Stop the Clock
By: Amy Wu

The essay starts off about the author telling her audience about her aunt. Her aunt always keep the house clean, does laundry, and likes to do the daily household chores. The author explains that since she was thirteen years old, she has hated doing chores. She then goes on explaining about our generation and how we are concerned with saving time. She talks about her life and tells us many examples of how she is one of many trying to save time. She then goes on to explain different ways that people save time. Some include: meals on the go, disposable underwear, throw away contacts, and many more. She then talks about how she visited her aunt one day and tried to do some of the things that her aunt does. She cooked dinner for her family, wrote a letter to her cousin, made a cake, and handwashed her favorite skirt. She talks about how rewarding it is and in the end states her thesis statement. Her thesis statement is, "In the end, we may lose more than we've gained by forgetting the important things in life."
Wu uses a lot of logos in this essay. She uses a lot of examples showing how our generation is concerned with saving time. One example is eating take out dinner and eating on the go. Take out dinners are easy and they save a lot of time. You can eat them on the go and you don't even have to cook them. She uses the example of using the internet instead of going to the library. Most people in our generation do that. You have to go to the library and look for books on a subject. It takes too long so most people will just google things on the internet. She also uses the example of going to college in three years instead of four. You cram in credits during the summer to graduate college in three years. She uses a lot of example to explain her point that our generation is concerned with saving time. We will do anything to save time. Wu doesn't use a lot of pathos in her essay. One example would be that some of her classmates have forgotten how to hand write things. This appeals to the readers sense of emotion because it is sad. We learned how to read and write our whole life, and now some people don't remember how to hand write things. Her last sentence at the end of her essay also uses pathos. It says that in the end, by saving time we might have lost more than we gained. This draws her audience to think about this statement. We could lose more than we have gained by forgetting how to do the simple daily things in life. This allows the audience to feel sad knowing that we have lost more than we have gained. She uses ethos by giving examples in her everyday life, that she to is concerned with saving time. She is trying to finish college in three years, and is always on the go. She doesn't try to cut down our generation, but instead give us a new perspecitve in life. She trys to convince her audience to try something new and slow down. She is kind in what she says, and shes uses a lot of examples without cutting people down.
This essay was written in Newsweek, so it includes a wide range of audience. This essay was written mainly for the younger generation, but it also applys to the older generation too. The essay is mostly geered towards the new generation who are concerned with saving time. They are the "time saving addicts." Some of the weaknesses of her essay is that she is all over the place with her examples. I think she needs to organize her essay better, because it seemed like she would just throw in random thoughts especially towards the end. Right before her last paragraph she talks about her cousin thanking her for the letter, and then the conclusion. Sometimes it seemed like she was going to end her essay, but then she would just go on with another example. There might have been too many examples explaining how our generation is concerned with time. She also uses a lot of logos and not so much pathos and ethos. Some strengths to her essay was that she used specific evidence to prove her point. She also used very detailed examples when proving her point. She defended her ideas with evidence and examples.
The issue being discussed in this essay, is slowing down and just doing the important things in life that make you proud and allow people to appreciate you. Wu states her thesis statement in the last sentence in her essay. She states, "In the end, we may lose more than we've gained by forgetting the important things in life. Wu relies on logos the most in her essay. It works, but I think that she should have used more pathos, and that would have made her essay better. The most persuassive thing in her essay is the fact that Americans live concerned with saving time. She uses a lot of examples showing how our generation is concerned with saving time. Some of her main points is that our generation is concerned with saving time and that it is more rewarding doing the important things in life. Some key arguments that support her thesis is that some of her friends forgot how to hand write things. She also talks about how some school are taking trips to the White House on the internet instead of going to Washington D.C. This shows how our generation is concerned with saving time, and in the end how it is hurting us more than it is helping.

5 Errors
1. pronouns
2. misplaced modifiers
3. subject and verb agreement
4. apostrophes
5. parallel structure

Dedication is the act of dedicating, the state of being dedicated, or a ceremony marking the official completion or opening of a public building, institution, monument, etc. The word dedication is not in the etymology dictionary, but is in the definitions of two words: vote and vow. Vote came from the Latin word votum in 1460. The meaning of votum is a vow, wish, promise, and dedication. The other word that has dedication in its definition is the word vow. Vow came from the Anglo French and the Old French word vou in 1300. Vow also came from the Latin votum in 1460. The meaning of the words vou and votum mean a vow, wish, promise, dedication, to promise solemnly,pledge, and dedicate. The word dedication came from the Hebrew word "Chanukah." Chanukah is the Hebrew holiday for the rededication of the Temple in 164 B.C. This is when Maccabees overthrew the Syro-Greco dominion of Israel. He then cleansed and rededicated the Temple. The word dedication is often referred to dedicating something or being dedicated to a piece of work. Today, most people think of the word dedication as the act of being dedicated to doing something. If you want to get a big project done by the end of the month, then you are dedicated into obtaining that goal. Dedication is also the act of loyalty and committement to something. This word has changed over time and can have several meanings besides one.

Research Topic:

My research topic is on genetic engineering. Is genetic engineering a good thing or a bad thing? I have an aunt that died from cancer this past couple of months and I know that genetic engineering in the future might be able to prevent that. I don't know if it is a good thing or a bad thing though. I have heard both sides of the story, but I don't know enough about it to make a decision. I would like to know more about what genetic engineering can do and what the effects of it are.

Sorry this is late. I forgot that we had to post it to the wiki but I wrote it down on a piece of paper.

Stephanie -- I think you need to be more specific about what you mean by "genetic engineering." I assume you are referring to using genetics (or genes) to cure diseases and make medical advancements. There are also arguments regarding genetically engineered plants and food. I'm not totally sure what angle you want to pursue. Either way, there is certainly a lot of controversy surrounding whether or not genetic engineering is good/bad in any context. Just make sure that you decide and focus on a specific context. -- Leah


1. Cavalen, Franco. "GENETIC ENGINEERING- What's germinating now?" Total Health 30.3 (1 Sept. 2008): 56-58. ProQuest. Print.
2 Nov. 2009.

This article is against genetic engineering. This article starts saying that the motive for genetic engineering is proving to be far from ethical; it's all about control, power, and money. It says that anything is possibel with genetic engineering. The author starts off by saying some good things about genetic engineering and then completely destroys that thought. The article talks about studies and experiments that have been done and prove that genetic engineering is ultimately bad. He says that genetically engineered organims create more danger than they help. Evolution and the natural selection process are all about genetic engineering but the main difference is that man's hand in nature is disrupting this. He answers the question of whether or not we should be dealing with this.

2. Qui, Jane. "Is China ready for GM rice?" Nature 455.7215 (2008): 850-852. ProQuest. Print. 2 Nov. 2009.

This article is against genetic engineering. This article talks about the Chinese government using transgenic plants as a solution to avoid the food crisis. They are putting major research and development on GM crops for the next 12 years. They are going to spend 25 billion yen or $3.7 billion. They use many Chinese scientist to try and help explain that genetic engineering is not harmful but is good. After that, the article basically says that the Chinese scientist aren't right and that they have only done short term studies. They need to look at the long run and they are afraid that China might hurt the world from this. This article uses many quotes and experiments to help explain how genetic engineering is bad.

3.Turner, Lisa. "Playing with Our Food." Better Nutrition (1 April 2007): ProQuest. Print. 2 Nov. 2009.

This article is against genetic engineering. In this article it lists all the foods that have been genetically engineered and tells us to avoid them. It lists the risks that go along with genetic engineering and the effects that it has. The article uses many examples of how genetic engineering creates more harm than good. It talks about the 2000 StarLink corn incident and how it scared everyone. This article says that genetic engineering may look good, but it has a lot of scary health effects. It also gives possibilities of long term impacts.

4. Walsh, Bryan. "Edible Cotton." Time (14 Sept. 2009): ProQuest. Print. 2 Nov. 2009.

This article is for genetic engineering. It is specifically for cotton. It gives a brief history and facts about cotton and what the world is like with it. The article talks about removing Gossypol by genetic engineering. By removing Gossypol, this will produce edible cotton. 40 million tons of cottonseed could be produced annually and its valuable because it's a good source of protein. It talks about the procedure and how to make edible cotton. They state that there are no harmful effects from this and it can be very valuable.

5. Jacobson, Michael. "Biotech: Scourge or Savior?" Nutrition Action Health Letter (1 July 2009): ProQuest. Print. 2 Nov. 2009.

This article is for genetic engineering. It talks about how genetic engineering has helped farmers and that crops did not have any harmful effects. Instead of the crops having harmful effects, it was actually gave farmers and advantage over non- genetic engineering farmers. It list a lof of advantages that comes from genetic engineering. It also talks about how genetic engineering has benefitted other countries. It says that genetic engineering is safe and causes less environmental damages. It talks about how developing nations are really looking into genetic engineering.

6. Anonymous. "Report: Gene flow from GM crops poses little threat." International News on Fats, Oils, and Related
Materials: IFORM (19 Jan. 2008): 32. ProQuest. Print. 2 Nov. 2009.

This article is for genetic engineering. It starts off with explaining and experiment that they conducted. They created soy beans the were pest resistant through genetic engineering. Then the article talks about how genetic engineering has little or no overall impact on human health or the environment. The article quotes many people saying that there are no harmful effects. It also quotes the Council for Agricultural Science and Technology.

Stephanie Faller
College Rhetoric 101.9
Professor Stahl
A7- Toulmin Method

Eating for Credit
Alice Waters
Waters claims that public schools are not influencing children to eat healthy or to exercise. She believes that the main reason for children in America being obese is that schools are not teaching our kids to eat healthy or to exercise. She states that more and more schools are cutting back on recess and gym. This is most likely the majority of children’s exercise for the day and school is cutting back on it. She states that schools may teach children to eat right and to exercise, but they do not enforce their teachings. She states that schools should be the first place to take action in student’s health. They should stop giving them junk food and fast food. Most school lunches are dominated by the fast-food industry. She states that children should be not only be taught to eat healthy but taught on how to eat healthy.
Waters uses many facts and examples to back up her statements. She claims that fifty years ago they had a preview of today’s obesity crisis, so they did something about it. They built gyms, tracks, and playgrounds. They also made physical education part of the school curriculum. This was to try and prevent our nation from becoming an obese country. She states that our country has nine million children over the age of six that are obese. She states that the fast-food industry is dominating our school lunch programs. This is one of the reasons why she claims that schools are the main reason for children being obese. This creates values and ideas that food should be fast and cheap. In the long run, children take these values and continue with them their whole lives. She states that schools are the main source that can help us when trying to fight obesity. Waters talks about how New York City banned whole milk in its public schools. She believes that it isn’t enough and children should also be taught about eating healthy. Waters also talks about a gardening and cooking project that she developed in public schools. Students grow and prepare fresh food. They then eat the same food that they grew and eat it at lunch.
Waters talks about how schools should not only tell the children to eat healthy but to also teach them on how to eat healthy. She thinks that by schools paving the ways on eating healthy which help children in the future to keep eating healthy. She says that children’s eating habits stay with them for the rest of their lives and schools should set these values. By setting these values, it may decrease the amount of people in our country that are obese. This will carry on to the next generation because this generation will teach the next generation about eating healthy. She thinks that by making the study of food part of the school curriculum, it will resolve our obesity issue. She thinks that it will be costly, but it will be worth it in the end.
Waters uses a lot of logos, pathos, and ethos in her essay. She uses examples and facts to back up her statements. She uses personal examples and things that she has done to try and prevent child obesity. This makes her essay very credible and she is very trustworthy. She states the fact that nine million children over six years old are obese in America. This makes the reader upset and tries to get us to help with preventing that. This also states a fact and people are more interested in an essay if it appeals to their emotions. This makes the reader keep on reading. She uses her personal example of creating the Edible Schoolyard. This is gardening and cooking project that helps children understand food better. Her edible schoolyard was actually taken on my school named King School. They had the students grow, prepare, and share their food. These food activities were carried on to other subjects too. In science they would grow and study the food that they were growing. In history they would learn about pre-Columbian civilizations. They not only got to grow the food, but also learn more about the food.
Waters talks about how schools should be take charge and help kids eat healthy. She never takes in the fact that not all kids eat lunch from the cafeteria. Some kids pack lunches from home and bring them to eat. If the schools offered healthier food and kids didn’t like it, they could just pack their own lunch. More kids might pack their own lunches instead of eating the cafeteria if they make it all healthy. Waters talks about kids eating at home very briefly. I don’t think that kids eating healthy at school will affect their values if they are being taught at home to eat junk food. I think that home values play a more important role in a kid’s life, then the values they are taught at school.