related readings
Berry, Wendell. "The Pleasures of Eating - Wendell Berry | Center for Ecoliteracy." Education for Sustainability | Center for Ecoliteracy. Web. 23
Mar. 2011. <http://www.ecoliteracy.org/essays/pleasures-eating>.
Berry discusses all that goes into food that we eat - the freshness of it, where and when it is manufactured, how it is packaged, etc. All of these things add to the cost of the food, and that is something that we as Americans do not always think about. He discusses how when eaters forget that everything they eat comes from some type of farm, they suffer a "cultural amnesia" that can be dangerous. All in all, the message in this is "power is knowledge," and the author gives a list of how one can eat responsibly, ending with learning. Focusing on the title, the "pleasure of eating" can come from knowing where your food came from as well as enjoying how good it tastes.
Brown, Cynthia Stokes. Like It Was: A Complete Guide To Writing Oral History. New York: Teachers & Writers Collaborative, 1988. Print.
This guide to writing oral history discusses how to write about people's lives from a tape recording (in my group's case, a video recording). The book begins by saying that this is something that anyone can do. Oral history has not always been a popular thing to be taught in schools, but there is no way to escape it. In non-literate communities, oral history is so important because ALL of their history is given through it - it is how they keep their culture and history alive. The author compares this type of history to the Titanic and how we have diaries from the upper class individuals who survived the sinking ship, but we will never know exactly what it was like on the lower decks (the elite were the only ones who could write about it, and they were the majority of those rescued). Now, things are very different. We can see things in many different perspectives, but nothing will ever be 100% true because everyone sees things in a different way. The book then dives into how to conduct an interview, including questions to ask before, during, and after (compared to how you read a book). As an interviewer, you must realize that you may not get to ask all of the questions you have prepared, for the conversation may go in a completely different direction than you had ever imagined. If the conversation strays too much, you can get the interviewee back on track, but many times when the conversation does stray, you gain so much more from the interview. It is important to practice with questions, but understand that the interview will never go exactly the way you had expected.
Clandinin, D. Jean., and F. Michael. Connelly. Narrative Inquiry: Experience and Story in Qualitative Research. San Francisco: Jossey-Bass, 2000.
Print.Narrative Inquiry, told by the author, is associated with Dewey's theory of experience, specifically dealing with things such as interaction. The author states that there are four directions in inquiry: inward, outward, backward, and forward. These directions deal with things such as feelings, hopes, conditions such as the environment, and past, present, and future. The author then tells two stories, one of which I could relate to. Not only did the second story deal with people working collaboratively on a research project (similar to this class), but their topic was about education. The researchers talk of their own childhood memories and offer their opinions on the situation and make connections. One of the researchers who began as the listener, had her own story to offer, and it was welcomed. This is something extremely important when interviewing, for it could sometimes stir up another important topic from the interviewee.
Fontaine, Sheryl I., and Susan Hunter. "Chapter 1-3." Collaborative Writing in Composition Studies. Boston: Thomson/Wadsworth, 2006. Print.
Many different scenarios are brought up in this piece, beginning with listening. As humans, we know how to listen and make inferences based on what we are listening to. If you walk in on a conversation that is already in progress, you pick out single words and phrases to figure out what the conversation is about. When listening to these words or phrases, you may be considering parts of your past that may have been similar to the story being told. When you are listening to people and deciding whether or not to enter the conversation, you make choices. By knowing the people you are talking to, you know some of their backgrounds and may choose to filter some things. You may bring in your own personal experiences or things you have read in the past, but whatever you say, you enrich the conversation. When it comes to writing, the author states that all writing is collaborative. Whether you're writing by yourself or with others, you are always pulling other's ideas to make your own argument.
Pollan, Michael. The Omnivore's Dilemma: A Natural History of Four Meals. New York: Penguin, 2006. Print.
In this article about our national eating disorder as America, Pollan describes the problem with eating. With different diets telling society you should eat all meat and no carbohydrates or vice versa, there is no wonder other countries are healthier and happier than America. Humans have rattled the natural food chain by incorporating things like the Twinkie into their diets, and it was Pollan's hope to find the natural food chain again. He states that at the end of writing this book, he came up with the "Perfect Meal," not necessarily because of its taste, but because of all of the thought that went into it with being a food conscious individual. Again, knowledge is power, and those who know more will enjoy their food more.
Qualley, Donna J. Turns of Thought: Teaching Composition as Reflexive Inquiry. Portsmouth, NH: Boynton/Cook, 1997. Print.
An article about the process of writing by a teacher who learned about narrative writing through her own life. The whole piece (at least of the exert that I read) is about her and her students, learning through their own writing and experiences. She discusses acquiring knowledge about others and yourself and the process of it, similar to interviews for this project.
Schlosser, Eric. Fast Food Nation: The Dark Side of the All-American Meal. Boston: Houghton Mifflin, 2001. Print.
Schlosser begins with the description of Cheyenne Mountain and its outer beauty, then describing what actually occurs inside that mountain - military instillation. Although this place can be self-sustainable for a month, a Domino's delivery man ends up there almost every night. According to Schlosser, Americans spend more money on fast food than they do on higher education, computers, and even cars. There are billions of people who visit a fast food restaurant every day, and most of the people who started fast food restaurants did not even attend college. Like the Cheyenne Mountain, Schlosser states that the advances in fast food is hiding behind an ordinary thing that one would normally look right past. All in all, fast food comes from somewhere, but people don't think about that. They think about the tray that they are grabbing the food from and that is it.
Schneider, Stephen. "Good, Clean, Fair: The Rhetoric of the Slow Food Movement." College English 70.4 (2008): 384-402. Print.
The Slow Food Movement, clearly a play on words with fast food, is about people's eating habits. Americans have become so accustomed to eating at Fast Food restaurants that it is a hard habit for them to break. Similarly to "you are what you eat," food is part of our identity. The author pulls in Pollan's The Omnivore's Dilemma, referencing what foods are "good to eat" and "good to think." Our food should not just be consumed, it is a network and an expression that needs to be understood by those eating it. The way our food is prepared cannot be dismissed or ignored by anyone and instead, Americans need to focus less on the speed of which they receive their food. Of course, the availability of things such as fruits and vegetables in the winter is a wonderful thing, but food is becoming a thing for television and Internet media, rather than a thing for enjoyment.
Mar. 2011. <http://www.ecoliteracy.org/essays/pleasures-eating>.
Berry discusses all that goes into food that we eat - the freshness of it, where and when it is manufactured, how it is packaged, etc. All of these things add to the cost of the food, and that is something that we as Americans do not always think about. He discusses how when eaters forget that everything they eat comes from some type of farm, they suffer a "cultural amnesia" that can be dangerous. All in all, the message in this is "power is knowledge," and the author gives a list of how one can eat responsibly, ending with learning. Focusing on the title, the "pleasure of eating" can come from knowing where your food came from as well as enjoying how good it tastes.
Brown, Cynthia Stokes. Like It Was: A Complete Guide To Writing Oral History. New York: Teachers & Writers Collaborative, 1988. Print.
This guide to writing oral history discusses how to write about people's lives from a tape recording (in my group's case, a video recording). The book begins by saying that this is something that anyone can do. Oral history has not always been a popular thing to be taught in schools, but there is no way to escape it. In non-literate communities, oral history is so important because ALL of their history is given through it - it is how they keep their culture and history alive. The author compares this type of history to the Titanic and how we have diaries from the upper class individuals who survived the sinking ship, but we will never know exactly what it was like on the lower decks (the elite were the only ones who could write about it, and they were the majority of those rescued). Now, things are very different. We can see things in many different perspectives, but nothing will ever be 100% true because everyone sees things in a different way. The book then dives into how to conduct an interview, including questions to ask before, during, and after (compared to how you read a book). As an interviewer, you must realize that you may not get to ask all of the questions you have prepared, for the conversation may go in a completely different direction than you had ever imagined. If the conversation strays too much, you can get the interviewee back on track, but many times when the conversation does stray, you gain so much more from the interview. It is important to practice with questions, but understand that the interview will never go exactly the way you had expected.
Clandinin, D. Jean., and F. Michael. Connelly. Narrative Inquiry: Experience and Story in Qualitative Research. San Francisco: Jossey-Bass, 2000.
Print.Narrative Inquiry, told by the author, is associated with Dewey's theory of experience, specifically dealing with things such as interaction. The author states that there are four directions in inquiry: inward, outward, backward, and forward. These directions deal with things such as feelings, hopes, conditions such as the environment, and past, present, and future. The author then tells two stories, one of which I could relate to. Not only did the second story deal with people working collaboratively on a research project (similar to this class), but their topic was about education. The researchers talk of their own childhood memories and offer their opinions on the situation and make connections. One of the researchers who began as the listener, had her own story to offer, and it was welcomed. This is something extremely important when interviewing, for it could sometimes stir up another important topic from the interviewee.
Fontaine, Sheryl I., and Susan Hunter. "Chapter 1-3." Collaborative Writing in Composition Studies. Boston: Thomson/Wadsworth, 2006. Print.
Many different scenarios are brought up in this piece, beginning with listening. As humans, we know how to listen and make inferences based on what we are listening to. If you walk in on a conversation that is already in progress, you pick out single words and phrases to figure out what the conversation is about. When listening to these words or phrases, you may be considering parts of your past that may have been similar to the story being told. When you are listening to people and deciding whether or not to enter the conversation, you make choices. By knowing the people you are talking to, you know some of their backgrounds and may choose to filter some things. You may bring in your own personal experiences or things you have read in the past, but whatever you say, you enrich the conversation. When it comes to writing, the author states that all writing is collaborative. Whether you're writing by yourself or with others, you are always pulling other's ideas to make your own argument.
Pollan, Michael. The Omnivore's Dilemma: A Natural History of Four Meals. New York: Penguin, 2006. Print.
In this article about our national eating disorder as America, Pollan describes the problem with eating. With different diets telling society you should eat all meat and no carbohydrates or vice versa, there is no wonder other countries are healthier and happier than America. Humans have rattled the natural food chain by incorporating things like the Twinkie into their diets, and it was Pollan's hope to find the natural food chain again. He states that at the end of writing this book, he came up with the "Perfect Meal," not necessarily because of its taste, but because of all of the thought that went into it with being a food conscious individual. Again, knowledge is power, and those who know more will enjoy their food more.
Qualley, Donna J. Turns of Thought: Teaching Composition as Reflexive Inquiry. Portsmouth, NH: Boynton/Cook, 1997. Print.
An article about the process of writing by a teacher who learned about narrative writing through her own life. The whole piece (at least of the exert that I read) is about her and her students, learning through their own writing and experiences. She discusses acquiring knowledge about others and yourself and the process of it, similar to interviews for this project.
Schlosser, Eric. Fast Food Nation: The Dark Side of the All-American Meal. Boston: Houghton Mifflin, 2001. Print.
Schlosser begins with the description of Cheyenne Mountain and its outer beauty, then describing what actually occurs inside that mountain - military instillation. Although this place can be self-sustainable for a month, a Domino's delivery man ends up there almost every night. According to Schlosser, Americans spend more money on fast food than they do on higher education, computers, and even cars. There are billions of people who visit a fast food restaurant every day, and most of the people who started fast food restaurants did not even attend college. Like the Cheyenne Mountain, Schlosser states that the advances in fast food is hiding behind an ordinary thing that one would normally look right past. All in all, fast food comes from somewhere, but people don't think about that. They think about the tray that they are grabbing the food from and that is it.
Schneider, Stephen. "Good, Clean, Fair: The Rhetoric of the Slow Food Movement." College English 70.4 (2008): 384-402. Print.
The Slow Food Movement, clearly a play on words with fast food, is about people's eating habits. Americans have become so accustomed to eating at Fast Food restaurants that it is a hard habit for them to break. Similarly to "you are what you eat," food is part of our identity. The author pulls in Pollan's The Omnivore's Dilemma, referencing what foods are "good to eat" and "good to think." Our food should not just be consumed, it is a network and an expression that needs to be understood by those eating it. The way our food is prepared cannot be dismissed or ignored by anyone and instead, Americans need to focus less on the speed of which they receive their food. Of course, the availability of things such as fruits and vegetables in the winter is a wonderful thing, but food is becoming a thing for television and Internet media, rather than a thing for enjoyment.