The essay “Science: It’s Just not Fair”, by Dave Barry, some truths about science fairs that many students have to participate in are brought out. Barry starts the essay with the beginning of the science fair project process, which is usually put off until the last minute. He sarcastically and ironically describes the process as a student who is rushing to do their project the night before the due date. Barry also includes and comments on the the ironic importance of the hypothesis and conclusion in the science fair process, showing how they usually very vague statements. He also gives examples of his wife’s and his own last-minute science fair projects that they threw together quickly before the due date. Barry ends his essay by one of the …show more content…
Barry writes about the last-minute process of the science fair project and the “importance” of the fair. In the beginning of the essay, he states that the science fair is there “for a good reason: Your teachers to hate you”. This introduces the idea that science fairs are pointless and show no real value as most students do not start their projects until the night before. Barry adds more humor as he mentions the required display boards that cause “many top scientist fail to win the Nobel Prize”. This use of sarcasm shows how unnecessary the rules and the fair are. Barry also gives a couple of examples to show that although the science fair is created with educational intentions, it usually does not turn out that way. For example, hypotheses are a large part of the scientific process, but usually end up being very vague facts and statements like: “‘There is a lot of gravity on the ground’”. The title of the essay, “Science: It’s Just not Fair”, also displays the writer’s use of wordplay, and it shows the pointlessness of the science fairs as they don’t teach much to students as they rush the
There is hyperbole in almost every sentence in Dave Barry’s “Science: It’s Just Not Fair” The two examples I chose are the paragraph about the display board. The first being, “This is a big white board that you fold into three sections, thus giving it the stability it needs to collapse instantly when approached by humans”(307). “The international scientific community does not recognize any scientific discovery that does not have an Official Science Fair Display Board teetering behind it; many top scientists fail to win the Nobel Prize for exactly this reason. Anyone, no matter the age, who has ever had to participate in a science fair can relate to the first
To display my understanding of the four-course outcomes, I selected my summary and rhetorical analysis of Bruno Bettelheim's "Fairy Tales and the Existential Predicament," and my in-class writing "Seattle Versus the
Throughout the essay Dillard gives us many interesting facts and opinions regarding nature, she also shows us why she is capable of writing about these topics. Dillard tells us “I was in a Laboratory, using a very expensive microscope” (paragraph 7). Dillard uses this sentence to show us that she is getting her information from a precise instrument. The word “laboratory” and the phrase “expensive Microscope” tells us that what she is seeing is not a mistake, but the result of high-level technology. She also effectively shows that she has experience in such an environment therefore she is a credible informer of science.
As the audience can see, Emerson ends these three paragraphs with this metaphor to ultimately instill self-assurance within the people and leave them with confidence. Overall, Ralph Waldo Emerson uses many rhetorical strategies to allow his audience to hear his passionate views on individuality. The allusions, the anaphora, and the metaphor give the audience three impactful men to admire, a steady beat with emphasis to follow throughout the piece, and a lasting self-confidence triggered
The main reason Jean did not win an award was because it was annoyingly long and the judges did not read it all. However, his first piece was the most successful. In the essay contest, a question was asked related to science and the enlightenment era. The question was, “Has the restoration of the sciences and arts tended to purify souls?” Jean wrote based on the simple answer no.
The text appeals to the readers for both of the examples through emotion (pathos) by describing the conditions that the students learn in and it shows how the administration doesn’t care about the well-being of the students. Mireya discusses Fremont’s academic and sanitary problems and in the court papers it states, “Some of the classrooms ’do not have air-conditioning,’ so that students ‘become red-faced and unable to concentrate’ during ‘the extreme heat of summer.’ The rats observed by children in their elementary schools proliferate at Fremont High as well. ‘Rats in eleven . . . classrooms,’ maintenance records of the school report “(Kozol 708).
First, Goodall beings her essay by describing the biomedical laboratories
In an excerpt from The Great Influenza by John M. Barry, many rhetorical devices are used to fully represent the process of a scientist. Some of the most commonly used devices are metaphors, anaphoras, and imagery, these three devices help the reader understand the main ideas of the story. The metaphors allow the reader to perceive the process of a scientist in more simplistic ideas such as science being an undiscovered wilderness. The anaphora used in the beginning of the passage emphasises that the world of science is full of uncertainty and is constantly changing, this drives the idea into the mind of the reader. The imagery is used alongside the metaphors to assist the reader in grasping the foreign ideas.
It is often stated that people relate to emotions and not facts, and it seems Goodman understands just that. She clearly states the concepts and fundamentals behind the triumphs and struggles of modern day science while presenting them in a way that is filled with emotion. From jealously, delight and frustration, Goodman captures it all. Goodman writes, “Over and over he looked, and each time he made the discovery again: his virus worked on cancer cells. He had never seen anything more beautiful or more important than that mouse before him on the table,” (Goodman, 75).
Barry says, "a shovel can dig up dirt, but cannot penetrate a rock. Would a pick be best, or would dynamite be better- or would dynamite be too indiscriminately destructive?" Barry talks about science as if it was the wilderness. In the wilderness, there are many surprises that can occur at any moment. There are holes that you could step right over, not knowing it may have been the answer or may have been needed.
The words “guys” and “men” are interchangeable until they are used as adjectives. Guys and men are continuously divided into two different categories, especially by women, when it comes to their personality, habits, and hobbies. Dave Barry discusses these multiple differences in his essay, “Guys vs. Men.” Because it is a very dense topic, Barry only describes a couple of the traits that differentiate the two.
“Teaching science is effective when students existing ideas, values and beliefs, which they bring to a lesson, are elicited, addressed and linked to their classroom experiences at the beginning of a teaching programme” (Hipkins et al 2002). It is clear that students do not arrive in class as ‘empty vessels’, and Hipkins et al argue that meaningful learning and understanding occur as a conscious process whereby new knowledge is linked to an existing foundation. If the foundation is incorrect or confused, then true understanding cannot occur; at best facts or figures are memorised in order to pass tests without any assimilation of these facts into the learners existing understanding of the subject matter. Furthermore, children with misconceptions can convince others in a group to take their perspective (Snyder and Sullivan, 1995), rendering co-operative learning a destructive rather than constructive method of teaching.
When Grinnell says that science is taught “divorced from understanding” he means that students aren’t taught what is so fascinating about science, but are rather taught how to complete science assignments. He uses the example of the science fair, which is something I, fortunately never had to do in high school. I heard through the grapevine through my friends that did have to do the science fair that it was too strict. There was no room for creativity; it seemed like the project didn’t care about the student presenting something interesting in the world of science, rather it was strictly based on, as Grinnell said, the placement of certain aspects of the project. In high school, I took a very basic biology class where the teacher understood that the curriculum was taking the fun
Therefore, if school was to cancel this activity, many children that are like Barry would have nothing to relieve and relied on. School had always been known to help and educated children’s of all ages, but when it comes to certain situation, school is like another home for children. It provided a new life for children’s and help them regain and improve on their mental stress. For example, Barry ran away from home at night to come to school because it the only place she feels content after her parent argument that night. Without even recognizing that she is gone like any other family do, Barry feel happy because she had more time to spend on school every morning just to paint and draw.
Mond explains, in this quote, how science cannot remain the sole factor in achieving happiness. Throughout the story, the Controllers condition the people to view science as the greatest good, but new discoveries often lack what makes an individual happy. Process often infringes on what people as a whole consider as happy. They feel contentment but individuality and passion push brilliant individuals to discover more scientifically. Beauty lies in truth.