Online classes, are they worth it?

Online Courses Are Cost Effective But Detrimental To Learning,” an article written by James McWilliams, providing insight to online classes and if they are actually worth taking. As stated by James McWilliams, 33 percent of college students take at least one online class, 17.6 percent of students take mixed classes (online, in-class, and hybrid classes), and 15.4 percent of students take online-only classes. Online classes are being used more and more because for colleges, they are cheaper, and for students, they are more flexible than being in an actual class, where you can usually work on it any time that you can.

The reality for many college students, myself included, is you do more than just go to school and do homework. As a person with a full-time job, it’s hard to schedule classes around my work hours, and if I can’t then i’m getting less hours at work, and as a college student, I need all the money I can get. I did not take any online classes in high-school, but having a job and going to school means finding things that work, and sometimes that means having to take an online class. At first, I didn’t mind having an online class. I was driven to get my work done efficiently, getting everything done at a steady pace and turning everything in on time and getting good grades, but it didn’t last long. I started to fall behind and I kept putting it off, and it wasn’t until I read the article in class by James McWilliams, that I started to question if I should take online classes.

Do online classes help, or hurt you in the long run? There is no definite answer. There are plenty of pros to online classes, such as; flexible schedules, set due dates (mostly), being able to reach your teacher by email, working on it when you can, etc. But, with pros also come cons, such as; falling behind, not sticking to a schedule, waiting until last minute, having questions, not being able to reach the teacher, etc. Of course, these are coming from my personal experiences with online classes. I feel that online classes could really help, but at the same time online classes are a lot of responsibility, and finding time to work on them can be challenging. So, are online classes bad to take? Do they help? The answer is, it depends on the person. Some people can stay to a set schedule, while others not-so-much and it’s better when they have someone they have to physically walk into a classroom and see, helps them get their work done. I personally do not feel that online classes are good, while a lot of students cheat their way through them or just do everything at the very beginning of the semester so they don’t have to do anything else the rest of it. There is no definite answer, but I feel that online classes don’t personally work for me.

Annotated Bibliography

Heithecker, Julia A. A Comparison of the Educational Effectiveness of Online Versus in-Class Computer Literacy Courses, Idaho State University, Ann Arbor, 2013. ProQuest, http://nclive.org/cgi-bin/nclsm?url=http://search.proquest.com/docview/1373343125?accountid=9935. Accessed 16 Apr. 2019.

“A Comparison of the Educational Effectiveness of Online Versus in-Class Computer Literacy courses” presents the finding of a study performed to show how online classes versus in-class classes affect grades, and the actual learning process. Through the comparison, although online classes are more convenient, cost-effective, and flexible for the working students, the parents, etc, being in an actual classroom and being able to interact with the other students and the teachers has a better effect on the majority of grades.

Kirtman, Lisa. “Online Versus in-Class Courses: An Examination of Differences in Learning Outcomes.” Issues in Teacher Education, vol. 18, no. 2, 2009, pp. 103-116. ProQuest, http://nclive.org/cgi-bin/nclsm?url=http://search.proquest.com/docview/233320851?accountid=9935. Accessed 16 Apr. 2019.

“Online Versus in-Class Courses” addresses the differences, the challenges, and the outcomes of teaching an online class versus teaching a class in-person. To show the difference, there were groups of students who took the same class in person and online, and found that the in-class student population did slightly better than those who took it online. Many of the students who took the class online said that they missed the student to student interaction, where you can learn from the questions other students have that you didn’t know you needed until they said something about it. Most of the data shows that it depends on the person taking the class, but more people preferred to take the in-class option and performed slightly better than those who had taken the class online.

Moore, Jensen, and Khristen Jones. “The Journalism Writing Course: Evaluation of Hybrid Versus Online Grammar Instruction.” Journalism & Mass Communication Educator, vol. 70, no. 1, 2015, pp. 6-25. ProQuest, http://nclive.org/cgi-bin/nclsm?url=http://search.proquest.com/docview/1665179546?accountid=9935, doi:http://dx.doi.org/10.1177/1077695814551831.

“The Journalism Writing Course: Evaluation of Hybrid Versus Online Grammar Instruction” presents a new idea, where instead of just looking at a strictly online class comparing it to an in-person class, it’s comparing an in-person class to a hybrid, which is half online and half in person, usually meeting about one day a week for a few hours and the rest of the class being online. Through the study, some students were put into an in-person class, while the other students were placed into a hybrid class to see which would perform better, or which could be a better alternative to the other. In the end, both of the classes performed well and there were no absolute differences, and the learning in both predicaments improved regardless of the class type.

Porter, Andrea L., PharmD., Michael E. Pitterle M.S., and Hayney, Mary S,PharmD., M.P.H. “Comparison of Online Versus Classroom Delivery of an Immunization Elective Course.” American Journal of Pharmaceutical Education, vol. 78, no. 5, 2014, pp. 1-96. ProQuest, http://nclive.org/cgi-bin/nclsm?url=http://search.proquest.com/docview/1544417023?accountid=9935. Accessed 21 Apr. 2019.

“Comparison of Online Versus Classroom Delivery of an Immunization Elective Course” presents the idea that online courses compared to in-class courses have no differences within student preferences. These students were randomly selected to take the course online or to attend the class, and there were no significant differences between scores and opinions on which option would be best. The majority of the students who took part of the online class agreed that they preferred it that way, while the majority that took part of the in-class course said that they would rather have it in-class than they would have it online. There were no significant differences regarding test scores and overall performances between the differences of the class, as the material was the same but the delivery of the material was different.

Willis, Jana, and Lauren Cifuentes. “Training Teachers to Integrate Technology into the Classroom Curriculum: Online Versus Face-to-Face Course Delivery.” Journal of Technology and Teacher Education, vol. 13, no. 1, 2005, pp. 43-63. ProQuest, http://nclive.org/cgi-bin/nclsm?url=http://search.proquest.com/docview/200085988?accountid=9935. Accessed 20 Apr. 2019.

“Training Teachers to Integrate Technology into the Classroom Curriculum: Online Versus Face-to-Face Course Delivery” presents the idea that teachers should integrate technology into their classroom as it could help students learn more, even though it’s not an entirely online class. This helps the teachers to broaden their horizons and learn new things that could help them in future situations if they had to go completely digital. In this day and age, it is important for teachers to know how to use technology because it’s how most students know what to use and how to communicate with, so to have teachers integrate technology more into their classroom can be beneficial to the students and the teachers.


“A Rose For Emily,” film and textual analysis

In “A Rose For Emily,” author William Faulkner tells the tale of a woman named Emily Grierson. Emily Grierson was a woman that the entire town knew due to the way that she acted. Emily Grierson grew up being lonely because her father would deny any man that tried to date her, causing her to rely on the only man in her life which is her own father. One day while sitting down to dinner, Emily Grierson’s father had died suddenly, leaving Emily alone in the house except for their servant, Tobe. After the death of her father, Emily Grierson went downhill from there. She became a ghost, hardly leaving the house while the only other person who that went to and from her house was the servant, Tobe.

One of the major themes that take place in Faulkner’s “A Rose For Emily,” in isolation. Before her father died, he drove every man away that wanted to be with his daughter, Emily. Thus, when her father died while they were eating dinner, Emily was left completely alone other than her servant, Tobe. The theme comes through the text a lot after her father’s death and the way that she handled his passing. So, after her fathers’ death, Emily desperately did not want to accept the fact that she was completely alone and kept his body in the house at the dinner table where he died until the town finally decided that it was time to forcibly take the body out of the house because of the smell.

Early in the film adaptation directed by Lyndon Chubbuck for “A Rose For Emily” there are very noticeable differences between the text and the film. At the beginning of the story, the narrators begin to explain how the town felt and reacted due to her death and how many people were simply curious to see the inside of the house, except for the servant Tobe.

When Miss Emily Grierson died, our whole town went to her funeral: the men through a sort of respectful affection for the fallen monument, the women mostly out of curiosity to see the inside of her house, which no one save an old-man servant- a combined gardener and cook- had seen it in the last 10 years. (803)

            When you compare the beginning of the text to the opening of the film, there are many different elements that have changed. In the opening scene of the film adaptation of “A Rose For Emily,” the film shows Emily Grierson on a table with the mortician standing by, putting a towel under her chin and turning the handles as they squeak to lift the table that Emily Grierson’s body was lying on. There is a narration above the video, as the narrator of the film begins by explaining that they found Emily in one of the downstairs rooms, her head propped up on a pillow. Emily had fallen ill and died at the age of 74. As well in the text, the film explains that Emily Grierson was a fallen monument, as the Grierson family held their heads too high for what they were worth. The beginning of the text is included at the beginning of the film when you look at the narration, but when you compare the text to the film they are very different. The scene from the text is not at the beginning of the film, rather than the beginning of the text is in the film at the end compared to being at the beginning like it is written.

            After the death of her father, Emily became a “ghost” and never left her house. The women of the town were nosy and poking around, knocking at her door or spreading the gossip through the town. Emily did not leave her house until one day, a man named Homer Barron came into the story. Homer Barron was working on the sidewalks of the town, knocking on the door of Emily Grierson’s house and apologizing for the noise. The scene from the text and film, in this case, are similar. Emily was about to cut her hair, staring in the mirror as a loud noise disturbed her, and thus she met Homer Barron. Comparing the text and the film together, they are identical. This includes the relationship between Homer and Emily, how they would be seen in town together, and how he acted around her.

            Emily had problems with being alone, and she wanted to make sure that Homer Barron could never leave her. In the text, Emily goes to town to buy poison, and after saying she wanted arsenic, the man told her that she had to give the reason for wanting to buy it. As Emily did not give a reason and just said she wanted Arsenic, the man went to the back and sent an African-American boy to hand it to her. Just like in the text, the film portrays the scene almost line for line, which with the story is a very important scene to understanding what happens next.

            After Emily died, the women of the town were curious about what was in her home. Only the servant, Tobe, had entered in years. After they broke down the door, a cloud of dust floated through the air as it landed on the ground, showing a room that was set up for a couple that was to be married. There were the wedding dress and the bathroom set with Homer Barrons’ initials embroidered in the handles, and on the bed, there was a body, a skeleton, of Homer Barron. Just like in the text, they found an ‘iron gray hair’ that was lying on the pillow next to the skeleton, along with the impression that someone had been lying there on the pillow.             Through comparing “A Rose For Emily” by William Faulkner, and the film adaptation by Lyndon Chubbuck, you can conclude that the film adaptation is closely followed to the text by William Faulkner. Watching the film helps to understand some things from the text that you may have missed. Although there were differences between the text and the film, the main parts of the story that Faulkner wrote took place in the film as well, things such as; the arsenic, meeting Homer Barron, and including the ‘iron gray hair’ that was found on the pillow.

“A Rose For Emily” Textual Analysis, rough draft

Textual Analysis

Textual Analysis of Well behaved Women Seldom Make History

“Well behaved women seldom make history” is a slightly altered version of the quote where seldom should say rarely. In the essay written by Laurel Thatcher Ulrich, Ulrich begins her essay by recounting a time that one of her formal students from California emailed her because she had been seeing her slightly altered quote of ‘well-behaved women seldom make history’ on bumper stickers, T-shirts, tote bags, coffee mugs, and more. The alteration of the quote is what Ulrich says made her famous because many women used it as a way to show their stance on feminism and empowering the female perspective of society, showing that women do not have to be quiet.

The women that you see in history and the ones that you are taught through your years of school are the women who would not be considered ‘well-behaved.’ As Ulrich explains, the reason the quote itself had gotten so famous and well-known is that women are taught to be quiet and behaved, not to speak out of turn and to be there to cook and clean while the husband or the ‘man’ of the relationship does everything else. Women are taught to be quiet and understanding, but in this society, women are fighting back to have the same rights and powers that men do. Many women found Ulrich’s words to be self-empowering because women are expected to not be well-behaved or quiet, and it started a small revolution of women fighting back to be who they want to be and how they want to be. Just because you are a woman, you do not have to be quiet and well-behaved, and you could do what you wanted to because you control your own life.

Since birth, girls are raised differently than boys, the whole ‘boys will be boys,’ and ‘girls can’t play with cars!’ situations most girls have found themselves in at one point or another. “Many people think women are less visible in history than men….their job is to bind the wounds, stir the soup, and bear the children of those whose mission is to fight wars, rule nations, and define the cosmos.” (666) Women have always been expected to act like a woman quiet, non-provoking kind of woman. But, many women now are fighting the norm because the only women who have made history are those who did not behave.

To help readers better understand what she meant by saying ‘well-behaved women seldom make history,’ Ulrich put in examples of women in history that are only known because of the things they did and how they were not well-behaved.

One of these women is a girl named Mae West. West was a woman who was well known for her misbehavior, including her line of ‘when I’m bad, I’m better.’ she was known for her sultry dancing and overall way that she acts. The quote from the essay also shows more of how West was not a behaved woman. “She allowed people to imagine the unimaginable. Because she was also a savvy businesswoman, she was able to live off other peoples fantasies.” (668)

Another woman that Ulrich addresses on in her writing is the well-known Rosa Parks. Parks is a woman who is known by most people because of one thing she did. During the time of segregation-a time where those who were black and white were separated, unable to do the same things. Everything at the time was divided between the blacks and the whites, there were even water fountains only whites could use but blacks could not. The reason that Parks had become so famous was one day, she had just gotten from work and was seated on a bus near the front, the place where whites were supposed to sit and if you were black you had to sit in the back. Rosa refused to give her seat up to someone who was white and was therefore arrested.

“Well behaved women seldom make history’ is less about the line itself, but rather more about how far women have come, breaking out of their shells and not being ‘behaved.’ Every woman in history is there because she was not molded to the expectations of a lady. A line that is so simple, just slightly altered made what some people would think could be a revolution. Women do not have to be well-behaved, “because well-behaved women seldom make history.”

First Draft of Textual Analysis

Ulrich. Laurel Thatcher. “Well-Behaved Women Seldom Make History.” The Norton Field Guide to Writing with Readings and Handbook. 4th ed., by Richard Bullock, Maureen Daly Goggin, and Francine Weinberg, 2016, pp. 926-29.

I’m Not Very Interesting

My name is Celina, a very odd spelling but my Mom, Paulette, decided she didn’t want me to ever find my name on a cute little key-chain. If you were to ask me to say something about myself, there is a 99% chance I would tell you my passion for anything music-related. Since I was little, music has been a big part of my life, from dancing in the kitchen with my Grandma, Kay, while we baked cookies and made our Sunday Lunches for the family, all the way to spend my four years of high school, where I spent four years in Chamber Choir (think of your normal chorus class but on steroids), and several A Capella classes. Music has always been a part of me, and something that always will.

My Freshman year of High-School, I decided I wanted to do more than sing and read sheet music, and that’s when I was sent on the quest to find an instrument I wanted to learn, and that was when a good friend of mine gifted me my first instrument, a Makala Ukulele. I spent a year playing the Ukulele, hours and hours of learning the chords and learning different songs. Thus, I decided it was time to learn something else, something…that had six strings. I moved on from the four strings of a ukulele to a six-string Yamaha Acoustic Guitar that I bought from a pawn-shop in my sophomore year. Being a person of little money, I also taught myself how to play the acoustic (and still play it to this day). In the spur of a moment at a Pawnshop I stumbled across, I bought a Greg Bennet Electric guitar because honestly, you can’t really play a lot of Kiss on the acoustic guitar.

Yamaha Acoustic Guitar
Greg Bennett Electric