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September 27, 2005

My Blog Portfolio: Selected Entries and Comments

This is my first experience with blogging and journalism. I am taking EL227 at Seton Hill University, and must make a portfolio with selected blog entries. I welcome any feedback on any of my articles, and I hope you enjoy reading. I have broken my portfolio into 2 categories: Entries and Comments. Each category was then split into 7 subcategories: coverage, depth, interaction, discussions, timeliness, xenoblogging, and wildcard.

ENTRIES
Coverage: "a brief response to each assigned reading"

"The Tribune Review and WTAE-4 News: Lack of Clarity and Comprehensiveness"- The article focuses on the difference in clarity between the television news and the newspaper.

"How many ways are there to cover the same football game?"- I compared my football article to articles in the Setonian and the Communicator.

"The Tribune Review and The Associated Press Guide to News Writing"- I used information from The Associated Press Guide to Newswriting, to evaluate an article in the Tribune Review.

"Additional Uses for The Reporter's Notebook"- After reading the beginning of the book, I focused on how a high school teacher could use this book in the classroom.

"Opposing views in the Tribune Review"- A reflection on the September 20th issue of the Tribune Review.

"The aim of a journalist"- A reflection on the role of a journalist, as presented in chapters 3-6.

"Reflection on Griffin Article"- After completing the article I reflected on the difficulties I encountered.

"My First Blog"- This was the first blog I ever constructed.

Depth: "ability to engage critically"

"The Tribune Review and WTAE-4 News: Lack of Clarity and Comprehensiveness"
"The Tribune Review and The Associated Press Guide to News Writing"
"Opposing views in the Tribune Review"

"What is really important in 'A Meeting in the Dark?'"- Examination of a short story.

"Yon the Famous Blogger"- Summary and explanation about Tribune Review article. Yon is covering the war through blogging.

Interaction: "ability to use weblogs to interact with peers"
"Addition to Football Article"- The angle for covering Seton Hill football by the Tribune Review.

"What is happening to me"- A humorous look at how blogging and journalism have impacted my personal life.

"The aim of a journalist"

"World Literature in the Classroom"- Lesson ideas for the novel Things Fall Apart.

Discussions: "your blog sparked a conversation"
"Additional Uses for The Reporter's Notebook"- Using this text in the high school classroom.

"Opposing views in the Tribune Review"
"The aim of a journalist"

"Feelings on Standardized Tests"- A personal reflection after taking the PRAXIS.

"World Literature in the Classroom"

"Can too much technology be a problem"- A reflection on children and technology.

Timeliness: "written early enough it sparked good discussion"
"The Tribune Review and The Associated Press Guide to News Writing"

"The aim of a journalist"

"World Literature in the Classroom"

Xenoblogging: "the work you do that helps other people’s weblogs"
"Addition to Football Article"
"Opposing views in the Tribune Review"


COMMENTS
Interaction:

"Newswriting-How to report the news" by Katie Aikins- Explores the job and expectations for a journalist.

Xenoblogging

"Tribune Review- September 20" by Mike Diezmos- Mike and I discussed the use of photography in the newspaper.

"Spot News Comparison" by Nancy Gregg- I provided information about the Tribune Review coverage of Seton Hill football.

"Hurricane Katrina and Journalists" by Ashlee Lupchinsky- Stresses the importance of making sure you get the exact quote

"Blogging" by Ashlee Lupchinsky- I expanded on why you should blog, and what you can blog about.

"Reporters Notebook" by Jason Pugh- Jay made a helpful list of terms, and I expanded on a few of them.

"Another brief reporter's reflection" by Chris Ulicne- Chris describes the difficulty in getting quotes and offers suggestions.

Enjoy!


Posted by JennaOBrocto at 1:34 PM | Comments (2)

September 26, 2005

The Tribune Review and WTAE-4 News: Lack of Clarity and Comprehensiveness

In lieu of Hurricane Katrina, both print and visual media have become consumed by this headline. Due to this, local news has been down played. One story covered on WTAE-4 News, on the channels website, and in the Tribune Review was the recent Lake Erie plane crash. The story was reported by all three sources, and although the accounts were similar the clarity and comprehensiveness of details relating to the crash varied. The Tribune Review paid close attention to providing clarity and comprehensiveness in regards to where the victims lived, specific crash scene and search details, and both American and Canadian efforts, whereas the local news and website only touched the surface of the events.

Although WTAE is a Pittsburgh channel, they named the home places of the victim’s as “Pennsylvania” (WTAE Channel 4 News). The Tribune Review reported the victim’s as being residents of Butler County. The paper went on to report the actual airports at which the three visited (Keat A13). The more localized regions listed in the paper provide a more comprehensive coverage of the accident. Detail to location also makes the story more relevant to local readers, for Butler County is a neighboring county and closer to home than if the accident had occurred in Harrisburg or Philadelphia.

The ambiguity continued in the reporting of the crash scene and search efforts. The news briefly mentioned both by saying, “U.S. and Canadian Coast Guards have called off rescue efforts for three Pennsylvania residents,” (“Couple...”). The Tribune Review clarified the calling off of search efforts by concluding that efforts were called off due to “the temperature of the water and given the conditions of the (airplane) parts,” (Keats A13). The added support and clarity given in the newspaper, leads to fewer questions from the audience. Both sources also touched upon the wreck scene, but once again contrasting reports were given. The WTAE broadcast described the crash scene as “plane debris.” The Tribune review listed specific items such as a victim’s shoe.

Finally, the Tribune Review accounted on the fine details of the search, whereas WTAE only mentioned the names “ U.S. and Canadian Coast Guard,” with no details regarding what they actually did (WTAE Channel 4 News). The Tribune Review’s details included the mentioning of the Canadian Coast Guard sending boats and aircrafts. There were even specifics on the type of plane that was being flown by the pilot James Regal: “a single engine piper” (Keat A13). On the news and on the WTAE website there were only the broad terms “a plane.”

On the first day of class, I learned that clarity, comprehensiveness, and relevance are all key ingredients to effective reporting of the news. A lack of any of these elements lead to problems for the reader who will either become bored by the article or will be bothered by unanswered questions. In this assignment I was asked to find differences between the reporting of the same story by WTAE and the Tribune Review. I did not find discrepancy in the facts of the accident, but I did find differences in clarity and comprehensiveness between the two articles. The minute details reported in the Tribune Review left me with a more thorough understanding of the victim’s, the accident itself, and the search efforts, compared to the ambiguity present in the reporting from WTAE.

Posted by JennaOBrocto at 11:03 PM | Comments (3)

Addition to Football Article

After reading Nancy's blog, I looked at the Tribune Review website and found more angles to covering the Seton Hill football game. I found two articles that were published after the first home game. The Sunday article focused on the technical aspects of the game: what went wrong, who scored points, who ran the ball, etc. Then on Monday there was another article about how Seton Hill is doing well for a first-time team.

Posted by JennaOBrocto at 10:01 PM | Comments (1)

September 25, 2005

How many ways are there to cover the same football game?

This year Seton Hill University (SHU) has its first-ever boy’s football team. On Saturday, September 10, the team played their first home game. I attended the game and wrote an article about the game for EL227. This same issue was covered in the Setonian (SHU Newspaper)and the Communicator(SHU Newsletter). Although the same topic was discussed in my article and the Setonian each source found a different "hook" for the story. I focused on fan support, whereas the Setonian focused on financial issues associated with SHU football. I was excited to see that the front-page football article in the Communicator also focused on fan support.

Seton Hill Presents Griffin Football (my article)
Hook (fan support)
I planned on writing about the actual football game, but when the Griffins lost I decided to change my focus. As a spectator I was really amazed by all the students who were present for the first game, and all of the fans that stayed even when the Griffins started falling more behind.

To support my observance I got quotes from students, employees of SHU, President JoAnne Boyle, football players, and Coach Chris Snyder. All of these quotes were positive reactions to SHU football. I decided that I should show both views, so my article would be more comprehensive. I received a quote from a student who thought football was hurting other student's financial aid. Then, I got a quote from Financial Aid.

"Absent athletes still receive financial aid" and "Inaugural Griffins football season brings 'new era'"Hook- financial aid Hook- future hopes
The major focus in the Setonian was the effect football has on financial aid. Students are constantly discussing this issue. I think this was the appropriate hook for the paper to take, because students want to know how much financial aid the football players are receiving.

In the first article, Amanda Cochran discusses how students who quit the team will continue to receive financial aid. Amanda incorporated quotes based on the reasoning for this financial aid decision, students who opposed this choice and also actual football players who felt this was unfair. She was able to thoroughly cover all sides of this story. In my story I was unable to get quotes from the other team, and I think this is one part of the story that I really needed.

Seton Hill lost in their first two attempts. In the second article, Valerie Masciarelli discussed how the players, fans, and coaches do not think this bad start will permanently effect the team. This article was upbeat, and I believe an attempt to keep fans interested in Griffin football. Of the two, I believe this article was more similar to mine. This article shed a positive light on football, and recognized this "new era" at SHU.

Finally, in the Communicator was the article "SHU Football Griffins (and fans) Show Spirit in Historic First Home Game." In both my article and this article the focus was on the number of fans present at the game, and also quotes from spectators.

Posted by JennaOBrocto at 2:16 PM | Comments (1)

The Tribune Review and The Associated Press Guide to News Writing

"Prefer the short word to the long.
Prefer the familiar word to the fancy.
Prefer the specific word to the abstract.
Use no more words than necessary to make your meaning clear."

The above quote is from The Associated Press Guide to Newswriting, by Rene Cappon. These guidelines have remained in my head when writing my own articles and when reading others. I decided to analyze whether the sentences above proved to be true in the article "Arson suspect not competent for trial..." which was on the front-page of the Tribune Review September 21 issue.

I analyzed the following passage of the article:
"He then changed his story and said he walked past the church on the same side, and finally admitted to walking through a church driveway past a big, thick wooden door where the fire started."

Prefer the short word to the long word. In the final line of the passage a door is being explained. The author chose the descriptive adjectives "big" and "thick." Using a thesaurus I was able to find over thirty options for "big" and over ten for "thick." Instead of choosing a larger word, the author chose to stay with simple descriptive words. Both "big" and "thick," get the message across, are easily understandable, and are short compared to other words with similar meanings.

Prefer the familiar word to the fancy. In the first line the author uses the verbs "changed," "said," and "walked." There are many alternate words the author could have chosen that would have been fancy. The author could have instead used the words "distorted," "explained," and "glided." All of these words mean the same as the former words, but the formers are much more familiar.

Prefer the specific word to the abstract. In the passage, the author is describing the path taken by the suspect. To describe this the author uses "same side" and "walking through." Both of these show specifically what the suspect did, rather than providing a more complicated and abstract story of what happened. The author also includes indicators for what these directions are referring to; the suspect was on the “same side” of the church and “walked through” the door.

Use no more words than necessary to make your meaning clear. Finally, this whole paragraph illustrated how to give a great deal of details in only a few words. In this one sentence, the reader is able to learn what the suspect originally said he did, what he actually did, and it provides enough adjectives and specific directions to make the scene visible to the reader.

In one sentence of a Tribune Review article, I was able to see the art of a newswriter: keep it short, simple, and specific.

Posted by JennaOBrocto at 1:24 PM | Comments (1)

Additional Uses for The Reporter's Notebook

I purchased The Reporter's Notebook by Mark Levin for EL227. The book contains information and exercises to help students become familiar with news writing. After looking at the suggestions for coming up with story ideas and the sample interview questions, I realized this book was a great tool for those who do not have experience with this style of writing.

In the future I plan on teaching secondary English. Often times literature is the major focus for secondary curriculums. I remember working briefly on journalism while in high school, and the topic was welcomed and enjoyable. Once I enter the classroom I plan on teaching a unit on journalism, if I have the freedom to do so. Based on this, I purchased an additional copy of The Reporter's Notebook from the bookstore. This way I will have unmarked pages to make copies of, be able to show it to a school district and suggest it for class use, and provide my students with interesting and age-level appropriate information on news writing.

Posted by JennaOBrocto at 1:09 PM | Comments (5)

September 22, 2005

What is happening to me?

As a result of this course, I have noticed a few changes in my life. I will admit that, prior to this class, the word "blog" slightly annoyed me (kind of like the word "Doppler"). I think it bothered me, because I wasn't really sure what a "blog" was. Now I find myself blogging daily. Every time something interests or annoys me, I find blogging a great way to express these feelings.

This "change" from Newswriting class, has also stretched into my personal life. Last night I was watching Entertainment Tonight, and the reporter was discussing a benefit concert for Hurricane Katrina victims. At the end of the report, the reporter said something about the performers having something else weighing on their minds: Hurricane Rita. All of a sudden this reporter’s statement bothered me. That is an opinion! How does she know what the performers were thinking? Why didn't she have a performer say that?

What is happening to me?

Posted by JennaOBrocto at 5:07 PM | Comments (4)

September 21, 2005

Opposing views in the Tribune Review

As a result of taking this course, I am more aware of how the Tribune Review includes quotes from both sides of an issue. Before when I read a paper, I probably only paid close attention to the quotes that supported my opinion of the issue, but now I realize a good unbiased article should include both sides.

I would like to talk about the article on "North Korea" and the "Man found not guilty" article, both of which are found on the front page of the September 20th edition.

In "North Korea backpedals on nuke breakthrough," quotes were included by both the U.S. State Department and the Korean Central News Agency. As American citizens we do not want other countries having nuclear weapon capabilities, so we are biased on this issue. The article did stress that North Korea was claiming to not be interested in nuclear weapons, but instead wanted the "right to nuclear activity for a peaceful purpose."

I think it was important to show both sides of the issue, and by doing this, the report is less biased and closer to strictly reporting facts.

My only problem with this article, which I mentioned in class, was my lack of reader comprehension. I think I slightly misunderstood in class. I was not complaining that the article did not interest me, but instead that I did not comprehend the information. We learned in class that a newspaper should be understandable to the general public. I once had a teacher tell me that a newspaper should be at an eighth- grade reading level. After reading this I asked several people what "atomic energy reactors" were, and no one I asked knew.

Next, I would like to mention the article "Man found not guilty in death at Derry bar." The article was about a local man who was charged with first-degree murder after a bar fight. The man was found not guilty, and the article included quotes of the man saying he was innocent; "I was innocent the whole time. I knew I was innocent."

The article also included quotes from people who were not happy with the verdict. Assistant District Attorney Judith Petrush said, "The defendant turns it into an attack. It's a full-scale attack." Hearing both sides of the story made the reporting more reliable to me as a reader.

After reading this article I thought that it would be interesting to see the differences that would be present in the article, if the man had been found guilty. This article tried to make an emotional appeal to the audience by saying the man was so happy to get back to his family, which for me created a picture of a family man.

If he would have been found guilty, would these details about his family of been included? Most likely the article would then have focused on the family of the man who was killed.

Posted by JennaOBrocto at 6:43 PM | Comments (1)

September 20, 2005

The aim of a journalist

Through reading chapters 3-6 in The Elements of Journalism, I was able to understand the turmoil a journalist must face. As human-beings we all have our own biases. No matter what the issue, we each have our own opinions. When you are a journalist you must learn how to overcome these opinions, because your first job is to report news to the citizens. This news should be free of bias and personal opinion, and instead be a factual representation of news.

In chapter three it discusses a "covenant" that exists between a journalist and the public. It is the obligation of the journalist, who has the means to provide the information regular citizens can not, to provide unbiased news to the public. The book discusses Adolph Ochs, who bought the New York Times in 1896, and made it his policy to "give the news impartially, without fear or favor, regardless of party, sect or interests involved." As a consumer of news I believe this is extremely important. I want the opportunity to make my own judgment about issues, rather than forming an opinion based on that of a journalist. Reporting unbiased news, I believe, would have to be a very difficult task.

In both articles I have wrote so far, I find it impossible to completely eliminate my own voice from the news. In my first article I had to do a profile. I realized when I was done that it sounded more like an advertisement for the person, than an actual news article. Also, in my article about Seton Hill it was hard to provide strictly facts since I am a biased fan of Seton Hill.

In chapter three, the book also discusses the "New Bedouins." This issue is about journalism becoming professionalized. The book reports on a study done in 1997, where it was found 2/3 of newspaper journalists "did not grow up in the community they were covering." At first this statistic disturbed me for two reasons. First, that means that jobs that could be potentially going to local people are being taken by people coming into this area strictly for work. Secondly, I thought a local person might be able to provide better coverage of local news. Why not have journalists who live in the area already? I realize the answer to this question, as a result of reading these chapters. A local person will have certain feelings about this area. These feelings could be negative or positive, but regardless they will influence the way a writer reports the news. A person new to the area will not have feelings regarding the area, and will in turn focus more on fact than opinion.

Finally, the issue of "Independence in Practice," in chapter 5, was interesting. In 1989, Linda Greenhouse of the New York Times was reprimanded after attending a "Freedom of Choice" rally. She argued that she was not reporting, but just attending the event like any other citizen. The New York Times believed this would be upsetting to her readers. I am very torn on this issue. I obviously agree that she should not be covering an article about abortion, if she attended this rally. As far as other news, I personally do not see a problem, because everyone has opinions and a journalist is no different. At the same time I understand what the paper was claiming. Readers may dislike her opinion on the issue of abortion, and take that one issue further by discrediting her writings on other issues. They may feel if she has strong opinions on this topic, she may also be incorporating her opinion into other news reports.

There were many important journalism issues covered in these three chapters. I believe the major focus was that it is the responsibility of a journalist to provide unbiased information based on facts.

Posted by JennaOBrocto at 12:29 PM | Comments (3)

September 19, 2005

What is really important in "A Meeting in the Dark?"

I have just left a class discussion on the short story "A Meeting in the Dark" by Ngugi wa Thiong'o, and I am slightly irritated by the conversation. In class some students dismissed the story as being the tale of a coward. I do not think this story would be chosen to be in an anthology of multicultural works, if this was the whole purpose of the stories. All of the other stories in this section had to deal with the colonization of Africa.

I believe the purpose of the story was to show the effects of colonization on a man, not to show the audience what a "coward" looks like. The main character John is torn between the new culture created by colonization and the old culture of his tribe. His father is a preacher, who converted to Christianity. He wants John to be a Christian and educated by going to college. John also feels a loyalty to his tribe. John realizes he can marry the young girl he impregnates and live in his tribe, but this will infuriate his father and also eliminate any chance of him receiving a college education. A college education is now necessary for success since colonization occurred. John's inner turmoil represents the effects of a clash between two cultures. John final act of murder is not justifiable, but it represents the insanity John is subject to as a result of this clash.

I think focusing on John being a "coward," is missing the problems Thiong'o was trying to expose.

Posted by JennaOBrocto at 9:19 PM | Comments (10)

September 18, 2005

Feelings on Standardized Testing

This weekend I took a standardized test that all education students must take before being allowed to teach. I have completed four years of college, taking both English and Education classes. All of this preparation means little, when this one test will determine whether or not I can teach. The fate of my teaching career, that I have devoted the past four years to preparing to, is whether or not I pass a 120 question test.

I understand why states must do this, because President Bush wants to ensure teachers are highly qualified. This issue is part of No Child Left Behind. Teachers should be "highly qualified." At the same time I do not think one exam is a valid and reliable measure of knowledge, teaching ability, or qualification. Some people are naturally poor test takers, that in no way means they will be poor teachers.

After the test I have had time to reflect, and I just do not believe one test should have such importance. If the test were fair, then it would be more than a paper test. Students would also receive a score based on a classroom observation. I think it is more important how a teacher is in the classroom with real students, than the number of questions they get right on a test.

Posted by JennaOBrocto at 7:02 PM | Comments (2)

September 14, 2005

Reflection on Griffin Article

For this article I covered Seton Hill's first home game. When I first heard SHU was getting a football team I had mixed feelings. I am a football lover, so part of me was excited. On the other hand I came to Seton Hill for education and not entertainment, and I feared a football team might negatively impact academics at Seton Hill. I was really surprised when I realized I was standing in my seat screaming (like a crazed fan) in support of a team I wasn't really sure I wanted at SHU.

As for the article I found myself struggling with interviews. I am usually outgoing and seldom fear confronting others, but at the game it was a completely different story. I knew the type of people I wanted to interview, but I was intimidated to approach people. I felt since this is my first time writing articles, I did not have the qualification to be asking people questions. President JoAnne Boyle sat in front of me during the entire game, but I did not get enough courage to talk to her until after half-time. I also wanted a quote from the McDaniel team. I approached their side of the field and asked an assistant coach if I could ask him or a team member a question. He said the team "could not comment at this time." I wish I would have stayed and asked for a reason, but I did not think of it at the time.

The game also presented another twist in my writing attempts. In my head I planned on writing this article about how Seton Hill triumphed in their first home attempt, and everyone left the game in smiles. Unfortunately that is not what happened, so I needed to find a different hook for my paper. I instead focused on fan support and this being the first ever SHU football team. Through this exercise I was able to see that it is hard to prepare for spot news, because you can never be certain how the event will unfold. A good journalist should be flexible, due to these unforeseen changes in news.

Finally, I just would like to mention that it felt really great writing about football. I am a football enthusiast, and sadly read the sports section more frequently than I should. One paragraph of my article focuses on the actual football game itself, and although I am having trouble with newswriting, this section seemed to flow naturally. When I talk sports with my father or friends, I do not use the language I use in essays. I use a more natural language, and I think that is why I may not have struggled as much in this article with football being my topic.

I am also posting my article below. Newswriting is new to me, so I welcome any suggestions. This article was done for a class assignment, and I left some names out in this version.

Seton Hill Presents Griffin Football
Although the Seton Hill University (SHU) Griffins fell short in victory attempts on Saturday, 28-9, against McDaniel College of Westminster, over 3,000 spectators watched on in celebration of the first-ever SHU Griffin home game. Who would have ever thought SHU, an originally all girl school founded in 1883, would today be celebrating an inaugural male football event?
Going into Saturday’s game, Head Coach Chris Snyder hoped his team would “focus on the fundamentals, play hard, and hope to have a chance in the 4th quarter.” These expectations fell short after facing 12 penalties and the hard-hitting defense of McDaniel.
The Griffins hit the score board twice with a 41 yard field goal kick by Ray Wilkins (#35), which resulted from a Griffins interception, and a 65 yard pass play from quarterback Jordan Thomas (#11) to wide receiver Bobby Nelson (#19).
The Griffins struggle did not deter fans from watching the game. Debbie Fredo, an employee of SHU, commented “it’s exciting to have football at Seton Hill. You know your watching a good game, when fans stay in the blistering sun even though their team is losing.”
Dr. Joanne Boyle, President of SHU, also stressed how uplifting it was to see fans supporting the Griffins rather than focusing on the game’s outcome. “It’s great to see thousands of people enjoying a Saturday afternoon of Seton Hill football, and hear Seton Hill students cheering on their team.”
The excitement of having a football team at SHU does not appeal to every student. One student fears having a football team caused financial problems for other students. “I don’t like the fact that my tuition has gone up, just so Seton Hill can recruit ‘x#’ of football players on scholarships.” Maryann Dudas, Seton Hill University Financial Aid, appeared to be surprised by this comment. “Tuition has not gone up because we are now recruiting a football team. The two are completely unrelated.”
Whether a Griffin fan or foe, there is no denying today was a historical day for Seton Hill University. It is difficult to tell what the future holds in store for this new team, but the team thinks the future is bright. Zach Talkovic, a recruit from Florida, said “We have a chance to have a very successful season. We have a lot of great talent on this team.”

Posted by JennaOBrocto at 10:33 PM | Comments (1)

September 12, 2005

World Literature in the Classroom

I am just returning home from school, after a great discussion of the book Things Fall Apart by Chinua Achebe. I think this book would be great to use in the secondary classroom. Often times high school students are exposed to very little other than British and American authors. I think this might unintentionally create bias in students. To combat this problem I believe teachers should choose texts by authors from different backgrounds.

Things Fall Apart would be a great addition to the classroom and an appropriate read for high school students. The book discusses the treatment of the Ibo culture during colonization. I think this book could be used for either an English or Social Studies class. One example exercise could be to have students write their reactions to colonization. You could also come up with a new system for your classroom. One day when students come in change all the desks around, have new class rules, new assignments, grade students based on opinion, etc. Run the entire class under this new system, and then have them reflect on the experience. Try to make colonization relatable to your students. You could do this activity before or after reading the text, or just pick excerpts from the text to use.

Posted by JennaOBrocto at 10:45 PM | Comments (2)

September 11, 2005

Busch Beer Donates to Hurricane Katrina

In class we were talking about the people who have donated to Hurricane Katrina. My teacher mentioned she had heard about a donation by Anheuser-Busch, which is the maker of Busch Beer. I went on line and researched to see if this was true. On the Anheuser-Busch website it shows the donation that was made. The beer company stopped beer production in many of its factories for a few days, and instead produced cans of water. The company made a total of 825,000 cans of water, as well as donated $250,000 dollars to the Red Cross. I really think this is the example of the national support Hurricane Katrina victims are receiving. I would not normally think of a beer company as a source of donation. In the past Anheuser-Busch has donated $330 million total to different organization. It is hard to look at Hurricane Katrina and see anything positive, but I think it is uplifting to see all the contributions made, especially those that come from unlikely sources. I think it illustrates the unity of our nation when we all work to help each other.

Posted by JennaOBrocto at 4:44 PM | Comments (2)

September 9, 2005

My Personal Profile Art Project

When submitting a final draft, Dr. Jerz asks students to highlight the changes they made. I did this yesterday to my first article. When I was finished all the colors looked more like an art project than a research paper. The majority of the color was added because of deleting words or changing my word choice. I am an English major, and the majority of writings I do are essays. The style used for essay writing is drastically different than news article writing. There is no guarantee on how long you will keep the attention of the reader, so wordiness can be a problem.

Posted by JennaOBrocto at 8:31 PM | Comments (2)

September 7, 2005

Admissions Blog

I am currently doing an internship for the Admissions Department at Seton Hill. One of my assignments is to blog for Admissions. As a student I was unaware of this blog. The blog focuses on information about the campus and upcoming events. It is updated daily, and a great resource for students. Check out the blog, and also feel free to contact me with any ideas for blog topics or questions.

Posted by JennaOBrocto at 6:45 PM | Comments (1)

September 5, 2005

Yon the Famous Blogger

To find inspiration for a blog, I began searching through the Tribune Review. I noticed the headline "The war according to Yon," which automatically caught my attention. The article explains how Michael Yon is not employed by any media news, but he has become well known through blogging.

I thought this was very interesting, for I have never really heard that much about blogging. All of a sudden I learn about blogging in the class, and then it shows up in the local newspaper I read.

Yon reports on the war in Iraq. The newspaper article includes the fact that he only shows a narrow angle of the war, but the angle he comes from is very interesting. He is actually part of a patrol group in Mosul. From this position he is able to provide insight from real soldiers and what they deal with daily. The newspaper labels Yon as "detailed, opinionated, unapologetically pro-soldier and deliberately first person," which most likely leads to bias. Even if Yon is biased I think this is an interesting look on the highly publicized war, and also made me realize how popular blogging is.

I visited the sight and skimmed some of the entries. The accounts Yon gives are very personal and many are graphic and emotional. Yon's blog is michaelyon.blogspot.com

Posted by JennaOBrocto at 10:40 AM | Comments (0)

September 2, 2005

Can too much technology be a problem?

After reading a comment by Katie Lambert, I was reminded of my Children's Literature class Thursday. We discussed how children today choose to play on computers and video games, rather than cars, Barbies, house, etc. One student said that her niece does not even know how to play Barbies. I have witnessed a similar experience. I baby-sit for two young girls who would be content sitting in front of the computer the entire day. When I try to play games with them that require using creativity and imagination, the girls have trouble.

There are countless benefits to technology. There are many beneficial educational computer programs and interactive videogames (Leap Frog, interactive books, Oregon Trail), but I think children should be equally exposed to books, crafts, role-playing, etc. The latter activities help to hone a child's imagination, reading skills, and overall cognitive development.

There are obvious perks to children using technology. For younger children the ease of use of computer and video games, is much simpler than struggling through a book. Also, as a babysitter I have reflected on how much easier technology has made watching children. As I previously mentioned, the girls I watch would be content spending the entire day on the computer, which makes the ease of watching the children much easier. But babysitters, parents, educators, etc must realize that taking the easiest route is not always best.

Technology is wonderful, and I plan to take full advantage of it when I enter the classroom, but I thin children need a balance between technology and more traditional forms of learning and entertainment.

Posted by JennaOBrocto at 8:34 PM | Comments (2)

My First Blog

Attending college leads to a busy and hectic schedule, which for me resulted in less time to spend devoted to "news." I make the effort to either watch WTAE Channel 4 News or read sections of the Tribune Review daily. On busy days I often neglect getting the newspaper and solely watch the news. I felt confident that my local news was keeping me informed about local and national concerns. After Monday's class I compared the content of the Tribune and WTAE Channel 4 News. I was amazed at the difference between the two sources. The Tribune review provides more thorough details about issues. The television news has the benefit of being more visual, but the content is more comprehensive in the newspaper. I believe I will become better informed by reading the newspaper, rather than watching the television news.

Posted by JennaOBrocto at 12:31 PM | Comments (1)