Anthony's Delectable Site

One of the more noteworthy lines I found early on in the reading is when Beck states, “A life story doesn’t just say what happened, it says why it was important, what it means for who the person is, for who they’ll become, and for what happens next.” This quote stood out to me because normally if I hear someone telling me a story, I’ll sit back and listen, but there’s much more critical thinking to that which Beck points out. It takes a level of analysis to be able to interpret how that point in their life has shaped who they are today and what it could lead to down the road. Another quote that connected me was “People take the stories that surround them … then identify with them and borrow them while fashioning their own self-conceptions.” This made me think of times recently where I’ve had to write a paper based off of a text or multiple texts and incorporate a piece of my own life to agree or argue the author’s main points. For example, I disagreed with Ma and Lehrer when I was arguing against art by using examples from my field of study in medicine. This was an example of a self-to-text or even a world-to-text. The last quote that stood out to me was when she writes, “Studies have shown that finding a positive meaning in negative events is linked to a more complex sense of self and greater life satisfaction.” This was interesting to me because I was always raised by being taught to make light of the dark times, but a never actually thought of performing these techniques on a neurological level. The more we make the best of these difficult times, the more we’re training our mind to follow our rules of making the best, therefore we can live a more fulfilled life in that sense.

 

I used the introduction paragraph from my last essay on Metaphors to elaborate on the most common tools I’ve used in my writing. For the most part, the biggest pattern I saw in this was the usage of the words “we” and “and”. I used “we” to try and connect the audience to the paper. The word “and” was used to transition the audience, or the “we” from one topic to the next. I didn’t really use many other transition words except for “however” a couple times and “although”. I only used “this is” and “such as” a couple times each so pointing terms could have been used more frequently. Key terms such as “health” and “hospital” I used a couple times each as well to ensure the reader knew I was connecting that to metaphors. The word “metaphor” itself I used a handful of times, specifically after saying “we use” or “we say” to show the audience how they’ve been speaking the metaphorical language. For the most part, I definitely seem to rely on repetition to continue touching upon my general argument, while using transitions throughout, mostly “and”. I don’t use pointing terms and key terms as often until I start digging deeper into my arguments found in the body paragraphs. I feel like if I split up my transitional terms more effectively rather than simply repeating the word “and” a lot, then it may become easier for the reader to picture the general arguments I’m making in different terminology rather than reading the same word over again and getting bored with the essay.

My personal favorite brainstorming strategy was following the thread because I like to annotate key points in each of the essays and this allows me to jump from different arguments in my own essay by keying in on the main points each author makes. It also gives an opportunity to compare the ideas these authors had to one another which can allow me to blend the texts.

 

 

Thesis

I feel as though we should work to create a bridge between the single-handed subjects of art and science so we can work to solve the unsolved mysteries of science through a visual use of art rather than trying to teach art by itself.

 

Claims

Art and science on separate do have their own importance on separate levels but there’s a caution to why art shouldn’t be taught in its own category.

Science individually has a powerful significance to how we view the world, but at times, it can be difficult to interpret and needs a way to be simplified.

Art can be used to give science a visual picture which in turn can translate the subject in a more simplified way thats equally as understandable.

We should continue to stick with the STEM programs but incorporate pieces of art into the teachings of science rather than the STEAM program where art is its own separate category.