Thursday, April 8, 2010
Thursday, March 18, 2010
Luke's paper:
1. Is there a clear point of view? (position)
Yes, clear up traffic on 140th
2. Does the Op-Ed state the problem and solution simply?
Yes, city needs to make changes or open up the gate
3. Does the piece address the counter arguments?
Yes, city can make changes
4. Is the Op-Ed interesting?
yes, it's a current topic that affects a lot of people
5. Are the paragraphs organized logically?
yeah, problem, cause, solution
6. Does each paragraph develop an idea to support the thesis?
yes
7. Is the writing clear?
yes, it's very straight forward
Augustine's paper:
1. Is there a clear point of view? (position)
Yes, don't try to change dont ask dont tell policy
2. Does the Op-Ed state the problem and solution simply?
yes, he wants to keep it the same
3. Does the piece address the counter arguments?
Yes, to try and change the policy
4. Is the Op-Ed interesting?
yeah, it's current and important
5. Are the paragraphs organized logically?
Yes, current policy, counter argument, why it should stay the same
6. Does each paragraph develop an idea to support the thesis?
Yes
7. Is the writing clear?
yes his position is clear and makes sense
1. Is there a clear point of view? (position)
Yes, clear up traffic on 140th
2. Does the Op-Ed state the problem and solution simply?
Yes, city needs to make changes or open up the gate
3. Does the piece address the counter arguments?
Yes, city can make changes
4. Is the Op-Ed interesting?
yes, it's a current topic that affects a lot of people
5. Are the paragraphs organized logically?
yeah, problem, cause, solution
6. Does each paragraph develop an idea to support the thesis?
yes
7. Is the writing clear?
yes, it's very straight forward
Augustine's paper:
1. Is there a clear point of view? (position)
Yes, don't try to change dont ask dont tell policy
2. Does the Op-Ed state the problem and solution simply?
yes, he wants to keep it the same
3. Does the piece address the counter arguments?
Yes, to try and change the policy
4. Is the Op-Ed interesting?
yeah, it's current and important
5. Are the paragraphs organized logically?
Yes, current policy, counter argument, why it should stay the same
6. Does each paragraph develop an idea to support the thesis?
Yes
7. Is the writing clear?
yes his position is clear and makes sense
Editorial
When students are asked to think of school lunch, some words that come to mind are nasty, rubbery, fake, and the list goes on. For as long as kids have been going to school, elementary through high school, the cafeteria food has been sub-par. So why do students continue to consume processed, fake, and unnatural foods? They shouldn’t. Contrary to popular belief, there are other options out there for what the school could, and should be providing us for lunch.
Some schools have experimented with providing students with lunches that have been made from fresh food, nothing frozen or processed. The result; healthier, better tasting food, and it cost less. A perfect example of this is Chef Dominique Valadier at Lycee de l'Emperi, the French public high school where he is the cook. Every morning he gets fresh seafood and ingredients at the local market; everything is fresh, nothing frozen. Each day he prepares wonderful, healthy, and appetizing meals for the students at Lycee de l'Emperi (about 800 students). The students are served from a menu that includes muscles, turkey, rice, all made fresh. The best part is that this meal is cheaper than the fast-food lunches the students previously bought.
So what can we learn from our friends in France? Great lunch can be made at a reasonable price. Projects like this have been done all over the U.S as well, and have had great success. Another plus of this meal plan is that the lunches they cook create much less waste, which is what helps it be so cost-effective. At Eastview especially, where we are restricted to whatever is in the lunch room (closed campus lunch), it is only fair that we are served something we might actually want to eat; something that is healthy, and that is appetizing too.
Some schools have experimented with providing students with lunches that have been made from fresh food, nothing frozen or processed. The result; healthier, better tasting food, and it cost less. A perfect example of this is Chef Dominique Valadier at Lycee de l'Emperi, the French public high school where he is the cook. Every morning he gets fresh seafood and ingredients at the local market; everything is fresh, nothing frozen. Each day he prepares wonderful, healthy, and appetizing meals for the students at Lycee de l'Emperi (about 800 students). The students are served from a menu that includes muscles, turkey, rice, all made fresh. The best part is that this meal is cheaper than the fast-food lunches the students previously bought.
So what can we learn from our friends in France? Great lunch can be made at a reasonable price. Projects like this have been done all over the U.S as well, and have had great success. Another plus of this meal plan is that the lunches they cook create much less waste, which is what helps it be so cost-effective. At Eastview especially, where we are restricted to whatever is in the lunch room (closed campus lunch), it is only fair that we are served something we might actually want to eat; something that is healthy, and that is appetizing too.
Tuesday, March 16, 2010
editorial
Topic: School lunch
1. What is a problem/issue that our entire student body (our school, community, country, etc.) faces today?
School lunches are not very good, they're of poor nutrition, and people don't like it.
2. What is your view/position on the problem or situation?
Schools should serve healthier lunches that are made with real food, not processed and frozen stuff.
3. What would you like to achieve with your editorial? (What is the desired result?)
to educate people on other options to the school lunch we have now
4. How will you persuade your audience to adopt your viewpoint as theirs? List at least 4 persuasive points.
-lunch is unhealthy
-too expensice
-unappealing
-Not good food
5. How will you motivate your readership to action in your conclusion?
Giving them suggestions to how they can make a difference
6. How will your editorial serve a public purpose?
provide people with information on what choices they should have at school
1. What is a problem/issue that our entire student body (our school, community, country, etc.) faces today?
School lunches are not very good, they're of poor nutrition, and people don't like it.
2. What is your view/position on the problem or situation?
Schools should serve healthier lunches that are made with real food, not processed and frozen stuff.
3. What would you like to achieve with your editorial? (What is the desired result?)
to educate people on other options to the school lunch we have now
4. How will you persuade your audience to adopt your viewpoint as theirs? List at least 4 persuasive points.
-lunch is unhealthy
-too expensice
-unappealing
-Not good food
5. How will you motivate your readership to action in your conclusion?
Giving them suggestions to how they can make a difference
6. How will your editorial serve a public purpose?
provide people with information on what choices they should have at school
Bob Vossen's story:
1. What are some areas that could use more detail? Why?
No where; he covers everything you might want to know about Sean's college plans; how he came about them, how he is preparing, what school will be like, and his plans afterward.
2. What additional sources might the author use? Does the lead involve you in the story?
Maybe talk to Sean's football coach about what he thinks about his choice of school? The lead is good and grabs attention
3. Does the story contain a well defined scene (a detailed description of someone doing something or something happening)? What is it? If not, make a suggestion for a scene that might work.
Yes, he describes Sean's whole process of picking a school, then follows up with details afterwards.
4. What would you like to see or hear more of? Less of? Include, any other suggestions you have for improvement.
Only improvement I would suggest is proofreading stuff; spelling errors, etc.
Josh Weinberg's Story:
1. What are some areas that could use more detail? Why?
2. What additional sources might the author use? Does the lead involve you in the story?
3. Does the story contain a well defined scene (a detailed description of someone doing something or something happening)? What is it? If not, make a suggestion for a scene that might work.
4. What would you like to see or hear more of? Less of? Include, any other suggestions you have for improvement.
1. What are some areas that could use more detail? Why?
No where; he covers everything you might want to know about Sean's college plans; how he came about them, how he is preparing, what school will be like, and his plans afterward.
2. What additional sources might the author use? Does the lead involve you in the story?
Maybe talk to Sean's football coach about what he thinks about his choice of school? The lead is good and grabs attention
3. Does the story contain a well defined scene (a detailed description of someone doing something or something happening)? What is it? If not, make a suggestion for a scene that might work.
Yes, he describes Sean's whole process of picking a school, then follows up with details afterwards.
4. What would you like to see or hear more of? Less of? Include, any other suggestions you have for improvement.
Only improvement I would suggest is proofreading stuff; spelling errors, etc.
Josh Weinberg's Story:
1. What are some areas that could use more detail? Why?
2. What additional sources might the author use? Does the lead involve you in the story?
3. Does the story contain a well defined scene (a detailed description of someone doing something or something happening)? What is it? If not, make a suggestion for a scene that might work.
4. What would you like to see or hear more of? Less of? Include, any other suggestions you have for improvement.
Monday, March 15, 2010
feature story
Ever since the United States entered a recession, people have experienced its effects in many different ways. Some people have been greatly impacted, and have had to make major lifestyle changes. Others may not have been affected at all; or have merely been a bit more conscious of their spending, without making many major changes. As Washington struggles to find a way out of this recession, citizens are still forced to deal with it for the time being. This spring, high school seniors begin to think about their transition to independent young adults. It begins with grad parties, where the newly graduated try to rake in as much money as possible to help them put a foot out into the college world. The truth is, college is expensive, and grad party cash just isn’t going to cut it. There is something else post-high school graduates need before they head into the real world; a summer job. With the kind of economy we face right now, that could prove to be more difficult than it has been for others in the past.
Over the past couple years, and still into 2010, even the most experienced and educated work professionals have been laid off in every field imaginable. With adults and trained professionals being laid off of work, it very well could be a struggle for teens and young adults to find summer jobs. There is a huge group of people seeking a small availability of jobs available. The trouble is that companies are cutting down on employees in order to cut costs, so job-hunting teens take the brunt of that. Many times, teens will apply to many places, maybe ten or twenty, and will only end up with a few interviews. Employers have a bulk of applications coming in but have very few positions to fill. There are countless people looking for jobs, but no jobs to take.
There are a couple different strategies teens are taking to try and find a job this summer. The first is trying to use connections, be it friends or family, to snag a job. Eastview senior Ben Paulus has looked to a couple friends working at Mendakota country club in Mendota Heights to put in a good word and set up an interview. If that doesn’t work, he plans to work at the summer camp where is sister is a head counselor. Either way, Paulus has found some effective connections to help him land a job. Alex Stuhr, a junior at Eastview, works for his father’s lemonade stand called Lemon Heaven. A few of Alex’s friends also depend on the small family run stand for some summer income. Connections can be very helpful, but you shouldn’t rely on someone else to get a job for you.
Another thing teens can do is search for jobs that only teens are hired for. Senior Laura Gengler recently got a job at Camp Wapo, a Lutheran summer camp that hires high school and college students to be camp counselors. Lifeguarding is also a great summer job for teens; it is the epitome of a ‘summer job,’ because it is only in the summer. This is perfect for teens, who have the whole summer off. Another place looking for teens to employ is amusement parks. They have job fairs in the spring, and hire huge quantities of employees for the summer. By seeking out jobs targeting teens, they can greatly increase their chance of being hired, because they don’t have to beat out adults with tons of experience.
Some people rely on being rehired for annual position, and college students often go back to former employers to pick up where they left off. Erin Foley, a lifeguard at Apple Valley Family Aquatic Center, met with her employers at the end of the season last year, and she was told she would be hired next season. This spring, all she has to do is fill out a modified application, and she is then rehired. Many college students come back to their previous jobs, seasonal or not, because employers know they are trustworthy and good employees. Staying connected with your former employer could help you land that job again once you’re home from college.
There are some people who choose to take the traditional route of trying to get a job; filling out countless applications and hoping for some interviews. Eastview senior Nick Hiracheta filled out an application to Nickelodeon Universe as I talked to him about his plans for working this summer. He doesn’t really know where he wants to or cares where he works; he wants to get a job anywhere he can. Hiracheta plans to fill out plenty of applications, and in the meantime will work at Lemon Heaven with Stuhr. For kids who have never had a job before, but are trying to find one for the summer, they might have to work a little harder to find a job. For those in that sticky situation, here are a couple things you can do to boost your chances of snagging a job;
1. Be proactive. Get out there and show your face; make an effort to meet future employers and give them a good impression. Be willing to fill out plenty of applications, and put some time and effort into getting a job. If you put in the time and have a quality application, it will pay off.
2. Be persistent. If you apply for a position, call in and ask to talk to a manager and let them know you’re interested. By doing this, you’ll stand out from the hundreds of other applications they receive. Even if you don’t get a job the first time, keep applying places. Your chance of getting a job increases with every application.
3. Be flexible. If you’re strapped for cash, don’t be picky on where you work. A job is a job, so take on when you can get one. It’s important to make some money for college during the summer, so don’t be choosy on where you’ll take a job.
4. Don’t wait. The key to snagging a summer job is to start early. Start filling out applications before the school year is over; the earlier, the better.
5. Make a good impression. Dress nicely for an interview, and be prepared. Your first impression may be the only chance you have, so it is important to be memorable, but in a good way.
By following a few of these guidelines, students are a little more prepared to go and find a summer job. It might be tougher than ever because of the recession, so with some time, effort, patience, and a little bit of luck, students may just be able to land a job this summer.
Over the past couple years, and still into 2010, even the most experienced and educated work professionals have been laid off in every field imaginable. With adults and trained professionals being laid off of work, it very well could be a struggle for teens and young adults to find summer jobs. There is a huge group of people seeking a small availability of jobs available. The trouble is that companies are cutting down on employees in order to cut costs, so job-hunting teens take the brunt of that. Many times, teens will apply to many places, maybe ten or twenty, and will only end up with a few interviews. Employers have a bulk of applications coming in but have very few positions to fill. There are countless people looking for jobs, but no jobs to take.
There are a couple different strategies teens are taking to try and find a job this summer. The first is trying to use connections, be it friends or family, to snag a job. Eastview senior Ben Paulus has looked to a couple friends working at Mendakota country club in Mendota Heights to put in a good word and set up an interview. If that doesn’t work, he plans to work at the summer camp where is sister is a head counselor. Either way, Paulus has found some effective connections to help him land a job. Alex Stuhr, a junior at Eastview, works for his father’s lemonade stand called Lemon Heaven. A few of Alex’s friends also depend on the small family run stand for some summer income. Connections can be very helpful, but you shouldn’t rely on someone else to get a job for you.
Another thing teens can do is search for jobs that only teens are hired for. Senior Laura Gengler recently got a job at Camp Wapo, a Lutheran summer camp that hires high school and college students to be camp counselors. Lifeguarding is also a great summer job for teens; it is the epitome of a ‘summer job,’ because it is only in the summer. This is perfect for teens, who have the whole summer off. Another place looking for teens to employ is amusement parks. They have job fairs in the spring, and hire huge quantities of employees for the summer. By seeking out jobs targeting teens, they can greatly increase their chance of being hired, because they don’t have to beat out adults with tons of experience.
Some people rely on being rehired for annual position, and college students often go back to former employers to pick up where they left off. Erin Foley, a lifeguard at Apple Valley Family Aquatic Center, met with her employers at the end of the season last year, and she was told she would be hired next season. This spring, all she has to do is fill out a modified application, and she is then rehired. Many college students come back to their previous jobs, seasonal or not, because employers know they are trustworthy and good employees. Staying connected with your former employer could help you land that job again once you’re home from college.
There are some people who choose to take the traditional route of trying to get a job; filling out countless applications and hoping for some interviews. Eastview senior Nick Hiracheta filled out an application to Nickelodeon Universe as I talked to him about his plans for working this summer. He doesn’t really know where he wants to or cares where he works; he wants to get a job anywhere he can. Hiracheta plans to fill out plenty of applications, and in the meantime will work at Lemon Heaven with Stuhr. For kids who have never had a job before, but are trying to find one for the summer, they might have to work a little harder to find a job. For those in that sticky situation, here are a couple things you can do to boost your chances of snagging a job;
1. Be proactive. Get out there and show your face; make an effort to meet future employers and give them a good impression. Be willing to fill out plenty of applications, and put some time and effort into getting a job. If you put in the time and have a quality application, it will pay off.
2. Be persistent. If you apply for a position, call in and ask to talk to a manager and let them know you’re interested. By doing this, you’ll stand out from the hundreds of other applications they receive. Even if you don’t get a job the first time, keep applying places. Your chance of getting a job increases with every application.
3. Be flexible. If you’re strapped for cash, don’t be picky on where you work. A job is a job, so take on when you can get one. It’s important to make some money for college during the summer, so don’t be choosy on where you’ll take a job.
4. Don’t wait. The key to snagging a summer job is to start early. Start filling out applications before the school year is over; the earlier, the better.
5. Make a good impression. Dress nicely for an interview, and be prepared. Your first impression may be the only chance you have, so it is important to be memorable, but in a good way.
By following a few of these guidelines, students are a little more prepared to go and find a summer job. It might be tougher than ever because of the recession, so with some time, effort, patience, and a little bit of luck, students may just be able to land a job this summer.
Friday, March 5, 2010
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