{"id":374,"date":"2018-02-26T19:04:45","date_gmt":"2018-02-26T19:04:45","guid":{"rendered":"https:\/\/pressbooks.library.ryerson.ca\/writehere\/?post_type=chapter&p=374"},"modified":"2018-09-12T19:28:12","modified_gmt":"2018-09-12T19:28:12","slug":"example","status":"publish","type":"chapter","link":"https:\/\/pressbooks.library.torontomu.ca\/writehere\/chapter\/example\/","title":{"raw":"Watch This!","rendered":"Watch This!"},"content":{"raw":"Now that you have completed the process and drafted a blueprint and opening for this essay, watch Video 2.3: Analysis of Article and Constructing the Two-Storey Opening<\/strong> to see what we came up with. It is important to remember that your interpretation of the text does not have to be the same as ours. There is no right or wrong interpretation of a text when that interpretation is supported by evidence from the text. Consider the argument we make in our close reading, but pay more attention to the work we put in to get to that interpretation. While your focus and claim need not be the same as ours, it should have the same level of support.\r\n\r\nhttps:\/\/youtu.be\/7uvxWHCTWRc\r\n\r\n\r\n\r\n\r\n\r\n\r\n
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Interesting words or phrases<\/strong><\/h3>\r\n<\/td>\r\n

 \r\n\r\npublic sacrifice\r\n\r\nnon-excludable\r\n\r\ncreate and submit to government\r\n\r\nconducive place\r\n\r\nunspontaneous\r\n\r\n\u201cfair trade\u201d\r\n\r\npublic goods\r\n\r\nenvironmental pollution control\r\n\r\nerosion of public transit\r\n\r\ngathering spaces<\/td>\r\n<\/tr>\r\n
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New words or phrases<\/strong><\/h3>\r\n<\/td>\r\n

 \r\n\r\npre-political\r\n\r\nself-censor\r\n\r\ncommons\r\n\r\namenities\r\n\r\nwage earners\r\n\r\nbiodiesel\r\n\r\nbiodiversity\r\n\r\npolitical consumerism<\/td>\r\n<\/tr>\r\n
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Synonyms and Related Terms<\/strong><\/h3>\r\n<\/td>\r\n

 \r\n\r\nSave the planet:<\/strong>\u00a0walkable, car-free, green homes, biodiversity\r\n\r\nYoung People<\/strong>:<\/strong> pre-political, high school students, kids\r\n\r\nResponsibility:<\/strong> taxes, public sacrifice, or the restraint of private choice\r\n\r\nMaking tomorrow, today!:<\/strong> community visioning and master planning, ambitions, desired future, young people engage\r\n\r\nCogs:<\/strong> clients and consumers, wage earners, property owners, taxpayers, and voters,\r\n\r\nPower:<\/strong> submit to government; coerce; government regulation, bloated bureaucracy, or an oppressive \u201cnanny state;\u201d rarely truly accessible to all\r\n\r\nSwedish Students\u2019 Concerns:<\/strong> insufficient government action, inadequate protection or provision of public goods and services, decline in green spaces, loss or erosion of public transit, lack of bicycle paths or gathering spaces\r\n\r\nAmerican Students Concerns:<\/strong> inadequate provision of public goods, more public transportation or an improved public skate park, undesirable side effects of business, too many chain stores, construction leading to displacement of wildlife and natural areas, government actions, lack of business or types of business\r\n\r\nLowered Expectations?:<\/strong> hesitant, expect; perceived capacity; privatization or charging fees for what were once public services is common everywhere from parks to police protection; an ideology of limited expectations from government<\/td>\r\n<\/tr>\r\n
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Contrasts<\/strong><\/h3>\r\n<\/td>\r\n

 \r\n\r\npublic<\/em> or social<\/em> v. private<\/em> goods\r\n\r\nStockholm, Sweden v. Keene, New Hampshire\r\n\r\nadults v. high school students\r\n\r\n\u201cmalls and amusement parks\u201d v. \u201cclean waterways, street art, and public transit\u201d\r\n\r\nStockholm students\u2019 vision v. Keene students\u2019 vision\r\n\r\nactive citizenship v. \u201csomething to do\u201d\r\n\r\nprivate realm v. public realm\r\n\r\nlack of imagination v. challenging the perceived status quo\r\n\r\nconsumerism v. civil disobedience?<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n

Observational Paragraph<\/h1>\r\nWe have chosen as our two best observations the contrast of \u201cStockholm students\u2019 vision v. Keene students\u2019 vision\u201d \u00a0and the list of synonyms titled \u201cLowered Expectations?\u201d (It is again worth noting that the choice of these two observations as the \u201cbest\u201d does not mean we throw away or ignore the remaining observations. Rather, we use the selected observations as a lens through which we can view, select, and organize the remaining information into our most interesting and persuasive analytical reading.)\r\n
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Two-Storey Opening<\/h3>\r\nIn \u201cKids Around the World Just Want to Hang Out\u201d Michael Welsh compares the responses given by two separate groups of high school students from Stockholm, Sweden and Keene, New Hampshire who were surveyed about \u201ctheir preferences and visions for their cities.\u201d Welsh uses this comparison to convey a distressing reality he hopes his American readers will be motivated to address: while both groups of students seemed to have the same hopes and visions for a greener, cleaner future for their cities, the students of Keene displayed considerably less vision than their Stockholm counterparts, \u201climited expectations\u201d of their government\u2019s ability or interested to help them attain their goals, and a worrying reliance on commercial companies to provide them the accessible, common, and entertaining spaces they desire.\r\n\r\n<\/div>\r\n \r\n

Blueprint<\/h1>\r\nPoint One:<\/strong> Analyze the similar desires Welsh identifies within the responses of both groups of students making note of how the only difference seems to be the Keene students\u2019 \u201clack of vision.\u201d\r\n\r\nPoint Two:<\/strong> Analyze how Welsh seems to point to the influence of commercialism on these students as not only a possible source of this \u201clack of vision\u201d but also a source of inspiration and salvation for these hopeful but surprisingly uninspired students.\r\n\r\nPoint Three:<\/strong> Analyze how Welsh subtly insinuates the dangerous difference between a public commons and a corporate sponsored commons\r\n\r\nPoint Four:<\/strong> Analyze how Welsh discusses what is really at stake here and what is really lost. Free thought and innovation are fostered in free and open common spaces. What will happen to the future if these spaces are no longer \u201cfree\u201d but sponsored by corporations with their own desires and agendas?","rendered":"

Now that you have completed the process and drafted a blueprint and opening for this essay, watch Video 2.3: Analysis of Article and Constructing the Two-Storey Opening<\/strong> to see what we came up with. It is important to remember that your interpretation of the text does not have to be the same as ours. There is no right or wrong interpretation of a text when that interpretation is supported by evidence from the text. Consider the argument we make in our close reading, but pay more attention to the work we put in to get to that interpretation. While your focus and claim need not be the same as ours, it should have the same level of support.<\/p>\n