mother can no longer handle the responsibilities. She will have to tell the children about their family obligations.
- Brenda talks to each of her children - Blake, Cam, Connor, and Tara - individually to explain about the deal made long ago to save Blake from kidnappers, and that each generation may face a task. They need to prepare mentally and physically.
Where Dads Go: A story for my unborn child (fiction)Jenn Baker-Henry
My submission "Where Dads Go: A story for my unborn child" is up for the Goodreads Book Club Slideshow Story Contest! Here's my story of a mom telling/showing her unborn child about being abandoned by fathers in her family line and also how relationships have played out in her family over generations.
This document summarizes Olivia's journey from a troubled past to finding healing and purpose at Project Patch Youth Ranch. It describes how Olivia struggled with trauma from her childhood, unhealthy relationships, anger, and self-isolation before coming to the Ranch. Through the program, wilderness experiences, spiritual growth, and improved family relationships, Olivia learned important life lessons and gained confidence, happiness, and direction for her future career goals. The story celebrates Olivia as an example of how Project Patch helps at-risk youth overcome challenges through community support and personal growth.
Literally stored IN my body.
But, as I'll share on this page, I discovered a strange but powerful "switch" that cleared away what was blocking my abundance...
And turned my life around so fast it made my head spin.
The journey was painful at the start... but once I discovered this switch, it rocked my world.
women-meditation
I've never experienced such a deep connection with my "source".
And I never even knew I could feel so connected to financial abundance.
What I've since discovered is this simple switch...
And the unlimited abundance it triggers...
Is available to anyone.
The writer wants to be selected for Santee Cooper's summer internship program. They discuss having an uncertain career path throughout their life, but finding purpose after overcoming personal struggles and becoming a parent. They believe their life experiences have given them qualities like empathy, determination, and critical thinking that would make them an excellent intern. They see the internship as an opportunity to start a new chapter in their life and work towards positive change.
This manuscript provides one man's perspective on living with cerebral palsy over his lifetime. It describes his struggles with accepting his disability as a child and young adult. It details his experiences at Camp Challenge, an Easter Seals camp for disabled individuals, and how his views on the camp changed as he aged. It also shares stories from his family and friends who provided support and helped him feel independent. The goal of the manuscript is to help others understand the viewpoint of someone living with a physical disability.
This document expresses love and commitment between a husband and wife. It shares happy memories, expresses devotion to each other through good and bad times, and reaffirms their eternal love and commitment through trials of military service and life challenges. Faith in God and covenant promises made in their temple marriage are referenced as the foundation of their relationship.
This document discusses critical reading versus non-critical reading. A non-critical reader accepts a text's statements as facts, while a critical reader understands that a text presents one perspective of facts and considers how the author conveys their message through what is included and excluded. Critical reading aims to understand an author's purpose, tone, persuasive elements, and potential biases. It involves inferring meaning from word choices and recognizing what cannot be inferred from a statement alone. The document provides an example analyzing a single sentence and emphasizes the importance of critical reading skills.
This document outlines the key concepts and skills of critical reading taught in an introductory critical reading course. It discusses how critical readers understand that texts provide one perspective rather than objective facts. Critical reading involves analyzing an author's purpose, tone, biases, and word choices. The document provides an example analyzing the implications of word choice in a single sentence about a senator admitting gun ownership. It emphasizes that critical reading examines both what is said and how it is said in a text.
This document provides an overview of satire and political cartoons. It defines satire as a genre that uses techniques like irony and ridicule to critique society and promote social reform. Key characteristics of satire discussed include its moral purpose beyond mere comedy and its use of shared community standards. The document then analyzes two examples of satirical texts, noting how they employ sarcasm and irony. It also outlines five characteristics of political cartoons - symbolism, exaggeration, labeling, analogy, and irony - and provides guidance on identifying and understanding each one. The document concludes by outlining the remaining parts of the module, which involve analyzing Jonathan Swift's "A Modest Proposal" and creating original satirical works.
This document discusses the importance of reading for pleasure and insight. It notes that college students often do not read for enjoyment due to time constraints, which is detrimental to critical thinking skills. When students do read, they often skim without retaining information or connecting it to their lives. The document encourages taking time to read thoroughly and reflect on texts in relation to human nature, society, and existence. Students are instructed to consider themes of the human condition and elements of texts when analyzing assigned readings.
This module discusses validity, logic, contradictions, consistency, and author's assumptions when reading texts. It defines argument as attempting to persuade the reader of a conclusion using reasons. As a reader, you must identify the author's argument and decide if they substantiated it. Logic uses valid reasoning - readers must analyze if the author's argument has a logical sequence. Contradiction is when facts don't agree, while consistency is when facts align. Readers should identify any inconsistencies. Author's assumptions are unstated premises - readers must be aware of what authors assume they already know.
This document provides an overview of satire and political cartoons. It defines satire as a genre that uses techniques like irony and ridicule to expose human flaws in order to provoke social or political change. Key characteristics of satire are that it has a moral purpose beyond mere entertainment and relies on shared understandings in a community. The document examines examples of satirical texts that use techniques like sarcasm and exaggeration. It also outlines five characteristics of political cartoons: symbolism, exaggeration, labeling, analogy, and irony. The document concludes by analyzing an example political cartoon to demonstrate how it employs these various satirical techniques.
This document discusses four concepts important for critically reading texts: arguments, logic, contradiction/consistency, and assumptions. It explains that readers must analyze an author's argument, evaluate whether it is logically sound and supported by evidence, and identify any inconsistencies or assumptions made. Readers are advised to think critically about these elements in two assigned texts on inequality, race, and social class.
This document outlines the key differences between non-critical and critical reading. A non-critical reader accepts a text's statements as facts, while a critical reader recognizes that a text only provides one perspective of the facts. Critical reading involves analyzing an author's purpose, tone, persuasive elements, and biases. It also means questioning what is directly stated and what can be inferred versus what cannot be inferred. The document provides an example statement and discusses what can be inferred from it and what cannot as well as how word choice impacts meaning. It emphasizes that critical reading requires deep analysis of even short texts.
This document provides instructions for an assignment requiring students to synthesize information from three sources on a topic of their choosing. Students are to first write down what they already know about the topic, including facts and opinions. They should then develop questions for further research. Using the NCC library databases, students should find one magazine article, one newspaper article, and one scholarly journal article published within the last five years. By reading these sources, students should aim to answer their initial questions and gain new knowledge on the topic. Their final paper should be 2-5 pages synthesizing what they learned from these sources, showing how their understanding changed, and reflecting on new insights.
This document is a PowerPoint presentation about satire and political cartoons. It defines satire as a genre that uses techniques like irony and ridicule to critique society and promote social reform. The presentation outlines some key characteristics of satire, including having a moral purpose and sharing a community standard of behavior. It provides examples of satirical texts that use techniques like sarcasm and exaggeration. It also defines common elements of political cartoons, such as symbolism, exaggeration, labeling, analogy, and irony. The presentation concludes by outlining upcoming sections that will analyze a satirical work, include a quiz, and have students create their own satirical piece.
The document discusses college students' reading habits and the importance of developing strong critical reading skills. It notes that research finds students do not read for enjoyment due to limited time, and when they do read, they often skim without retaining information or connecting it to their lives. The document suggests students would benefit from practicing metacomprehension, or thinking critically about what they read, in order to become better readers. It emphasizes the importance of reading deeply rather than rushing through texts.
This document discusses key concepts for analyzing texts: arguments, logic, contradiction/consistency, and assumptions. It explains that readers must evaluate an author's argument, assess whether their logic makes sense, identify any contradictions, and be aware of assumptions. Readers are instructed to think critically about applying these concepts to specific texts they will read, such as evaluating the author's argument, its logical flow, inconsistencies, and assumptions made.
This document outlines the key differences between non-critical and critical reading. A non-critical reader accepts a text's statements as facts, while a critical reader understands that a text only provides one perspective. Critical reading involves recognizing an author's purpose, tone, biases and inferring meanings beyond just the facts stated. The document provides an example analyzing word choice in a single sentence to illustrate how critical readers deeply analyze even short texts. Students in the class will work on developing critical reading skills to better understand various types of texts.
This document provides instructions for an assignment asking students to synthesize information from three sources on a social issue topic. Students are to choose a topic, write what they already know and questions they have, find three relevant sources (one magazine article, one newspaper article, and one scholarly journal article), and write a 2-5 page paper synthesizing what they learned and how their understanding changed. The document explains how to search the library database to find appropriate sources and format citations and references, with the goal being for students to engage in critical reading and merge new knowledge with prior ideas on their topic.
This document is a PowerPoint presentation about satire and political cartoons. It defines satire as a genre that uses techniques like irony and ridicule to expose human flaws in order to provoke social or political change. The presentation outlines key characteristics of satire, including that it has a moral purpose beyond just entertainment. It provides examples of satirical texts, including articles that use sarcasm and exaggeration to mock technology companies. It also explains techniques commonly used in political cartoons, such as symbolism, exaggeration, labeling, analogy, and irony. The presentation concludes by outlining the remaining parts of the module, which will involve analyzing a satirical essay, a discussion board, and creating original satirical work.
This document discusses the importance of developing strong reading habits and critical thinking skills for college students. It notes that research finds students do not read for enjoyment due to limited time, and instead often skim texts without retaining information or connecting what they read to their lives. Developing good reading form through practicing metacomprehension, or thinking critically about what one reads, is important for becoming a better reader. The document also discusses exploring themes related to the human condition, such as how we live our lives and human nature, in order to more deeply analyze literature.
The Power of Persuasive Language Module 5 NOVINSnovins
This document discusses persuasive writing and identifying bias. It explains that persuasive writing aims to convince the reader of a stated opinion or belief, and comes in two main forms: arguments and discussions. Arguments attempt to persuade a viewpoint, while discussions present multiple perspectives and can conclude with a recommendation. The document also discusses how authors can use bias, such as persuasive language, selective facts, distortion, and flawed research, to sway readers to their point of view without revealing both sides of an issue. It emphasizes the importance of critical reading to identify an author's potential biases or attempts to change the reader's opinion in unfair or imbalanced ways.
This document discusses four key concepts for analyzing texts: arguments, logic, contradiction/consistency, and assumptions. It explains that readers should evaluate an author's argument, assess whether the logic flows coherently, identify any inconsistencies, and be aware of what the author assumes the reader already knows. Readers are advised to think critically about these elements while reading assigned texts, rather than passively accepting the author's claims.
This document provides tips for effectively reading textbooks and other materials for college courses. It recommends choosing a good environment for reading, not procrastinating, reviewing notes before reading, skimming headings to understand the big picture, reading in chunks, taking notes, looking up unfamiliar words, periodically reviewing what was read, highlighting main ideas, creating questions to find answers to while reading, practicing problems if available, working on reading faster while still comprehending, taking breaks every 20 minutes, and getting distracting thoughts out of your mind. The overall goal is to be an active reader that understands and retains what was read.
This document outlines the key differences between critical and non-critical reading. A non-critical reader accepts a text's statements at face value, while a critical reader recognizes that a text represents one perspective. Critical reading involves analyzing an author's purpose, tone, biases, and word choices rather than just memorizing facts. The document provides an example to illustrate how a single sentence can convey different meanings depending on inferences and what is not stated explicitly. It emphasizes that critical reading is an important skill for fully understanding texts.
2. Deconstructing a text focuses on critically
reading the text and asking yourself if you are
going to ACCEPT the information presented
or if you need to QUESTION the information
presented.
As we look at Colleen’s story – piece by piece
– follow my thought process through the
deconstruction.
(You will be asked to deconstruct a text at the
end of this module.)
3. We have already looked at the first paragraph of
Colleen earlier in this module.
I was 18 and dating a man my parents strongly
disapproved of. So they “made a deal” with me:
they would send me to college if I would break
up with him. I agreed, though I never really
meant to keep my end of the bargain.
If you need, review that information prior to
continuing with the PowerPoint.
4. “I realized I was pregnant when the smells from chemistry class
kept making me sick. A friend convinced me to go her doctor in
town. He diagnosed pregnancy immediately, saying, “Such a
shame, another young one.” He told me not to worry, that “it”
could be “taken care of.” He never once said anything about
keeping the baby, but gave me a card from the local abortuary.”
Deconstruction: The doctor seems to be too negative. I can’t
imagine a doctor would actually verbalize those thoughts. At first I
thought maybe he knew Colleen her whole life because he seemed
a bit personal about his comments, but then I noticed it was her
friend’s doctor and not her own doctor. I’m sure she didn’t go to
her own doctor because she was hiding her pregnancy from her
parents. I wonder if she is making the doctor seem more callous
than he really was at the time. Colleen is making the doctor into a
“bad person” when he was the medical specialist in this situation.
5. “Although I had no strong religious convictions, the visit to the
clinic for my initial “consultation” left me feeling bad. The nurse
told me to come back in a week with the money to have it done.
Deconstruction: I’m not exactly sure why she mentioned religion.
There are many people who are not religious and think abortions
are not the way to go. I wonder what Colleen means by “feeling
bad.” Was she sad that she got into this mess? Was she upset that
she had to face this alone? Also, she puts the nurse in a bad light.
Doesn’t she know it’s a business and it’s the nurses business to
inform her about the money needed for the procedure? I’m not
sure what Colleen expected from the nurse. At this point, it seems
like Colleen is quite immature and is looking for others to be
sympathetic toward her situation when she is the one who is
disappointed in herself.
6. “I had heard some things about abortion, and I knew it was
probably wrong. So that whole week, I talked with friends and
teachers, looking for advice. One female teacher in particular
advised me to have it done. She told me that she had had several
abortions, that it was “nothing,” and that I didn’t need this trouble
in my life right now.
Deconstruction: Colleen says it was “probably wrong” but I’m I
think she is just trying to be non committal to it. She is acting like
she doesn’t have a brain. The conversation with the teach just
sounds wrong to me. I don’t understand how a teacher could share
such personal information with Colleen. I also can’t imagine that
the teacher told her that having an abortion wasn’t a big deal. I
know that in high schools there are guidance counselors and social
workers who work with students who find themselves pregnant. I
wonder if Colleen is actually telling the truth here.
7. “No one, at any time, told me anything about adoption or keeping
the child. In fact, one of my teachers was a nun – and I approached
her, too, with my problem. I think now that I really wanted
someone to say “No! Don’t do it!” But even the nun told me that
abortion was the best route for me.”
Deconstruction: I really think that the nun’s comments are taken
out of context here. I know that nuns are not supposed to be pro-
choice. I also don’t see any circumstance in which a nun would say
an abortion would be the right course of action. A nun’s first
allegiance is to the church and they are supposed to hold everyone
up to the values of the church. I wonder if Colleen put the
information about the nun in her narrative because she wanted to
stress the point that there was no one who challenged the idea of
abortion. It seems like Colleen is looking for a scapegoat.
8. “My boyfriend didn’t have the money, so my parents volunteered to pay
for it. When I broke down in front of them, saying that I thought it was
wrong to do this, they told me they would kick me out of the house if I
didn’t have the abortion. My father said he wouldn’t have any “little
brown babies in his house!” (My boyfriend was Italian-Puerto-Rican.)
They told me that if I had the baby, I would be completely on my own. I
felt like there was absolutely no way I could escape the inevitable.”
Deconstruction: It seems like Colleen keeps talking about ultimatums her
parents give her. I can’t imagine that her parents are this heartless and
uncaring, but I think it’s horrible that her father is such a racist. It is sad
that he was unable to accept this child. Maybe the reason the father
didn’t like the boyfriend from the beginning is because he was Italian-
Puerto-Rican. It’s horrible how some people in our society make
decisions about others without getting to know them. Too many people
have preconceived notions about others before meeting them in person
or learning about them and their lives.
9. `“When the time came, my boyfriend and some friends from school went
with me. There were no protesters, no pro-life people. In fact, during the
whole time of this crisis, I never heard a word about or from the pro-life
side. I was led to a room with a whole group of girls, just like me, waiting
to have their babies killed. No one talked. No one looked at anyone else.
They called our names, one by one.”
Deconstruction: It seems that Colleen was sad that she didn’t have to
cross a picket line and wasn’t accosted when walking into the clinic. That
is exactly opposite of how most people would feel. I think Colleen tried
to show the severity of her actions by using phrases like “babies killed”
and “no one talked” and “called our names, one by one.” It almost seems
like she is being called into a torture chamber. I think she is being a bit
overdramatic at this point. She wants others to cry for her and she is
looking for a hug. It’s like she doesn’t want to face that she is an adult
and has to deal with the consequences of her actions – whether it’s
having a baby at a young age or having an abortion.
10. “I was very scared, mostly of the pain they said I might feel. With the
counselor, I mostly cried. But she just agreed with everyone I had talked
to. Yes, this is a bad time to have a child. Yes, you’re too young. Yes,
having a child costs a lot of money. Yes, it would be so hard for you to
raise a child on your own. Yes, this is the best thing to do.”
Deconstruction: Colleen seems to feel so sorry for herself at this point in
the narrative. She seems to just keep coming up with more reasons why
she felt pressured to have the abortion. I am a bit perplexed though
because before she was in this predicament, she seemed to have a mind
of her own – always defying her parents and doing what she wanted.
When she became pregnant however, she seemed to have lost the ability
to think and just became a puppet and listened to what others told her. I
just don’t buy it. I think she is looking to blame everyone except herself
for her decision. She made a decision and now feels that she can’t take
responsibility for making it.
11. “Waiting to have my name called, I tried to convince myself of
these things. I just wanted the whole thing to be over with. Finally
they called me in and put me on a table. The dilation was
extremely painful. A counselor held my hand and told me not to
cry, it would be over soon.”
Deconstruction: At this point Colleen resorts to being a child and
needing her hand held. I think she wants her readers to feel that
she was very innocent. It seems like Colleen pushed her mother
away and tried to act like an adult, but actually may have needed
her mother at this time but was not mature enough to ask her
mother to be a part of this process. It is hard to be independent
and try to be an adult, but I think that part of that process is
knowing when to ask for help and when to deal with situations by
yourself.
12. “The suction machine was very loud – a horrible noise. They had a
picture on the ceiling for you to look at so you wouldn’t have to
think about what was happening to you. The image of that picture
is burned into my memory. They took my baby from me while I
looked at people walking in the rain.”
Deconstruction: At this point, I think it’s interesting that Colleen
uses the pronoun “you” and not “me” – all of a sudden she stops
making it personal. The point that she remembers the picture –
not the feelings she had at that point, not the boyfriend that let
her down, not the decisions she made against her parents’ wishes
– is a bit strange. She turns something (the abortion) so complex
into something simple (they took the baby away from me). I also
think this may be one of the first times that she refers to it as a
baby and not an it. Once it was out of her body it was a baby, but
when it was in her it was an it.
13. “My boyfriend got drunk while I was in the clinic. He could hardly drive me home.
He was late picking me up and I stood on the corner in front of the clinic, bleeding
and embarrassed until he came. When we got back to my dorm room, I was
crying. I told everyone how awful it was, and how I wished I hadn’t done it after
all. My boyfriend laughed at me – laughed at me! – and said, “Well, that’s what
you get for screwing around!” One of the guys from school tried to throw him
out, and they got into a fight. It was a horrible scene. I’m sure he got drunk to try
and deal with it; he knew, deep down, that it was wrong. He was only trying to
blame me for it so the responsibility for it wouldn’t weigh on his shoulders.”
Deconstruction: Why did Colleen get into the car with her drunken boyfriend?
Are we supposed to feel bad for her and realize that she no longer treasured her
life? I think her word choice “bleeding and embarrassed” shows that she wanted
to be invisible but just a few paragraphs ago she complained because she was
invisible and no one was in her face about the abortion. She just can’t make up
her mind! At this point she really paints a bad picture of her boyfriend. If he is so
horrible, then why did she marry him later? Is Colleen saying that her boyfriend
was trying to blame her for the abortion while at the same time she was blaming
him?
14. “In the end, the abortion did not “solve all my problems” as
everyone had promised. My parents still kicked me out. I had to
quit school. I married the boyfriend. It didn’t work out. He became
an alcoholic and a drug addict. He beat me up and brought other
women into our bed.”
Deconstruction: Colleen is always portraying herself as the victim.
It’s really getting a bit out of control. Everything seems to happen
to her. She tried to word everything to show she is not in control
of anything. I wonder why her parents really threw her out. Also,
why did she marry her boyfriend? That was a ridiculous decision on
her part. He was a mess before they got married. Why did she
think he would change? She seems a bit dramatic – he was an
alcoholic and drug addict, he beat her up, and cheated on her. I
am sure there is more to the story than all of this and I wonder why
Colleen doesn’t share it with her reader.
15. “One night during a drunken spree, he held a knife to my chest. I
told him to kill me, that I wanted to die. I had nothing. No parents,
no husband, really, no baby, and no self-respect. How could he
respect me? I had killed our child. How could I look at myself in the
mirror every day? I was a murderer. I truly wanted to die. Soon
after this, we were separated and divorced.”
Deconstruction: Colleen really sounds desperate here. It seems
she wants us to believe that that one decision to have the abortion
led to having a knife held to her chest. Did Colleen really believe
she was worthless or is she just trying to get sympathy from her
reader? I think it’s ridiculous that she says that “soon after this”
they weren’t apart. If someone held a knife to my chest, I would be
out of there that minute and would press charges. Why does she
try to portray herself as not having any control of anything in her
life?
16. “My abortion was about ten years ago. To me, it’s like a bad, bad
nightmare, deep in the past, best forgotten. I still haven’t told anyone in
my present life (my husband, my church friends, anyone I respect) about
the abortion. I can’t. I know that they would see me differently, and I
couldn’t stand that.”
Deconstruction: Colleen notes that she wants to forget that part of her
life, but it seems like she blames it for everything. She has to do one or
the other. Also, I don’t get why she hasn’t told anyone. Is she ashamed
of what she did? The whole time she told us that others forced her into
the decision. Does she think that others won’t believe that? Does she
think they will think less of her? It seems like she doesn’t tell the truth
because she knows she is partly at fault for what happened to her in her
life. Also, I think that she is not giving those in her life today any credit. If
they love her then they will accept everything about her. Having an
abortion is not a crime. Why does she write her story like it is?
17. “I’ve had one child since then, and I’m pregnant again. These
children are my joy — and my forgiveness from God. My little boy
is so, so precious and wonderful. If I had only known how sweet
and wonderful a baby is, I never would have done it – not in 2
million years.”
Deconstruction: I’m glad Colleen is happy with her children but the
whole “forgiveness from God” is a bit too much. Does she really
think that the God she believes in would need to forgive her? I
also think she is a bit delusional here. She says that she didn’t
know that babies were “sweet” and “wonderful.” Did she live
under a rock? She had never seen a baby or heard anyone gush
over a newborn? I think this paragraph is a bit bizarre. Colleen
seems to say she needs forgiveness for something that was
beyond her control, or does she actually know it was within her
control but cannot bring herself to say it.
18. “I now picket the clinics in the area, and I write letters to the paper and
give money to pro-life groups. This helps a little — I feel that I need to do
at least this much. It’s obvious that the abortion wrecked my life.
Emotionally, I was a different person before and after it. It left a path of
destruction in my life. My family, my first marriage, my image of myself –
all a total wreck. Nothing will ever be the same.”
Deconstruction: I don’t understand how the abortion “wrecked her life” –
she is happily married, has one child, and another one on the way. Is her
life hell now? I don’t think so. I agree that she had some tough times in
her life, but I don’t think that the abortion “left a path of destruction.” I
think that Colleen made some poor choices like marrying her boyfriend
and disobeying her parents. I don’t understand what she means by
“Nothing will ever be the same.” What does she want the same? She was
eighteen back then and now she is twenty-eight. Of course life is
different now.
19. “I know now the lies I was told, the truths that were withheld from me,
the facts that were glossed over or left out. As a pregnant woman, I go to
my doctor’s office and see pictures of babies in tummies. Month by
month, I hear my baby’s heartbeat. I’m told how to do everything that’s
best for my baby’s health. Why is it legal across town to NOT tell these
things?”
Deconstruction: Doesn’t Colleen remember that she sought out her
friend’s doctor and didn’t go to her own doctor or ask her mother for
help? Colleen tried to hide her pregnancy back then. She didn’t welcome
the pregnancy. Of course now that she is older and married she
welcomes having a child and she treats the experience differently.
Doesn’t she see that? The word “legal” is also an issue. Is she talking
about her experience at the clinic? Didn’t she go there to get an
abortion? Why would they let her hear her baby’s heartbeat is she was
going to terminate the pregnancy? I feel like Colleen is still not able to
make peace with her decision and wants to point a finger at someone
other than herself.
20. “I am just glad that I’m able to tell others. I’m glad that I can be outside
that clinic when no one was there for me. I may not be able to confess my
abortion, but I can fight abortion!”
Deconstruction: Wait a minute! Colleen can tell her story to people she
doesn’t know by writing it down but she can’t tell those who are
supposed to love her? There is something wrong with that. I think that
the idea that she is happy to be outside clinics and picket when others go
in to have abortions is a bit extreme. How about educating young girls
regarding safe sex and not making them feel horrible about themselves
when they go to the clinic? She wants to fight abortions but she can’t
even take responsibility for having one. I think Colleen still doesn’t see
the truth. I feel that she is trying to blame everyone except herself for the
mess she got herself into when she was younger. Colleen is looking for a
scapegoat. She has not taken responsibility for her actions. She is a
shallow woman who feels that her life was ruined because others didn’t
come to help her in her time of need. She forgets that she was a strong-
willed young woman who tried to trick her parents and made promised
that she never meant to keep.
21. In this PowerPoint I separated the text and
my deconstruction of each section so you
could read my thought process throughout
the narrative.
When you write your deconstruction/analysis,
you will need to synthesize quotes from the
initial text into your assignment and not
separate the text from your ideas.
22. If you have any questions regarding the
information on the previous slide – how my
deconstruction is organized differently than
yours will be in your assignment, please email
me. I am really good at responding to
questions quickly!