Feedback for Portfolio Essays: A caption of what I wrote!

Here's my evalutation of the writing, just a little caption for my blog to document the work being done on the portfolios and the portfolio evaulations!

I’m going to answer all of the questions for the Introduction, and then all of the other essays, in the order that they were in on the portfolio assignment. The Introduction, I saw as a great piece, in and of itself – lots of specific and valuable information, but the ‘packaging’ of this information is what really needs to be improved. There were more than a few spelling, grammar, and syntax errors that need to be corrected; however, as a whole, this reads very provocatively, and the argument is definitely there.

Again for the Reflection, I believe that the argument is there, with specific information – I really liked how you showed the evolution of your sources from several more biased news stations, to the less politically influenced, more straight information sources. There are some typing errors in this essay, but overall, this was the best written of the three. I really would like to know the revisions of the essay, but it seems that this one is in CA? Not totally sure what that’s all about, but I hope you get it back in time to put it in the portfolio!

The Conclusion needs a little ‘beefing up’ before you hand it in. There are some minor errors in spelling, grammar, and syntax, but overall, it read just as well as the second essay. I also noted some incorrect capitalization with the first and last paragraphs that needs to be corrected. This one could use some more specific information, such as the information that you used to highlight the argument in the first two essays. The conclusion as an essay is not as provocative as the first two essay, which is something that needs to be worked on, as the conclusion is the last thing that the reader will come across while analyzing your portfolio.

Feedback for presentations...A little late...

So, here is my feedback for the presentations before Thanksgiving - sorry about them being a little late, but I had a huge lab practical this week, so I've been super busy studying!

Travis:
-Great eye contact and speech, very informative
-try to vary tone, maybe tell a joke to maintain interest
-nicely dressed for presentation

Kayvan:
-interesting project - love the pictures!!!
-good letter, only 1-2 small grammatical/syntax errors
-survey was interesting - some numbering was a little off, but very cleaver idea overall
-maybe stick with brochures to give people on drillfield

Ben:
-very controversial topic - cool website/petition!
-great 'game plan', super interesting, and very creative
-try to look up at audience more while reading, I know that sounds wierd, but basically just try to look up every so often to let the audience know you still acknowledge them.

Mary Eileen:
-good outfit
-audience needs to be a little clearer, but overall great idea.
-I loved that your letter reads easily and is extremely captivating - great job!
-very catchy flyer - definitly attracts attention.

Taylor:
-Nice pictures and quotes, definitly attention-getting
-try to bring note cards so you don't have to look down to read slides.

Here they are, ENJOY!!!

Speech Writing...The ideas of others :D

Speech Writing Online: Tips from the Professionals!

"Speech writing and delivery isn't just for politicians." ~ Lou "The News Guy" Giansante and speechwriter Karen Finney.

On the website 'Writing with Writers,' there is an online seminar course that the public can take for speech writing, in which the experts give advice on the 'how-to's' of the subject.
Step 1: Write It
Step 2: Say It
Step 3: Record It

The second source I found was questionable, based on the website - speechtips.com - however, upon visiting it, I did find some helpful tips!

Section 1 - How to write a speech

Planning a speech

Public speaking occasion
The speech theme
The people

Writing a speech

Speech structure
Outline
Drafts
Feedback
Final version

Speeches/Speech Writers: Who's Who!

Patrick Henry - 'Give Me Liberty, or Give Me Death!' (March 23 1775)

"It is in vain, sir, to extenuate the matter. Gentlemen may cry, Peace, Peace-- but there is no peace. The war is actually begun! The next gale that sweeps from the north will bring to our ears the clash of resounding arms! Our brethren are already in the field! Why stand we here idle? What is it that gentlemen wish? What would they have? Is life so dear, or peace so sweet, as to be purchased at the price of chains and slavery? Forbid it, Almighty God! I know not what course others may take; but as for me, give me liberty or give me death!"

My favorite part of one of the most powerful speeches in all of history - is this not the pinnacle of the art?!

John F. Kennedy - 'The Berlin Address' (June 26 1963)

"Freedom is indivisible, and when one man is enslaved, all are not free. When all are free, then we can look forward to that day when this city will be joined as one and this country and this great Continent of Europe in a peaceful and hopeful globe. When that day finally comes, as it will, the people of West Berlin can take sober satisfaction in the fact that they were in the front lines for almost two decades.All free men, wherever they may live, are citizens of Berlin, and, therefore, as a free man, I take pride in the words "Ich bin ein Berliner.""

This is another favorite, but mostly because in the closing line, Kennedy calls himself a jelly-filled doughnut (ein Berliner)!

Well, that's pretty much it for speech writing - hope you enjoyed the glimpse into history and one of the oldest yet most effective forms of communication!

Over and out!

The Concepts of Audience Blog Entry (Creative, I know...)

Ok, so without further adue, here are my thoughts:

Audience: College freshman interested in continuing riding through out their college experience; college students interested in riding either on an Intercollegiate team, or through the school, college students interested in riding in the community [non-college related]. Basically, collegiate riders.

Purpose: To inform students about riding programs and opportunities for continued education, university-funded and recreational/community.

Exigence: A high percentage of talented young riders quit riding or become frustrated with the sport when they are unable to find places to ride during college. Some people prefer a quiter, non-show atmosphere to let down after a stressful year on the show circuit, whereas others are busting at the seems, ready to show at the higher levels. The university sponsored teams and the community's own private instructors are available to remedy this problem, but they need to be addressed - in some way, information about said programs should be communicated to college students.

Genres: This is the only topic that I wasn't totally clear on. Some suggested topics/genres were a flyer to publicize collegiate equestrian information sessions, a handout to give students/participants that includes contact information for people at the university and in the community, as well as information about local equestrian events, university teams, and highlighted shows, and/or a written speech introducing the topics covered in the presentation, as well as speakers, and the reason for the presentation, etc.

Here are my thoughts and ideas...

Essay Feedback - Sorry it's late...

So here is my response to your feedback on my essay - I did find a few of your comments and suggestions very interesting.

First, your idea about turning my first few sentences into a paragraph was amusing to be, mostly because I had only used the idea as a bit of an attention getter, not really as it's own separate idea. However, upon rethinking this, I realized that you have a good point - introducing the horse world to outsiders will be easier if I can talk on a level that they will understand - using an example as widely known as the Olympics should help the outside world bring things into focus.

I can definitly expand the stumbling metaphor - I actually originally thought of it while in class, when you asked us to write down another part of the essay with more action words, and stumbling was the first word that popped into my head. I can try to tie in the theme of lack of funding, more, because I wasn't aware of such disunity in my writing [it truly helps to have a second, and even third pair of eyes review it].

I will try your reading it out loud idea - my Psych. major roomie did that to me a lot last year, and surprising enough, it ended up helping both of us with our writing. OHHHH-NOOO you're right! I forgot a title :(...I'm going to have to work on that...

'The Road to the Olympics: Funding and Coaching'

How's that for a good start!

Hope this reads as well as my essay :P...enjoy!!!

IDEAS...

So here is my idea...I would like to organize a seminar type presentation to help college students stick with riding at school. I would like to have the main speakers be T. McDonald and Carol Gwin, the coaches of both Intercollegiate riding teams in the area, as well as have several other private instructors from the area to meet with students and form connections. It would be beneficial for students to see that all of this support work is here for them, and it would be a great set up for recruiting for college teams, and a source of business and revenue for private instructors. All in all, my thoughs were organized as follows:

Introduction by myself, talking a little about my personal experiences, giving information about speakers and the universities/teams, and private stables.

Carol Gwin and T. McDonald give the specifics of the college experience - from the 'riding' side of things.

Question and answer session - also questions for private instructors.

Networking with food and drink after the presentation...

I see the place as the Alphin Stuart arena at Tech, but other than that, there are so many other details that I have yet to address, I hope though, that this is an acceptable start!

~ Katie

FEED BACK!!!

Thomas,

Your essay seemed to focus on voting in America, though it did not appear to favor either of the candidates in the up-coming presidential election; rather, it informed voters [intended audience] of each candidate’s background, and political policies. The main themes of your essay are politics and the process of candidate evaluation – these themes are most commonly seen in argumentative writing; however, given that there was no conclusion, it is difficult to determine the true type of essay. This essay appears to be informative, and as such, does well to give an un-biased opinion of the candidates. The only downfall in theme that I could see was in the lack of concluding paragraph; the conclusion is the biggest part of any essay, it allows the reader insight into the writer’s world - their thought process and ideas. Without a conclusion, I don’t really know what you think of your essay, your topic, or the election in general; I don’t even know why you chose this topic.
You are clearly trying to inform [an audience of voters]; your unbiased facts about both candidates put a refreshing spin on the essay, giving it a more understanding, less judging, feel. At the same time, you are using comparison to allow people to make their own choice of a candidate – giving information regarding why each man is eligible and worthy of the presidency, in their own, unique way without saying ‘you should vote for…’ I felt as though the purpose of your paper was most clearly felt while reading the two paragraphs [one per candidate] that detailed the specific policies of each man, as well as the beliefs behind them. I was surprised to learn that Barack Obama came from a divorced family; also that McCain had gone to the Naval Academy in Annapolis. I had not thought of Palin’s background in handling economically and environmentally challenging situations as a benefit to her that could counter her lack of political experience on the presidential circuit. Your essay did make me think quite a bit about how close this presidential election will be, and how each vote will matter.
Your audience is voters, possibly young voters, ages 18-25, who have the lowest voting rate in the United States; perhaps you are trying to get more young voters ‘into the game.’ Your audience could be academic, but is most likely uneducated Americans, as you provide generic information about candidates, rather than high-powered, specified facts. Your group appears to be a larger community, due to a lack of specific information – when writing for one particular group, say, young voters, you would look specifically at each candidate’s policies on college funding, or lower tax brackets. The lack of specific detail allows a reader to gain insight to your paper, it is clear that your topic is broad because your facts are generalized, and non-opinionated. Perhaps your group is comprised of uneducated individuals; then there would be reason to present a clear, well thought-out, well written essay with simple, easily related facts, and unbiased information.
The tone of your essay is more colloquial and non-formal, you are clearly seeking to fit in, to be heard as a member of a community, as a fellow voter, rather than someone on a platform. You want to be acknowledged, not ignored, but you don’t want to preach. You enjoy using emphasis, but often find have it inappropriately placed. I can almost imagine you talking with your friends, saying all of this, using little ‘bunny ears’ before and after every quote, rolling your eyes like I’m sure you do when you parents say that they love you – or at least, that’s what I do when they start to talk in general. I feel like you are not as interested in conveying your points as you are fitting-in in the first paragraph, but as the paper goes on, this gradually chances to a tone of seriousness, and almost reverence for the topic you have chosen. Your syntax and diction are not academic or controversial; they are more colloquial, and definitely unique in the fact that you tend to transition from the slang to a more archaic form of dialogue, in which you impart all of your facts. I feel like as you write a conclusion, try to go for that more open, ‘cool’, colloquial persona, to make this essay a real stand out.
My BIGGEST recommendation for you is to go back through your essay and eliminate all punctuation, grammar, and spelling errors to start with; going on to correct emphases and delete repeated phrases. This essay also NEEDS a conclusion or at least some sort of ‘tying up’ of loose ends. Also, work a little on diction; a better vocabulary would come in handy during the factual parts of this essay. OVERALL, great work and easy read!! :D
Sincerely,
Katie Winand

Essays: The Definition

What is a good essay?

A good essay is an 'albino bigfoot', or more commonly, 'the only striped elephant in the room.' It must be free of spelling, grammar, and syntax errors; it must be long enough to cover all of the bases, but short enough to hold the attention of the most absent-minded. It must be straight-forward enough to be understood, but not give anything away for free. It needs to engage readers, but not distract with cheap theatrics.

The most important part of any essay, in my opinion, is the introduction. It's almost comparable to a dance - you must catch the attention of the audience from the very first step, pull out all of the stops, let it all go, if you want to earn their respect - then you can move into the more intricate, and less pulse-pounding portions of your display. The introduction is the part of the piece that will truly delve into the soul - giving the clearest insite about the author. It is here that the reader can truly relate - and it is here that they will decide whether or not to read the next word, or sentence, or the rest of the piece.

My Essay...well, there is little truth to that statement, seeing as I haven't actually finished my essay yet. I am however; off to a very strong start, and planning on finishing as strongly as I've begun. What needs to be fixed thus far:

1) Transitions - there is one thing that every writer trips over in all of their literary efforts, and mine appears to be transitions. The fact that I can identify this problem makes it 10x easier to identify on paper.

2) I need to tweak my relevance of my introduction a little, it still doesn't have a completely clear purpose or audience, but this again will most likely change with a little more time and work.

This is all that I have so far, I hope it's what you were looking for!

Response to Proposal Notes...

Hey there! After a full read through of the comments, I decided to start at the end and work my way to the beginning - skipping the cover letters and the abstract, because both did not have edits.

For the references, I used citation machine, and I noticed the issue with first and last names as something that I must have mistakenly entered incorrectly. As for the lack of indentation, that was my mistake again, because these are not new things to me - I have heard most of them before.

I do like to use dashes in my writing; I feel like those, more than anything else, all me to connect my writing without showing the thought processes involved in the connection, which probably isn't the best way to go about doing things.

Sexual discrimination is an issue in the sport horse community, but I understand how you mean that it can be distracting, however, I wanted to use at least a part of the research that I have already done in my proposal, only I feel that this might not have been the best place to use it. I need to work on coming more to terms with my own writing style, and try to use this organization to fit in different topics without confusing the readers.

I could definitly do a table for the budget, possible a chart or other graphic organizer.

In the Methodology section, there are some problems. I believe that most everything could be cleaned up by making a second section for the first paragraph, perhaps something like a description of the print resources used for this project. Then I could single out the specific methods, in my methodology section and there would be a lot less confusion.

The biggest question that I noted was the differences between the idenitification and correction of the weakness/problems addressed. It has been my understanding that a company will not employ someone to tell the what there problem is, if that person cannot also tell them how to fix it. This might be my own misconception, but I believe that the two go hand in hand, and are both relevant for the research proposal.

I like to give background information, in that Show Jumping Inc. executive committee might not even remember something like the origins of the sport, or even better yet, of the organization. I would also like to establish the fact that I have done some research already, and I know a good deal of information about their company; basically, this is what I have already learned, I'm not some schmuck off the street. I wanted, more than anything, to make a good impression, right from the start.

I did forget to put up the dates of the Enclosure acts - ooops :P!

As for the initial comments, I guess I feel like longer sentences allow me to get in everything that is needed, without making transitions a necessity. It is the same issue for the '/' and the '-'; I am trying to put too much into the same sentence to avoid having to use my transitional phrases. I like to combine ideas in my head, but the area of similarity never quite makes it to the paper, especially when I use the dash. It's definitly something to give a lot of thought to as I make corrections.

Thanks for looking everything over - and thanks for the helpful comments :D!!!

Essay Evaluation - Now that my blog is working again!

So here are the evaluations from the set of three out-of-class essay readings; I didn't put them up before because my blog wasn't working. ENJOY!

1) "Silent Dancing"

Through out this piece I noted strong imagery - '...sofa and chairs are square and hard-looking, upholstered in bright colors (blue and yellow in this instance...).' It was clear that the author used similes and metaphors to stress keys points, rather than another method of distinction. I feel like though all of these essays seem to tell a story, this particular piece did NOT have a clear plot line, or a prominant direction. The focus shifted between several main ideas - assimilation, sexual roles/prejudices, and racial discrimination - but never 'landed' on anything. I did notice, however, that the author provided a great deal of useful background information, as well as following up most of her ideas with explanations and examples. One thing that I didn't understand, after reading the essay, was the title: Why was this piece called 'Silent Dancing'?

2) "The Stunt Pilot"

I noted that the grammar and format of this essage seemed to be more 'proper' than either of the others - a definition that set it apart, in my eyes. There also seemed to be a captivating, yet completely clear and well explained story-line (a little melancholy in my opinion). Every idea and aspect was well thought-out and covered, something that I feel was missing in the first reading. The imagery and word choice in this piece was phenomenal - 'Robed in his airplane, he was as featureless as a priest.' Over all, this was my most favored of the essays.

3) "Ali in Havana"

My first opinion of this essay - before I started reading it, was that it was about a girl; this little misunderstanding had a great deal to do with how I saw the essay initially. The topic of this essay I saw as risky and controversial, but very well attempted, and overall incredibly successful. Beginning background gives a good idea of the theme and mood of the essay, but it did make me wonder the following: What would I have thought if I hadn't read it? Did it influense my opinion of the essay at all - perhaps prevent me from forming some of my own conclusions? The imagery in this piece too, was very well styled and articulate, however, it was not as ornate nor as entertaining as that of "The Stunt Pilot."

There they are - over and out!

Literary Review

This is my literary review - I'm not sure that it's entirely correct or accurate, but here goes!

I originally checked out "The Performance Mare" as a pleasure reading book, but after reading into the jumping section, I realized its valure to my project. The section titled 'The Show Mare,' is the only portion of this book that I will be using. This section gives an overview of the number of mares [percentages] that participate in high level equestrian sports. It then breaks down into jumping, dressage, and combined training to give more specific data. In the jumping section, it goes on to describe two of the most famous mares of the 2oth century, and then gives a description of the ideal jumping mare, later countering this by saying that both top mares were built completely 'wrong.' In other parts of the section it tells the reader that the eye of the judge passes over mares, to land more favorably on stallions and geldings. Knowing this, and the statistic that less than 20% of top show-jumping mounts are mares, one can begin to realize a giganitic pitfall of today's show-jumping community - possibly even of today's horse industry in general. Mares are viewed as the weaker, and thus less valued sex.

One of the most important points in the section was the 20% - a number that has almost quadrupled since the 1980's, giving rise to the [correct] assumption that mares are coming into popularity. This book also makes another important point in saying that mares, in general, do not jump as well as geldings and stallions, due primarily to muscleclature. The courses at today's most prestigeous events were made for the modern showjumper, said to be an incredibly powerful, [well-muscled] animal.

A point not acknowledged by this book is the effect of this sexual discrimintation on the show-jumping community. I believe that this low percentage of mares might actually show a bigger problem in the equestrian world. If more mare owners feel less compelled to compete due to judge bias, the whole world looses a potential equine superstar, the next Halla, or Touch of Class. And the show-jumping community looses a talented team, as well as fans, potential sponsors, etc. Could this sexual bias be a factor in the lack of unity of that seems to plague the U.S. show-jumping community?

I'd like to find out!

Interviews, cont'd...

Today I was driving past Walnut Spring and I thought that I'd just stop by for a minute to see if they had checked into my request to board there. Needless to say, I got to meet the owner, Carol Gwin, who is the coach of the Radford Redcoats riding team, as well as the former president of SWVHJA (pronounced by the horse community as 'swavja') for 2004 and 2005, and I am going to move Maddie there just as soon as Farmingdale will allow. I know for some people this must seem like a sudden 360, but in reality, it has nothing to do with Farmingdale. They are, and will continue to be, near and dear to my heart, but it's time for me to move on, to move Madonna to a barn that will help us work toward my Olympic goals. Walnut Spring hosts 5 horse shows per year, all of which are affiliated with the Blue Ridge Horse Force, a prominent power in the mountains of SW Virginia. The barn also hosts 30+ riding teams for Intercollegiate horse shows at least once per semester!

As I listened to Carol tell her story, I realized that there are things there that I can use to further my research. Carol has owned and operated Walnut Spring for over 15 years, and she was born and raised in good old B-burg. She keeps a good working relationship with the owners of most of the other barns in the area, as well as ties to all of the prominent organziations that touch the valley. One of her biggest accomplishments comes with seeing the numbers of people competing in the last SWVHJA show, the season finale. In her opinion, it is a huge, community building event; "I really do think that we had more members active and competing in our SWVHJA finale that the VHSA (Virginia Horse Show Assoc.) did, and that's really saying something."

The more I heard, the more I realized what a valuable source I had in Carol, and that, in her words, "For the most part, SWVHJA ends here, and over at the Tech barn, with T. McDonald." I feel like I have gotten some amazing information, and for once, I really do believe that this was just the most incredible day! I know that it is surprising that I have any interview information up, but this was too good to not post tonight. See everyone in class!

Site Visits/Interviews

I am in the process of redefining my topic - I would now like to focus on the NRV's show jumping community. I am also looking into the connection to the Blue Ridge Eventing Association, as well as the out-reach into other horse communities. There is a big connection between the NRV and HITS Culpeper (one of the most prestigeous competitions in show-jumping VA). I will be looking to interview (in the near future), members of the local show-jumping community, as well as - if possible, members of the American GrandPrix Association - the national Olympic show jumping basis. I would also like to interview a member of the Stadium Jumping, Inc. group, which does all of the behind-the-scenes work for the major events of the 'Olympic Show Jumping tour'. Though I have not yet started this section of my research, I plan to finish and record both interviews by Friday's class.

Last Goal...

3. I would like to increase my participation in class, and well as work on my public speaking ability.

There, the last goal is done! See you in class!

Goals....

I've been sitting at my computer ever since I wrote that first post, trying to come up with reasonable, measureable goals for a Freshman level Honors English class, and guess what...I've got 2.

1. Work to improve my ability to use library newprint resources to find articles about my topic [Farmingdale Stables].

2. Improve my ability to use fact, rather than opinion, to illustrate points in my research paper. Bascially, I really do enjoy adjectives and creative writing, with all of it's great metaphors, similies, and doo-dads, but I need to write more scientifically. Short and to the point.

When numero tres hits me, I'll post it up, but until then, adios!

Questions from last class...

So rather than putting all of my questions up, I decided to choose one or two to post, and tell you why I chose them.

1) Is it true that the VT equestrian program used Farmingdale Stables as its main barn before the Campbell arena was built? Can you explain the relationship dynamics?

I chose this questions because it was of interest to me - in learning the history of the barn, I needed to draw on its connection to the community here at Virginia Tech. However, some of the gossip that I have heard on this particular topic leads me to believe that there is more to it that what meets the eye. A hidden storm...

2) If you had an unlimited income, what are some improvments you might make, both to the structure itself, and to the social interactions? (Ex: new water heaters for winter, or hosting an X-mas party)

I chose this question mostly because it is a fun and easy going question, and I really like the whole 'Magic Wand' idea! It will be interesting to hear Mr. Shaver's improvments, because there are a few that I have heard from boarders as well, and if they align, they might actually be worth looking into.

Assignment #2

My community was the Driver Improvement class I participated in on Saturday.

Free Writing:

The teacher seems to be one of those people that likes to pick on people for making mistakes - not going to be very fun. I was late - as usual - but I mucked stalls all morning. I started at 5:30 a.m. The guy sitting next to me got a speeding ticket too, so did my entire row. The next person that tried to get into the class late was thrown out - me and another Chinese girl that came in at the same time were lucky. After that, one more person came in, but she was given a sheet with the wrong time on it, so he let her stay. She's an APSC major like me. I brought a hamburger for lunch, but not sure if it was enough to eat...About 95% of all car crashes in the state of VA are related to speeding. Reckless driving can get you jail time, but the teacher says that he can give anyone a reckless driving ticket for anything, not just speeding. The Chinese guy at the end of my row keeps falling asleep, and the instructor is getting mad. Another guy behind me likes to argue - he seems to enjoy hearing the sound of his own voice. There's a frat boy in the back who's convinced that all cops are out to get him. The instructor is a cop, but he seems to be better than I initially thought - he's not into writing tickets left and right, and he gives most people the benefit of the doubt. This isn't going to be the worst day of my life after all - I just might live through it :P...

Narrative:

So I showed up about 15 minutes late for class, because I had to finish mucking my stalls in the morning, 5:30 a.m. to be exact. The teacher asked me why I was late, almost sounding like if he didn't like my answer, I wouldn't be getting in to the class. I told him it was because my dog ate something that he shouldn't have eaten, and the instructor let it slide. I was already beginning to get hungry too, and lunch wasn't for another 3 hours. The time actually seemed to fly by, and after discussing several specific instances, and the traffic laws behind them, I believed in some of the laws that I - as do most of us - tend to break on a constant basis. The most important things that the course emphasized were reckless and agressive driving. Most people don't believe that they are driving aggressively, and there was an instance discussed in one video where some one who was driving aggressively was encountered about his driving, and he shot and killed someone with a cross-bow. Though this was an unreal situation, most of us, as drivers, either are faced with or contribute to the growing number of aggressive driving incidents.

The teacher turned out to be a cop, and he said that he was really picky about aggressive drivers, reckless drivers, and children not in child seats. He was actually one of the more lenient officers, as we found out. About 75% of the people in the room were there for speeding, the other 25% either for running a red light, stop sign, or passing a bus with lights flashing. My row was two speeding and one reckless driving, and me, another speeding ticket (69 in a 55 mph zone). He asked us to introduce ourselves, and I quickly found that I wasn't the only one to get a speeding ticket on 460 - nor was I the only one that was bitter about the change to 65 mph. The instructor just laughed and said "Too bad." We had an hour lunch, and I came home and let my dog out, then drove back, and surprise, surprise; I was 10 minutes late...

The next 4 hours were comprised of movies, basically, older than we were. One of them showed a young superman, a walking, talking Christopher Reeve. That's just old...But we all sat through them - the instructor left the room, presumably to do something more interesting, but we were left to listen to tales of 'road rage' woes and hear the shreak of twisted metal as cars plowed into each other at high speeds. We were even taught how to get our cars back onto the road, if they were to accidentally slip off the side. I got a 24/25 on the test, a passing grade, and so I got my certificate and hauled butt out of the room and over to my car. However, even in my haste to get back home, where something more interesting waited for me, I was still cautious. All it takes is one mistake, one little 'oops', and someone could die.

The course really did leave an impression on me, because I don't think twice about speeding when I have somewhere to be, or tailgating, when traffic is backed up. But all it takes is that one time, that split second, that could mean the difference between creaming someone's car and stopping just in time. It could mean the difference between life and death - between someone getting up and walking away, and someone in a body bag. The real question is: Are YOU an aggressive driver? Is it really worth it?

Questions:

1) How many people are going to take what they learned and actually apply it to their driving?

2) How many people will be in a Driver Improvement course again? Why?

3) Do the instructors actually live and drive by the rules they teach us?

4) Why isn't this class required before you get a lisense?

5) Why are a majority of the participants college undergraduates/grad students? Are we worse drivers?

Well, that was that - hope you enjoy my little blurb about Driver Improvement...See you all tomorrow (well, actually, it's today!)!

~ Katie

So...

So Monday is the day that I let me horse be a horse, and don't bother her at all - with feeding, or whatever. But Tuesday, she's supposed to get fed, so that she doesn't go too long without food. Needless to say, the first time I fed her this week was today, and I just thought I'd write to tell everyone how bad of a horsie - mom I am (never let me have kids :P). But, just to make it up to her, I let her graze on the good grass, outside her field, for over an hour, so she was really happy. Also today - I got done with all of the work that I had to do at the barn - muck 12 stalls, strip and re-shaving two stalls, clean and refill water buckets (sometimes 2 per stall), give hay, and blow down the aisle (equivalent of sweeping) - in approx. 3.5 hours, which is amazing!!!! Just thought that I'd throw that out there...Not to mention, my other horse, Gump, is completely sound (as of Tuesday's workout), and I think that it's because of this new, cool gluteal and biceps femoris stretch that I've been doing! Anyways, I've got to go get ready for bed - yea, I'm a geek, but I'm also a morning person (which means that an typo's or spelling/grammer issues can be blamed on a distinct lack of sleep :P), which means that tomorrow I'll get up early and work on the homework that I haven't finished yet! Guten Nacht!

Communities...

I've been thinking a lot about the communities that we've been discussing in class, getting ready to make the most important choice of this class - what community do I want to research. Trying to decide between communities that have touched my life, and those that I'm interested in or am a part of, I've come to realize that there is one that stands by itself. It's not a particularly prominent community, nor is it completely agreeable or idellic. But it has become my home away from home in may cases, and it is my anchor here at Tech. The people in this community may not all get along, but they are all part of 'the family.' The community that I would like to complete my project on is Farmingdale Stables LLC., one of the many, yet unique family owned horse boarding farms in the New River Valley.

Hey There!

Hi,

I'm Katie, as some of you may well know. I'm kinda new to this whole blogging thing, but here goes! I'm 5'7" and 130 ish lbs, and I have brown hair and brown eyes. One of the things that people notice about me pretty quickly isn't physical, per say, but rather a peice of my character that seems to be more like a personality flaw (in the eyes of my parents and grandparents). I'm a genuine pet-a-holic. You won't ever see me perfectly groomed - my boots will always be muddy from working at the barn, and my dog Drake, seems to belive that it is his life goal to cover every black t-shirt I own with his reddish-brown hair. Along with my two horses, Gump (Appy/TB) and Madonna (Holsteiner/TB 4% Appy), my hound dog, Draco, I also have 8 rats, Magpie, Artemis, Persephone, Toad, Yeller, Yosarrian, Condor, Nork, one hermit crab - Clifford, and 4 fish, Dragon, Caspar, Diablo, and Splash. In addition to caring for my bazillions of animals, and studying, I work at West End Market - at Leaf and Ladle, and at Farmingdale Stables. Please feel free to comment!