Many factors influence one’s decision in doing and/or creating something, so, to what extent is it possible to still be original? Original is the idea that something was created directly by one person without the influence or imitation of someone else’s earlier ideas or work. In “Biographies of Hegemony” Karen Ho discusses the challenges that many Ivy League students face while trying to meet their institution 's expectations, as well as the heavy recruitment by Wall Street bankers on college campuses. In “The Naked Citadel” Susan Faludi, addresses the violence among students at the Citadel, as well as their lack of originality and suggests that the cause is due to the rejection of society. In “The Ecstasy of Influence: A Plagiarism” Jonathan …show more content…
Lethem also seems to be downplaying the idea of plagiarism, and is saying that borrowing others work is easier and better than creating original ideas. Lethem complicates the argument made by Faludi, saying that this loss of originality is done out of love, whereas Faludi implies that this loss of originality is theft to the individual losing their originality. Both The Citadel cadets and the authors that Lethem describes have all lost their originality based on a system that occurs over and over again. In the case of The Citadel cadets they are placed in this fourth-class system, where they lose all originality and receive the title of knob distinguishing them as a freshman. They also have the views of the Citadel imposed upon them and taught to impose their views on others as part of becoming the “Whole Man”. In the other case there are the authors Lethem describes who are influenced by the work of prior authors, meaning they are not producing their own thoughts, but rather using the thoughts of others to create their new ideas for books or stories. Lethem believes that these authors are “borrowing” from other authors out of love and appreciation. This is contrary to the beliefs of Faludi where she believes that The Citadel are thieves and they are stealing the originality from these freshman cadets by imposing their views on the cadets and transforming the cadets into the “Whole Man”. In both the cadets and the author’s cases, they are influenced by the thought of others, in the case of the cadets, it’s their institution The Citadel, and for the authors it’s the thoughts of other authors. If the cadets of The Citadel are not allowed to keep their original identity and must be transformed, and
Having never taken a college writing course before, I did not know what to expect and therefore assumed that I would choose my own topic to write about; of course, this isn’t the case. However, if I had the choice, I would not have chosen to write a response to Gerald Graff’s “Hidden Intellectualism”. After going through his essay with a fine-tooth comb, I have found a few flaws in his reasoning. Gerald Graff believes that schools and colleges are not taking advantage of “street smarts” by not using them in an intellectual setting when in fact, schools are providing students with a large assortment of other knowledge and skills. In Graff’s essay “Hidden Intellectualism”, he argues for the importance of changing school curriculums in order to better reflect the interests
In his article, “The New Liberal Arts,” Sanford J Ungar argues that a Liberal Arts degree can help one become a more creative, well-rounded person. Common misconceptions based off of perceived value of liberal arts, the cost of getting an education in such, and politics of liberal Democrats contend otherwise, but each of these are refuted. In Ungar’s opinion the first argument against liberal arts, that it has no value, is disproven because liberal arts inspires creativity. This aids students in their chosen career, whether it be in the arts or the sciences, by helping them think in different ways. Furthermore, by being able to think in divergent ways they are more attractive to potential employers.
Access to media in the online world has created a shift in how people's and students creative processes work. In the article, “Thinking Bigger than Me in the Liberal Art”, written by Stephen J. Tepper compared “me-experiences” to “bigger-than-me-experiences”, with “iCreativty” as the main component. The article uses three main rhetorical strategies, cause and effect, examples, and facts/scientific evidence. As the author stated, “In both culture and education, what we need are more “bigger than me experiences.” (p.230) meaning that they believe this concept should be implemented into students' education.
Lack of Creativity in Education Creativity and abstract thinking are seen as the basis of education, but more and more, these skills are being lost, and even discouraged, in the classroom. Fourteen-year-old Line Dalile, in her essay, “How Schools are Killing Creativity,” uses rhetorical strategies such as metaphors, ethos, and rhetorical questions to strengthen her claim on how schools are discouraging creativity in the classroom. Dalile uses a bold metaphor at the beginning of the article that strongly introduces her ideas on creativity in education. The metaphor is as follows,“.. it is destroying our fascinating, curious minds.”
101.AQ – Assignment 3 Draft – Hagar Elshentenawy Society and Identity I In Cathy Davidson’s essay “Project Classroom Makeover”, Davidson talks about how educational institutions can limit some people 's identity by standardizing and favoring certain subjects that society values. In Karen Ho’s essay “Biographies of hegemony”, Ho discusses how Wall Street affected recruitment in Ivy leagues and how they were able to influence students into believing that Wall Street is the only viable option. In Susan Faludi’s essay “The Naked Citadel” , Faludi describes The Citadel 's environment and how it affects the people that attend it. It is evident Institutions like the ones mentioned above can shape, or in the least influence, their attendees ' identities by imposing the surrounding society 's belief and influence onto them.
In any school you have attended, plagiarism is a situation that a writer should not put themselves in under any circumstances. When reading the essay “Something Borrowed,” Malcolm Gladwell gave insight into the flaws of plagiarism that writers may not have thought about before. The first being that plagiarism is never acceptable (927). The second issue with plagiarism is recognizing the differences that can or cannot “inhibit creativity” (931). Being inspired by another person's work can help and guide you to build your own ideas, but simply taking their work and claiming it as yours is not permitted.
However, not until I read Marjorie Perloff’s introduction to her book, Unoriginal Genius: Poetry and Other Means in the New Century, did I begin to apply these same concepts to realms outside of music. “Originality,” Perloff states, “refers to the ‘real’ work as opposed to a copy or simulation”
As I engage this unit’s Read and Attend assignments, I find that my understanding of plagiarism is not as fully developed as I had previously thought. Our Unit 3 Attend assignment shares that “in a general sense plagiarism may be caused by carelessness” and these circumstances frequently precipitate the lack of care required while writing (Bethel University, 2014, p. 11). The academic integrity tutorial provided additional information which I found valuable as well. Common themes within each unit assignment provide strands of continuity, while assisting with a more comprehensive understanding. It is my opinion, the type of plagiarism that is hardest for me to avoid is “plagiaphrasing”, also known as “lazy paraphrasing” (Bethel University, 2014, p. 12).
Tobias Wolff’s novel Old School conveys the ideas of honor, identity, voice and competition through the experiences of a boy who attends a preparatory school in the 1960s. The unnamed narrator’s actions are caused by the visiting writers, who definitely influence the narrator more negatively. Although the purpose of the famous writers visiting the school is to influence the narrator at the prep school more positively by helping him build character and allowing him to pursue perseverance, in reality the pressure the writers add discourages the narrator from finding his own voice and adds even more competition to an already extremely competitive school. This results in the narrator experiencing problems of plagiarizing, the search for his voice
Rhetorical Analysis Writer, Annie Dillard, in her narrative essay, “It’s Not Talent; It’s Just Work,” opposes the idea of talent and instead argues that greatness is achieved by working hard and using discipline to hone in on abilities. In Annie Dillard’s “It’s Not Talent; It’s Just Work”, she effectively constructs her argument that talent is not crucial for triumph but is achieved through great effort as well as using discipline to enhance abilities by using logical appeals, personal anecdotes, and repetition. Her purpose is to reach out to an audience who believes that success is natural due to one’s talent. Dillard opens her essay about hard work being the key to success by emphasizing logically that any great accomplishment takes work
Honor is what is said to drive the decision for expulsion, but was it just for the school. The school’s response to plagiarism wasn’t unfair, although it seemed harsh the school did it with thought of the narrator and the school in mind. The line between healthy imitation and plagiarism can be drawn between someone claiming to be the story and someone
In her “Commencement Speech at Mount Holyoke College”, Anna Quindlen employs personal anecdotes and her academic background to effectively build her credibility. Quindlen explains how her strive for perfection in her younger years only served to add needless parasitic pressure. She claims that “being perfect day after day, year after year, became like always carrying a backpack filled with bricks on my back” (Quindlen 1). Drawing from her personal experiences, Quindlen challenges her audience to “give up the backpack”. By building a strong connection through shared hardship, Quindlen appears as an authority on defying conformity to discover one’s own individuality.
Student’s name Professor’s Name Course Date Successful use of Rhetorical Strategies Introduction Ken Robinson delivers a TED talk on “schools kill creativity” filmed in February 2006. The talk aims to challenge the education system and the fact that it has little emphasis on the creativity of individuals. Robinson notes that children should not only be made to pursue their studies but also follow their passions and their interests which lie in their talents.
It’s not fair to the people who actually write what you are stealing because they get no credit for it. There is never anything good that comes from plagiarism. Teachers and college professors know when something is plagiarized. Sometimes the plagiarized material does not meet
The uniqueness of a work comes from the personality