Berry, Wendell. "The Pleasures of Eating." Center for Ecoliteracy 1990: Web. 21 Mar 2011. <http://www.ecoliteracy.org/essays/pleasures-eating>.
This article focuses on the idea that most people do not actively acknowledge the fact that they are a part of the agricultural process. Instead people today view themselves as consumers, and because of this they are now part of the industrial process. It discusses the fact that the food industry has become an aspect of our lives that we ignore. We do not ask where our food comes from, where it is processed, what's in it, etc. The article then goes on to discuss how this is the way that the food industry wants us to think. They do not want us to question because then they might have to provide answers. They do not want to provide answers because the answers may scare or worry the public of "consumers" that they supply. It finally goes on to suggest ways that the public could ensure their nutritional health and the quality of the food they are eating.
This article focuses on the idea that most people do not actively acknowledge the fact that they are a part of the agricultural process. Instead people today view themselves as consumers, and because of this they are now part of the industrial process. It discusses the fact that the food industry has become an aspect of our lives that we ignore. We do not ask where our food comes from, where it is processed, what's in it, etc. The article then goes on to discuss how this is the way that the food industry wants us to think. They do not want us to question because then they might have to provide answers. They do not want to provide answers because the answers may scare or worry the public of "consumers" that they supply. It finally goes on to suggest ways that the public could ensure their nutritional health and the quality of the food they are eating.
Brown, Cynthia Stokes. Like it Was: A Complete Guide to Writing Oral History. New York: Teachers & Writers
Collaborative, 1988. 31-49.
This excerpt was about the process of interviewing. It focused a great deal of attention on the fact that an interview should not be a question-answer-question, but should instead be a true dialogue between the interviewer and interviewee. The interviewer should be willing and able to ask deeper more penetrating questions as the dialogue develops and a rapport is established. An interview also should also not be a one time thing. There should always be a follow up. After the first interview as both the interviewer and interviewee look back on it they may realize things they forgot, or think of something that would solidify a point they made, or a question that would lead to deeper understanding. There is always suggestions for how to successfully interview someone. THey are broken down into 5 sections. 1) Making Arrangements, 2) Setting Up, 3) Interviewing, 4) Ending the Interview, 5) Follow-up.
Collaborative, 1988. 31-49.
This excerpt was about the process of interviewing. It focused a great deal of attention on the fact that an interview should not be a question-answer-question, but should instead be a true dialogue between the interviewer and interviewee. The interviewer should be willing and able to ask deeper more penetrating questions as the dialogue develops and a rapport is established. An interview also should also not be a one time thing. There should always be a follow up. After the first interview as both the interviewer and interviewee look back on it they may realize things they forgot, or think of something that would solidify a point they made, or a question that would lead to deeper understanding. There is always suggestions for how to successfully interview someone. THey are broken down into 5 sections. 1) Making Arrangements, 2) Setting Up, 3) Interviewing, 4) Ending the Interview, 5) Follow-up.
Bucknell University. "Nutrition Tips for College Students || Bucknell University." Welcome to Bucknell || Bucknell University. Web. 12 Apr. 2011. <http://www.bucknell.edu/x7828.xml>.
This article focuses on ways in which college students can improve their nutritional health. It is on the Bucknell University website and is written by university staff. The University is trying to educate their students on how they should take care of their nutritional health. It provides ways to eat better, exercise better, and generally live a healthier life.
This article focuses on ways in which college students can improve their nutritional health. It is on the Bucknell University website and is written by university staff. The University is trying to educate their students on how they should take care of their nutritional health. It provides ways to eat better, exercise better, and generally live a healthier life.
Clandinin, D. Jean and F. Michael Connelly. Narrative Inquiry: Experience and Story in Qualitative Research. San
Francisco: Josey-Bass Inc, 2000. 48-62.
This piece focuses on the idea of narrative inquiry. THis is basically the idea that there are multiple dimensions to everything. That as writers, people should reveal things through their writing in such a way as to contain as many possibilities as possible. The writers feel that of particular importance is the place in which the narrative is taking place, as well as the interaction that is going on, and finally the past present and future of what is going on.
Francisco: Josey-Bass Inc, 2000. 48-62.
This piece focuses on the idea of narrative inquiry. THis is basically the idea that there are multiple dimensions to everything. That as writers, people should reveal things through their writing in such a way as to contain as many possibilities as possible. The writers feel that of particular importance is the place in which the narrative is taking place, as well as the interaction that is going on, and finally the past present and future of what is going on.
Hollander, Chis. "Student Nutritional Health." Personal interview. Apr.-May 2011
This was one of the interviews that one of our group members conducted. This interview focuses on our the idea of a Rowan commuter and his views on his own nutritional health. He discusses how his nutritional health "sucks", but he thinks that his nutritional health is better than most students at Rowan University. He also discussed how Rowan does not really offer many nutritional alternatives on campus.
This was one of the interviews that one of our group members conducted. This interview focuses on our the idea of a Rowan commuter and his views on his own nutritional health. He discusses how his nutritional health "sucks", but he thinks that his nutritional health is better than most students at Rowan University. He also discussed how Rowan does not really offer many nutritional alternatives on campus.
Fontaine, Sheryl I. and Susan M. Hunter. Collaborative Writing in Composition Studies. Boston: Thomson Wadsworth,
2006. 1-14, 26-38.
This article is about what collaborative writing is and the way in which it should be done. Collaborative writing should be an on going dialogue between the participants. The collaborators should feed off of each others ideas, perceptions, etc. They should then take each other's ideas and discuss them. It should be a constant back and forth as any ongoing dialogue should be. Hunter mentions in this piece that the brain is like a computer. If a key word is said the brain begins an immediate search and can come up with all different kinds of information. The dialogue is a way to provide more key words to your own physical computer: your brain. The two writers compare collaborative writing to the scaffolding that all children experience as they grow. They build upon what they find around them, and what other people say and do. This helps to build their own understanding, and as the understanding grows, and the conversation continues, it helps scaffold the others in the group. This keeps occuring and as it occurs the collaboration grows.
2006. 1-14, 26-38.
This article is about what collaborative writing is and the way in which it should be done. Collaborative writing should be an on going dialogue between the participants. The collaborators should feed off of each others ideas, perceptions, etc. They should then take each other's ideas and discuss them. It should be a constant back and forth as any ongoing dialogue should be. Hunter mentions in this piece that the brain is like a computer. If a key word is said the brain begins an immediate search and can come up with all different kinds of information. The dialogue is a way to provide more key words to your own physical computer: your brain. The two writers compare collaborative writing to the scaffolding that all children experience as they grow. They build upon what they find around them, and what other people say and do. This helps to build their own understanding, and as the understanding grows, and the conversation continues, it helps scaffold the others in the group. This keeps occuring and as it occurs the collaboration grows.
Mayne, Debby. "Healthy Eating Habits For College Students | LIVESTRONG.COM." LIVESTRONG.COM - Lose Weight & Get Fit with Diet, Nutrition & Fitness Tools. 28 Mar. 20``. Web. 12 Apr. 2011. <http://www.livestrong.com/article/82109-eating-habits-college-students/>.
This article discusses the eating habits of college students. It explores briefly the reasons why most college students develop unhealthy eating habits. It then moves on to discuss the ways in which college students should eat. It discusses healthy snacking habits, healthy breakfasts, lunches, dinners, etc.
This article discusses the eating habits of college students. It explores briefly the reasons why most college students develop unhealthy eating habits. It then moves on to discuss the ways in which college students should eat. It discusses healthy snacking habits, healthy breakfasts, lunches, dinners, etc.
Pollan, Michael. The Omnivore's Dilemma: A Natural History of Four Meals. New York: The Penguin Press, 2006. 1-11,
32-56.
This is another piece that discusses the industrialization of agricultural and the effects that this is having upon our society. It discusses how the food industry seeks to keep society ignorant of the way in which our food is grown, raised, etc. THey do not want us to know anything about our food, and have appointed themselves as an intermediary between us and the agriculture. It goes on to discuss how the food industry seeks to confuse the issue with such things as "all natural" and other misleading terms that allow the food industry to keep us ignorant of what is really in our food. The article also discusses how "cheap corn" is actually causing a problem for our farmers' in this society. It is not allowing the farmers to turn a profit and thus they are being forced to use it in other ways in order to keep themselves afloat. One such way is by feeding the corn to animals, even animals that do not usually eat corn.
32-56.
This is another piece that discusses the industrialization of agricultural and the effects that this is having upon our society. It discusses how the food industry seeks to keep society ignorant of the way in which our food is grown, raised, etc. THey do not want us to know anything about our food, and have appointed themselves as an intermediary between us and the agriculture. It goes on to discuss how the food industry seeks to confuse the issue with such things as "all natural" and other misleading terms that allow the food industry to keep us ignorant of what is really in our food. The article also discusses how "cheap corn" is actually causing a problem for our farmers' in this society. It is not allowing the farmers to turn a profit and thus they are being forced to use it in other ways in order to keep themselves afloat. One such way is by feeding the corn to animals, even animals that do not usually eat corn.
Qualley, Donna. Turns of Thought: Teaching Composition as Reflexive Inquiry. Portsmouth: Boynton/Cook, 1997. 1-30. Print
This article focuses on the idea of what it means to be a reflexive writer. It expresses the idea that it is necessary to always go back and consider the way in which something was written. A writer must understand the need to fully explore their own ideas and to not simply throw their ideas down on paper in the "accepted" manner. There is no accepted manner. There is only the way in which ideas are presented in an evershifting world. Our writing should reflect this idea. The world is ever changing and our writing should change with it. Our writing should grow as we grow, and change as the world and the ideas of the world change.
Schneider, Stephen. "Good, Clean, Fair: The Rhetoric of the Slow Food Movement." College English. 70.4 (2008): 384-400.
This article focuses on the slow food movement. It discusses the philosophy behind the movement which began in Italy in the 1970s. The movement began to gain international notice in 1989, and since has gained around 80,000 members around the world. The primary focus of the slow food movement is that food is "the defining factor of human identity." It is a cultural movement that focuses on the production, preparation and consumption of food. The small communities that are left today are being sumsumed by the larger, industrial backed agriculture corporations. Slow food works with these smaller agriculture growing groups and seeks to preserve the local grown foods that are left. The "Noah Principe" implores people to try and save the world, but not to change it. The slow food movement does not disdain scientific knowledge, but it preaches a melding of modern technology with old traditions of agriculture. Slow food is against the globalization of agriculture and food production and consumption. The movement believes that the slower way is better as it allows you to form connections with the world and people around you.
Schlosser, Eric. Fast Food Nation. Houghton Mifflin, 2000. Introduction.
The focus of this piece was how much fast food has permeated into every aspect of our nation. It discusses how the big fast food corporations are slowly but surely pushing out the smaller food chains and restaurants. The real power of the fast food chains is that they control a large portion of the food production in the country. People in this country trust brand names more than they trust generic. The problem here is that brand names are slowly pushing the other "generic" brands out of business. We trust Mcdonald's burgers and fries because it is Mcdonalds. That does not mean that the food that is provided by Mcdonald's is actually better than food elsewhere. THe food is Mcdonalds is the same food you could buy at the grocery store, or possibly even worse. Fast food is as much politics as it is consumer demand.
This article focuses on the idea of what it means to be a reflexive writer. It expresses the idea that it is necessary to always go back and consider the way in which something was written. A writer must understand the need to fully explore their own ideas and to not simply throw their ideas down on paper in the "accepted" manner. There is no accepted manner. There is only the way in which ideas are presented in an evershifting world. Our writing should reflect this idea. The world is ever changing and our writing should change with it. Our writing should grow as we grow, and change as the world and the ideas of the world change.
Schneider, Stephen. "Good, Clean, Fair: The Rhetoric of the Slow Food Movement." College English. 70.4 (2008): 384-400.
This article focuses on the slow food movement. It discusses the philosophy behind the movement which began in Italy in the 1970s. The movement began to gain international notice in 1989, and since has gained around 80,000 members around the world. The primary focus of the slow food movement is that food is "the defining factor of human identity." It is a cultural movement that focuses on the production, preparation and consumption of food. The small communities that are left today are being sumsumed by the larger, industrial backed agriculture corporations. Slow food works with these smaller agriculture growing groups and seeks to preserve the local grown foods that are left. The "Noah Principe" implores people to try and save the world, but not to change it. The slow food movement does not disdain scientific knowledge, but it preaches a melding of modern technology with old traditions of agriculture. Slow food is against the globalization of agriculture and food production and consumption. The movement believes that the slower way is better as it allows you to form connections with the world and people around you.
Schlosser, Eric. Fast Food Nation. Houghton Mifflin, 2000. Introduction.
The focus of this piece was how much fast food has permeated into every aspect of our nation. It discusses how the big fast food corporations are slowly but surely pushing out the smaller food chains and restaurants. The real power of the fast food chains is that they control a large portion of the food production in the country. People in this country trust brand names more than they trust generic. The problem here is that brand names are slowly pushing the other "generic" brands out of business. We trust Mcdonald's burgers and fries because it is Mcdonalds. That does not mean that the food that is provided by Mcdonald's is actually better than food elsewhere. THe food is Mcdonalds is the same food you could buy at the grocery store, or possibly even worse. Fast food is as much politics as it is consumer demand.
Theiss, Evelyn. "Colleges Hope Students Use Nutritional Information to Build Good Eating Habits for a Lifetime | Cleveland.com." Cleveland OH Local News, Breaking News, Sports & Weather - Cleveland.com. Apr.-May 2001. Web. 12 Apr. 2011. <http://www.cleveland.com/healthfit/index.ssf/2011/04/dining_on_campus_now_students.html>.
This piece discusses how the "freshman 5" has evolved to the freshman 15 and is now heading towards the freshman 30. She discusses how this trend has occurred. She then goes onto discuss how some colleges are seeking to make their students more aware of the nutritional values of what they are eating, and that soon their will be federal regulation requiring restaurants with 20 or more locations to make the nutritional statistics of their food available to their costumers. It moves to discuss the value of nutritional labels, putting good taste and healthy choices together and show students that just because something is healthy does not mean it doesn't taste good.
This piece discusses how the "freshman 5" has evolved to the freshman 15 and is now heading towards the freshman 30. She discusses how this trend has occurred. She then goes onto discuss how some colleges are seeking to make their students more aware of the nutritional values of what they are eating, and that soon their will be federal regulation requiring restaurants with 20 or more locations to make the nutritional statistics of their food available to their costumers. It moves to discuss the value of nutritional labels, putting good taste and healthy choices together and show students that just because something is healthy does not mean it doesn't taste good.
