Journal #3

My Freshman Year: Nov 30, 2009

After finishing up through chapters 5 and 6, the book is continuing in the same tone. We feel Nathan is getting kind of repetitive in the way she scrutinizes college students’ attitudes and actions. In chapter 5 Nathan focuses on discussions in and out of class, and how separate the two are kept. She also explains the "perfect class" and what makes everyone like it so much. Her attitude in these two chapters is just as opinionated and condescending as before, but we agree that some of her observations are definitely right. Because this book is so directly related to us, some of the things Nathan chooses to address causes us to look at our own campus and our own lives, and realize that we do or do not fall under the same categories. Sometimes we agree with what she is saying, but other times we are almost offended by what she assumes or states. We agree with how college students want to take the easier classes, but Nathan makes it seem like this is done for all the wrong reasons. Personally, we feel we have three challenging classes, and then choose to take one or two easier classes to ensure success in the classes that work towards our major.
In chapter 6 we feel that Nathan included too many statistics and not enough opinion. She listed percentages, one right after the other, from different studies, however, we feel she needed to expand more on her data. She includes some student interview information, about students’ opinions on college management, skipping class, and cheating, but it would have been really nice to hear some teachers’ opinions. Students explained, or justified, when cheating is acceptable, or when an action cannot really be considered cheating at all. It makes us wonder what her opinion is as a teacher, because while she did offer up some personal comments, they all came from her “being a student” point of view.
We are the ideal audience for this book, because we can relate to, and bring up, interesting comparisons and contradictions from our own experiences in discussion. Some of the things Nathan discusses also can provide some helpful tips and information on how to succeed in college, especially when she gets talking about how formal relationships with your professors should be, and scheduling techniques. We also found it comforting when she provided opinions from students on cheating that were like our own, or that were worse than our own; simply because it is a touchy subject, like some of the others she has brought up throughout the book, and it can be hard to know who to talk to about such topics. This way it got us talking amongst each other our own viewpoints, and in some cases we learned that we felt much the same way about cheating and such. That our own opinions are actually quite the norm, makes you feel confident about how you are adjusting to college life. That’s what a lot of this book was, adjusting to the modern day college life. Nathan very briefly mentioned in the beginning that her age and appearance made it hard for her to even break into the college scene, so that she could set up interviews and student diaries, and to have a chance at reliable information and observations. She managed it though, and has been making progress in her studies and subjects ever since. This book also helped us, when looking at how we are adjusting in our first semester here at UWEC. We don’t always have to agree with Nathan and what she has put in her book, that has been a huge focus of out literature group discussions, we just have to try and understand and analyze her statements in our own way, and interpret them how we want to.

Chapter 6

Summary:
By Nicki Woitas

1. College management, how well you handle your time, registration, professors, and workload, and whether or not you cheat to get everything done, that is what Nathan discusses in chapter 6. Between students’ jobs, classes, homework, hygiene, diets, and sleep, they have a lot to balance. There never seems to be enough hours in the day to schedule all of this in, Nathan notes that students start to cut corners to accomplish everything they want to. It all starts with registration, on a first come first serve basis, the only time students seem to be up at 5 am at AnyU. Nathan says that scheduling is an art, perhaps even a science. Students stress to make sure they don’t have any “early” classes, ones before 11 am, that the class is easy, an easy A, and that no classes fall on Friday, which has become the new Saturday. Once in those classes, Nathan interviews and observes for the best student-professor relationships, stating that some students make a point of sitting in the front of the class to be noticed by the professor, and carry on conversations after class with them, being friendly while keeping their relationship professional. Students comment that it is a good thing to be noticed by your professor, and to be friendly with them, for they will be more forgiving on a late assignment or an unexcused absence later. Finally in this chapter Nathan reveals that students do not spend as much time doing homework as they are expected to, and many students admit to handing in work below their best ability. To ease their workload, many students submit to skipping classes to free up some time, if attendance is not required or the class is a general credit or boring. For classes that don’t help their major, many students will put forth a minimal effort, enough to pass the class but nothing more. Other students subject themselves to cheating to help lessen their workload. Nathan spends the end of the chapter trying to define cheating and the real moral effects.

2. Nathan uses a lot of percentage statistics in this chapter to support what she is saying, and to persuade the reader that her statements are legitimate. Whereas before I thought Nathan was too opinionated, I don’t think she voiced enough opinion in this chapter. I’m not necessarily talking about her own opinion, but she includes student interviews and opinions on skipping class, effort, and cheating, and it would have been nice to hear maybe parents or teachers point of view on the matter.






Vocab:
By: Dan Lewis



In this chapter it was hard to find 10 vocabulary words, so instead we found an article related to this chapter of the book. Click HERE to view it.


In the chapter managing your time in college is a big topic. This article talks about why it is important to manage your time in college no matter the kind of student you were in high school. It also gives helpful tips for you to be able to make good use of your time.



Graphic Organizer:

By Catherine Wagner

Chapter 6 focuses mostly on college management. Throughout the chapter Nathan did a lot of research on basically three different main points. She viewed how different students spend their free time, whether it be on school work or off campus partying. She also took surveys on students cheating and how often different age groups attended class (freshman vs. senior). Nathan observed what a perfect schedule would be for a student to self manage college.




Discussion Questions:

By Ashley Brown

Q1. Think about your own work habits in school. How much time do you spend studying, hanging with friends, chatting on facebook or working out in the gym? Is this enough time to do well in classes?

Q2. The author talks about how students choose to spend their time for what classes depending on the class. Do you find this to be true? If so why or why not. Why are some classes considered “easy” or an “easy A” class?

Q3. Why is coming to class such a major problem for college students? Do you think that professors should be stricter on attendance? Why or why not.

Q4. Nathan talks about students getting to know their professors. Why is it hat students who interact, and get to know their professors are considered “nerds” or not part of the norm? Do you feel like it is beneficial to get to know your professors? Or is it just sucking up, and a waste of time?

Chapter 5

Summary:

By Ashley Brown

1. In this chapter Nathan talks about how she used to do a sample project in her class, where her students pretended to point out three peers who were witches in their class. She found that the “witched” were the students who sat close to the front, asked questions, and did well in the class. She took this idea and compared it to her classes and found out that there are “right” questions to ask a teacher. Nathan also then talks about how classroom conversations are never really about the class, but rather bashing the professor, asking for answers, or talking about how the class is horrible. She finds that discussion does not take place in classrooms, and professors have to pull teeth for people to talk. Also, students believe that most learning takes place outside of the classroom, and the most common question and interest is in sex. She then takes the “perfect” class, sexuality, and this class confirms that students take classes that may not better them for their profession, but rather for their real world at the time.

2. Nathan is very informative in this section of the book, which I found surprising since it was a very touchy topic, sex. She did not leave out any key points. Also, Nathan wrote this in a way that makes the reader think about what he or she is in college for. When Nathan presents the example of paying for your Bachelor's and being done with college, it makes the reader think what he or she would do.

Vocab:

By Catherine Wagner

We were unable to find 10 words to fill up a vocabulary list, so we found two websites related to the chapter instead. Click here to view one of the sites. Click here to view the second website.

The first website relates to the book, having to do with dorm life and how students can get involved in activities around school. It talks about how life in a dorm can be stressful at times when students have to live with someone they have never met before. This relates to My Freshman Year when Nathan discusses meeting the new students in her hall.

The second website relates directly to the book, asking the question exactly how much did you learn in college. Nathan asks this question when international students comment how much easier college is in America. With shorter sections and multiple choice tests that you can pass without studying, do a lot of students forget the material the minute they put their pencil down?

Graphic Organizer:

By Nicki Woitas

Topics that keep the conversation flowing. Students are labeled weird for asking discussion questions during a lecture, or offering up a comment. Only certain subjects are accepted as normal questions, comments, concerns, or suggestions. When asking a question in class, or talking about a class, your remark had better be about how little you care, or simplify the assignment for everyone else. Once out of the classroom, students do not bring up interesting discussions in class, or anything relating to the sort. Once out of class, life and conversations go on about other interesting topics based around more social and personal issues.

Discussion Questions:

By Dan Lewis

1.

In the beginning of this chapter Nathan talks about how most students choose the more engaged and active kids in the class to be "witches". She also states that the more active kids, the ones that pay most attention are the kids that sit in the “Reverse T”. Do you as a reader agree with these statements as you look at your classes? If so why?

2. Nathan says that she agrees with the college professor, that most kids will not ask what something means if they don’t understand. As a reader why do you believe this is so in today’s classrooms or why do you believe this is false?

3. When Nathan asked students what they talk about outside of class under 5% had an answer that had anything to do with class discussions or academics. As a reader, and as a student, why do you think this is so?

4. Nathan describes what a “typical” college experience is like to our generation. What do you believe is the best college experience, and what keeps you from leaving?

Journal #2

My Freshman Year: Nov 20,2009

Due to the author being some 50+ years old, our group finds it hard to believe that some of her comments are valid. She could never really get a realistic perspective on what it is like to be a modern day, teenage college student. It’s a good thing she includes information and comments from interviews and student diaries to support or reject her observations and conclusions. While she is doing considerably well to acclimate herself into the college life and a variety of activities, you can’t help but feel there is a lot going on without her knowing or being able to join. In chapter 3 Nathan talks about student “networks” a great deal. She observes that a lot of students form groups or are closest to fellow peers who they either know from high school or they met within in the first week; once they have such close connections, or groups, any other outsiders find it especially difficult to break in or join them in their different activities together. Nathan was especially surprised at the lack of friendships that were made due to students being in the same class. Our group however did not consider any of this really surprising. Everyone has the same opportunity to a great college experience, they are going to get out of it what they choose to put into it. We believe that despite the numerous clubs, classes, and activities available to the modern day college student that are always changing, students will find time to get involved in things they are interested in and become close to students who share their interests. A student doesn’t have join a sorority or acquire a large group of students to make up their “network”, they can have just as many experiences with one or two close friends. We felt the authors tone was almost condescending to such students who chose to eat alone or were seen with the same group of people in the dining hall every day. In our own personal experiences we would all fall under the category of having made a “network” of a select few close, personal friends. We do not feel as if we are worse off, or missing out on anything by choosing to hang out with the same people everyday. Around the time this book was written, myspace and facebook were just starting to blow up. Nathan notices whole conversations and plans being made without a single word being uttered between friends. By writing on a friends message board, or sending a quick wall post or text, students are communicating in a way that ensures no outsiders can get involved. Our group could definitely relate to this, we live in this age of technology. It was really interesting to read comments on it from Nathan’s point of view. She may be getting socialized via face-to-face interactions, but she is missing out on the technology interactions that are going on behind computer passwords. She is from a time where there was only one TV in the whole dorm hall, and that was in the common lounge. Students went in there to watch TV, have movie nights, and socialize, nowadays such lounges are used for studying, talking on the phone, and basically an escape from noise or interactions with the student’s roommate. Nathan is completely unfamiliar with such a concept, where as we can’t imagine it being any other way. We all have TVs in our room, and would much rather get together our closest friends to watch something largely advertised like a football game just us than go out and have to interact with strangers. In this way Nathan is biased when addressing the flaws of social “networks”. Our group was a little confused as to whether or not Nathan was trying to sound open minded and neutral about the subject of community, students meeting students, and getting involved, but it sounded very opinionated to us. It contradicted how we all felt and this made it somewhat hard to read and relate to.
Many foreign students had the same expectations when they came to America about how hospitable or friendly fellow students would be, but they are quick to learn that they had the wrong idea. Nathan made it clear through her interviews and research that international students feel that Americans are ignorant and self-involved. They complained that US students did not ask any questions about their home country or culture. They argued that if the situation were reversed, people in their country would have taken the visiting Americans out to dinner and carried on long conversations with them, very interested to hear what they would have to share about their own lives. They also complained that, as foreigners, they were having a hard time adjusting to American customs. Even if a peer offers up a friendly "hello" or "how are you?" it is usually empty, with no real concern as to how they are; Americans use this as a casual hi/bye, they aren't really trying to start a conversation. Some international students agreed that this relationship, or lack thereof, was easier, because they didn’t feel the need to worry about their roommate or other students all the time, and could worry more about themselves.
When reading this chapter, we compared Nathan’s interviews, data, and information to our own lives. It is very beneficial being a student reading this book, we feel like we are the ideal audience for this book. When reading Nathan’s book, we try to compare who anthropologist’s assumptions to our own firsthand experiences. One thing we do not agree with is her conclusion about Americans not reaching out to foreign students. In most cases, we personally can say that we feel awkward or disrespectful approaching an international student and asking them to talk about themselves just because they are foreign.

Nathan ends this section almost complaining that professors are too easy to reach by students. On the first day of class, many professors offered up their e-mail addresses and sometimes their office or home phone number. This compromises the professional relationship between teacher and student. She puts the issue up for debate, whether or not professors should make themselves so available and try and have a friendly relationship with their students. Many international students made similar comments and had similar opinions.

Journal #2 by Dan Lewis

Throughout the book this far I think that Nathan is doing a good job getting to know the college life giving her restrictions. Seeing how she is over 50 years old it is hard for her to be able to talk to and hang out with 18-22 year old college students. She does a good job in getting interviews and using current students way of thinking compared to just how she may see it through her eyes. One aspect of her research that I tend to disagree with however is how in chapter 4 she talks about how international students see American students. It is very interesting to read what the international kids have to say but it is almost unfair to American students because Nathan never interviews them. The international students will talk about how Americans are not as welcoming as their country would be or how they are disrespectful in the classroom. It would only be reasonable for Nathan to then get the American students point of view so that the information was not so bias.

Nathan almost uses a sad tone in her writing almost as if she feels bad and guilty for how international students are treated. She talks about how she quenched as she thought about kids saying “We should hang out sometime” or “Stop on by” but they new that it would never really happen. It was interesting when Nathan asked the Japanese girl to get dinner with her sometime and the girl simply asked how it is possible without having each others numbers. It makes me realize as a reader how much technology really has taken over in a current day teenager’s life.

Chapter 4

Summary:

by: Dan Lewis

1.

Throughout chapter 4 Nathan talks about the peer-to-peer interaction on AnyU’s campus. She keeps her main focus on how foreign students interact with American students and the different type of relationships that they form. It is weird to some foreign students that Nathan has talked to how non-committed American students are, and how they will make small talk but rarely let it evolve into more. Then Nathan turns her focus towards the difference between a relationship and a friendship. Nathan discuses with different foreign students how they interact with their American roommates and the relationship that they bond. The classroom life is also brought up in this chapter. Many foreign students make comments about how different kids look and the lack of attention that they give their teacher compared to in their home country.

2.

In chapter 4 Nathan discusses AnyU’s student’s relationships through the eyes of foreign students that have gone to schools in other countries. She interviews many of them which all make very good points about American students and give their honest opinions, but Nathan doesn’t really take a look at it from an Americans eyes. She gives an example of a girl who’s roommate said to her that they were roommates and that is all but Nathan only talks to the foreign student she doesn’t go and get the American students point of view on the topic. Nathan uses many examples and tones throughout the whole chapter. She will give one example where the foreign student is happy and it makes the reader feel good, but then the next will be about how mean someone was and takes that good inside feeling away.

Vocab:
By Nicki Woitas

Due to there being no vocabulary words in this chapter I felt the need to define, check out the link below that relates to the book.

http://www.collegetactics.com/collegetips.html
This website goes much more in depth talking about studying techniques to succeed in college. It includes points like note taking, exam studying, problem solving, and much more.

Graphic Organizer:

By Ashley Brown

These graphic organizers show how three of the students Nathan interviewed felt about Americans, and their lifestyle. One can conclude that all three of the students think somewhat negatively of American culture and customs.

Discussion Questions:

By Catherine Wagner

1. Through out this chapter the author compares the international students point of view towards American students. The international students have varying opinions; do you as a reader think that it is appropriate that the American students are being evaluated upon what the international students have concluded from only minimal research through their eyes?

2. There are many cultures that are included in My Freshman Year. Throughout your college experience so far do you think this information is accurate? Since many of the cultures described in the book are from what we would call semi-periphery countries, what would you imagine their school and social lives to be like since they seem to be so different from the typical American's life?

3. Think about how many of your friends know your parents and/or siblings. In the middle of chapter 4 a few of the international students described Americans as being disconnected from their families while away at college. Even though it may seem this way from the point of view of an international student, what is your viewpoint on this issue? Is this information all that accurate?

4. Towards the end of the chapter, Elene, the international student from Europe, described her first two years of college to be at the high school level. Why do you think it is that they come to America to learn at the college level if they see it as high school level material? What do you think drives them to come to America?

Chapter 3

Summary:
By Catherine Wagner
1. As the first couple weeks pass at AnyU, Nathan a college freshman again, she starts to record and examine many of her observations. As she becomes more and more familiar with the college life of a student she starts to dig deeper into their lives. Nathan records the social experience, friendships made, and the community and diversity of the students on campus. She breaks the research down into sections, including who eats with whom, and the cross-genders of each table at the five different eating locations on campus. She also gathers information on the diversity of the campus in the dorms based on who is making friends with whom.

2. While observing from her room and in the dining locations on campus, it’s like you are sitting right next to her examining every move of the students there. While observing Nathan’s style of writing, she is very descriptive in what she writes about and how she writes the book. She includes descriptive and useful examples of her observations and research. While sitting in the dining locations on campus she notices very meticulous things and lets the reader know. Since Nathan is very descriptive in her research, it gives the reader a place in the book. This is important because it gives the audience an understanding in what she is trying to portray.

Vocab:
By Ashley Brown
1. Colloquium- A conference at which scholars or other experts present paper on, analyze, and discuss a specific topic (pg. 43).
2. Nullify- To render or declare legally void or inoperative, to deprive or value effectiveness (pg. 43).
3. Surmised- To conjecture or guess (pg. 43).
4. Proliferation- A rapid and often excessive spread or increase (pg. 45).
5. Connotation- The associated or secondary meaning of a word or expression in addition to its explicit or primary meaning Ex: home is also “a place of warmth” (pg. 48).
6. Amalgam- A mixture or combination (pg. 49).
7. Paradox- A statement or proposition that seems self-contradictory or absurd but in reality expresses a possibly truth (pg. 51).
8. Opulent- Wealthy, rich, abundant or plentiful (pg. 52).
9. Subsequently- Occurring or coming later or after, following in order or succession (pg. 53).
10. Bolstered- Anything resembling this in form or in use as a support, a timber, used for support (pg. 55).

Graphic Oganizer:
By Dan Lewis


The main points for Chapter 3 include community and diversity at AnyU. In the graphic organizer, it starts with AnyU. It then splits into the two main categories of this chapter. Coming off of community it says discussion because that is a big part of the freshman community. Discussions in class or around campus. The dorm floor is also a big part of community, and is almost a community of its own. Coming off the diversity part is race. Race is what makes up diversity and when the author did surveys he found out that most peoples' closest friends are of the same race.


Discussion Questions:
By Nicki Woitas
1. At the beginning of Chapter 3, AnyU plays a power point. What would be some major events in our 18 year slide show?

2. Like the freshman seminar, are you glad we have FYE and the passport to get us out there meeting new people and experiencing things? Do you feel it is necessary?

3. Who are people in your "network"? Are they high school friends or new people you met in class? Why do some people choose to stay close to high school friends compared to others?

4. Is there diversity in your "network", why or why not do you think?

Journal #1

My Freshman Year: Friday, November 13, 2009

After two chapters into the book, we were surprised by how easily she is accepted by fellow students. She attributed this to her involvement in sports and her other extracurricular activities. Being an anthropologist gave Nathan a different outlook on the research that she recorded at AnyU. She compares and contrasts the anthropologist outlook to her student life outlook. This surprised us by how quick she caught onto the college life and the college norms. We think it’s important that she also interviews and has students keep a daily diary, because being over 50 years old gives a person a different perspective, and because hers isn’t always going to be valid.
Coming into the book, we all thought that Nathan would not be accepted as quickly or assimilate so well into the modern day college life. We assumed that it would take Nathan longer to understand the thought process, time management, and academic skills college students use today. At the same time, Nathan had the assumption that she would immediately see some patterns and commonalities in all the students but she quickly found out that there are so many different choices that students are faced with. It is a good thing that she enrolled for a whole year to get a good grip of the college atmosphere and what students go through. Going into this research Nathan had previous researchers’ ideas and observations to base hers off of. Throughout the text you see her referencing and confirming or contradicting this other research.
Because of Nathans job title the reader feels that Nathan has the authority to make these assumptions based off her research. Besides giving statistical information she also conveys personal stories that add to the overall quality of the book. Written from her point of view and from those of students she addresses a wide variety of people that could be the audience of this book.
We are just getting over the introduction and are looking forward to more specific interviews, incidences, and anecdotes. It would be interesting if Nathan, as she drives deeper into the college life, started comparing modern day to when she went to college in her teens. Maybe she can find some patterns of it being harder or easier for students to graduate.
Besides providing statistics, studies, and interviews, there really is no other way to objectively state facts about the “average” college life, because there are so many different variations. This frustrates Nathan, which is understandable, because she wants her information and observations to be considered as valid as possible. One thing she does find consistent, and references a lot in chapter 2, is the layout of the dorm halls, bulletin board displays, and personal expression of pictures and such on the doors of rooms. This was understandable, and did provide some truthful insight about the modern day college student. Everyone in our group could relate to, or agreed with, common themes she noted on doors and bulletin boards. Perhaps this is a foreshadowing of how the book is going to be structured; while Nathan can provide mostly personal experience stories and students’ opinions as her only real source of information relating to what she wants to talk about, the only facts in this book besides statistics are going to be about things that Nathan can physically see and describe.
As stated before, we are really excited to see how Nathan structures the book. She has a lot of subjects to cover, and even more topics she wants to talk about. Our group was wondering about the size of the book, it seems kind of small to write an all-inclusive book about college life. We wonder if Nathan had a lot more to write and say, but decided against it, to not drag on and bore the reader or something. Either way, we hope that she addresses such subjects that will confirm or deny that college life has changed for the better or the worse, and whether or not it can be discussed that students nowadays are busier or not, and have it harder or easier.

Chapter 2

Summary:
By Nicki Woitas
1. After orientation and a week of activities to get students acquainted and
involved, Rebekah Nathan had already started her observations and participation. She was looking forward to finding patterns in students’ daily lives once classes started, but quickly realizes this is easier said than done. Because of the endless choices of courses, dorms, jobs, clubs, and past time events, Nathan finds it nearly impossible to find two like students. Schedules of sleeping, school, homework, work, and partying are too varied to record. One consistency she does find is in the appearance of dorm hallways and doors. With formal bulletin boards advising students on getting involved, studying techniques, making healthy choices, resolving problems, and protecting themselves from assault and rape. Then there are the informal displays students arrange on the doors to their room. Including the central themes of nudity, sexuality, drinking, craziness, spontaneity, and “fun”. Nathan is off to an interesting start in her observation and participation of modern day college life.

2. You can almost hear the intrigue and surprise in Rebekah Nathan’s voice when she comes across something new or something she didn’t expect. She is very descriptive in her observations of the physical appearance of the dorm life, and uses great examples of images and texts to convey her overall summary of patterns and themes she has observed so far. I think the use of interviews and having some students fill out daily diaries really gives her some great insight on things she can’t personally participate in. This also is providing the audience with a variety of viewpoints, and in doing so, expanding the audience.


Vocabulary:

By Dan Lewis

In chapter two we could not find 10 words to define. Click on the link below for an article related to the book.


http://collegeuniversity.suite101.com/articlecfm/college_freshman_year_101
This website is a survival guide to freshman year in college. It talks about studying habits, sleep patterns, the dos and don'ts of college, and how to get involved. Supported by statistics, this website gives very informative hints to having a successful freshman year.

Graphic Organizer:
By Catherine Wagner

Rebekah Nathan describes the first week of living in a dorm with other students who are eighteen to twenty years of age. She notes the many differences between what she has brought for her dorm room and the clutter of the other students' belongings. She also notes the RA’s bulletin board, and different messages relayed to the students. I also included school days in the graphic organizer, because Nathan talked about finding out about the study habits of the students in her dormitory hall. These are the three main points presented in chapter 2.

Discussion Questions:
By Catherine, Ashley, and Nicki


1. In this chapter the author does a lot of comparing between past and present study habits and the amount of free time students have. Based on the tone and structure of the author's writing, how do you think she interprets her findings? What do the statistics show? Explain.

2. At the end of the chapter Nathan talks about how college promotes a “community”, but it is contradictory how everyone has varying schedules and finds it hard to make friends. Do you find this to be true? What makes it hard/easy to make friends in college?

3. One interesting part of this chapter was the RA's speech about alcohol. What do you think the RA was really saying, try reading between the lines of the alcohol policy? Do you think this is fare? Is this bending the rules on underage alcohol consumption?

4. Nathan talks about decorating dorm doors. Do people do this on your floor? Do these pictures and quotes we put up really represent us, or do we simply post them for an image we want to portray? Is it wrong to maybe put up a religious quote or a poster against abortion?

Introduction

As students at UWEC, Nicki, Ashley, Catherine, and Dan are all reading My Freshman Year by Rebakah Nathan. Some of the reasons we were interested in this book include the fact that we are freshman, and can relate to some of the things she discusses. It is going to be really interesting to hear what she has to say as to whether or not students today have it easier, harder, or the same when it comes to life as a college student. We are living and breathing a life that is foreign to her and speaking in a lingo that she doesn't understand. Our perspective on the subject is completely opposite of hers, and this will priovide a new look at our everyday lives that we may not have thought about or noticed before.

Preface and Chapter 1

Summary:

By Ashley Brown

1. The preface and chapter 1 of this book, My Freshman Year by author Rebekah Nathan, talks about why Nathan chose to write this book. She also tells the reader how she decided to start this project of becoming a freshman again in college. When she was sitting in on a class where she taught, she heard some gossip that sparked an idea in her head to write this book. In chapter one, Nathan explains why she is writing this book and what questions she is hoping to answer. She also explains to the reader which information she will include from her research and what she will be leaving out. For example, Nathan told the reader she will be leaving out some “gossip” that she hears because it does not fully support what her goal of this research is. Nathan also tells about her first few weeks at college, the orientation, "Welcome Week", and life in the dorms. She explains incidents where students mistake her as a mom on campus, or a parent at orientation. Nathan talks about how she is unfamiliar with the lingo of this new generation of undergraduate students, and that she seems to not be able to get around as easily as she thought she would at AnyU (the college she is researching at). Nathan is used to being a professor and parking in the faculty lots, and entering halls from the back where a professor would. She is challenged right away through the undergraduate student perspective.

2. When critiquing the writing in the preface and chapter 1, you find that Nathan explains the goal of this book very well by giving examples and being very open in her writing. Nathan does not leave out any information, thus making the reading easier to understand. Throughout the whole section she allows the reader to follow her train of thought, and where she is coming from. Also, the author makes sure to give all three perspectives, undergraduate student, professor, and anthropologist when analyzing information.

Graphic Organizer:

By Nicki Woitas

Vocabulary:

By Catherine Wagner

1. pseudonym – Preface X
-a fictitious name used by an author to conceal his or her identity.
2. Ubiquitous – Page 2
-existing or being everywhere.
3. Pedagogy – Page 3
-the function or work of a teacher; teaching.
4. Purview – Page 4
-the range of operation, authority, control, concern.
5. Acumen – Page 8
-keen insight.
6. Plethora – Page 10
-overabundance; excess.
7. Mental Defective – Page 13
-a morbid physical or mental state.
8. Rectory – Page 13
-Parsonage; the residence of a member of the clergy.
9. Retorts – Page 16
-to reply to, usually in a sharp or retaliatory way.
10. Contextualize – Page 18
-to put (a linguistic element, an action, etc.) in a context, esp. one that is characteristic or appropriate, as for purposes of study.

Discussion:

By Catherine, Ashley, and Nicki

1. What inspired Nathan to write this book? How is she planning to go about gaining research and writing this book?

2. Is this an accurate way of gaining insight into the life of the average college student? Why or why not?

3. What is the importance of keeping characters anonymous? Is the information still valid in the eyes of the reader?

4. Would Nathan's appearance be a factor in how realistic her immersion in the college life is? Is there a "right" crowd she has to get into to collect valid information?