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Compare and contrast high school and college life
Compare and contrast high school and college life
High school and college comparison and contrast
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Bemidji State University is considered a small campus, yet, there is a descent amount of different buildings that encompass the campus. After observing the campus, there were so many different things I had ideas for that would change the social experience for student on this campus. Being a freshman, the area that I feel I have the best knowledge of on campus is the dorms, and how it can affect your overall experience at school. The dorms are designed by grouping together different students; which are based on what year they are in, if they play sports, what their major is, and if they are a foreign exchange student, then it can also be based on where they came from. Looking at these key points of how we are being grouped makes it relatable to the story. Beside the fact that college, (which is supposedly considered a fresh start), but like high school, we are still being placed in groups that link us to things like classes, camps, and life in general. It’s understood that students are separated based on their majors, but walking into classes doesn’t mean that everyone in the room is about the same age and year as yours. In some classes there is a larger base of students that are junior or, maybe there is a larger group of freshman. For example, say your whole class is pretty much upper classman and you’re the only freshman, people will likely assume that you don’t know what you’re doing half the time. Even though that might be true, it doesn’t mean they should treat you any differently just because you are a newbie. Let's say upper classman in your class always exclude you for the conversation, instead of trying to get you involved with their conversation. Another situation is when you’re in a class that most of the students age ... ... middle of paper ... ...hat “ Graveyards are the doppelganger of the living world.” (Metz 104), this helped me understand his essay a lot easier on the fact that it points out his main point. His point being, that in life we are judged and put into groups based off of what our religion is, if we are rich or poor, or job status. And observing the campus helps back up his main point even more. Whether it’s your major, if you play sports, are in a fraternity or sorority, what your occupation is, or the year you are in. No matter, we will always be labeled even if we attempt to separate ourselves from it. We will always be segregated. I can only hope, to see the day where it doesn’t matter and we are all equal with no groups or judgement. Works Cited Mauk, John, and John Metz. The composition of everyday life: a guide to writing. Brief 4th Ed. Boston, MA: Cengage Learning, 2013. Print.
Walker, Alice. "Everyday Use." Literature: Reading, Reacting, Writing. Ed. Laurie G. Kirszner and Stephen R. Mandell. Fort Worth: Harcourt, 1994.
Walker, Alice. "Everyday Use." Literature for Composition. Ed. Sylvan Barnet, William Burto, and William E. Cain. 10th ed. New York: Pearson, 2014. 1125-1131. Print.
Some college students might try to be more inclusive of others outside their own racial group by interacting across racial/ethnic lines. Humphrey’s states that although “students today do sometimes choose to live, socialize, or study together with similar backgrounds.” (575, Hoeffner and Hoeffner) however, she believes self-segregation does not appear to be widespread.
Writing with Readings and Handbook. 3rd ed. New York: W.W. Norton & Company, Inc., 2013. 52-57. Print.
In the movie, the principle asks the students to each write a 1,000 word essay on who they think they are as a person. By the end of the day, they decided instead of each writing their own paper they would have Brian, the nerd of the group to do it for all of them. In the essay, he stated, “We think you’re crazy to make us write an essay telling you who we think we are. You see us as you want to see us, in the simplest terms, in the most convenient definitions.” This quote is significant because even though they spent the entire day getting to know each other, they all know that they’ll still be labeled as how everyone else sees them. Also, they realized they were comfortable in the social statuses they are in and rely heavily on these labels to make it through high school because to get others to see them differently they would have to get to know everyone who has labeled them previously. This can be related to the socioeconomic structure of America because many people are defined solely by their placement in social classes and they rely on their status for many situations in life.
Barnet, Sylvan, William Burto, and William E. Cain. Literature for Composition. Boston: Pearson, 2014. Print
Mellix, Barbara. ?From Outside, In.? Writing Lives: Exploring Literacy and Community. New York: St. Martin?s, 1996. 75-84.
In Anderson and Collins’, chapter on “Why race, class, and gender still maters” encourage readers to think about the world in their framework of race, class, and gender. They argued that even though society has change and there is a wide range of diversity; race, class and gender still matters. Anderson and Collins stated, “Race, class, and gender matter because they remain the foundation for system of power and inequality that, despite our nation’s diversity, continue to be among the most significant social facts of peoples lives.” (Anderson and Collins, 2010) When I was a little girl, I never knew that people were classified in to groups such as race, class, gender. I knew there were people that had a different color of skin than my color of skin. I knew that there were rich people and poor people, and that there were girls and boys. I saw everyone as being human beings, as being the same and not classified as something. As I was growing up, I started to see the differences in classifications in groups. It was not because I just woke up knowing that there were different classifications, but because I was taught about them in school and society. Anderson and Collins stated, “Race, class and gender shape the experiences of all people in the United States. (2010) This means that experiences that we have gone through in life are formed from a race, class, and gender view.
Walker, Alice. “Everyday Use.” Literature: Reading, Reacting, Writing, Compact. Ed. Laurie G. Kirszner., and Stephen R. Mandell
Shea, Renée Hausmann, Lawrence Scanlon, and Robin Dissin Aufses. The Language of Composition: Reading, Writing, Rhetoric. Second ed. Boston: Bedford/St.Martin Mm, 2013. Print.
DiYanni, , Robert . Walker, Alice. “Everyday Use.” Literature: Reading Fiction, Poetry, Drama, and the Essay. 4th. New York: McGraw Hill, 1998. 408-413. Print.
Schakel, Peter J., and Jack Ridl. "Everyday Use." Approaching Literature: Writing Reading Thinking. Boston: Bedford/St. Martin's, 2008. 109-15. Print.
The first learning outcome in this course is to produce writing that demonstrated my ability to identify, describe, and analyze various occasions for writing, genres, conventions, and audiences in my discipline or profession from a rhetori...
Literature: Reading and Writing about the Human Experience. 7th ed. of the book. New York: St. Martin's, 1998.
Walker, Alice. "Everyday Use." Literature: An Introduction to Fiction, Poetry, and Drama. Sixth edition. Eds. X.J. Dennedy and Dana Gioia. New York: Harper Collins, 1995.