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Posts by sfrick
Joined: Sep 11, 2010
Last Post: Oct 12, 2010
Threads: 4
Posts: 14  

From: United States

Displayed posts: 18
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sfrick   
Oct 12, 2010
Writing Feedback / "Innocent Manipulation" (Renée Curry's article Construction of Innocence) [4]

Kevin,

Sorry for the delay in my response as I have been away. Your points are well taken. Over the years readers have been critical over my brevity. I have worked diligently at expanding my thoughts and now I often find it difficult to be concise in writing. Oh well.
sfrick   
Sep 29, 2010
Writing Feedback / "Innocent Manipulation" (Renée Curry's article Construction of Innocence) [4]

I'm trying to shorten this up from 1600 to about 1200 words without losing content, and cleaning it up a little. Any help would be greatly appreciated.

With an opening line that reads much like a modern day movie critic's review, Renée Curry's article Construction of Innocence begins by citing the promotional tagline that accompanied the movie it seeks to discuss. The movie is a "chilling investigation" of two potential murder suspects, Randall Adams and David Harris, the former of which has been wrongly convicted of "cold-blooded murder" of a police officer. Can the "boundaries of justice" possibly hope to rectify the situation and reverse the judicial decision? From there however, it deals a truthful but crushing blow by stating the singular word that would instantly turn away a significant percentage of the movie-going public: documentary. It is with this disregard for merely placating the common viewer that Curry moves forward to delve deeper into the film and explore the interrogation techniques that construct the innocence of one character and the lack thereof in another. Throughout her piece, Curry details three major methods that Morris employs to accomplish this task including both the use of visual and auditory cues in the context of language, and most importantly, the use of a blank slate, or the notion that the viewer's mind is barren and void of all biasing implications that were previously assigned in the context of society. It is only through the interweaving of these three themes that Morris successfully creates a web of innocence and sets Randall Adams free.

Unlike other academic papers, Curry does not focus on providing a detailed summary of the events that unfolded on the night of the shooting of a Dallas police officer. Instead, she uses only one paragraph to specify the assertions made by each of the two men potentially responsible for the murder. This is in stark contrast to Morris's style of building knowledge. Whereas Morris expects the audience to enter into the story with a blank slate Curry hopes for the exact opposite, relying on prior knowledge of the case to guide readers through the opening paragraphs and into her main claims. As a replacement for this lack of formal summary, she details the techniques Errol Morris used in the film to construct Randall Adam's innocence. Citing verbal monologues and newspaper graphics, psychologically triggering images and sounds, Curry blends the numerous steps undertaken to encourage an audience belief of Adam's innocence. It is then the reader's job to sort through the examples and place them neatly into the three categories (visual, auditory, and blankness) that Curry has created. Before she is able to do address these claims however, she must first introduce the man behind the lens himself: Errol Morris.

With a brief introduction to his two previous documentaries, Curry immediately points out that attention to storytelling through auditory and visual cues is a trademark of Errol Morris and not just seen in The Thin Blue Line. She contrasts Morris's work in this film however, by noting that it "detours with a deliberate linearity by interjecting anecdotes, fantastical images, and dead-on shots" (Pg154). Morris clearly employs the use of strategically placed visual cues and auditory signals throughout the film. By utilizing visual prompts and reminders, otherwise referred to as 'film language' by Curry, he is able to keep the audience slightly biased towards the innocence of Adams while the rest of the tale is allowed to unfold before them. Curry argues that 'film language' in this documentary encompasses everything from the tone of Adam's voice, his usage of wording, and his clean-shaven appearance. It takes all of these qualities working in tandem to contribute to the positive audience opinion of Adams. In short, Morris works to create the appearance that Adams is nothing more and nothing less than the average Joe. It was through use of this same language that Morris was able to construction a questioning, even slightly negative, view of David Harris. For as Curry emphasizes, it easier to trust this clean-shaven and average portrayal of Adams than it is to trust this smirking, suspicious, and newly adult depiction of Harris. It is only at this point when both Morris and Curry have exhausted all innocent qualities of Randall Adams that they must introduce carefully selected secondary characters into the script.

While not the first person introduced in the film, the first individual Renée Curry chooses to bring up is Adams' lawyer Edith James. It is through the introduction of a person of law that allows Morris as Curry states to "use a personalized law language as well as cinematic apparatus to persuade others of the innocence that both he and Edith James perceive as the truth about Randall Adams" (Pg158). This use of dual language, both legal and familiar, is mirrored by a use of dual principles, both cinematic and documentary, to present a multi-faceted view of innocence on the screen. It is this multi-sided look at innocence that is warranted to provide the strength needed to combat the pressures mounting against Adams. As Morris details and Curry reiterates, there was near insurmountable pressure to find this cop-killer and to find him fast. She stresses that while David Harris may have had enough priors to cause suspicion, he was also a mere 'child' and this fact alone was enough to deflect that doubt.

The final nail in the coffin for Harris, and resultantly the final unbolted latch of Adam's cell, has been evident throughout the entire documentary. It comes from the notion of self-reflexivity that Morris so cleverly utilizes by constructing a blank slate in the viewer's mind, void from all social context and constraint. It is important that in order to successfully prove innocence, Morris must first make sure that there are no underlying assumptions of guilt. Instead of providing his viewing public with a perfect reenactment of the crime scene with all the details from the start, he muddles the waters and allows the audience to learn the facts according to him and at his pacing. One important ploy of this is the 'empty-interview' style that is a staple throughout the documentary. While the interviewer is not heard or seen during the entire sequence, Morris's presence is still realized through the empty space that is a result of the interviewee being set back from the camera and at eye-level. In this way, it is as though he is interactively controlling each question and response despite his lack of immediate presence on film. Curry is then quick to assert that just as one might view the documentary as not being completely objective and dedicated to providing only the facts, many of those 'observers' were also not objective when providing information that helped convict an innocent man. By learning only what Morris has selectively given to the viewer, it becomes easier to craft a tale of innocence by building it piece by piece, word by word.

Curry methodically describes Morris's use of extreme close-ups of ink-jet printed photographs and single word statements in order to demonstrate how public opinion can be visually constructed. It is only when these single words are coupled to form sentences and these sentences coupled to form a story that we see the power these seemingly harmless black dots hold. It is at this point that the audience has been transformed from viewers watching with empty minds void of all damaging preconceived notions to individual detectives invested in analyzing each new piece of evidence whether seen or heard.

With all of the facts sufficiently laid out in plain view, Curry finally moves forward to discuss the concluding moments of the documentary. She carefully details the lack of visual imagery in the tape-recorder scene, as well as the multitude of visual angles on that single stationary object. This is in stark contrast to the rest of techniques used by the documentary to prove innocence. Instead of filling the viewer with additional auditory and visual cues, Morris lets the simple wording and the single object filled frame to 'speak' for itself. The stage has been set and while the audience may not be steadfast in their acceptance of Adams' innocence they are no longer hounding and pressing for his guilt. This is in direct appeal to the notions of self-reflexivity in the film. The opinions, belief, and judgments that are formed both before and during the film are expressed in relation to a larger cultural context that is steadfast in its values. Morris has taken those beliefs that were once constructed and formed by society at large and forced them to be malleable, so that they can be reformed and reshaped throughout the course of his documentary. In this fashion, each viewer was turned into a blank slate, void of societal notions, and able to be written upon anew as Morris sees fit. All of this is actualized and realized during the tape-recorder scene when a viewer is finished with the malleable stage and is now able to construct their own beliefs and opinions within Morris' not society's context.

Despite her multiple citing of various and varied examples, Curry is quick to state that it takes each of these techniques working in tandem to ultimately provide the stable backdrop needed for Morris to construct his web of innocence. For once the foundation for the audience beliefs are set, the larger scene upon which self-reflexivity is set, it becomes possible to construct the desired view upon them, namely that of Adams innocence. It is through his use of both visual 'language' and auditory speech that Morris is able to 'prove' the innocence of Randall Adams and consequently the guilt of David Harris. In so doing, Errol Morris has accomplished what Adams story had spurred him to do and in turn helped to set free a supposedly 'innocent' man.
sfrick   
Sep 20, 2010
Undergraduate / Medical issue, severe psoriasis - Need help with statement App question [14]

Kevin,

Good thought indeed! I think I've come up with the perfect ending:

Looking back on that semester is still painful. Not so much for the tarnishing of my past and present academic achievements, but rather for casually dismissing any concern over the side effects in my desire to find a cure. Now as I look in the mirror I see normal, or is that diversity staring back at me.
sfrick   
Sep 19, 2010
Undergraduate / Arts and Sciences and Engineering: "I don't know" - JHU supplement [10]

James,

Can you bring in some of your accomplishments at the CC. Then go into why JHU overs you opportunities that CC cannot provide. Your interest in mythology at JHU, try to pull something from JHU in this area into your PS. Maybe from the philosophy angle.

Try to stay away from platitudes, like "because of its engineering excellence, but also because of its quality over vast studies". The more personal you make it the better. Your opening para is good.

Another example, "Above all, I want to help others. I believe that engineers have the ability to accomplish anything". Rather than this generak statement, provide an example that shows depth.

Your getting there.
sfrick   
Sep 19, 2010
Undergraduate / About diversity and my empathy for others - Supplemental Essay on Diversity Question [7]

Do you think I have sufficiently answered the question? Any help on the grammer, punctuation, sentence structure will be appreciated.

Do you consider yourself a person who would contribute to the diversity of the student body here? Please explain briefly (1000 characters or less).

Statistically, I offer little in diversity as it relates to a politically-correct sampling of various ethnicities, religions, sexualities, and socioeconomic groups. However, I have come to realize that true diversity is found through the invaluable sharing of various human experiences. It is through these experiences which makes each of us unique.

An aspect of my uniqueness is my empathy for others and innate ability to be disarming. I suppose I developed these traits having spent many years following my mother as she volunteered in nursing homes as a child and continued my volunteerism during high school and college.

Being able to interact with people in a way where they don't feel the need to be defensive fosters open engaging conversation. It is genuine and real. I often would be amazed at how strangers would just start talking to my mother as if they were life ling friends. Now, that same thing happens to me.
sfrick   
Sep 19, 2010
Undergraduate / Arts and Sciences and Engineering: "I don't know" - JHU supplement [10]

James,

I WOULD NOT use the first parsgraph of this essay. OK, your not sure what you want to do. Not everybody does going from high school to college. However, you have a general idea of the area of study. You more or less say that in para 2. So, make forward thinking statements.
sfrick   
Sep 19, 2010
Undergraduate / Good grades on every subject - Statement of Purpose transfer A&M biology major [8]

Jonathan,

I was a transfer student a couple of years ago and I remember agonizing over my essay. My advice to you is the same given to me. Keep the essay short-one page max. The essay needs to cover two key points; 1. what you have acomplished at your present college, and 2. why you want to transfer.

I'd leave out most of your ramblings of being unfocused, unsure, and looking to others what you should do. You could say that since graduating from high school you have taken the opportunity to explore areas of interest at xyz community college, and in so doing have now narrowed your focus to biology in anticipation of gaining acceptance to a veterinarian school.

Good luck
sfrick   
Sep 14, 2010
Undergraduate / Medical issue, severe psoriasis - Need help with statement App question [14]

Kevin

Your point is well taken. However, I did not lose focus.That's the rub of it. As I stated, I attended all classes, never missed a one. Kept on studying, did not miss a beat. While studying it was noticible that my capacity to concentrate was just not there. I would fatigue out. So I worked harder. I really thought I would over come it. That was probably my competitive nature kicking in as a sport competitor. When I took my final exams, it was as if my brain was wiped clean. Nothing there. It was then too late.
sfrick   
Sep 13, 2010
Essays / how to start an essay on why am i going to college [7]

There are a couple of ways to start an essay. As the writers offered above the easiest way is to make it personal. Why don't try making an outline of the points you think are important and post them here. Afterwords we can help in your opening statement.
sfrick   
Sep 12, 2010
Undergraduate / "an exceptional medical education" - Yale Essay on interest in school [3]

Please provide feedback on this essay. Is it strong on balance? A critique on sentance structure, punctuation, and transition would be very helpful. Thank you for all advice offered.

Please use this space to write an essay in which you discuss your interest in the Yale University School of Medicine

The Yale School of Medicine embodies a long-established tradition of academic excellence. Distinguished among medical schools, Yale provides a superior medical education, is at the forefront in medical research, and through its network of teaching hospitals delivers exceptional patient care. I can easily envision managing, maneuvering, and flourishing in Yale's unique integrated curriculum, which provides latitude for independent as well as group interaction. I anticipate working with renowned mentors and other aspiring physicians in a multicultural diverse community-who will educate and inspire; challenge and stimulate my understanding of the biomedical sciences and the practice of medicine; and impart an appreciation for compassionate patient care.

As a well-disciplined, self-motivated student, the Yale System is perfectly suited to me. The system will allow me to take an active role in my medical education, and areas of interest such as cancer research. As a Yale medical student I will focus on understanding and appreciating medicine, rather than competing for grades or rankings. I emphatically embrace the cooperative learning environment, where students need not compete with peers, but work together for mutual growth. Additionally, the small-group structuring will provide for greater interactions amongst colleagues and establish close mentoring relationships with knowledgeable physicians and scientists who are at the forefront of their fields.

While pursuing my medical education at Yale, I look forward to early exposure to patient care within the Yale-New Haven Hospital System where I can hone my skills as a clinician. Perhaps equally important will be the opportunity to encounter others, albeit in unsettling circumstance, and have the chance to do something that I think I do best. I listen and I care. The clinical rotations will further strengthen and broaden my medical knowledge and clinical skills.

I have truly enjoyed my undergraduate years at Rice University, especially my medical ethics studies within my Philosophy major and my cancer research at the Baylor College of Medicine. I am committed to make research an integral part of my medical education and practice. At Yale, I can involve in self-directed biomedical research through the Medical Student Research Program. Continuing on in cancer research, I anticipate pursuing my M.D. thesis at the Yale Cancer Center, where I can integrate science and medicine to study an important aspect of cancer physiology and contribute to the University's rich research culture. Engaging in Yale's research program will help me further develop my scientific skills, including critical thinking and problem solving, which I can integrate into my clinical practice to become a better physician.

I would be remiss if I also did not address the location of Yale as a strong consideration in my application. I believe it would be imprudent to dismiss the location of any school in contemplation of forwarding an application. My family home is located in Greenwich, Connecticut. Thus, Yale would not only provide an exceptional medical education, but would also provide me comfort of mind being close to home.
sfrick   
Sep 12, 2010
Undergraduate / 7 Year BS/MD Application Essay/Common App [7]

Would you please provide the Essay Topic? I ask this so that I can offer you some advice on how you can better structure your essay.

BTW... I can somewhat relate to you. I have a rare form of Anhidrosis Psoriasis. It's a genetic disease and at one point covered 80% of my head and 70% of my torso. I've had to hide behind heavy makeup and clothes.
sfrick   
Sep 12, 2010
Undergraduate / Medical issue, severe psoriasis - Need help with statement App question [14]

Topical treatments had no effect, other than the side effects. Psoriasis effects people differently and some treatments work and some don't. I started on topicals first but quickly progressed to biologicals to try to stop the advancement. The biggest problem with the biologicals are the side effects. I'm now on Photochemotherapy which has worked well.
sfrick   
Sep 12, 2010
Undergraduate / Medical issue, severe psoriasis - Need help with statement App question [14]

Do you like "At the time I started" or "Before I started".

Also, do you think this statement conveys a positive message or will it leave the admission's reader wondering?

Thanks for your thoughts on my disease. I started a new treatment based on research that I compiled and it's working. While there is no cure, at least now it is being held in check. That is about all one can hope for.
sfrick   
Sep 11, 2010
Undergraduate / Medical issue, severe psoriasis - Need help with statement App question [14]

Today, 04:37pm #1
I need help with my statement below to assure that I have properly articulated my personal circumstance without appearing to be offering an excuse. I appreciate any help offered and will be timely in my reply to your assistance. Thank you.

This section should be used to bring to the attention of the Admissions Committee any information not previously discussed throughout your Supplemental Application.

My Personal Statement touched on a medical issue that has affected my life since adolescence. I have severe psoriasis. In the fall of 2008, my doctor prescribed an advanced biological drug called Embrel. I commenced daily injections on October 26th, 2008. Several days later, I began experiencing nausea, fatigue, and had difficulty concentrating. Those side effects should have tapered off within ten days; however, they did not, so three weeks later I stopped taking the medication. It took an additional two weeks before I felt normal again.

At the time I started the Embrel treatment, I had just completed all course work through midterm and by then I had three As and one B. My final semester grades were two Ds, a C, and a B. My cumulative GPA dropped from 3.79 to 3.42, while my science GPA moved from 3.76 to 3.29.

During the semester I attended all classes, never missed a one. I kept on studying, did not miss a beat. However, while studying it was noticeable that my capacity to concentrate was just not there. I would fatigue out. So I worked harder. I really thought I would overcome it. That was undoubtedly my competitive nature kicking in as a sport's competitor. When I took my final exams, it was as if my brain was wiped clean. Nothing there, it was then too late.

Looking back on that semester is still painful. Not so much for the tarnishing of my past and present academic achievements, but rather for casually dismissing any concern over the side effects in my desire to find a cure.
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