Subjectivity, Objectivity, and Otherness for Travel Writers

READ pages 83-87 in Forgiving the Boundaries: Home As Abroad in American Travel Writing by Terry Caesar. This one’s to help you think about Subjectivity and Otherness in travel writing AS A TRAVEL AUTHOR whose subjectivity is undenialbly affected by your NATIONALITY. (btw my nationality is united arab emirates-Dubai) if you would like to include it 

TYPE UP ONE SOLID PARAGRAPH ABOUT WHAT YOU READ HERE AND SOME OF QUESTIONS IT RAISES FOR YOU AS A TRAVEL WRITER (like: If your own NATIONALITY affects your subjectivity as a travel writer (and it absolutely, no question about it, DOES), what do you need to think about as a travel writer, given the fact of your own nationality-based subjectivity and the way you produce other-ness for readers whose own nationality-based subjectivity affects how they’ll think about the people and places you present to them? What are your ethical obligations? What are the opportunities this raises for you as a traveler? For you as a writer about travels?
Now, READ "Everybody Hates Mosquitoes" by William Michael Grella (a past student) and Singer Says Hey, Did You Notice (my little analysis written specifically to help you think about what you’ve just read and what you’re about to do). This one’s to help you think about Objectivity and Otherness in what you INCLUDE in a piece of travel writing.

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Tickets to the Concert

For this discussion, please engage in the following:

1.Read the attached case study

2.Jot down what concepts you read in Chapter 9 that might apply to this scenario

3.Define what the concept(s) is that fits this case

4.State what behaviors you see happening that substantiate why you chose the concepts you have identified

5.Write a 250-300 word post where you put together #2 and #3; this post should be in narrative form
6.Include references to the textbook in your post; use the APA style guide

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movie screen

1. What’s your favorite movie of all times? Have you ever seen its script?

2. Where can you download the movie scripts from? Try to find the links online, download the script for a movie that you know well and try to read it. Pay attention to the format (that is, how it’s written).

Btw, you don’t need to finish reading the script, just learn the format. Unless you’re REALLY interested, go ahead then and read.

3. Did you find it difficult to read a story in a film script format? Or was it easy? What makes it difficult? Or easy?

4. The “Hollywood format” was created long ago. What for? Why so much “fuss” about a script format? (see more on "script format" in "Web links")

5. How long is usually a feature-length screenplay?

6. For any storyteller – a screenwriter, a director – what are the most important elements on the script?

7. What is a film story structure? What moments does it require?

8. What is the difference between a “plot” and a “story”?

9. There are “character-driven scripts” and “plot-driven scripts”? What are the differences?

10. Who is a “protagonist”?

11. Who is an “antagonist”?

12. Know several types of conflicts.

13. Why there are so many writers who become directors and directors who write? What do you think?

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Economic Justice and Political Theory

This module explores the ethical issues regarding economic justice. In this activity, you will develop an essay about those issues related to your preferred political affiliation.

Read the chapter on economic justice in your e-text. It presents five political theories—libertarianism, capitalism, socialism, liberalism, and communitarianism. Select one of the political theories that best fits you. Write an essay that describes how this particular political theory provides the most favorable consideration of economic justice for people in our society.

Your research should be documented by citing at least three credible sources such as the textbook, a newspaper, a biographic article, book, or website. Wikipedia and any similar online reference sites where the content may be authored by anyone are not considered credible sources for schola

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Racial Profiling

Read the attached documenton equality and discrimination.

Read the chapter on equality and discrimination in the e-text and consider case study #3 on page 150 and on page 140 in the hard copy.

The U. S. Border Patrol has been accused of using racial profiling in its decisions about whom to select for questioning in border regions. People who “look Mexican” have been stopped and questioned under suspicion of being illegal immigrants. Border Patrol agents say that this is justified because a high percentage of Latinos in border areas are in the United States illegally. Latinos who are U. S. citizens say that they are repeatedly stopped just because of their race and appearance, and they resent this.

1. Do you believe that using race in such decisions is a justifiable law enforcement tactic or is it unjust discrimination? Provide an example and a citation for at least one additional case that you have researched in your response.
2. Using the principle of equality, discuss the social benefits and harms that relate to the case that you cited in your response.

1. Substantiate your posting with references from your readings and external research. Your research should be documented by citing one or more credible sources such as the textbook, a newspaper, a biographic article, book, or website. Wikipedia and any similar online reference sites where the content may be authored by anyone are not considered credible sources for scholarly writing.

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A sound of thunder

  critical analysis of A SOUND OF THUNDER 
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Language Analysis

Language Analysis.

1. Find an ESL speaker (the participant) who is willing to allow you to audio-record and analyse their spoken English. It is useful to find someone who speaks a language other than English that you also know well.
2. Prepare an information sheet explaining the project and a consent form on Griffith letterhead for you and the participant to sign before you record the conversation. Make sure the participant gets a copy. Include a copy of the information sheet and consent form as an appendix in your final assignment.
3. Audio-record a short conversation with the participant. The conversation should be natural and should not be rehearsed (e.g., ask them to tell you about a time something funny or interesting happened, or a time they were very happy, or a place they have visited). Record no more than five minutes worth of the conversation.
4. Type ten lines of the participant’s recorded speech (written exactly as you heard it) in normal script in a word document. Leave two lines free underneath each line. The second line is for identifying the non-standard features of the learner’s speech and the third line is where you reconstruct the speech in formal, standard English.
5. In the first line, highlight the non-standard features of pronunciation in YELLOW. Highlight the non-standard grammatical and morphological features (e.g., incorrect pronoun use, inaccurate tense formation, inappropriate verb inflections, missing plural or 3rd person ‘s’) in LIGHT BLUE. Highlight the non-standard features of syntax (word order) in LIGHT PINK. Highlight the non-standard lexical features (word choice) in LIGHT GREEN.
6. In the second line, devise a code or shorthand for analysing these features.
7. In the third line, reconstruct the features in standard English as best you can without losing the participant’s original meaning.

Your analysis will look something like this:
• Line 1: Participant writes: Ze bigfirtie go.
• Line 2: Language analysis line: [Write an IPA transcription of phonological features as you heard them] -past part. had (which means: missing past participle ‘had’). Mismatched S + V (which means ‘no agreement of Subject and Verb’).
• Line 3: Your reconstruction: Breakfast time had gone.

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