1. (via kittenskittenskittens)

    3 years ago  /  92,641 notes  /  Source: absolutefucker

  2. Oh and…

    I wanted to share my wonderful new tattoo with all my fellow HP nerds. I got it in October-ish but it looked horrid with all the scabbing, etc, and I wanted it to look nice before showing people! 


    And for placement:

    Cat-haters need not apply! It’s a maneki neko with the deathly hallows symbol on his coin (instead of kanji, which I can’t read anyways so I figured I should make it meaningful). Yay!

    3 years ago  /  1 note

  3. Advice to Future Harry Potter-ers

    Okay my biggest piece of advice: DON’T TAKE THIS CLASS PASS/FAIL! If you have ever written a paper before, you will do fine. If you don’t slack off (i.e. come to class, turn in assignments on time, etc), you will do fine. I have never taken a rhetoric class before; I came into RHE309K solely with a love of HP, opinions, and high school English and I (should) be getting an A… if I wasn’t so quick to change the course to pass/fail. Foley will try to scare you with her “I grade really hard” act, but in the end your grade reflects how much effort you put into the class. If you think your paper sucks, send her an email or meet her at office hours and you will get a better grade, guaranteed.

    Secondly (and this is mostly to Foley), the worksheet blogs really help. I agree with Andrea that a newspaper-researching day would have been really useful for paper 3, since a lot of us did things that newspapers don’t do, like summary intros. I know doing a worksheet in class where you’re just looking up websites or sources or whatnot seems really boring, but if you use the things in the worksheet, your paper improves immensely. I know that for myself, the paper 2 worksheet REALLY helped. Looking up audience, the different sides of my argument, and most importantly a variety of sources, made writing the paper a breeze.

    Remember when you’re writing a paper, especially for the papers in this class, you really should like your topic. You essentially get to pick your paper; you have to work with it for several weeks. You need to enjoy looking up facts, writing and rewriting passages about the same stuff. For things like rhetorical analyses and refutations, find good articles! The more detailed and the stronger the argument, the harder it will be to point out specific flaws in the argument, but overall it will make a better refutation. Also, papers you look up for rhetorical analysis don’t always have an explicit argument - a lot of times the opinions of the authors are embedded, which again can make a better rhetorical analysis. 

    Lastly, don’t be afraid to speak up in class or to Foley. Participating in class makes it a lot more enjoyable. Also Foley is super nice and funny, even if she doesn’t want you to think so. Bottom line: HAVE FUN IN HARRY POTTER CLASS AND DO YOUR WORK.

    PS: Foley I haven’t decided if I’m going to do the Paper 3 revision, mainly because I’m pissed I’m taking this pass/fail and I’m pretty sure I’m already passing, even without that last 15%. Ugh. So if you don’t get a submission from me, that’s why

    3 years ago  /  1 note

  4. Hermione the Riveter

    Hermione the Riveter

    3 years ago  /  0 notes

  5. academic journals

    5 to write like:

    • COLEMAN, JENNY. “An introduction to feminisms in a postfeminist age.” Women’s Studies Journal 23.2 (2009): 3-13. Gender Studies Database. EBSCO. Web. 10 Nov. 2010. - I like how this is academic but still kind of informal and fun. 
    • http://louisville.edu/journal/workplace/issue6p1/goodman.html - Very academic. Lots of sources and notes, but the topic is kind of broad. 
    • http://www.jstor.org/stable/1602261 - we talked about this one, but I do like the style, even though the content is kind of hard.
    • http://www.jstor.org/stable/3810865 - looks legit! Talks about feminism in detail
    • DEAN, JONATHAN. “Who’s Afraid of Third Wave Feminism?.” International Feminist Journal of Politics 11.3 (2009): 334-352. Gender Studies Database. EBSCO. Web. 10 Nov. 2010. - I like this style of writing. It was published by Routledge! 

    5 not to write like:

    • Smith, Kylie. “Females and Harry Potter: Not all that empowering, by Ruth Mayes-Elma.” Gender & Education 20.6 (2008): 665-666. Gender Studies Database. EBSCO. Web. 10 Nov. 2010. - too simple and it’s basically just a book review.
    • http://www.jstor.org/stable/40058129 - lol the Journal of Adolescent & Adult Literacy. I kind of like the headings, but that’s more magazine-like.
    • OPREA, DENISA-ADRIANA. “Du féminisme (de la troisième vague) et du postmoderne. (French).”Recherches Feministes 21.2 (2008): 5-28. Gender Studies Database. EBSCO. Web. 10 Nov. 2010. - uhhh it’s in French. No-go.
    • http://muse.jhu.edu/journals/childrens%5fliterature%5fassociation%5fquarterly/v032/32.2bradley.html - Pretty good, interesting refutation. It’s not perfectly “academic” - there are no notes or citations, but the writing is higher-level.
    • Stassen, Heather M. “Third-Wave Feminism ‘A’ to ‘Z’: Exploring The Women’s Movement Today.” Review of Communication 8.3 (2008): 299-302. Gender Studies Database. EBSCO. Web. 10 Nov. 2010. - meh. It’s official but I don’t like it. What is “Review of Communication”??

    I just found out I love EBSCO because they give you MLA citations for your articles. One less step for lazy ass me.

    3 years ago  /  0 notes

  6. worksheet

    Harry Potter & Feminism - why Hermione et al are good role models (Ginny, Luna, etc)

    I’ll try to be funny & snarky, a lot of people think HP is sexist.

    DO COPY:

    Stuff White People Like - lots of pictures & it’s funny. A lot of white people are worried about sexism, so it’s a good vehicle.

    Jezebel - good for the feminism point (obviously). They’re also kind of hit and miss, which most of my jokes are.

    http://www.wired.com/underwire/ - Lots of pop culture references and videos/pictures. 

    Leaky Cauldron - really to the point news updates. They use reliable sources and include pictures or videos.

    http://hyperboleandahalf.blogspot.com/ - I love Allie Brosh, she is the perfect mix of snarky and funny. I also like her pictures.


    Perez Hilton - too crude. Plus I hate him.

    Seriouseats - too much food. It’s not very funny or snarky either.

    Huffington Post - the authors take themselves kind of seriously and it’s not really on the “low end” of blogs.

    http://feministing.com/ - It’s the right topic but they seem to take themselves way too seriously. 

    http://bitchmagazine.org/blogs - they seem to be a little wordy and again, not low-end.

    BLOGS can have any sources - personal experience, journals, etc. You can write like a 12-year old: NOT PROFESSIONAL. You can say the f word if you want :) Needs to be entertaining. Draw your own pics or make videos to put it in there. HAVE FUN!!






    3 years ago  /  0 notes

  7. Final exam information for 44000RHE 309K RHETORIC OF HARRY POTTER

    FOLEY, M

    The department did not request that an examination be scheduled by the Office of the Registrar.

    So when is our last paper due??

    oh em gee

    3 years ago  /  1 note

  8. Worksheet - FINISHED

    CONTROVERSY: No Child Left Behind (standardized testing)

    1. What are the different “sides” of your controversy? Why do they disagree? what’s the big deal? (wikipedia or similar.)

    Pros: Test scores have improved, increased accountability, and attention to minority education.

    Cons: NCLB has unrealistic goals, problems with standardized testing, no tests for non-English or minorities, and increased segregation in public schools.

    2.     Find three articles on your topic using CrossSearch, JSTOR, and/or Academic Search Complete. List them here. How will they help you provide evidence for your argument? What specific words, phrases, numbers, etc., would you like to use in your paper?

    Title: No Child Left Behind: An Illogical Accountability Model

    Source: The Clearing House [0009-8655] Donald yr:2004 vol:78 iss:1 pg:6 -11

    I have an article that US Secretary of Education Margaret Spellings says that the US will fall behind in the global market if schools don’t improve. This article directly refutes that, citing how American students actually outperform international students. “In fourth grade mathemat- ics and science achieve- ment, only Japanese chil- dren were ahead of American children. ” “American fourteen-year-olds lead the G–8 nations in total civic knowledge and civic skills.” “A 2003 study by the U.S. General Account- ing Office estimates that the testing requirements outlined in NCLB will cost states about $1.9 billion between 2002 and 2008. However, this fig- ure is relevant only to states using easy-to-score multiple-

    choice tests. But if all states use a com-

    bination of multiple-choice and open-ended questions, such as hand-scored essays, the cost will be about $5.3 billion. And if states maintain the mix of question types they cur- rently use, the cost will be about $3.9 billion (National School Board Association 2003).” “NCLB continually ignores schools’ rights and sub- jects them to double jeopardy by holding them accountable for the same so-called crimes of failure each year.”

    Title: Teacher Quality, Controversy, and NCLB 

    Source: The Clearing House [0009-8655] Kathleen PORTER-MAGEE yr:2004 vol:78 iss:1 pg:26 -29

    This article discusses how teachers are affected by NCLB. Although I find that aspect interesting, my audience is decidedly not educators, since a majority of them oppose NCLB. “The decision to focus more on content knowledge than pedagogical training was based on the growing body of research that suggests that content knowledge has a greater impact on student achievement, particu- larly in areas like math and science, which are critical to the emerging information economy” “But one of the biggest loopholes in the highly qual- ified teacher provision includes a rule that governs how states can prove that existing teachers have demon- strated subject area mastery.” “However, success will only be possible if (1) the federal government closes the loopholes that allow some states to skirt around uncomfortable requirements, and (2) education lead- ers live up to their end of the bargain by looking past their own short-term self-interest to put their reputa- tions on the line for the good of all students.”

    Title: Failing Our Children: No Child Left behind Undermines Quality and Equity in Education 

    Source: The Clearing House [0009-8655]LISA GUISBOND and MONTY NEILL yr:2004 vol:78 iss:1 pg:12 -16

    This article is super well-rounded and has a lot of good points. It even has concessions! I hope my paper looks something like this one at the end.

    This assumption leads to one-size-fits- all teaching that focuses primarily on test prepara- tion and undermines efforts to give all children a high-quality education. ” “Based on trends on NAEP tests over the past decade, prominent measurement expert Robert Linn calculated that it would take 166 years for all twelfth graders to attain proficiency, as defined by NCLB, in both reading and math” “everal studies have concluded that schools with more integrated student bodies are far more likely to fail than schools that lack diversity (Kane and Staiger 2002; Novak and Fuller 2003). Adding to the confusion, states’ definitions of proficiency vary wildly, making it difficult to make meaningful state-to- state comparisons (Kingsbury et al. 2003).” “President Bush has said, “Without yearly testing, we don’t know who is falling behind and who needs help. Without yearly testing, too often we don’t find failure until it is too late to fix” (Bush 2001). But standardized test scores offer nothing more than snapshots, often fuzzy ones, of student achievement at a single moment in time. When used to make important decisions about students and schools, they can be misleading and dam- aging.” “• Errors in question design, scoring and reporting have always been a part of standardized testing and are likely to increase substantially with the increase in testing mandated by NCLB (Rhoades and Madaus 2003).” “NCLB’s rigid AYP mechanism and the sanctions it triggers exacerbate standardized exams’ weaknesses, such as their cultural biases, their failure to measure higher-order thinking, and the problem of measure- ment error. Exams with such narrow scopes and strong sanctions promote intensive teaching to the test, which undermines efforts to improve educational quality” “As one seventh-grade Kentucky student explained, “The test is taking away the real meaning of school. Instead of learning new things and getting tools for life, the mission of the schools is becoming to do well on the test”” “Research refutes the assumption that low-achieving students are motivated to work harder and learn more in a high-stakes context. On the contrary, low- achieving students are most likely to become dis- couraged and give up in that environment”

    Good: “NCLB calls for multiple measures that assess higher- order thinking and are diagnostically useful. However, these provisions are neither enforced nor embedded in most state practices.”

    Repetitive Testing Strategies When the Testing Process Is Imperfect

    Jie Ding,


    Vol. 44, No. 10, October 1998, pp. 1367-1378

    DOI: 10.1287/mnsc.44.10.1367

    This article is very specific: it is a study done about manufacturing of certain electronics. However, it brings up very valid points about how imperfect tests lead to flawed results. 

    3.     Find at least one article on your topic in Google Scholar. Record the link to it here. How/why will this article help you make your argument to your audience?

    Ryan, James E., The Perverse Incentives of the No Child Left Behind Act. New York University Law Review, Spring 2004. Available at SSRN: http://ssrn.com/abstract=476463 or doi:10.2139/ssrn.476463

    History: ESEA failed because funds were not used in the right way. In 1994, Clinton moved towards standards-based accountability. 

    Designed in theory to raise achievement across all schools, the Act instead creates incentives for states to lower academic standards.” “the core idea of the No Child Left Behind Act, which is to bring all students to the same level of achievement in a relatively short time period.” “States are free to determine their own standards, to create their own tests, and to determine for themselves the scores individual students must receive in order to be deemed “proficient.” “establishing overly ambitious achievement goals and imposing significant sanctions for failing to meet those goals, while simultaneously leaving states free to create their own tests and scoring systems. This combination will likely prove disastrous. It will encourage states to lower their standards, make their tests easier, or lower the scores needed to be deemed proficient. It will also encourage greater segregation by class and race.” “The theory and limited empirical evidence regarding interjurisdictional competition suggest that state and local officials have a strong incentive to make their schools “look good” by focusing on such proxies for quality. This means that they have a strong incentive to boost test scores” In eighteen states, students must pass exit exams in order to graduate, and in others they must pass tests to be promoted from one grade to the next.” Despite the thoroughly admirable purpose of this provision, it unintentionally promotes racial, ethnic, and socioeconomic segregation” “In a recent study, for example, Professors Kane and Staiger concluded that schools that contain an African-American or economically disadvantaged subgroup are much more likely to fail to make adequate yearly progress than those that do not.” “A school of concentrated poverty, by contrast, may have lower expectations and ambitions, and their student culture will reflect this” “A student’s score on a standardized test is the result of both school and teacher inputs, as well as a host of exogenous factors, including innate ability, socioeconomic status, parental involvement, community stability, and peers.203 Because of the influence of these exogenous factors, looking to whether students in a school hit a uniform benchmark of achievement – the current approach to measuring AYP — actually tells us very little about the quality of the school”

    4.     Find a book in Google Books that argues for or against your topic. Record the link here. How can you make use of this book as evidence?


    So this book looks amazing. Unfortunately it was published in 2008 so I can’t look at the whole thing, but looking at the table of contents makes it clear this is a good source. It documents the past, present, and future of NCLB. The historical background is very thorough.

    5.     Polling the Nations is the best tool ever. Find as many questions as you can that relate to your topic. What do these numbers tell you? How will you use them as evidence?

    These are the 2 most relevant questions (most current on the particular topic as well). I think it’s interesting about WHO actually dislikes NCLB.

    Question: Percentage of adults who have a favorable view of the No Child Left Behind Law/ education reform.
    Source: Educational Testing Service
    Date: 2005

                                        all      K-12      high      high
                                              parents    school    school
                                                       adminis-  teachers
                   very favorable       19%       23%        8%        2%
               somewhat favorable        45        46        48        19
             somewhat unfavorable        38        39        43        75
                 very unfavorable        21        20        19        50
      don't know enough/ not sure        17        15         9         5
      Field Date - Apr 5-17, 2005

    Question: Do you think the No Child Left Behind law has helped or hurt US schools?
    Source: Economist/ YouGov
    Date: Oct. 1, 2009

         helped       18%
      no effect        20
           hurt        41
       not sure        21
      Field Date - Sep 27-29, 2009

    6.     What images could you use to back up your argument? How will they help you? Record the links here.


    Comic: Does Bush really care about kids? Even kids know the education system is awful.


    International competition in the education system


    Impacts of NCLB on states

    7.     Do you plan to interview anyone or use expert testimony from any of these sources? If so, record your thoughts on who you are going to interview or whose testimony you are going to use. If not, brainstorm ideas for who you could interview.

    I don’t plan on interviewing anyone since I already have too many sources (no really - my works cited currently has 18 sources…), but there are a lot of people - educators, current students, or students who have been through the high stakes testing track (aka anyone in college right now basically). 

    8.     Who is your audience? Where will this be published? Use an advertising pack, Census Fact Finder, or similar tool to describe your audience. Which of the above sources of information will they be most likely to believe? Why?

    the general audience I am aiming towards is political extremists (i.e. far left- and right-wing) and civil rights groups who believe that NCLB benefits the minority “achievement gap”. This audience has a wide range of incomes.

     Where this audience would be reached: Any education-based news outlet would be out, so someplace like the New York Times would suffice.

    3 years ago  /  0 notes

  9. logical fallacies

    hasty generalization = one picture of danrad lighting up and he’s now a pothead. 

    Although the picture is pretty hilarious.

    4 years ago  /  1 note

  10. bloooog

    I’m blogging before I forget to do it! Also, while my cat is asleep so he won’t come sit on the keyboard while I’m typing like he’s been doing recently.

    As a non-English/writing major, all of these things we’re learning about clarity are really opening my eyes. I’ve always wondered why academic articles are so convoluted and confusing and it’s because they DON’T check their clarity & wordiness, which makes them almost impossible to read. 

    I think the easiest way to improve your paper is to pick a good topic and sources. The short paper we wrote at first was awful for me, because I picked a movie poster that really wasn’t an argument. Needless to say, the paper writing process was a mess and I generally hated writing for that bit of time; however, (see what I did there?) the second paper went a lot more smoothly for me. I picked a topic that I was generally well-versed in (education reform) and found a stellar article comparing the 5th HP book to the current affairs of governmental involvement in education. Wow that sounds boring, but the article was really interesting. I think that the lectures we had on rhetorical analysis also helped me out a ton, as well as the advice on writing paper. I sat down and planned out everything I was going to say and I only analyzed one quote per paragraph to help cut out on any confusion. I don’t know, this paper just went really well for me and I’m actually proud of it <3

    I love telling people I’m in a HP class though, just to see their reactions. Most people either shake their head at me since I’m a nerd, or they somehow have heard about us and are in awe of me being in the class. It just cracks me up because we’re famous guys! 

    On a side note, this weekend I had to name a litter of ~4 week old kittens and they had to have V names. Yep you guessed it, 2 of the kittens are named Vincent Crabbe and Voldemort. Voldy is the little naughty tabby in the back and Crabbe is the brown and white kitten :)

    4 years ago  /  2 notes