REHUGO

Nikki Dabney

Mrs. Henson

APLAC, 7th

1 September 2011

REHUGO Entry #1: Overachievers
 * Citation **: Robbins, Alexandra. //The Overachievers: the Secret Lives of Driven Kids//. New York: Hyperion, 2006. Print


 * Category **: Reading


 * Précis **: Alexandra Robbins, a journalist and overachiever herself, in her non-fiction novel, //The Overachievers: The Secret Lives of Driven Kids//, asserts that the modern cutthroat educational culture in America, and even worldwide, has created a high stakes competition field that fosters an admissions frenzy which has led to the stress, pain, and compromise of all who are involved. Robbins follows nine students who attend the competitive Whitman High School in Bethesda, Maryland, interviews students around the country, and conducts a year’s worth of research on people who have a hand in the educational system, such as counselors, teachers, and admissions directors, to support her claims of the negative effects and consequences that result from submitting to the culture of overachieving. She aims not to condemn Whitman itself, but to expose what students put themselves through to reach the top and how other members of education play a part in pushing them to that point in order to persuade all the contributors to get over their obsession with elite schools, release the pressure to perform flawlessly, and learn to allow students’ high school experiences to help grow and develop their identity. Robbins speaks to everyone involved in the educational world and creates a sense of sympathy and urgency to do their part to change the system.


 * Personal Commentary **: This novel was a page-turner for me; I was glued to its pages. Its organization made it a quick read. When I first started reading, my initial reaction was to feel stressed. I couldn’t help but feel behind. At first I thought that was ironic considering the purpose of the book, but I realized she was aiming for us to feel for the students. The whole way through, I could relate to what she wrote. Whether it was the fact that I’m a perfectionist myself or that Coppell High School is so similar to Whitman. By the end I felt relief concerning things I had thought were make-or-break involving my future, and felt content because I know God is going to take care of everything and put me right where He wants me to be.

REHUGO Entry #2 : Drive
 * Citation: **Pink, Daniel H. //Drive: the Surprising Truth about What Motivates Us//. New York, NY: Riverhead, 2009. Print.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Category: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Reading


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Précis: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Daniel Pink, innovative writer and business guru, in his non-fiction book, //<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Drive: the Surprising Truth about What Motivates Us, //<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">asserts that there is a gap between what science knows and what business does and that people are motivated by extrinsic rewards much less often than most believe. Pink dives into the three keys that motivate people: autonomy, mastery, and purpose by utilizing experts’ research from over the course of the century, providing numerous examples of successful companies who follow his keys, and discussing several scientific experiments that support his claim. Pinks purpose is to supply an outline and toolkit for the reader of how to move towards intrinsic motivations in order to help catch business up with science and better the world. Pink speaks to all, business leaders, teachers, parents, who have any type of control or desire to motivate others to perform or produce.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Commentary: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This book really throws a wrench into the way I, like most people, viewed motivation. Even coming from parents who instilled self-directed motivation in me, I had never really given much thought to that fact that we, as humans, to not need an external force to strive to master any task.

<span style="display: block; font-family: 'times new roman','serif'; font-size: 16px; text-align: center;">REHUGO Entry #3: “Thinking as a Hobby”
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Citation: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Golding William, Thinking as a Hobby.” //The Norton Reader, Shorter Eleventh Edition,// Ed. Linda H Peterson and John C. Brereton. New York: W.W. Norton and Company, 2004. 124-130
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Category: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Reading


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Précis: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">William Golding, Nobel Prize winner and legendary writer, in his essay "Thinking as a Hobby" suggests that all people should strive to become grade-one thinkers and create their own system of thoughts and morals. Golding explains his opinion of three levels of thinking by using a chronological anecdote that displays each phase of thinking as well as symbolically referring to the placement of three statues to support his claim that grade-one thinking is superior. Golding’s purpose is to reveal the ignorance of the lower grades of thinking in order to promote grade-one. Golding speaks to not only grade-one thinkers like himself, but also thinkers not like him and is an example for them of what grade-one thinking should be like.

<span style="display: block; font-family: 'times new roman','serif'; font-size: 16px; text-align: center;">REHUGO Entry #4: Washington/Wheatley
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Commentary: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The symbolism of the statuettes intrigues me because there are so many ways to look at it. Golding’s arrogant tone is somewhat amusing. It is interesting to reflect on our own lives and relate the three levels of thinking.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Category: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">History


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Précis: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">George Washington and Phillis Wheatley, American general and slave, respectively, in their historical letters to one another, Wheatley’s titled, //To His Excellency, General Washington,// proclaim that each other’s skills and actions are deserving of high praise. Wheatley uses heavenly imagery and metaphors to compare Washington’s meritorious duty to that of a god, while Washington employs a grateful and apologetic tone to instance upon her genius. Wheatley’s purpose is to glorify the head general in order to encourage him in his bravery and Washington’s purpose is explain why he didn’t publish her well-written letter in order to keep her and anyone else she influences as a loyal supporter. The authors’ audience is one another and they create a relationship of unity in a time of war.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Commentary: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Although the fact that Phillis Wheatley is a slave girl can be called into question, I feel like the letters were truly written as encomiums. Considering Washington’s noble character and Wheatley’s spirit of independence, I believe they had the courage to say what they felt despite the persecution they may face.

<span style="display: block; font-family: 'times new roman','serif'; font-size: 16px; text-align: center;">REHUGO Entry #5: “Give the Kids a Break”
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Citation: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Steve Rushin //“Give the Kids a Break”.// Sports Illustrated. 2006


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Category: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Reading


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Précis: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Steve Rushin, Sports Illustrated columnist, in his article “Give the Kids a Break” implies that schools’ excuses to not have recess are asinine and that everyone needs a break. Rushin uses humorous metaphors to show how ridiculous not having recess is and uses personal examples to argue that the view of recess has changed over the years and it’s time to just let kids be kids. Rushin’s purpose is to explain that no reason is good enough to not have recess and to reveal the benefits of recess in order to persuade the audience that recess is a necessity and should be written back into law. Rushin speaks to parents, administrators, and voters to convince them to make the change.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Commentary: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This column literally made me laugh out loud. It really does make every seemingly logic reason to not have recess silly. I think it is insane that kids do not have recess. It breaks my heart that the fear of a lawsuit and pressure to succeed has overweighed the value of simple childhood pleasures.

<span style="display: block; font-family: 'times new roman',times,serif; font-size: 120%; text-align: center;">REHUGO Entry #6: Growing Up Online <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Citation:** //Frontline: Growing Up Online//. Dir. Rachel Dretzin. Perf. PBS, 2008. DVD. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Category:** Observation

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Précis:** Rachel Dretzin and John Maggio, directors of the documentary film //Growing Up Online,// claim that the Internet is becoming a way of life for adolescents who are creating completely new identities online. The directors reveal their point through several anecdotes of teens to demonstrate the nasty consequences growing up online can have. Their purpose is to show the false security teens have about what can happen to them online in order tell p arents that they need to teach kids about cyber-citizenship and how to protect themselves. The audience is every adolescent from the online generation as well as their parents.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Commentary:** This film is somewhat disheartening and alarming, but nonetheless, it discusses a relevant issue in today’s lifestyle. It makes me feel more cautious about being online and aware of its potential consequences.

<span style="display: block; font-family: 'times new roman','serif'; font-size: 16px; text-align: center;">REHUGO Entry #7: Documentary Choice
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Citation: **//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Expelled: No Intelligence Allowed //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">. Dir. Nathan Frankowski. Perf. Ben Stein, Richard Dawkins, Christopher Hitchens. Premise, 2008. DVD.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Category: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Observation


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Précis: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Nathan Frankowski, director of the documentary film //Expelled: No Evidence Allowed,// reveals that the mainstream science establishment suppresses academics who believe they see evidence of Intelligent Design in nature and who criticize evidence supporting Darwinian evolution as a mainstream conspiracy to keep God out of science laboratories and classrooms. Frankowski makes extensive use of experts to testify about why Intelligent Design is such a stigma and incorporates a series of archival footage to compare this issue to other instances of suppression of freedoms in history. His purpose is to expose the warped politics behind science in order to convince the audience that academic suppression is stifling their freedom as Americans. Frankowski speaks to all Americans- religious or not- and brings out their inner desire for freedom.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Commentary: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Expelled is an interesting film that takes a unique angle on the controversy over evolution. Most people are familiar with the opposing points of view and are unaware of the fact that evolution triumphs in science classrooms. However, it is news to most, that promoters of Intelligent design are not only stigmatized, but not acknowledged in the scientific community.

<span style="display: block; font-family: 'times new roman','serif'; font-size: 16px; text-align: center;">REHUGO #8: Patrick Henry’s Speech to the Virginia Convention
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Category: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> History
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Précis: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Patrick Henry, an eloquent orator and politician, in his impromptu speech, asserts that the colonists would be weak, passive, and going against God’s will if they did not agree to fight for their freedom from Britain. Henry uses rhetorical questions and allusions to appeal to the prideful and God fearing delegates. His purpose is to make the delegates questions their strength and wisdom and to believe that God is on their side in order to persuade them to pass his resolutions, and thus join the American Revolution. Henry is speaking to the delegates of the Virginia Convention and gets them riled up to join the revolution.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Commentary: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> I find this speech extremely riveting and amusing, especially for using no notes! Henry’s sentence varied and constant metaphors keep the reader engaged. Henry played to his audience flawlessly and thankfully accomplished his purpose, or we possibly wouldn’t be the United States we are today!

<span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 16px;">REHUGO #9: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">"Of the Orgin and Design of Government in General, with Concise Remarks on the English Consitution"


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Category: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> History


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Précis: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Thomas Paine, an intellectual and revolutionary, in his pamphlet //Common Sense//, asserts that all men are created equal and therefore the distinction between kings and subjects is nonexistent and that a constitutional monarchy is impossible to uphold. Paine develops a logical progression of a general government to prove that the colonists will fall into the same results if they do not take action and revolt. <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 16px;">The purpose is to point out the flaws in a monarchy in order to encourage the colonists to seek independence from Great Britain. Paine speaks to all the Americans from <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">a biblical perspective <span style="color: #333333; font-family: 'times new roman','serif'; font-size: 16px;"> that the common man can understand and appears to give them advice and consider the common good of everyone.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Commentary: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Paine’s pamphlet is organized very interestingly. He begins with general statements about society and government and then ties it to the British constitution. Instead of forcing his opinion, he makes it seem like the only logical option is to revolt. His capitalization of words lets the reader hear his voice.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">REHUGO # 10: The Declaration of Independence
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Category: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> History


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Précis: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Thomas Jefferson, future leader of the Democratic-Republican Party, in his //Declaration of Independence,// claims that the King George III is unfit to be the ruler of free people. Jefferson uses inductive reasoning to supply the colonial grievances of the kind as evidence for why he is a tyrant. His purpose is to explain that the king has not responded to any of the colonies’ attempts to smooth out issues in order to announce that the thirteen American colonies regarded themselves as independent states. Jefferson is speaking to the king as well as his fellow Americans because the declaration was a formal explanation to the colonists of their decision to declare independence.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Commentary: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Not very often do you see a formal document formatted as a list, but in this case it was effective. His uses of an anaphora and epanalepsis make him sound certain in what he’s saying, the faults he finds in the king, and the decisions the colonists have made.