Academic writing and class go hand in hand. Class very often determines if one can write well academically because prepatory schools very often teach classical writing versus urban schools who teach more practice oriented writing e.g. technical writing. Prepatory schools are often private thus they require the family to have money and/or privelege to get into private school. Public schools have a limited budget and thus must pour money into other things versus what's really needed like writing or academics or textbooks. In that respect, academic writing is classed according to what kind of school you could afford to attend.

     Chris Cleave’s best-selling novel “Little Bee” narrates the entangled lives of two very different women from two very different worlds: one from the safe and peaceful Britain, the other from the oil-torn and secretly brutal Nigeria. Little Bee seeks refuge in Britain after fleeing the violence brewing in her homeland over oil, violence that the government turns a blind eye to. While “Little Bee” is a novel, in a Q&A with Cleave he admits that the story does have a basis in reality, though the details and individuals themselves are fictional. On his website, Cleave invites his readers to “Explore the Issues,” providing links to supplemental material on Nigeria, the oil drilling in the Niger Delta, and refugees and asylum seekers. While the page title is “Explore the Issues,” the URL, in fact, reads “get involved.” It seems that through “Little Bee” Cleave is using a novel, a fictitious voice, to reach out to readers who may not pick up a book on human rights or contemporary global events to inform them of issues that may not directly affect them, but weave into the web of humanity’s entanglement and codependence. What is the relationship between Cleave’s fiction and the reality of the almost 160 million Nigerians and all those connected to them? That is what this essay aims to determine.

I had attempted to create a video paper for this webevent but I encountered a couple of technical difficulties that 1. did not allow me to be a little more creative and 2. made the audio and the visual not match up perfectly. (YouTube...)

But I wanted to include my actual point in case the video wasn't clear. The right relationship that I had tried to build was the relationship surrounding the reproductive health bill. Through my lesson plans, I had the intention to working within the social context of the Philippines (or as I sometimes refer to it, the motherland) to improve sex education and thus, help alleviate the large population growth, lack of resources as well as educate the youth about sex in general. My point (or you could even say the thesis of this paper) is that although I am very connected and "entangled", through my roots, I still find it difficult to be considered as an insider because I still diffract the issues through the lens of someone who has been educated and who grew up in another country. Thus, I question whether or not I really have the right to be giving advice in the first place.

Sorry if it was difficult to watch or follow! I wasn't really so sure about how to fix that problem...

A speech to the privileged

Dear my friends from upper class,

Many of you here have the privilege to be the sons and daughters of wealthy businessmen, well-known politicians and respectable scholars. I also have the privilege to come from a powerful family in my city. I believe we all recognize how fortunate we are to be descended from middle and upper class, at least in terms of economic advantages and public recognition. Among you guys, some may go beyond your class-bounded community to get in touch with working class. Some may still be restricted by the circle of similar friends and relatives. Some of you may have the ambition to create a more equal society while others may not notice or desire to disrupt the class orders. It doesn’t matter which side you are in at the moment. This speech is open to everyone who categorizes themselves as middle/upper class. All the ideas I share with you tonight is not the same as a lecture that a professor gives to his students. I know I am a little bit young to be a lecturer. Everything I say tonight is totally based on my meandering experience and knowledge.

This short music video really spoke to me. Not only is it beautiful, but the central premise - rebuilding what has been lost - made me think about the concept of a "right relationship" - is it possible to rebuild what has been destroyed, to construct an ice castle from a puddle of water?

As I'm learning, I have formed a very narrow definition of what is means to write academically, but still, the image that pops into my head when I think about this style is something long, stuffy, boring and unrelateable. Through my classes this semester, I have been exposed to academic writing that fails to fit this description, and thus is more enjoyable for me to read and understand. However, when I am asked to write an academic paper, I know that, most of the time, the more personal, anecdotal style is not what my professors are asking for. Because of this, I still struggle with feeling very stifled by the idea of "academic writing".

Additionally, I had a difficult time grappling with the style of our recent research paper. Taking data from interviews and coupling it with our own interpretations was something that I hadn't done before (outside of journalistic style for my school newspaper). At times I felt that my voice was becoming lost on all of the very precise language I was attempting to use. But at other times, I felt that my interpretations were taking over the paper and that my voice had too much of a presence. That particular assignment required balance from me, and although I struggled, I think that by attempting this new style, I was able to further my abilities in conquering academic writing without losing my own writing style in the process.