Berry, Wendell. "The Pleasures of Eating." Center for Ecoliteracy 1990: Web. 21 Mar 2011. <http://www.ecoliteracy.org/essays/pleasures-eating>.
Most people think that they can't play an
active role in the production of the foods they eat. They simply grab
whatever they need off the shelf and pay whatever they're told to for
the food. They don't question where the food comes from and what its
quality is. They are passive and dependent, and trust that there will
always be food to buy and eat. The food industry is lulling us into a
fantasy world where we don't have to do anything for ourselves,
commercials nudge us toward certain products and food is precooked
before we even take it out of the package. We no longer think of food as
a product of the land, but rather a product of the Food Industry. We
rush through our days, oblivious to the fact that our pre-prepared
dinner was once a living creature who lived in horrifying conditions so
that it would taste better and cost less. The food industry wants more
product for less money, but lower prices also means lower health. We can
snap out of this fantasy food world by becoming conscious of where our
food comes from and how it is handled before it's presented to us. We
can have the most control over this process by growing and preparing our
own food, or buying from a local store or farmer. Knowing that your
food is healthy is the pleasure of eating.
Brown, Cynthia Stokes. Like it Was: A Complete Guide to Writing Oral History. New York: Teachers & Writers Collaborative, 1988. 31-49
For an interview you must have a person who is willing to tell his/her story and you, as the interviewer, must have a genuine interest in hearing the story. A full-length biography looks at how a person who has lived a long time has gone from one part of their life to the next. A character sketch focuses on an interesting part of a person's character. A how-to-do-ti story could help preserve a cultural tradition. A feature story can be about something in the community that interests you. Listening to the person is more important than the list of questions you prepare before going into the interview, but having questions will help keep you on track for the information you need for the story you want to write. Don't be afraid to ask daring questions, you might be rewarded with an interesting insight to the narrator's life. You should also do research before going into an interview because winging it doesn't produce a quality interview. Interviews are unpredictable, the interviewer must make the narrator as relaxed as possible so they will reveal as much as possible. Admit when you're confused about something and don't rush the interview. You must ask the narrator's permission before video taping or recording, and if you are using electronic equipment, you should still take notes on what you might want to address later in the interview or names of other people who might shed some more light on the narrator's life.
Bucknell University. "Nutrition Tips for College Students: Bucknell University." Welcome to Bucknell Bucknell University. Web. 12 Apr. 2011. <http://www.bucknell.edu/x7828.xml>.
This article focuses on ways in which college students can improve their nutritional health. It is on the Bucknell University website and is written by university staff. The University is trying to educate their students on how they should take care of their nutritional health. It provides ways to eat better, exercise better, and generally live a healthier life.
Clandinin, D. Jean, and Connelly, F. Michael. Narrative Inquiry: Experience and Story in Qualitative Research. San Francisco: Jossey-Bass Publishers, 2000. 48-62
The terms for narrative inquiry are "personal" and "social" interaction, "past" "present" and "future" continuity, and "place." This set of terms is called the three-dimensional narrative inquiry space. There are four directions in an inquiry: inward (internal conditions), outward (the environment), backward and forward (past, present, future). To do research into an experience, you have to simultaneously experience these four directions. The reading then goes into the stories of Ming Fan He and Karen Whelan, and the authors use her story as an example of how to use the three-dimensional narrative inquiry with the four directions.
Fontaine, Sheryl I., and Susan M. Hunter. Collaborative Writing in
Composition Studies. Thompson Wadsworth, 2006. 1-35.
Thinking
is influenced by the language contexts you enter and how you influence these
contexts with the perspectives and experiences that you bring to them. Language
and knowledge is always embedded in social and collaborative practices. Unless you
determine what is being talked about, you can’t add to the discussion. What details
are included, excluded, emphasized, or overshadowed will depend on the context
in which the story is told. Because of the context of the conversation and the
interplay of its participants, a particular focus emerges, and you come to
think about the events of the story and your life in a way that you hadn’t
until you entered the conversation. A conversation is marked by routine
cognitive activities: listening and responding, collecting and recollecting
information, and experiencing immediate adjustments in thinking and in
comments. Our knowledge of a topic and our own reflections on it are influenced
by the written and spoken conversations that preceded. Through assimilation and
accommodation, we adjust the things we hear and read to what we already believe
and adjust what we believe to the things we continue to hear and read. Knowledge
is always being shaped by and shaping the ideas with which it intersects. Writing
collaboratively will give you the experience of constructing knowledge rather
than retrieving it.
Mayne, Debby. "Healthy Eating Habits for College Students: Livestrong.com" Lose Weight & Get Fit with Diet, Nutrition & Fitness Tools. 28 Mar. 20. Web. 12 Apr. 2011. <http://www.livestrong.com/article/82109-eating-habits-college-students/>.
This article discusses the eating habits of college students. It explores briefly the reasons why most college students develop unhealthy eating habits. It then moves on to discuss the ways in which college students should eat. It discusses healthy snacking habits, healthy breakfasts, lunches, dinners, etc.
Clandinin, D. Jean, and Connelly, F. Michael. Narrative Inquiry: Experience and Story in Qualitative Research. San Francisco: Jossey-Bass Publishers, 2000. 48-62
The terms for narrative inquiry are "personal" and "social" interaction, "past" "present" and "future" continuity, and "place." This set of terms is called the three-dimensional narrative inquiry space. There are four directions in an inquiry: inward (internal conditions), outward (the environment), backward and forward (past, present, future). To do research into an experience, you have to simultaneously experience these four directions. The reading then goes into the stories of Ming Fan He and Karen Whelan, and the authors use her story as an example of how to use the three-dimensional narrative inquiry with the four directions.
Gilcrest, Lindsey. Personal Interview. 11 April 2011
In the interview, Lindsey talks about how Rowan University does do a good job of providing healthy food options for students. In fact, in some ways, Rowan is being a hindrance, for example the rule that Freshman can't park cars on campus, which means that Freshman students can't go to a grocery store for fresh fruits and vegetables.
Holleran, Chris. Personal Interview. 08 April 2011.
In the interview, Chris talks about his eating habits and about how Rowan University deals with healthy food options.
Pollan, Michael. The Omnivore's Dilemma: A Natural History of Four
Meals. New York: The Penguin Press, 2006. 1-56.
The
American paradox is that we are obsessed with being healthy, yet we are
incredibly unhealthy. Our choice of what to have for dinner is made easy by the
fact that our culture does the work for us on deciding what’s edible and what’s
poisonous. But after that, we have a hard time choosing our meals because there
are so many edible options to choose from, and even if they aren’t poisonous,
some foods are “bad” for you. The American culture of food is not stable
because we are a country made up of many different food cultures. This makes us
vulnerable to the opportunistic food industry. The fact that humans are
omnivorous shapes our nature, we are what
we eat and how we eat. There is a
tension between nature and human industry, our efforts to simplify food to
produce more of it goes against the complex and diverse way that nature
produces it. Our relationship with the animals we eat are obscured by
industrial eating, we don’t like to think that our chicken nuggets were once a
living thing. One American farmer can feed 129 Americans, but not including his
own family because the corn is for the animals that eventually get made into
our food. Some farmers use new technology in hopes that it’ll increase their
yield, but they soon find out that the big companies are the ones that profit. There
is a link between industrial agriculture and modern warfare. Ammonium nitrate
is an ingredient in explosives and it also a good fertilizer for plants. But the
excess ammonium nitrate from corn fields is contributing to a poisonous water
supply and global warming.
Qualley, Donna. Turns of Thought: Teaching Composition as Reflexive Inquiry. Portsmouth: Boynton/Cook, 1997. 1-30.
Reflexive inquiry is a way of looking at your
writing to improve yourself as a better, clearer writer and a person.
“Reflexive” means going back and examining your previous work and
“inquiry” is systematically working to understand. To write an essay, a
writer has to understand the connections between his ideas on a deeper
level than just plugging the information into a pre-made formula. We
live in a “boundary-shifting world” and so an orderly, linear
arrangement does not make for a thoughtful essay. A writer who is using
his mind looks at a situation from different perspectives, he
continually rethinks and tries to understand his preconceived thoughts
related to the situation, and by doing this, he will be able to write a
well-rounded essay. The writer can then carry this ability of
understanding to his everyday life and become an open-minded person
capable of listening and reasoning with other people. To understand
yourself, you have to look back on your own experiences and these
experiences involved other people, so you have to look into their
experiences and their experiences’ experiences. Understanding is a long,
complicated process that, if you take the time, will bring insight into
yourself. “Reflexive” is different from “reflective,” which is a type
of understanding that doesn’t require awareness of other people.
Reflection is unidirectional, information is going out only. Reflexivity
is bidirectional, you send ideas out but also take another person’s
ideas in. If the two ideas clash, you have to try to understand why.
“Metacognition” is also different from “reflexive” because metacognition
is the conscious monitoring of your cognitive activities. Metacognition
works in simple problematic situations that, but if a person runs into a
situation that is unprecedented, reflexivity will best help them reason
out the best solution. Being reflective is to be conscious, but to be
reflexive is to be self-conscious. It’s best to see your initial
opinions as tentative and to open up to other people’s opinions. All
these parts, their opinion and yours, will help you discover a whole
understanding (I almost typed “elephant”). Reflexivity involves taking
objective knowledge and subjectively evaluating it, which is called
practical wisdom.
Schlosser, Eric. Fast Food Nation. Houghton Mifflin, 2000. Introduction.
There
is a United States government complex built into the Cheyenne Mountain in Colorado.
The Cheyenne Mountain Air Force Station is reinforced to survive a
thermonuclear attack and is capable of self-sustaining for a month. 1500 people
work in this complex, keeping a sharp eye on every “manmade object that enters
North American airspace or that orbits the earth.” This complex includes a
fitness center, medical clinic, barbershop, chapel, and a cafeteria, the more
often than not, the workers order out for pizza or Burger King. Fast food has
infiltrated even this steely fortress of vigilance. Fast food has become a social
custom in America. The McDonald’s Corporation is responsible for 90% of the
country’s new jobs and is the world’s most famous brand. The fast food industry
is a threat to independent businesses because big corporations now have tremendous
power over America’s food supply. The basic thinking behind retail economy is
uniformity, conformity, because people trust brands over products they don’t know.
Fast food chains encourage you to buy their burgers and fries while hiding the
fact that most of the food is delivered already frozen, canned, dehydrated, or
freeze-dried. Like the government facility, on the outside fast food is a
pretty, unsuspecting package, but if you are able to take a look inside, you
will find advanced technology. Fast food is not inevitable, it’s a political
and economic choice. Fast food chains’ demands for more and cheaper food has
introduced new dangers to American society: meatpacking is now the most
dangerous job and E. coli is a danger to our children, because that’s who the
fast food chains are marketing to.
Theiss, Evelyn. "Colleges Hope Students Use Nutritional Information to Build Good Eating Habits for a Lifetime: Cleveland.com." Cleveland OH Local News, Breaking News, Sports & Weather - Cleveland.com. Apr.-May 2001. Web. 12 Apr. 2011. <http://www.cleveland.com/healthfit/index.ssf/2011/04/dining_on_campus_now_students.html>.
This piece discusses how the "freshman 5" has evolved to the freshman 15 and is now heading towards the freshman 30. She discusses how this trend has occurred. She then goes onto discuss how some colleges are seeking to make their students more aware of the nutritional values of what they are eating, and that soon their will be federal regulation requiring restaurants with 20 or more locations to make the nutritional statistics of their food available to their costumers. It moves to discuss the value of nutritional labels, putting good taste and healthy choices together and show students that just because something is healthy does not mean it doesn't taste good.
Schneider, Stephen. "Good, Clean, Fair: The Rhetoric of the Slow Food
Movement." College English. 70.4 (2008): 384-400.
The Slow
Food movement was founded by Carlo Petrini in Italy during the 1970s. Petrini
tried to preserve traditional culture through the “pleasure and taste” of food.
Petrini said that Slow Food is “another way to eat, another way to comprehend
the pleasures of life.” Slow Food went international in 1989, National Slow
Food chapters were established in the U.S., Japan, and the U.K., and now Slow
Food has approximately 80,000 members worldwide. Slow Food is the answer to the
“omnivore’s dilemma” of what to eat. The new gastronomy says that food is “the
primary defining factor of human identity.” Slow Food has a rhetoric made up of
“numerous cultural codes that govern its production, preparation, and
consumption.” This makes food a cultural product. The territory of small agricultural
localities is being threatened by industrial agriculture, which encourages
monoculture, so Slow Food works with small-producer communities to preserve
regional foods. The Noah Principle encourages people to take a more active role
in trying to save the world, not to change it. Slow Food is not a rejection
of scientific knowledge nor is it nostalgia. Slow Food is a “dialogue between
realms,” where science and tradition can work together to preserve the
diversity of food cultures with the set of principles described as “good,
clean, and fair.” Slow Food wants gastronomy to achieve academic standing
because it covers knowledge of food chains, agriculture, and cooking, as well
as nutrition. Slow Food rejects a life of capitalist consumption, aligning
itself with campaigns against globalization, which is the expansion of the
capitalist economy. The slower way of life is about “making real and meaningful
connections—with people, culture, work, food, everything.” Slow Food is a group
devoted to community-based political and economic action.