Becky Lyons
Plagiarism
EID Chapter 12
In writing it is important to avoid plagiarism and make sure that everything you write is in your own words, unless otherwise cited. When you are writing a paper or essay, the ideas that you present should be your own because you cannot just steal someone else's thoughts. When it comes to the idea of assignments in classes, it is especially important to avoid plagiarism because it is a great offense and it degrades you as a student. Also, you are not learning about what you are researching if you are simply taking information from another person or source. You are simply rewording or restating what they have already said and failing to produce any new or relevant ideas. Citing you work is of great importance when you are composing because whoever your audience is needs to know where the thoughts you present have come from. If they are from an outside source they should be credited with the work they have done concerning the topic. If you plagiarize you are basically stealing from someone else and decreasing your own academic integrity, which will not be beneficial in the long run.
Thursday, December 4, 2008
Becky Lyons
Group Multimodal Project
Final Ideas
Our group decided that our final project will be a satirical argument concerning the protection of squirrels on the Clemson campus. We will be satirizing PETA and their efforts to protect other animals in an effort to direct attention towards the demolition of Johnstone and other areas on campus which we think could cause problems in the future. For this project, we plan to create a brochure and a movie in which we express our ideas about the squirrels and how turning Johnstone into the Tommy Bowden Memorial Sanctuary for squirrels and other wildlife will be beneficial. We have already found various pictures of squirrels on the internet as well as information regarding the testing of squirrels which we can use in our report. We want to create the movie in a way that is similar to the commercials you see TV with celebrities asking for money to help the animals with the depressing music playing in the background. This will allow us to use different rhetorical appeals in our project in an effort to persuade our audience, or Clemson students and affiliates of the university. We also plan to make a facebook group because it is an easy way to reach out to students and they can easily get involved by joining.
Group Multimodal Project
Final Ideas
Our group decided that our final project will be a satirical argument concerning the protection of squirrels on the Clemson campus. We will be satirizing PETA and their efforts to protect other animals in an effort to direct attention towards the demolition of Johnstone and other areas on campus which we think could cause problems in the future. For this project, we plan to create a brochure and a movie in which we express our ideas about the squirrels and how turning Johnstone into the Tommy Bowden Memorial Sanctuary for squirrels and other wildlife will be beneficial. We have already found various pictures of squirrels on the internet as well as information regarding the testing of squirrels which we can use in our report. We want to create the movie in a way that is similar to the commercials you see TV with celebrities asking for money to help the animals with the depressing music playing in the background. This will allow us to use different rhetorical appeals in our project in an effort to persuade our audience, or Clemson students and affiliates of the university. We also plan to make a facebook group because it is an easy way to reach out to students and they can easily get involved by joining.
Becky Lyons
Freewriting Ideas for Multimodal Project
My group and I started talking about possible topics for our multimodal project and we came up with some interesting ideas. Our initial thought was that we wanted to do something that was relevant to the Clemson University campus or student body because it is the area where we will be implementing our argument and directing our opinions to. The idea I think we are going to elaborate on is the planned destruction of the area on campus including the Johnstone dormitory and the Student Union. It had been planned by the University that these areas will be torn down and replaced in 2011 which seems somewhat unnecessary. These decisions will certainly affect students coming into Clemson in the future as well as some that may already be here. We plan to possibly produce alternative solutions for the renovations that are needed for these buildings and gain awareness about the Clemson budget and how the money is being distributed. We also plan on making a video and possibly a facebook group addressing the issue because these are two multimodal forms we think can be easily accessed and are very influential and effective.
Freewriting Ideas for Multimodal Project
My group and I started talking about possible topics for our multimodal project and we came up with some interesting ideas. Our initial thought was that we wanted to do something that was relevant to the Clemson University campus or student body because it is the area where we will be implementing our argument and directing our opinions to. The idea I think we are going to elaborate on is the planned destruction of the area on campus including the Johnstone dormitory and the Student Union. It had been planned by the University that these areas will be torn down and replaced in 2011 which seems somewhat unnecessary. These decisions will certainly affect students coming into Clemson in the future as well as some that may already be here. We plan to possibly produce alternative solutions for the renovations that are needed for these buildings and gain awareness about the Clemson budget and how the money is being distributed. We also plan on making a video and possibly a facebook group addressing the issue because these are two multimodal forms we think can be easily accessed and are very influential and effective.
Becky Lyons
English 103
“At A Glance” pg. 174
When completing the “At a Glance” from the textbook, I was able to revise my report on censorship. I changed my original idea for the report to the freedom to read from the topic of urban legends because it was a much more narrow idea. After reading my rough draft out loud as suggested, I was able to find a few spelling and grammar errors that I had overlooked so revising it in this way was very helpful. I also followed the advice to print out the report and revise it by hand which proved to be useful because it allowed me to write down any additional ideas I had instead of just keeping them in my head and hoping I would remember them later. Going through the essay I was also able to elaborate on a few ideas that elongated my writing and made the paper flow better as a whole. Overall, I think the ideas presented in the Envision text were very helpful and allowed me to revise my paper in a positive manner. The suggestions that were made were very relevant to any paper I might be writing, and for this one in particular about censorship, I think they made me think twice about certain paragraphs and dissect the paper by taking out what was unnecessary and adding to areas that needed more elaboration.
English 103
“At A Glance” pg. 174
When completing the “At a Glance” from the textbook, I was able to revise my report on censorship. I changed my original idea for the report to the freedom to read from the topic of urban legends because it was a much more narrow idea. After reading my rough draft out loud as suggested, I was able to find a few spelling and grammar errors that I had overlooked so revising it in this way was very helpful. I also followed the advice to print out the report and revise it by hand which proved to be useful because it allowed me to write down any additional ideas I had instead of just keeping them in my head and hoping I would remember them later. Going through the essay I was also able to elaborate on a few ideas that elongated my writing and made the paper flow better as a whole. Overall, I think the ideas presented in the Envision text were very helpful and allowed me to revise my paper in a positive manner. The suggestions that were made were very relevant to any paper I might be writing, and for this one in particular about censorship, I think they made me think twice about certain paragraphs and dissect the paper by taking out what was unnecessary and adding to areas that needed more elaboration.
Becky Lyons
Envision In Depth
Drafting pg. 157
The strategies listed for drafting in the textbook are good examples of how to start a paper and begin the writing process. It goes through how you should begin with an introduction and go from there, in sequence. As you move through the paper you should also be moving through your argument and establishing the different points that you want to make to support your thesis. Of the ideas listed for drafting, I think the most helpful one (and the one I follow most frequently) is “fleshing the outline.” This means that you gradually expand upon your outline and pick out the keywords that you want to include in your paper. By doing this, you are able to make sure everything is included and you are not forgetting an imperative piece of information for your argument. Also, I use the idea of freewriting very often when I am beginning a paper. This process allows you to write down whatever you want and you can later incorporate that into an essay or a writing assignment. This practice takes some stress off the creative process when you are initially trying to think of an idea and information to back it up with. Freewriting makes it possible to take many different beginnings of ideas and intertwine them into a network of supporting facts that can be very useful.
Envision In Depth
Drafting pg. 157
The strategies listed for drafting in the textbook are good examples of how to start a paper and begin the writing process. It goes through how you should begin with an introduction and go from there, in sequence. As you move through the paper you should also be moving through your argument and establishing the different points that you want to make to support your thesis. Of the ideas listed for drafting, I think the most helpful one (and the one I follow most frequently) is “fleshing the outline.” This means that you gradually expand upon your outline and pick out the keywords that you want to include in your paper. By doing this, you are able to make sure everything is included and you are not forgetting an imperative piece of information for your argument. Also, I use the idea of freewriting very often when I am beginning a paper. This process allows you to write down whatever you want and you can later incorporate that into an essay or a writing assignment. This practice takes some stress off the creative process when you are initially trying to think of an idea and information to back it up with. Freewriting makes it possible to take many different beginnings of ideas and intertwine them into a network of supporting facts that can be very useful.
Annotated Bibliography
Alfano, Christine L., and Alyssa J. O’Brien. Envision in Depth: Reading, Writing, and
Researching Arguments. New York: Pearson Education Inc., 2008.
Beech, Hannah. “The Chinese Gymnasts: Age Questions Remain.” Time Magazine
Online. 13 August 2008. 31 August 2008.
http://www.time.com/time/world/article/0,8599,1832312,00.html.
Brennan, Christine. “What a host! Chinese Even Kick in Their Own Controversy.”
USA Today Online. 12 August 2008. 31 August 2008.
http://www.usatoday.com/sports/columnist/brennan/gymnastics_N.htm.
“Controversy Over Chinese Gymnasts’ Ages Clouds Gold-Medal Win.”
Fox News Online. 14 August 2008. 31 August 2008.
http://www.foxnews.com/story/0,2933,403584,00.html.
“Mike’s Bio; Editorials.” Mother Goose and Grimm Online. 1995-2007.
25 August 2008. http://www.grimmy.com/.
Alfano, Christine L., and Alyssa J. O’Brien. Envision in Depth: Reading, Writing, and
Researching Arguments. New York: Pearson Education Inc., 2008.
Beech, Hannah. “The Chinese Gymnasts: Age Questions Remain.” Time Magazine
Online. 13 August 2008. 31 August 2008.
http://www.time.com/time/world/article/0,8599,1832312,00.html.
Brennan, Christine. “What a host! Chinese Even Kick in Their Own Controversy.”
USA Today Online. 12 August 2008. 31 August 2008.
http://www.usatoday.com/sports/columnist/brennan/gymnastics_N.htm.
“Controversy Over Chinese Gymnasts’ Ages Clouds Gold-Medal Win.”
Fox News Online. 14 August 2008. 31 August 2008.
http://www.foxnews.com/story/0,2933,403584,00.html.
“Mike’s Bio; Editorials.” Mother Goose and Grimm Online. 1995-2007.
25 August 2008. http://www.grimmy.com/.
The 2008 Olympics Controversy
The 2008 Summer Olympics, that took place in Beijing, China, brought
about many controversies and concerns before, during, and even after the games
were completed. The debate about the age of a few of the Chinese women’s
gymnastics team members was under major scrutiny after accusations that these
athletes were too young to compete. This particular controversy is captured in
the cartoon by Mike Peters who portrays the Chinese gymnasts as characters of a
popular adolescent television show. Peters uses both visual and textual rhetoric in
this comic to make the argument that some members of the 2008 Chinese
women’s gymnastics team were too young and therefore not eligible to compete
in the games. Through the cartoon he attempts to show the dishonesty of the
Chinese and what he believes the American public’s reaction to viewing these
athletes should have been based on skepticism of their eligibility.
The 2008 Summer Olympics, that took place in Beijing, China, brought
about many controversies and concerns before, during, and even after the games
were completed. The debate about the age of a few of the Chinese women’s
gymnastics team members was under major scrutiny after accusations that these
athletes were too young to compete. This particular controversy is captured in
the cartoon by Mike Peters who portrays the Chinese gymnasts as characters of a
popular adolescent television show. Peters uses both visual and textual rhetoric in
this comic to make the argument that some members of the 2008 Chinese
women’s gymnastics team were too young and therefore not eligible to compete
in the games. Through the cartoon he attempts to show the dishonesty of the
Chinese and what he believes the American public’s reaction to viewing these
athletes should have been based on skepticism of their eligibility.
Pg. 55 Creative Practice
The picture presented on this page depicts a soldier’s coffin returning home from a plane flight, and it is being draped with an American flag before it is unloaded from the plane. In this instance, it seems that the photographer, Todd Heisler, is making the argument that there is a great amount of respect associated with those who go and fight for their country, and in this instance, great respect is due to those who lose their lives while undertaking this mission. In this picture, other soldiers are carefully placing the flag over the coffin to show their respect for their fellow man, and setting an example that others should do the same, However, in the picture the coffin is resting in an airplane filled with civilians on a regular flight home. In this way the photographer is showing how intertwined these casualties have become with daily life. We as Americans know casualties are occurring among those that are fighting for our freedom and we have a duty to respect their memory and appreciate their every effort. This image is using the rhetorical appeal of ethos, in an attempt to appeal to the audience’s emotions. Other images that could be representative of this argument might be any concerning the War in Iraq or pictures of soldiers in action. These type of images would help to gain support for an argument because they have a great impact on viewers and through the appeal of kairos, represent what is going on in our country during this time.
The picture presented on this page depicts a soldier’s coffin returning home from a plane flight, and it is being draped with an American flag before it is unloaded from the plane. In this instance, it seems that the photographer, Todd Heisler, is making the argument that there is a great amount of respect associated with those who go and fight for their country, and in this instance, great respect is due to those who lose their lives while undertaking this mission. In this picture, other soldiers are carefully placing the flag over the coffin to show their respect for their fellow man, and setting an example that others should do the same, However, in the picture the coffin is resting in an airplane filled with civilians on a regular flight home. In this way the photographer is showing how intertwined these casualties have become with daily life. We as Americans know casualties are occurring among those that are fighting for our freedom and we have a duty to respect their memory and appreciate their every effort. This image is using the rhetorical appeal of ethos, in an attempt to appeal to the audience’s emotions. Other images that could be representative of this argument might be any concerning the War in Iraq or pictures of soldiers in action. These type of images would help to gain support for an argument because they have a great impact on viewers and through the appeal of kairos, represent what is going on in our country during this time.
Becky Lyons
Creative Practice pg. 34
www.ablongman.com/envision/205 website
Throughout this website there were many examples of visual rhetoric at work in advertising campaigns. Some of the most effective were those that included celebrities, colorful language meant to gain your interest, and commercials with catchy songs or background music. There were also many different strategies of argumentation at work in these advertisements. For example, the “truth ads” use the technique of trying to reason with consumers and inform them about the dangers of tobacco. They present this information in an interesting way in order to gain support and interest for their cause. Another strategy used can be seen in the Budweiser campaign ads which appeal to the emotions of the viewer. By eliciting the response of laughter, or being humorous to the consumer, they are making their ad memorable and a positive link is made with that product. Other rhetorical appeals that can be seen through these commercials include those that appeal to reason and logic, those that effect the senses and emotions of the consumers, and those that appeal to the authority or character of the viewer. These strategies and many others are used in advertisements to gain support for a product or cause with the main intent of selling to or influencing the general public.
Creative Practice pg. 34
www.ablongman.com/envision/205 website
Throughout this website there were many examples of visual rhetoric at work in advertising campaigns. Some of the most effective were those that included celebrities, colorful language meant to gain your interest, and commercials with catchy songs or background music. There were also many different strategies of argumentation at work in these advertisements. For example, the “truth ads” use the technique of trying to reason with consumers and inform them about the dangers of tobacco. They present this information in an interesting way in order to gain support and interest for their cause. Another strategy used can be seen in the Budweiser campaign ads which appeal to the emotions of the viewer. By eliciting the response of laughter, or being humorous to the consumer, they are making their ad memorable and a positive link is made with that product. Other rhetorical appeals that can be seen through these commercials include those that appeal to reason and logic, those that effect the senses and emotions of the consumers, and those that appeal to the authority or character of the viewer. These strategies and many others are used in advertisements to gain support for a product or cause with the main intent of selling to or influencing the general public.
Becky Lyons
DK Reading Sources
Many of the sources listed in the DK Handbook are very useful in regards to this specific research assignment. In dealing with my topic, urban legends, or the loch ness monster, I might use sources in the categories of online research, library research, or visual sources like photographs. Nonfiction books and reference books would probably be the main types of literature I would be searching for since I am trying to locate actual facts and valid information. If I could find any information in popular journals, such as TIME magazine, they would also be useful because these articles are usually selected and reviewed by editors for validity before they are published. I will probably stay away from personal websites and blogs while researching this topic because they may tend to present biased information and I don’t want them to influence my opinions on this topic. Some people are very passionate about the existence of the loch ness monster in particular and their websites would most definitely reflect their views, regardless of whether they are valid or not.
DK Reading Sources
Many of the sources listed in the DK Handbook are very useful in regards to this specific research assignment. In dealing with my topic, urban legends, or the loch ness monster, I might use sources in the categories of online research, library research, or visual sources like photographs. Nonfiction books and reference books would probably be the main types of literature I would be searching for since I am trying to locate actual facts and valid information. If I could find any information in popular journals, such as TIME magazine, they would also be useful because these articles are usually selected and reviewed by editors for validity before they are published. I will probably stay away from personal websites and blogs while researching this topic because they may tend to present biased information and I don’t want them to influence my opinions on this topic. Some people are very passionate about the existence of the loch ness monster in particular and their websites would most definitely reflect their views, regardless of whether they are valid or not.
Becky Lyons
Freewrite Research Ideas
The topic I have chosen to focus on is the loch ness monster and the beliefs and controversies surrounding it and other urban legends.
Urban legends have become an intricate part of our society and their existence help spark the interest and curiosity of the general public. There are many controversies and beliefs associated with the sightings and stories surrounding the many different myths, and these help to form a very interesting part of our culture. One myth in particular that has captured attention for years deals with the Loch Ness Monster from Scotland’s Loch Ness. The existence of this creature has captured the attention of citizens and scientists alike for decades and there is an endless pursuit to prove the validity of photographs and stories associated with the great monster.
To research this topic I hope to initially explore the general history of the myth concerning “Nessie” and learn more about the origins of the stories. I will also attempt to find listings of sightings and photographs that have been used to try to argue for the monster’s existence. To do this, I will need to research urban legends in general in research books or other materials, and then I will narrow my search and focus mainly on the legend of the Loch Ness Monster to go back to my initial argument and main point of the paper.
The most difficult part of this assignment will be both limiting the information that I want to use in this report, and developing a final argument or conclusion from the information. There could be many arguments I could form using this information and topic, and I will have to choose one that will not only be interesting, but one that I can find evidence and support for in order to prove it’s validity.
Freewrite Research Ideas
The topic I have chosen to focus on is the loch ness monster and the beliefs and controversies surrounding it and other urban legends.
Urban legends have become an intricate part of our society and their existence help spark the interest and curiosity of the general public. There are many controversies and beliefs associated with the sightings and stories surrounding the many different myths, and these help to form a very interesting part of our culture. One myth in particular that has captured attention for years deals with the Loch Ness Monster from Scotland’s Loch Ness. The existence of this creature has captured the attention of citizens and scientists alike for decades and there is an endless pursuit to prove the validity of photographs and stories associated with the great monster.
To research this topic I hope to initially explore the general history of the myth concerning “Nessie” and learn more about the origins of the stories. I will also attempt to find listings of sightings and photographs that have been used to try to argue for the monster’s existence. To do this, I will need to research urban legends in general in research books or other materials, and then I will narrow my search and focus mainly on the legend of the Loch Ness Monster to go back to my initial argument and main point of the paper.
The most difficult part of this assignment will be both limiting the information that I want to use in this report, and developing a final argument or conclusion from the information. There could be many arguments I could form using this information and topic, and I will have to choose one that will not only be interesting, but one that I can find evidence and support for in order to prove it’s validity.
Becky Lyons
Pg. 91 “At a Glance”
1. I am interested in this research topic because it concerns the cultural ideas of our society. Learning about urban legends, in this case, the loch ness monster also is very interesting and I am curious about this different ideas and beliefs associated with the topic.
2. I have not developed an argument on the topic yet, but I can form one after I have researched about it a little more. I can argue for the “fact or fiction” aspect of the loch ness monster, or I can argue that urban legends have a great impact on our society in general.
3. I will be able to find enough research on this topic because of everything available to me. The internet has a great deal of information on the topic, and the library has a lot of information on many different urban legends and their effect on society and culture in various areas of the world.
4. This topic does interest me and I do have a genuine interest and curiosity surrounding it. I want to learn about different urban legends because the stories and beliefs associated with them have interested me in the past.
Pg. 91 “At a Glance”
1. I am interested in this research topic because it concerns the cultural ideas of our society. Learning about urban legends, in this case, the loch ness monster also is very interesting and I am curious about this different ideas and beliefs associated with the topic.
2. I have not developed an argument on the topic yet, but I can form one after I have researched about it a little more. I can argue for the “fact or fiction” aspect of the loch ness monster, or I can argue that urban legends have a great impact on our society in general.
3. I will be able to find enough research on this topic because of everything available to me. The internet has a great deal of information on the topic, and the library has a lot of information on many different urban legends and their effect on society and culture in various areas of the world.
4. This topic does interest me and I do have a genuine interest and curiosity surrounding it. I want to learn about different urban legends because the stories and beliefs associated with them have interested me in the past.
DK pg. 27
Audience, Purpose, and Context
1. The audience would care about this topic because it concerns a current event, the Olympics, and a controversy surrounding athletes that were competing at the event. They might already know about the controversy by listening to the news, watching the Olympics, or reading about it in the newspaper since it is fairly recent.
2. This topic helps me address the assignment’s purposes because I am dealing with a cartoon that illustrates the use of visual rhetoric. This cartoon by Mike Peters uses rhetoric in order to show support for his argument. This topic will help to expand my learning not only through researching this current event, but also it will help me learn about the appeals used in this and other examples of rhetoric.This topic will easily allow me to create a paper that adheres to the length requirement for the assignment. There is a lot of information available about the topic, and the cartoon I am using is a good example of rhetoric and it is easily relatable to the main point of using an illustration to support an argument. This topic concerns both international and national events because the event occurred in China, but it dealt with all the countries
Audience, Purpose, and Context
1. The audience would care about this topic because it concerns a current event, the Olympics, and a controversy surrounding athletes that were competing at the event. They might already know about the controversy by listening to the news, watching the Olympics, or reading about it in the newspaper since it is fairly recent.
2. This topic helps me address the assignment’s purposes because I am dealing with a cartoon that illustrates the use of visual rhetoric. This cartoon by Mike Peters uses rhetoric in order to show support for his argument. This topic will help to expand my learning not only through researching this current event, but also it will help me learn about the appeals used in this and other examples of rhetoric.This topic will easily allow me to create a paper that adheres to the length requirement for the assignment. There is a lot of information available about the topic, and the cartoon I am using is a good example of rhetoric and it is easily relatable to the main point of using an illustration to support an argument. This topic concerns both international and national events because the event occurred in China, but it dealt with all the countries
Becky Lyons
Graphic Writing Techniques
Utilizing graphic writing techniques when writing a paper can be very useful because it helps you organize your information and see what you want to use or what other areas you might want to find information for. Using graphic techniques, such as making a web of ideas, helps you brainstorm during the initial writing process. This can narrow your ideas and allow you to see what you really want to focus on or what areas can be left out. It also shows you how much information or prior knowledge about the subject that you have and how much you have left to research. Using these graphic techniques can come in handy whether you are making a large web of ideas concerning many different topics or even if you are just making a smaller one concerning only one basic idea.
Graphic Writing Techniques
Utilizing graphic writing techniques when writing a paper can be very useful because it helps you organize your information and see what you want to use or what other areas you might want to find information for. Using graphic techniques, such as making a web of ideas, helps you brainstorm during the initial writing process. This can narrow your ideas and allow you to see what you really want to focus on or what areas can be left out. It also shows you how much information or prior knowledge about the subject that you have and how much you have left to research. Using these graphic techniques can come in handy whether you are making a large web of ideas concerning many different topics or even if you are just making a smaller one concerning only one basic idea.
Becky Lyons
Research Topic Notes
The cartoon that I chose to write my research paper on was one drawn by Mike Peters and it depicts the Chinese women’s 2008 olympics team
This cartoon pokes fun at the controversy surrounding this team and the allegations that said they were far too young to compete
Three of the six girls were found to be underage according to Chinese records
The artist uses many different types of visual rhetoric through this illustration including kairos, ethos, logos, and pathos
These appeals have a great impact on the viewing audience and help to gain support for his argument: he believed the Chinese did in fact cheat because the girls were obviously too young
He has drawn these young girls to look like characters from an adolescent television program (Teletubbies) in order to make the comic humorous
He also includes illustrations of the other gymnasts as “normal” age and size to further show the difference between the alleged dishonest competitors and those that were legitimate
Mike Peters uses both textual and visual rhetoric through his cartoon and what the American couple in the cartoon are vocalizing
Research Topic Notes
The cartoon that I chose to write my research paper on was one drawn by Mike Peters and it depicts the Chinese women’s 2008 olympics team
This cartoon pokes fun at the controversy surrounding this team and the allegations that said they were far too young to compete
Three of the six girls were found to be underage according to Chinese records
The artist uses many different types of visual rhetoric through this illustration including kairos, ethos, logos, and pathos
These appeals have a great impact on the viewing audience and help to gain support for his argument: he believed the Chinese did in fact cheat because the girls were obviously too young
He has drawn these young girls to look like characters from an adolescent television program (Teletubbies) in order to make the comic humorous
He also includes illustrations of the other gymnasts as “normal” age and size to further show the difference between the alleged dishonest competitors and those that were legitimate
Mike Peters uses both textual and visual rhetoric through his cartoon and what the American couple in the cartoon are vocalizing
Becky Lyons
Camera & Social Identity
Cameras can be very useful in capturing a person’s social identity because of all the things a photo can represent. A photo of a person can show someone else what that person likes to do, who they interact with, or what type of clothes they like to wear. Also, an image can show a person’s emotion at that time and many things can be interpreted from their body language or general demeanor. However, a photograph cannot capture exactly who a person is. It cannot record their beliefs or goals, or their emotions other than what is being represented at the exact moment the picture is taken. In this way, pictures can be used to get a general impression of a person concerning their activities or interests, or what they look like, but pictures can be deceiving and they are not representative of all aspects of a person’s life. You can’t judge a person based on just one photo, just as you can’t judge a book by it’s cover.
Camera & Social Identity
Cameras can be very useful in capturing a person’s social identity because of all the things a photo can represent. A photo of a person can show someone else what that person likes to do, who they interact with, or what type of clothes they like to wear. Also, an image can show a person’s emotion at that time and many things can be interpreted from their body language or general demeanor. However, a photograph cannot capture exactly who a person is. It cannot record their beliefs or goals, or their emotions other than what is being represented at the exact moment the picture is taken. In this way, pictures can be used to get a general impression of a person concerning their activities or interests, or what they look like, but pictures can be deceiving and they are not representative of all aspects of a person’s life. You can’t judge a person based on just one photo, just as you can’t judge a book by it’s cover.
Becky Lyons
Creative Practice pg. 78
It was only after I took the pictures that I realized what I had captured on film. I now had the moments right before someone’s death documented in sequential snapshots as the tragic event unfolded. I had not planned on photographing this particular occurrence and had originally gone to the scene of the fire with the intent of watching heroic firefighters saving lives in order to take pictures of their valiant efforts. However, that all changed as the fire escape holding up a woman and child slid off the building before their rescue could be completed. Out of habit, I continued taking pictures of the fall throughout those precious seconds. The reality of the situation finally set in when I began to survey the scene and the initial shock wore off. The crowd was now seeing the aftermath of a rescue gone wrong which ended in a nineteen year old woman and her child falling helplessly from a burning apartment building. The child survived the fall, but unfortunately the mother did not. We all continued to stare in disbelief for what seemed like an eternity as the horror of the situation continued to escalate.
The news of the accident spread quickly, and by the next day my pictures were published in over four hundred newspapers in the United States. The public was obsessed with finding out every detail of the tragic event and they were even more amazed at the photographs that captured the very seconds before a woman’s death. The media was also eager to push the story as much as they could and elicit any emotion they could from readers. The reaction to the publication of the pictures, however, was not entirely anticipated. Printing these pictures created a great controversy because of the belief that death should be a respected and private ordeal. Publishing photos of this woman went against church teachings and religious beliefs, as well as just general decency.
In my opinion, the photographs were meant to be displayed as long as the captions that went along with them were respectable. As reporters and photographers for newspapers, we have a responsibility to research the truth and present it to the public exactly as it happens. Therefore, the public had a right to know the truth about this and other tragedies and because the pictures were an intricate part of that truth, their publication was validated. The pictures may have been depicting a horrible event, but what would happen if only occurrences that were non-controversial and jovial were reported? That would not be representing the truth of news reporting and the public would not be getting all the information they are entitled to.
Creative Practice pg. 78
It was only after I took the pictures that I realized what I had captured on film. I now had the moments right before someone’s death documented in sequential snapshots as the tragic event unfolded. I had not planned on photographing this particular occurrence and had originally gone to the scene of the fire with the intent of watching heroic firefighters saving lives in order to take pictures of their valiant efforts. However, that all changed as the fire escape holding up a woman and child slid off the building before their rescue could be completed. Out of habit, I continued taking pictures of the fall throughout those precious seconds. The reality of the situation finally set in when I began to survey the scene and the initial shock wore off. The crowd was now seeing the aftermath of a rescue gone wrong which ended in a nineteen year old woman and her child falling helplessly from a burning apartment building. The child survived the fall, but unfortunately the mother did not. We all continued to stare in disbelief for what seemed like an eternity as the horror of the situation continued to escalate.
The news of the accident spread quickly, and by the next day my pictures were published in over four hundred newspapers in the United States. The public was obsessed with finding out every detail of the tragic event and they were even more amazed at the photographs that captured the very seconds before a woman’s death. The media was also eager to push the story as much as they could and elicit any emotion they could from readers. The reaction to the publication of the pictures, however, was not entirely anticipated. Printing these pictures created a great controversy because of the belief that death should be a respected and private ordeal. Publishing photos of this woman went against church teachings and religious beliefs, as well as just general decency.
In my opinion, the photographs were meant to be displayed as long as the captions that went along with them were respectable. As reporters and photographers for newspapers, we have a responsibility to research the truth and present it to the public exactly as it happens. Therefore, the public had a right to know the truth about this and other tragedies and because the pictures were an intricate part of that truth, their publication was validated. The pictures may have been depicting a horrible event, but what would happen if only occurrences that were non-controversial and jovial were reported? That would not be representing the truth of news reporting and the public would not be getting all the information they are entitled to.
Monday, October 27, 2008
Research Argument - Censorship
Becky Lyons
Research Argument
Banning Books and Limiting Education
The banning of certain books in the name of “censorship” has become a very controversial
issue in schools across the nation. Some believe that stories containing questionable material
are unnecessary in educational institutions because they do not enhance educational
development or promote a positive worldview. Books under scrutiny often cover issues dealing
with race, profanity, drug use, violence, sexual situations, and even witchcraft. However,
whether or not a story’s educational value outweighs its controversial content is more of an
opinion made by its reader, and it is not a testable statistic. Therefore, censorship
in schools, in most cases, is inadequately supported and it goes against basic rights that are
protected in the First Amendment.
Censorship is often defined as, “the practice of examining in order to suppress or delete
anything considered objectionable” (Encyclopedia Britannica) This is exactly what school boards
do when they do not permit specific content from being viewed in their institutions. However,
what is being questioned is who has the authority to decide what material is “objectionable”
for young students and why. Usually when schools ban or restrict the distribution of certain
books and authors, it is with the intention of protecting the students, who are easily
influenced, from controversial material. These censorship decisions are often made based on
concerns from parents, the maturity levels of the readers, and also the members of the school
boards’ own personal issues with the stories’content. However, even in cases where censors
are working in the interest of young scholars, they are typically ignoring basic rights of
adolescent scholars. As explained by the author Lois Lowry, “By constricting the breadth of
education, especially the exposure to controversial literature, the community [is hindering]
students’ ability to address and understand real world issues.” Lowry is demonstrating the basic
principle that by censoring out any issues that are objectionable, students are unable to learn
and read about situations that may occur in their own lives. This hinders their ability to adapt to
these situations and deal with them in an effective manner that could otherwise be achieved if
they were to study them in school. As an author whose work has been criticized and been
banned in the past, Lowry speaks from experience and acknowledges that even award winning
books, such as her own young adult novel The Giver, may deal with issues that are difficult to
handle, but they are necessary to promote development of young minds (Ramsey).
Censorship in schools is usually implemented when a story’s content deals with controversial
issues that many students may not have been introduced to yet. Typically, some subject matter
that is not permitted on the basis of it being offensive includes storylines dealing with profanity,
violence, race, drugs, or other topics that are considered to promote immorality. Those that
support censorship generally feel that students should not study or have access to these stories
which may generate a negative model of living. Through this belief, parents and teachers are
assuming that, “…by limiting what children read, they can change society to reflect their
worldview” (Hoffman, 89). Coming to this conclusion not only means that they believe “their”
worldview to be the correct one, but also that they think students will not be influenced by any
other means such as the media in the form of television, the internet, magazines, and many
other sources of information they might gain access to. Many recognize that this is an almost
impossible standard to live up to. Censoring students in such a way prevents them from
discovering about real life situations and in creating a world for them where there are no
problems or controversial issues means that they are not being exposed to reality.
As a result of the belief that censorship will help promote this “healthy worldview,” it has
been implemented in many communities throughout the nation. It is used not only as solution
to deal with issues of morality, but also to eliminate topics that do little more than introduce
new ideas and promote the enhancement of imagination. For example, in recent years, the
Harry Potter series by J.K. Rowling has frequently been challenged citing its references
to witchcraft and stating that its portrayal of fantasy could confuse children with reality.
Following boundaries such as these might lead one to wonder how far the boundaries of
censorship may extend. If there are concerns that children may confuse Rowling’s imaginary
world with real life, shouldn’t there also be concerns that young minds may confuse real life
with the whimsical characters they come across in fairy tales or their own literature text books?
The question of who gets to decide which fantasy they are allowed to dream of and imagine
about now comes into play and ultimately challenges a child’s own creativity and imagination
which is definitely a fundamental part of their development.
There are many books that have long been a part of standard reading for young students and
often are required for basic language arts courses in schools. Books such as, To Kill a
Mockingbird, The Catcher in the Rye, The Adventures of Huckleberry Finn, The Color Purple,
and The Scarlett Letter are arguably among some of the most influential and critically acclaimed
stories in literature. They are used in literature and English classes for years because of their
insight and highly educational value. However, even with their countless acclamations,
these books are among the most frequently banned in educational institutions for various
reasons. Harper Lee’s To Kill a Mockingbird is often criticized for profanity and racial content
and J.D. Salinger’s The Catcher in the Rye questioned for dealing with “…prostitution,
depression, and alienation.” Even the Pulitzer prize-winning story The Color Purple , by Alice
Walker, is challenged for sexual situations, drug use, and excessive violence. Other highly
regarded books that are among the most frequently challenged by American schools are Bridge
to Terabithia, for issues with children disrespecting authority, The Lord of the Flies, for violence
and racial slurs, Of Mice and Men, for profanity and using the Lord’s name in vain, and
Nineteen Eighty-Four , for procommunist material.
The censors are banning these stories for their objectionable content, but it questions if
they are forgetting about the lessons that students can learn from them. These lessons in many
cases are imperative to the development of their thoughtprocesses and by teaching them
through stories like these, what they learn will have an impact on them so that they remember
it and can apply it in their own lives. Some issues covered in these stories may no longer be as
pressing as they once were because society has changed, but that does not decrease their
value. It is just as important to learn about the past and history so that children know about the
way things once were and so they know not to repeat certain wrongdoings. By banning books
such as these, it shows the far reaching consequences of censorship on current and future
generations of students. They will not get a chance to learn these great works of literature in
schools. Perhaps the most harmful aspect of this is that the students will not be taught about
these literary works in an environment where a teacher can explain to them the more adult
situations or the content they find confusing. With proper guidance, students would be able to
comprehend these more complex issues and come to understand why they are controversial or
why certain groups find specific issues offensive.
Many books are often banned for obvious reasons such as the use of profanity or sexual
situations, but with these frequently challenged books are a group of books that are questioned
for content much less expected to be controversial. One such book is the fairy tale “Little Red
Riding Hood” which is said to promote alcoholism among youth citing the reason that the
young girl in the story packs a bottle of wine in a basket which she intends to present to her
ailing grandmother. Another story that has been criticized is “Little Red Cap” from the Tales of
the Brothers Grimm. This is said to not only contain anti-Semitic references, but also its female
characters are portrayed negatively. The well-loved children’s writer Dr. Seuss has even been
criticized for a storyline in one of his creations. His story, “The Lorax,” was challenged because it
was believed that it created a negative view of the forestry industry after the main character
views the destruction of a forest and the disastrous effects caused by a logging company (MIT
Press Bookstore). It is likely that the authors of these stories did not intend to offend anyone in
the creation of their colorful characters and insinuating that they intended to corrupt young
student readers can be considered absurd.
Many groups support censorship, but there are also many that work to promote
intellectual freedom and provide information about censorship and the protection of rights
guaranteed in the First Amendment. For example, the American Library Association is an active
supporter of individuals being able to freely learn and seek information without being
restricted. They believe that the First Amendment provides adequate reasoning that “each of
us has the right to read, view, listen to, and disseminate constitutionally protected ideas, even
if a censor finds those ideas offensive” (American Library Association). The First Amendment
clearly states “Congress Shall Make No Law Respecting an Establishment of Religion, or
Prohibiting the Free Exercise Thereof; or Abridging the Freedom of Speech, or of the Press; or
the Right of the People Peaceably to Assemble, and To Petition the Government for a Redress
of Grievances” (Mount). This is important to remember when making an argument against
censorship because it shows that no individual should be denied access to material just because
a censor may find them offensive.
The Freedom to Read Statement was created in response to censorship and it was created
with the intent to promote academic freedom. Its creators believe that reading is an essential
part of our democratic system and they fully support our nation’s tradition of free expression,
even though they are often challenged. This statement holds that we as a country should “trust
Americans to recognize propaganda and misinformation, and to make their own decisions
about what they read and believe.” They also state, “We do not believe they are prepared to
sacrifice their heritage of a free press in order to be "protected" against what others think may
be bad for them. We believe they still favor free enterprise in ideas and expression” (American
Library Association). These arguments are crucial in the fight against censorship in schools
because they uphold the rights of young people and support that an individual should be able
to use their own education to decide what they think is right or wrong and should not be
guided by what others deem as “offensive” to do so.
Groups such as the American Library Association and the National Coalition Against
Censorship continually support the promotion of intellectual freedom and are constantly
working to fight those wishing to suppress the educational value of books. Their main goal is to
form learning environments in which young students are able to gain the knowledge and skills
they need to become successful and well-educated members of American society. However,
while they support this goal, they also understand the importance of allowing citizens to
practice free speech which includes the denouncement of material they may find offensive.
They do not wish to undermine anyone’s opinion, but they do not believe that anyone has the
right to completely influence someone else’s beliefs by forcing censorship upon them and
preventing them from reading content that may not promote a positive worldview (“Censorship
in Schools”).
Censorship itself is a highly controversial topic and those both for and against it can make many valid arguments. When considering this topic, it is important to consider the moral aspect of it, as well as to remember that our country is based on a series of fundamental rights which work to promote education and freedom of expression. Also, the authors that create the works
that are being banned must be taken into consideration. The banning of books and other
literary works is in a way preventing many authors from writing about controversial topics out
of fear of criticism and judgment. The author Judy Blume, whose stories have often been
challenged, sums up this viewpoint in stating “It’s not just the books under fire
now that worry me. It is the books that will never be written. The books that will never be read.
And all due to the fear of censorship. As always, young readers will be the real losers” (“Judy
Blume on Censorship”). Blume supports the valid argument that censorship has unknown
consequences and in a way, it may be undermining the creative process of writers, and the
readers are the ones that will suffer.
Promotion of the freedom of expression and the enhancement of educational ideals is a
fundamental part of our society. It is critical to allow young readers to view books and materials
that will support their educational development and create environments where their
imaginations can prosper. Censorship works to prevent this and attempts to make a world
where there are no negative issues or controversial topics which is not representative of real
life. This is handicapping children because they will not have the ability to read and inquire
about situations they will come across in their own lives. Ray Bradbury, the author of both the
critically acclaimed and often challenged book Fahrenheit 451, once responded to the attempts
to censor his writing by stating, “…digression is the soul of wit. Take the philosophic asides
away from Dante, Milton or Hamlet's father's ghost and what stays is dry bones. Laurence
Sterne said it once: ‘Digressions, incontestably, are the sunshine, the life, the soul of reading!
Take them out and one cold eternal winter would reign in every page. Restore them to
the writer - he steps forth like a bridegroom, bids them all-hail, brings in variety and forbids the
appetite to fail’” (Swaim). He perfectly sums up the fight against censorship because it is true
that it stunts the development of creativity. No individual should have their opportunity to
learn taken away from them, their creative inquiry prevented, or the enrichment of their
imaginations challenged.
Bibliography
Alfano, Christine L., and Alyssa J. O’Brien. Envision in Depth: Reading, Writing, and
Researching Arguments. New York: Pearson Education Inc., 2008.
Encyclopedia Britannica Online. “Censorship.” Encyclopedia Britannica Online .
2008. 17 October 2008.
“Freedom to Read.” American Library Association. 2008. 11 October 2008.
http://www.ala.org/ala/issuesadvocacy/intfreedom/index.cfm .
Hoffman, Frank. "Intellectual Freedom and Censorship." Metuchen, NJ:
The Scarecrow Press, 1989.
“Judy Blume On Censorship.” National Public Radio. 1999. 17 October 2008.
http://www.npr.org/templates/story/storyId=1064538 .
“MIT Press Bookstore.” Banned Books Online. 2008. 9 October 2008.
http://www.mitpress.mit.edu/bookstore/banned.html .
Mount, Steve. “The United States Constitution.” The U.S. Constitution Online.
1995. 11 October 2008. http://www.usconstitution.net/const.html .
“Censorship in Schools.” National Coalition Against Censorship. 2008.
7 October 2008. http://www.ncac.org/education/schools .
Ramsey, Inez. “Lois Lowry Bibliography.” Teacher Resource File. 1999.
James Madison University. 17 October 2008.
http://falcon.jmu.edu/~ramseyil/lowry.htm .
Swaim, Don. “Audio Interviews with Ray Bradbury.” Wired For Books. 1993.
Ohio University. 17 October 2008.
http://wiredforbooks.org/raybradbury .
Research Argument
Banning Books and Limiting Education
The banning of certain books in the name of “censorship” has become a very controversial
issue in schools across the nation. Some believe that stories containing questionable material
are unnecessary in educational institutions because they do not enhance educational
development or promote a positive worldview. Books under scrutiny often cover issues dealing
with race, profanity, drug use, violence, sexual situations, and even witchcraft. However,
whether or not a story’s educational value outweighs its controversial content is more of an
opinion made by its reader, and it is not a testable statistic. Therefore, censorship
in schools, in most cases, is inadequately supported and it goes against basic rights that are
protected in the First Amendment.
Censorship is often defined as, “the practice of examining in order to suppress or delete
anything considered objectionable” (Encyclopedia Britannica) This is exactly what school boards
do when they do not permit specific content from being viewed in their institutions. However,
what is being questioned is who has the authority to decide what material is “objectionable”
for young students and why. Usually when schools ban or restrict the distribution of certain
books and authors, it is with the intention of protecting the students, who are easily
influenced, from controversial material. These censorship decisions are often made based on
concerns from parents, the maturity levels of the readers, and also the members of the school
boards’ own personal issues with the stories’content. However, even in cases where censors
are working in the interest of young scholars, they are typically ignoring basic rights of
adolescent scholars. As explained by the author Lois Lowry, “By constricting the breadth of
education, especially the exposure to controversial literature, the community [is hindering]
students’ ability to address and understand real world issues.” Lowry is demonstrating the basic
principle that by censoring out any issues that are objectionable, students are unable to learn
and read about situations that may occur in their own lives. This hinders their ability to adapt to
these situations and deal with them in an effective manner that could otherwise be achieved if
they were to study them in school. As an author whose work has been criticized and been
banned in the past, Lowry speaks from experience and acknowledges that even award winning
books, such as her own young adult novel The Giver, may deal with issues that are difficult to
handle, but they are necessary to promote development of young minds (Ramsey).
Censorship in schools is usually implemented when a story’s content deals with controversial
issues that many students may not have been introduced to yet. Typically, some subject matter
that is not permitted on the basis of it being offensive includes storylines dealing with profanity,
violence, race, drugs, or other topics that are considered to promote immorality. Those that
support censorship generally feel that students should not study or have access to these stories
which may generate a negative model of living. Through this belief, parents and teachers are
assuming that, “…by limiting what children read, they can change society to reflect their
worldview” (Hoffman, 89). Coming to this conclusion not only means that they believe “their”
worldview to be the correct one, but also that they think students will not be influenced by any
other means such as the media in the form of television, the internet, magazines, and many
other sources of information they might gain access to. Many recognize that this is an almost
impossible standard to live up to. Censoring students in such a way prevents them from
discovering about real life situations and in creating a world for them where there are no
problems or controversial issues means that they are not being exposed to reality.
As a result of the belief that censorship will help promote this “healthy worldview,” it has
been implemented in many communities throughout the nation. It is used not only as solution
to deal with issues of morality, but also to eliminate topics that do little more than introduce
new ideas and promote the enhancement of imagination. For example, in recent years, the
Harry Potter series by J.K. Rowling has frequently been challenged citing its references
to witchcraft and stating that its portrayal of fantasy could confuse children with reality.
Following boundaries such as these might lead one to wonder how far the boundaries of
censorship may extend. If there are concerns that children may confuse Rowling’s imaginary
world with real life, shouldn’t there also be concerns that young minds may confuse real life
with the whimsical characters they come across in fairy tales or their own literature text books?
The question of who gets to decide which fantasy they are allowed to dream of and imagine
about now comes into play and ultimately challenges a child’s own creativity and imagination
which is definitely a fundamental part of their development.
There are many books that have long been a part of standard reading for young students and
often are required for basic language arts courses in schools. Books such as, To Kill a
Mockingbird, The Catcher in the Rye, The Adventures of Huckleberry Finn, The Color Purple,
and The Scarlett Letter are arguably among some of the most influential and critically acclaimed
stories in literature. They are used in literature and English classes for years because of their
insight and highly educational value. However, even with their countless acclamations,
these books are among the most frequently banned in educational institutions for various
reasons. Harper Lee’s To Kill a Mockingbird is often criticized for profanity and racial content
and J.D. Salinger’s The Catcher in the Rye questioned for dealing with “…prostitution,
depression, and alienation.” Even the Pulitzer prize-winning story The Color Purple , by Alice
Walker, is challenged for sexual situations, drug use, and excessive violence. Other highly
regarded books that are among the most frequently challenged by American schools are Bridge
to Terabithia, for issues with children disrespecting authority, The Lord of the Flies, for violence
and racial slurs, Of Mice and Men, for profanity and using the Lord’s name in vain, and
Nineteen Eighty-Four , for procommunist material.
The censors are banning these stories for their objectionable content, but it questions if
they are forgetting about the lessons that students can learn from them. These lessons in many
cases are imperative to the development of their thoughtprocesses and by teaching them
through stories like these, what they learn will have an impact on them so that they remember
it and can apply it in their own lives. Some issues covered in these stories may no longer be as
pressing as they once were because society has changed, but that does not decrease their
value. It is just as important to learn about the past and history so that children know about the
way things once were and so they know not to repeat certain wrongdoings. By banning books
such as these, it shows the far reaching consequences of censorship on current and future
generations of students. They will not get a chance to learn these great works of literature in
schools. Perhaps the most harmful aspect of this is that the students will not be taught about
these literary works in an environment where a teacher can explain to them the more adult
situations or the content they find confusing. With proper guidance, students would be able to
comprehend these more complex issues and come to understand why they are controversial or
why certain groups find specific issues offensive.
Many books are often banned for obvious reasons such as the use of profanity or sexual
situations, but with these frequently challenged books are a group of books that are questioned
for content much less expected to be controversial. One such book is the fairy tale “Little Red
Riding Hood” which is said to promote alcoholism among youth citing the reason that the
young girl in the story packs a bottle of wine in a basket which she intends to present to her
ailing grandmother. Another story that has been criticized is “Little Red Cap” from the Tales of
the Brothers Grimm. This is said to not only contain anti-Semitic references, but also its female
characters are portrayed negatively. The well-loved children’s writer Dr. Seuss has even been
criticized for a storyline in one of his creations. His story, “The Lorax,” was challenged because it
was believed that it created a negative view of the forestry industry after the main character
views the destruction of a forest and the disastrous effects caused by a logging company (MIT
Press Bookstore). It is likely that the authors of these stories did not intend to offend anyone in
the creation of their colorful characters and insinuating that they intended to corrupt young
student readers can be considered absurd.
Many groups support censorship, but there are also many that work to promote
intellectual freedom and provide information about censorship and the protection of rights
guaranteed in the First Amendment. For example, the American Library Association is an active
supporter of individuals being able to freely learn and seek information without being
restricted. They believe that the First Amendment provides adequate reasoning that “each of
us has the right to read, view, listen to, and disseminate constitutionally protected ideas, even
if a censor finds those ideas offensive” (American Library Association). The First Amendment
clearly states “Congress Shall Make No Law Respecting an Establishment of Religion, or
Prohibiting the Free Exercise Thereof; or Abridging the Freedom of Speech, or of the Press; or
the Right of the People Peaceably to Assemble, and To Petition the Government for a Redress
of Grievances” (Mount). This is important to remember when making an argument against
censorship because it shows that no individual should be denied access to material just because
a censor may find them offensive.
The Freedom to Read Statement was created in response to censorship and it was created
with the intent to promote academic freedom. Its creators believe that reading is an essential
part of our democratic system and they fully support our nation’s tradition of free expression,
even though they are often challenged. This statement holds that we as a country should “trust
Americans to recognize propaganda and misinformation, and to make their own decisions
about what they read and believe.” They also state, “We do not believe they are prepared to
sacrifice their heritage of a free press in order to be "protected" against what others think may
be bad for them. We believe they still favor free enterprise in ideas and expression” (American
Library Association). These arguments are crucial in the fight against censorship in schools
because they uphold the rights of young people and support that an individual should be able
to use their own education to decide what they think is right or wrong and should not be
guided by what others deem as “offensive” to do so.
Groups such as the American Library Association and the National Coalition Against
Censorship continually support the promotion of intellectual freedom and are constantly
working to fight those wishing to suppress the educational value of books. Their main goal is to
form learning environments in which young students are able to gain the knowledge and skills
they need to become successful and well-educated members of American society. However,
while they support this goal, they also understand the importance of allowing citizens to
practice free speech which includes the denouncement of material they may find offensive.
They do not wish to undermine anyone’s opinion, but they do not believe that anyone has the
right to completely influence someone else’s beliefs by forcing censorship upon them and
preventing them from reading content that may not promote a positive worldview (“Censorship
in Schools”).
Censorship itself is a highly controversial topic and those both for and against it can make many valid arguments. When considering this topic, it is important to consider the moral aspect of it, as well as to remember that our country is based on a series of fundamental rights which work to promote education and freedom of expression. Also, the authors that create the works
that are being banned must be taken into consideration. The banning of books and other
literary works is in a way preventing many authors from writing about controversial topics out
of fear of criticism and judgment. The author Judy Blume, whose stories have often been
challenged, sums up this viewpoint in stating “It’s not just the books under fire
now that worry me. It is the books that will never be written. The books that will never be read.
And all due to the fear of censorship. As always, young readers will be the real losers” (“Judy
Blume on Censorship”). Blume supports the valid argument that censorship has unknown
consequences and in a way, it may be undermining the creative process of writers, and the
readers are the ones that will suffer.
Promotion of the freedom of expression and the enhancement of educational ideals is a
fundamental part of our society. It is critical to allow young readers to view books and materials
that will support their educational development and create environments where their
imaginations can prosper. Censorship works to prevent this and attempts to make a world
where there are no negative issues or controversial topics which is not representative of real
life. This is handicapping children because they will not have the ability to read and inquire
about situations they will come across in their own lives. Ray Bradbury, the author of both the
critically acclaimed and often challenged book Fahrenheit 451, once responded to the attempts
to censor his writing by stating, “…digression is the soul of wit. Take the philosophic asides
away from Dante, Milton or Hamlet's father's ghost and what stays is dry bones. Laurence
Sterne said it once: ‘Digressions, incontestably, are the sunshine, the life, the soul of reading!
Take them out and one cold eternal winter would reign in every page. Restore them to
the writer - he steps forth like a bridegroom, bids them all-hail, brings in variety and forbids the
appetite to fail’” (Swaim). He perfectly sums up the fight against censorship because it is true
that it stunts the development of creativity. No individual should have their opportunity to
learn taken away from them, their creative inquiry prevented, or the enrichment of their
imaginations challenged.
Bibliography
Alfano, Christine L., and Alyssa J. O’Brien. Envision in Depth: Reading, Writing, and
Researching Arguments. New York: Pearson Education Inc., 2008.
Encyclopedia Britannica Online. “Censorship.” Encyclopedia Britannica Online .
2008. 17 October 2008.
“Freedom to Read.” American Library Association. 2008. 11 October 2008.
http://www.ala.org/ala/issuesadvocacy/intfreedom/index.cfm .
Hoffman, Frank. "Intellectual Freedom and Censorship." Metuchen, NJ:
The Scarecrow Press, 1989.
“Judy Blume On Censorship.” National Public Radio. 1999. 17 October 2008.
http://www.npr.org/templates/story/storyId=1064538 .
“MIT Press Bookstore.” Banned Books Online. 2008. 9 October 2008.
http://www.mitpress.mit.edu/bookstore/banned.html .
Mount, Steve. “The United States Constitution.” The U.S. Constitution Online.
1995. 11 October 2008. http://www.usconstitution.net/const.html .
“Censorship in Schools.” National Coalition Against Censorship. 2008.
7 October 2008. http://www.ncac.org/education/schools .
Ramsey, Inez. “Lois Lowry Bibliography.” Teacher Resource File. 1999.
James Madison University. 17 October 2008.
http://falcon.jmu.edu/~ramseyil/lowry.htm .
Swaim, Don. “Audio Interviews with Ray Bradbury.” Wired For Books. 1993.
Ohio University. 17 October 2008.
http://wiredforbooks.org/raybradbury .
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