...Mic Check, One-Two Suzanne Fields, the author of “Bad Raps: Music Rebels Revel in Their Thug Life” wrote her article on May 21, 2001 for insight on the news. In her article, Fields talks about how rap music has negative effects on our younger generation. She personally believes that the lyrics in these songs have a harsh effect on our youth and that it is the worst genre of music out right now. While reading, I found her opinion to be extremely biased and unfair. I also found myself disagreeing with almost every bad thing she stated about the rap genre since many other genres can have the same types of effects on younger people when they listen to them. Fields starts out her article by saying that rap music “expresses the worst kind of images” and is harmful to our younger generations. She thinks that the lyrics “employ vulgar street idioms” and are too harsh. She also states that she believes their lyrics come from “a world of broken families, absent fathers, illegitimate children and matriarchal dominance, often subsidized by welfare.” (Fields) Fields continues her argument against rap music by saying that the reason for the harsh lyrics is because language and experience of poetry and romance are absent from the lives of the rappers and their audiences. Fields personally does not know the true lives of the rappers, so she shouldn't be judging them just off of their lyrical content. Fields continues her article against rap music by using a couple facts about other singers...
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...colonialism, slavery, or their aftermath as they are lived out in many parts of the world today”(Pratt 34) by Mary Louise Pratt in her writing titled “Arts of the contact zone”. This song has been helpful and caused huge issues within the communities. The song shows the struggle that people of color go through in society and how different races portray each other based on stereotypes. NWA, which stands for Niggas With Attitude, wrote this song as a parody. I believe that they presented themselves with such vulgar because they felt like everyone saw them in a negative way. They became what the public thought they were. In doing so they caused a lot of commotion with the FBI and police. The song is from the view point of the 3 attorneys; MC Ren, Ice Cube, Eazy-E and the judge Dr. Dre. Each attorney shares their story about the struggle of being a person of color living in Compton. The first verse is by Ice Cube who mentions “and not the other color so police think/ they have the authority to kill a minority”(NWA 5). What Ice Cube is saying is that cops think because they are white, they are superior to people of color. The cops assume they have the right to kill them and abusing the authority they have. Instead of protecting the civilians,they are harming them. Later on Cube says “searching my car,looking for the product/thinking every nigga is selling narcotics/ you'd rather see, me in the pen/ than me and Lorenzo rolling in a Benz-o”(NWA 6) The police will stop these young...
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...often arose. Informal competitions started when a few truly exceptional dancers were noticed on the dance floor; the rest of the people would back off and allow the leaders to duke it out. As these informal competitions became increasingly common and popular, announced competitions became part of a night out at hip hop clubs. Whether they arose organically or they were advertised in advance, this competitive nature helped hip hop retain the "battle" culture that has existed since the beginning. This type of competition can also be seen in other dance forms, perhaps most notably in tap dancing of the early 20th century. *The Hammer Dance (Mc Hammer) MC Hammer brought rap music to the mainstream audience with his album Please Hammer Don't Hurt 'Em, the biggest-selling rap album of all time. Born into poverty in Oakland, California, in 1962, MC Hammer began his performing career as a young boy dancing outside the Oakland Coliseum during Oakland A's games. He launched himself into full-fledged stardom with the 1990 release Please Hammer Don't Hurt 'Em, the first...
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...By considering the connections between the texts, we gain an insight into the way values have changed over time. To what extent is this true of the two texts you have studied? (Minimum any 2 scenes, 4 quotes and roughly 1200 words) It is the relationship between context, text and responder that helps the audience to create meaning from a text. Through Pacino recontextualising Shakespeare’s Richard III, the audience is able to develop a better understanding and newfound appreciation of Shakespeare’s text. By comparing the structure and language of both texts the responder is able to go on their own journey of understanding and interpretation. Pacino builds a bridge that enables us to cross over and understand Shakespeare’s context. Pacino develops our understanding of ‘Richard III’ and helps us to recognize how values can be encoded within a text. This can be seen through the different values, beliefs and attitudes towards women reflected in Richard III texts in Act 1 scene 2. The wooing of Lady Anne demonstrates the climax of Richard’s role as a villain. The stichomythic language engages the audience which allows us to be seduced by Richard, for example when Lady Anne say, ‘‘o wonderful, when devils tell the truth’ and Richard replies ‘More wonderful, when angels are so angry’. This short declarative verbal exchange creates momentum in the scene resulting in the audience being in a state of anticipation. It reveals the power of language to persuade and Richard is able to capture...
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...very relaxing. Music can be very useful in many ways. You can give a positive message in music and also get people to enjoy it by expressing on a rhythmic beat and words. Listening and creating music gives an outlet to express many different emotions, sad, mad, and happy. Creating music is fun from recording lyrics to mixing and creating the whole sound. Music is what I do in my free time, it’s my favorite hobby. Part2: A. I have to basic step that I think is going to be the most difficult for me is “Drafting”. The reason I chose drafting is because I never utilized that step unless it was required by the teacher, and counted as part of the assignment. I’m going to start utilizing all of the steps that where listed. When I write my text paper I’m going to sit down and plan my paper, Also planning and taking the proper steps actually make the paper easier to...
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...you stare at a blank screen and flashing cursor and are unable to write. The best solution is to brainstorm and write down anything that pops into your head, and to keep on writing. Do not worry about typos or spelling errors because you can fix them later. Above all, resist the temptation to edit continually the few words you have written because over-editing will drain the life out of what you are writing. The important thing is to get your ideas on paper. Delete with caution. It’s all too easy to delete a paragraph, and then realize five minutes later that you need it back. Hence, instead of deleting a large block of text, move it to the end of a document or writing it to another file, so that you can restore the text if you change your mind. A related practice is to remain in the insert mode (as opposed to the replacement mode) to prevent inadvertent deletion of text as new ideas are added. Save often. A loss of power, whether it is your fault or the power company's, can destroy a creative masterpiece. The best insurance is to save your work constantly and, in addition, to save your work whenever you are interrupted by a phone call, the doorbell, etc. Keep...
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...The world we live in is ever changing, with technology at everyone’s finger tips how can we keep one step ahead in our classrooms to engage our pupils in development issues that were once only found in print texts. Our pupils live in a media age, where technology is built into their lives, the days of waiting for a weekly magazine for the latest news has all but died with a click of button they have access to a wealth of information from varying sources be it bias or unbiased that is for the reader to decide. As a teacher it is becoming increasingly difficult to distract pupils from the latest celebrity gossip to highlight real world issues of race, poverty, sexuality, exploitation, etc., the pupils of today are uninterested in reading about these issues in text books so a new approach needs to be taken to open their eyes. The use of media texts in delivering development education issues to our cinematographic teenagers is the direction we need to head in. The type of media text used is a choice that has to be made by the teacher when highlighting these issues, the question remains should one use documentaries or blockbuster movies; documentaries by their nature are very factual, complex, have real life images and settings and can be difficult to watch; blockbuster movies on the other hand are produced for entertainment value, they must appeal to the cinema going public, must conform to western norms and expectations, in which direction should one head. As a teacher I am going...
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... device, process or event. You have to include the most important points in the diagram. Some minor points or details may be left out. You should write in an academic or semi-formal/neutral style. You should spend no more than 20 minutes on this task. You must write at least 150 words and will be penalised if your answer is too short. While you will not be penalised for writing more than 150 words, you should remember that a longer Task 1 answer may mean that you have less time to spend on Task 2, which contributes twice as much to your Writing band score. You should remember that you will be penalised if what you write does not relate to the topic. You will also be penalised if your answer is not written as a whole piece of connected text (i.e. you must not use notes or bullet points). You will be severely penalised if your writing is plagiarised (i.e. copied from another source). You must write your answer on the answer sheet. What skills are tested? This task tests if you can give a well-organised overview of the visual information using language that is appropriate in its register and style. Depending on the task type, you will be assessed on your ability to: organise, present and possibly compare data describe stages of a process or procedure describe an object, event or sequence of...
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...How to write a characterisation: before, while and after writing | Characterisation Before Writing Step 1 – Read the text carefully. Mark the words or sentences or write down the lines that give you information about the character(s). Step 2 – Draw a chart that includes columns like “situation/position”, “outward appearance”, “behaviour”, “words/thoughts”, “feelings/attitudes”, “others’ reactions” or – if you compare characters – “similarities” and “differences” and fill in your notes. Step 3 – Ask yourself if the character(s) change(s) during the development of the text and if so, how. Step 4 – Number your notes and group them. While Writing Step 1 – Write a short introduction in which you present the character(s) and his or her (their) situation. Step 2 – Organise your notes into paragraphs. Every paragraph should deal with one characteristic feature (e.g. friendliness, carelessness, imagination, etc. are all characteristic features). Present the evidence (words or sentences taken from the text that show that your interpretation is right) taken from the text and comment on it. Don’t forget to refer or quote the text. Step 3 – Try to show how the different characteristic features belong together. Step 4 – Write a conclusion that sums up the results of your detailed analysis. After Writing Checklist: (1) Does your introduction lead to the detailed analysis of one or more characters? (2) Does your characterisation...
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...by reviewing the highlights: * Read the title, headings, and subheadings. * Take note of words that are italicized or bold. * Look at charts, graphs, pictures, maps, and other visual material. * Read captions. * Read the very beginning and end of the chapter. Question As you survey the text, ask a question for each section. Ask what, why, how, when, who and where questions as they relate to the content. Here's how you can create questions: * Turn the title, headings, or subheadings into questions. * Rewrite the questions at the end of the chapter or after each subheading in your own words. Write down your questions. Questions help you pay attention, understand the text better, and recall the information more easily later on. Read Read one section of a chapter at a time, actively looking for an answer to your question for that section. Pay attention to bold and italicized text that authors use to make important points. Be sure to review everything in the section, including tables, graphs, and illustrations, as these features can communicate an idea more powerfully than written text. Recite At the end of each section, look up from the text and in your own words recite an answer to your question for that section. Then write down your answer. Be sure to provide examples that support it. Now repeat the Question, Read, and Recite steps for each section of the chapter or...
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...A wall of text is something that is frowned upon in most, actually virtually all Internet societies, including forums, chat boards, and Uncyclopedia. You should not make walls of text because it can get you banned anywhere unless it is a place that encourages walls of text. I highly doubt any place does support something so irritating and annoying, but anything can exist, but not really because unless you are in heaven then that can happen. But no one actually knows that was just a hypothesis, a lame one that is. Actually not really lame. You can create a wall of text supporting site, but you would be hated if you do that, so do not. But you can if you like, but I discourage that. Now on to the actual information of walls of texts. The wall of text was invented when the Internet was invented, but actually it was slow at that time. So whenever it became fast. But there would need to be some free or not free community for people, and that community would be able to have walls of text. But that community probably wouldn't have actually invented the wall of text. So basically, no one except God and Al Gore knows when or where or how the wall of text existed/was invented. Noobs probably invented, but probably not. Who knows. Walls of texts are usually filled with a lot of useless information and junk. Information and junk can be the same, but only if the information is junk or the junk is information. But who cares. The information/junk inside a wall of text are usually related to...
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...A wall of text is something that is frowned upon in most, actually virtually all Internet societies, including forums, chat boards, and Uncyclopedia. You should not make walls of text because it can get you banned anywhere unless it is a place that encourages walls of text. I highly doubt any place does support something so irritating and annoying, but anything can exist, but not really because unless you are in heaven then that can happen. But no one actually knows that was just a hypothesis, a lame one that is. Actually not really lame. You can create a wall of text supporting site, but you would be hated if you do that, so do not. But you can if you like, but I discourage that. Now on to the actual information of walls of texts. The wall of text was invented when the Internet was invented, but actually it was slow at that time. So whenever it became fast. But there would need to be some free or not free community for people, and that community would be able to have walls of text. But that community probably wouldn't have actually invented the wall of text. So basically, no one except God and Al Gore knows when or where or how the wall of text existed/was invented. Noobs probably invented, but probably not. Who knows. Walls of texts are usually filled with a lot of useless information and junk. Information and junk can be the same, but only if the information is junk or the junk is information. But who cares. The information/junk inside a wall of text are usually related to...
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...getting texts, and at the same time she believes many people can get a problem by texting. 2. The speaker describes a change in her thinking from the last time she spoke at TED. At first, what did she expect would be the result of online communication? She expected that knowledge learnt from virtual world or online communication can be used to live better lives in the real world. 3. What does she think about it now? She believes that technology or online communication will take people to get worst lives in the real world instead of getting better lives. 4. What are some examples she gives of new odd or disturbing behavior with our devices? * People text or send e-mails during the meetings or presentations. * Students shop, text and go on Facebook during classes. * Parents text and do e-mails during breakfast and dinner while children complain that they didn’t get the attention from their parents. * Children deny each other by texting and playing their devices while they are together. * People text at funeral. 5. In what 2 ways are we “setting ourselves up for trouble” with these behaviors? We set ourselves up for trouble in how we relate to each other and in how we relate to ourselves. 6. Why are people so attracted to texting and posting as opposed to having real conversation? In other words, what is the “Goldilocks Effect”, or what Turkle calls “the bottom line”? People can edit or control the virtual conversation when they text, post...
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...believe that informational text should be included in primary classrooms. Perhaps you have had professional or personal experiences that have led you to that belief. Perhaps you have thought of some potential benefits informational text may hold for young learners. We hope this chapter helps bring together much of what you have been thinking. It is designed to extend your thinking and provide access to research and theories that support it. What’s the Difference Between Informational Text and Nonfiction? Often the terms “informational text” and “nonfiction” are used interchangeably. In our view, however, they are not the same. Informational text is a type of nonfiction—a very important type. Nonfiction includes any text that is factual. (Or, by some definitions, any type of literature that is factual, which would exclude texts such as menus and street signs.) Informational text differs from other types of nonfiction in purpose, features, and format. Purpose The primary purpose of informational text is to convey information about the natural or social world, typically from someone presumed to know that information to someone presumed not to, with particular linguistic features such as headings and technical vocabulary to help accomplish that purpose. By our definition, therefore, biography is nonfiction but is not informational text, because its primary purpose is to convey information about an individual’s life. Procedural or how-to text is also nonfiction, but...
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...often communicate with technology. We use email, on laptops and cell phones through wireless networks in hotspots all over our cities and communities. With cell phones, it is rare that you cannot instantly make a phone call and speak to someone immediately. Text messaging is yet another new language has been developed to communicate within in our society. Finally we use the Internet and social networking sites to keep in touch via live video, instant pictures, and so much more. Information is almost always a click away. In this multifaceted time of communication we need to learn the languages of our kids. Communication has always been the key to good parenting. Now we can use the tools of the 2000’s to be the best parents possible. The cell phone has changed communication, as we know it. Every time I missed school as a teen by 10 am the phone would ring with a call from the school office. I knew if I wanted to play hooky all I had to do is make it home before my parents did and get that message. When I was a kid my favorite excuse when I was out too late was that I could not find a pay phone. Today, that excuse is virtually gone as my parents would just be a cell call away. I even can get an email or a text from the portable phone that allows my children to communicate...
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