Annotated Bibliography for Collaborative Research Project
Freedman, Rory, and Kim Barnouin. Skinny Bitch: a No-nonsense, Tough-love Guide for Savvy Girls Who Want to Stop Eating Crap and Start Looking
Fabulous! Philadelphia: Running, 2005. Print.
This is a self-help book all about getting rid of the crap that we eat for every day and convince people that they need to go vegan in order to be skinny, happy, and healthy. It also talks about how the two authors, Rory Freedman and Kim Barnouin found out how bad the factories were treating their workers and the meat that they eat, and how the seeds are genetically modified. And we eat this stuff. They wrote this book to, and I quote from the beginning of Chapter 11, "We set out to write this book for a few reasons: We could not tolerate the cruelty associated with meat-eating diet and we wanted to help end animal suffering...We wanted to change people's lives." The book is written in a casual, fast-paced manner to get people to change their lives. The introduction states, "Skinny Bitch delivers the truth about food, so taht you can make intelligent and educated decisions for yourself", and that is what they strive to do in the rest of the book.
Berry, Wendell. "The Pleasures of Eating." Education for Sustainability | Center for Ecoliteracy. 1990. Web. 28 Mar. 2011.
<http://www.ecoliteracy.org/essays/pleasures-eating>.
This is an online publication talking about a book by Wendell Berry, and although it was published in 1990, the words still ring true to today. He talks about how the american consumer does not know how their food is prepared to be brought to them to eat, and how most of them either don't care, don't know, or don't even want to know because in some ways, ignorance is bliss. He claims we have forgotten a lot about what eating used to be and that we are now victims of the industrial food factories. At the end, he gives seven suggestions for trying to be more prepared and aware, including hands-on research, growing your own garden, and preparing your own food.
Qualley, Donna. Turns of Thought: Teaching Composition as Reflexive Inquiry. Portsmouth: Boynton, 1997. 2-32. Print
This is an article about one person's journey through narrative writing, and how her writing and her career helped shape the way that she writes, which comes out in the piece we had to read. She talks about learning from the students while they were learning from her and making them limit themselves. She explores reflective writing and being aware of what you're writing and how you're writing and what it says about you. It's a collection of one teacher's experiences and how they shaped the kinds of writing we are supposed to be learning about. The main focus of the reading are the two ideas of reflective versus reflexive. Reflective writing is when we examine ourselves and look inward, whereas reflexive is when we "depart from our ego" and look at others to criticize ourselves.
McLaughlin, Daniel. "The Thirteenth Blog." Web log post. The Thirteenth Blog. 2010. Web. 28 Mar. 2011. <http://www.thethirteenthdiet.com/>.
This is a blog that one guy (Daniel McLaughlin) wrote for two reasons: 1. to be aware of what he's eating, and 2. because he wants to try to reconcile all the diets that are around in the world. I didn't read the entire year's worth of blogs, but I managed to skim a bunch of them and I would love to take the time out to read all of them. "I understand the need to cater to convenience, but this drive-thru, just add water, go-gurt society we’ve bought into has led us to the state we’re in: Detached, diseased and in denial" (under The Zone), was the quote that I agreed with the most. Meeting this guy would be phenomenal.
Brown, Cynthia Stokes. "Chapter 3." Like It Was: The Complete Guide to Oral History. New York, NY: Teachers and Writers Collaborative, 1988. 31-49.
Print.
This is an article all about conducting interviews. It starts out talking about biographies and how we must read biographies in order to get the idea of Oral History, which is of course connected with Narrative Inquiry (see next bibliography). She talks about the interviews are all in first person and how to deal with that, time lines and how to construct one, and that beginners should start off by using a tape recorder and taking notes to try to retain everything, and eventually you won't need those basic tools anymore. Then it talks about how to make a good interview and find the best person to interview for the subject that we want, what questions to ask, and finally, how to edit.
Connelly, F. Michael. "Chapter Four." Narrative Inquiry. By Jean Clandinin. San Francisco: Jossey-Back, 2000. 48-62. Print
This is a piece that we had to read that talks about what it is that narrative inquiry involves. It says that Narrative Inquiry is when we learn about someone else and then from that we learn about ourselves and our own future. Then the rest of the article was about two different people who used Narrative Inquiry and found out things not just about the subject matter they were studying, but also about themselves. The first person wrote about Chinese-Americans, and remembered parts from his past. The second people were teachers and educators trying to find their place in their profession, and they uncovered their own stories from their past to make sense of that. The article finishes by saying that Narrative Inquiry is a communal piece.
Mallory, Julie. Personal interview. 6 Apr. 2011.
This was an interview that I conducted with the two other people in my group, Phil Cole and Jorie Rao. We were going to her to ask about the psychology of eating. We asked questions like, "What goes through my head when I eat a snickers bar?" "Can food be addicting?" and "Why do people binge eat?". We got interesting answers to all of those questions, but not the ones that we were expecting. For example, eating is not only a social mental capability, but it also depends on how and what our parents fed us to as why we think the way that we do about food. Also, the reason why we choose fast food is only because our tongues like the way sweet and salty food tastes better.
Schlosser, Eric. Introduction. Fast Food Nation: the Dark Side of the All-American Meal. New York, NY: Harper Perennial, 2005. Print.
This is the introduction to the book Fast Food Nation, a book about what fast food really is and why it has become so important to us as am American culture. In the introduction alone he talks about how McDonald's is almost more recognizable than symbols like the Cross or Santa Claus, how more people are working just to pay the bills and can't stay at home to cook or clean, how fast food has become a staple for the American diet, and how we should learn what we are eating instead of just accepting that the fast food is part of our life and our culture. "You are what you eat" comes alive in just the introduction.
Pollan, Michael. Introduction, Chapter 2. The Omnivore's Dilemma: a Natural History of Four Meals. New York: Penguin, 2006. Print.
This book is a long one trying to answer the simple question of "What should we eat?" The introduction laments the fact that we have gotten to this point that we don't know what's goes onto our plate for dinner. He talks about how we need to make choices, but the average consumer is not looking for the right questions, let alone the right answers. He says he wants to look at food from the beginning of the food chain to see what it is that people are putting in front of us. The second chapter is all about the farm and corn, how farmers have to either bow down to genetically modified seeds or go broke and die out that way, and how corn started out as a wild plant that the indians used as a staple and now it is in everything that we eat, disguised as many other things. He talks about how corn relies on humans to reproduce and how they reproduce itself, the corn economy for the past few generations, and he wonders what will happen to the farmers in the future.
Schneider, Steven. "Good, Clean, Fair: The Rhetoric of the Slow Food Movement." Pgs. 384-402 8 April 2011.Fontaine, Sheryl I., and Susan Hunter.
This article is all about something called "The Slow Food Movement", which is what the movie Food Inc., was advocating and is steadily gaining more people towards its cause of eating organic and rejecting the fast way of living. It talks about how the Slow Food Movement got started in Italy; how it has 80,000 members worldwide (in 2006); how food should be the center of human culture and enjoyed; how we should know where our food comes from and be able to get food that is clean, not contaminated; how they are against globalization of the food industry and more about culture and humanity; and how the Slow Food Movement is a new social movement based on community.
"Chapter 1-3." Collaborative Writing in Composition Studies. Boston: Thomson/Wadsworth, 2006. 1-38. Print.
This article is an except from a book that's all about writing in a group. It talks about writing in groups and together and social as part of the heart of writing, although it does admit that not all writing that happens are collaborative. It has an example about the beginning about arriving late to a party and what that has to do with writing, and then talks about conversations that we have with day to day people and how that goes along with writing (since both are collaborative activites) and how we need to be able to think for ourselves to be able to write and talk. The main points of this reading are the differences between hierarchical and dialogic writing, which are both ways to collaborate writing. Hierarchical collaborative writing they define as "cooperative", because it's basically where each person works alone except to check up on each other. Dialogic writing is more undefined, working together through conversations and give and take. Those are the two ways to look at it, and they say that Dialogic is the "real" way to write collaborately.
Fabulous! Philadelphia: Running, 2005. Print.
This is a self-help book all about getting rid of the crap that we eat for every day and convince people that they need to go vegan in order to be skinny, happy, and healthy. It also talks about how the two authors, Rory Freedman and Kim Barnouin found out how bad the factories were treating their workers and the meat that they eat, and how the seeds are genetically modified. And we eat this stuff. They wrote this book to, and I quote from the beginning of Chapter 11, "We set out to write this book for a few reasons: We could not tolerate the cruelty associated with meat-eating diet and we wanted to help end animal suffering...We wanted to change people's lives." The book is written in a casual, fast-paced manner to get people to change their lives. The introduction states, "Skinny Bitch delivers the truth about food, so taht you can make intelligent and educated decisions for yourself", and that is what they strive to do in the rest of the book.
Berry, Wendell. "The Pleasures of Eating." Education for Sustainability | Center for Ecoliteracy. 1990. Web. 28 Mar. 2011.
<http://www.ecoliteracy.org/essays/pleasures-eating>.
This is an online publication talking about a book by Wendell Berry, and although it was published in 1990, the words still ring true to today. He talks about how the american consumer does not know how their food is prepared to be brought to them to eat, and how most of them either don't care, don't know, or don't even want to know because in some ways, ignorance is bliss. He claims we have forgotten a lot about what eating used to be and that we are now victims of the industrial food factories. At the end, he gives seven suggestions for trying to be more prepared and aware, including hands-on research, growing your own garden, and preparing your own food.
Qualley, Donna. Turns of Thought: Teaching Composition as Reflexive Inquiry. Portsmouth: Boynton, 1997. 2-32. Print
This is an article about one person's journey through narrative writing, and how her writing and her career helped shape the way that she writes, which comes out in the piece we had to read. She talks about learning from the students while they were learning from her and making them limit themselves. She explores reflective writing and being aware of what you're writing and how you're writing and what it says about you. It's a collection of one teacher's experiences and how they shaped the kinds of writing we are supposed to be learning about. The main focus of the reading are the two ideas of reflective versus reflexive. Reflective writing is when we examine ourselves and look inward, whereas reflexive is when we "depart from our ego" and look at others to criticize ourselves.
McLaughlin, Daniel. "The Thirteenth Blog." Web log post. The Thirteenth Blog. 2010. Web. 28 Mar. 2011. <http://www.thethirteenthdiet.com/>.
This is a blog that one guy (Daniel McLaughlin) wrote for two reasons: 1. to be aware of what he's eating, and 2. because he wants to try to reconcile all the diets that are around in the world. I didn't read the entire year's worth of blogs, but I managed to skim a bunch of them and I would love to take the time out to read all of them. "I understand the need to cater to convenience, but this drive-thru, just add water, go-gurt society we’ve bought into has led us to the state we’re in: Detached, diseased and in denial" (under The Zone), was the quote that I agreed with the most. Meeting this guy would be phenomenal.
Brown, Cynthia Stokes. "Chapter 3." Like It Was: The Complete Guide to Oral History. New York, NY: Teachers and Writers Collaborative, 1988. 31-49.
Print.
This is an article all about conducting interviews. It starts out talking about biographies and how we must read biographies in order to get the idea of Oral History, which is of course connected with Narrative Inquiry (see next bibliography). She talks about the interviews are all in first person and how to deal with that, time lines and how to construct one, and that beginners should start off by using a tape recorder and taking notes to try to retain everything, and eventually you won't need those basic tools anymore. Then it talks about how to make a good interview and find the best person to interview for the subject that we want, what questions to ask, and finally, how to edit.
Connelly, F. Michael. "Chapter Four." Narrative Inquiry. By Jean Clandinin. San Francisco: Jossey-Back, 2000. 48-62. Print
This is a piece that we had to read that talks about what it is that narrative inquiry involves. It says that Narrative Inquiry is when we learn about someone else and then from that we learn about ourselves and our own future. Then the rest of the article was about two different people who used Narrative Inquiry and found out things not just about the subject matter they were studying, but also about themselves. The first person wrote about Chinese-Americans, and remembered parts from his past. The second people were teachers and educators trying to find their place in their profession, and they uncovered their own stories from their past to make sense of that. The article finishes by saying that Narrative Inquiry is a communal piece.
Mallory, Julie. Personal interview. 6 Apr. 2011.
This was an interview that I conducted with the two other people in my group, Phil Cole and Jorie Rao. We were going to her to ask about the psychology of eating. We asked questions like, "What goes through my head when I eat a snickers bar?" "Can food be addicting?" and "Why do people binge eat?". We got interesting answers to all of those questions, but not the ones that we were expecting. For example, eating is not only a social mental capability, but it also depends on how and what our parents fed us to as why we think the way that we do about food. Also, the reason why we choose fast food is only because our tongues like the way sweet and salty food tastes better.
Schlosser, Eric. Introduction. Fast Food Nation: the Dark Side of the All-American Meal. New York, NY: Harper Perennial, 2005. Print.
This is the introduction to the book Fast Food Nation, a book about what fast food really is and why it has become so important to us as am American culture. In the introduction alone he talks about how McDonald's is almost more recognizable than symbols like the Cross or Santa Claus, how more people are working just to pay the bills and can't stay at home to cook or clean, how fast food has become a staple for the American diet, and how we should learn what we are eating instead of just accepting that the fast food is part of our life and our culture. "You are what you eat" comes alive in just the introduction.
Pollan, Michael. Introduction, Chapter 2. The Omnivore's Dilemma: a Natural History of Four Meals. New York: Penguin, 2006. Print.
This book is a long one trying to answer the simple question of "What should we eat?" The introduction laments the fact that we have gotten to this point that we don't know what's goes onto our plate for dinner. He talks about how we need to make choices, but the average consumer is not looking for the right questions, let alone the right answers. He says he wants to look at food from the beginning of the food chain to see what it is that people are putting in front of us. The second chapter is all about the farm and corn, how farmers have to either bow down to genetically modified seeds or go broke and die out that way, and how corn started out as a wild plant that the indians used as a staple and now it is in everything that we eat, disguised as many other things. He talks about how corn relies on humans to reproduce and how they reproduce itself, the corn economy for the past few generations, and he wonders what will happen to the farmers in the future.
Schneider, Steven. "Good, Clean, Fair: The Rhetoric of the Slow Food Movement." Pgs. 384-402 8 April 2011.Fontaine, Sheryl I., and Susan Hunter.
This article is all about something called "The Slow Food Movement", which is what the movie Food Inc., was advocating and is steadily gaining more people towards its cause of eating organic and rejecting the fast way of living. It talks about how the Slow Food Movement got started in Italy; how it has 80,000 members worldwide (in 2006); how food should be the center of human culture and enjoyed; how we should know where our food comes from and be able to get food that is clean, not contaminated; how they are against globalization of the food industry and more about culture and humanity; and how the Slow Food Movement is a new social movement based on community.
"Chapter 1-3." Collaborative Writing in Composition Studies. Boston: Thomson/Wadsworth, 2006. 1-38. Print.
This article is an except from a book that's all about writing in a group. It talks about writing in groups and together and social as part of the heart of writing, although it does admit that not all writing that happens are collaborative. It has an example about the beginning about arriving late to a party and what that has to do with writing, and then talks about conversations that we have with day to day people and how that goes along with writing (since both are collaborative activites) and how we need to be able to think for ourselves to be able to write and talk. The main points of this reading are the differences between hierarchical and dialogic writing, which are both ways to collaborate writing. Hierarchical collaborative writing they define as "cooperative", because it's basically where each person works alone except to check up on each other. Dialogic writing is more undefined, working together through conversations and give and take. Those are the two ways to look at it, and they say that Dialogic is the "real" way to write collaborately.
