Beowulf Questions.

This was the section I took on along with my group, consisting of Amara Sharp, Breanna Timmons, Sara Stevens, Whitney Houg, and Rachel Nolan. 

Beowulf- Prologue to Chapter X

Beowulf always seemed to me to be this insane story about this insane warrior who does insane things.  Yet the entire prologue and first eight chapters of this epic poem are without violence.  They all tell the story of the years prior to Beowulf and a little back ground about the origins of his quest.  Finally, in chapters Nine and Ten, there's an account of Beowulf killing a bunch of things that are described as sea-fishes (I think they could be sharks, but I don't know.)  It was apparently a competition between Beowulf and another person to see how many sea-fish someone could kill, and Beowulf killed nine, thus winning the competition and proving his loyalty to the King of the Danes.

But my question was about that competition.  I couldn't tell if Beowulf was recounting a tale, or the narrator was telling us of something Beowulf was doing.

CA out.

My Opinion Isn't {A} Right

Right to Your Opinion

The implied argument of the muddler:

1. If someone is entitled to an opinion than his/her opinion is well supported by evidence (this is precisely what it means to be entitled to an opinion.).
2. I am entitled to my opinion (as is everyone else in a democratic society.)
3. Therefore, my opinion is well-supported by evidence.

"Health is a state of complete physical, mental and social well-being and not merely the absence of disease and infirmity."

-World Health Organization in defense of the meaning of 'being healthy'.

-Saying that you have "the right to your own opinion" is not only irrelevant to the topic being discussed, but distracting as well.  A diversion on the matter of rights gets no one any closer to answering the question at hand.

-If two people disagree, and one says the right to his/her opinion, there is someone who having his/her rights violated.

In Class-

• Interdependence-  shared authority based on other people.
• Ripple Effect- we effect others through our actions, and they others by their actions, and so on.
• Limbic- emotional part of the brain.
• Schema- thinking based on routine.

Reflections on Week 1

1. Are there any factors that you think are going to affect your participation or experience in this class? Access to a computer?  Mobile/smart phone?  Transportation?  Friends/family? Schedule?
2. Think of an awesome best ever learning experience that changed you. What did you learn? Where were you? What happened? Who else was there? Did it teach you anything about how you learn (or pay attention... or remember, or think?) How did you know what was happening? 
3. What are you most [excited/concerned] about in this class? What do you look forward to in learning?  How do you think it can/will make a practical difference in your life?

1.  I will never have a stipulation on this class that would prevent me from performing in this class.  I have too much fun in this class for something as little as the inability to get on a computer to hinder my performance in class.

2.  Last year, I took a mind-blowing English class (taught by none other than Dr. Preston himself [and no, I'm not trying to brown-nose, just expressing my love for the method] ) in which I was allowed to write a spectacular novel.  All I had to do was ask.  While writing my novel, I often found myself chuckling to myself.  That was the moment when I realized that I was having more fun doing schoolwork than ever before.  And that was Junior year.  I thought that I could effectively multiply that fun by 10 by being in this class.  :)
3.  NOVEMBER!!!!  Come November, (and I have confirmed this with Mister-Doctor-Professor Patrick [I mean, Preston :)] )  I will be leading a group of hopeful writers during lunch to become prepared for National Novel Writing Month, or NaNoWriMo for short.

Montaigne vs. Austin Essay

As David Foster Wallace wrote in his 2001 story "Good Old Neon":  
What goes on inside is just too fast and huge and all interconnected for words to do more than barely sketch the outlines of at most one tiny little part of it at any given instant.

Do Montaigne's techniques and topics support Foster's notion or contradict it?  How does Montaigne's style provide a window into his thinking?  Compare with Austen's style in Pride & Prejudice.  Include examples.  Avoid summarizing or rehashing the original text.

Big Question(s)?

How do emotions such as grief, anger, and joy, affect our lives?  Not just the now, but the soon-to-be and the distant future?  For example, if someone experiences a tragic event at the age of twelve, how does that affect any, if all, of their choices? {be them economical, social, spiritual, etc.}