Sunday, February 28, 2016

My Interviewees as Professional Writers

A quick disclaimer to get us started here: I'm interviewing two scientists. This effectively confines their writing to their research. Their publications lists are essentially all scientific papers. It's a little difficult to track down other genres on the internet, so my project will likely be mostly focused on the scientific paper genre as it's the most dominant genre. The genre will also dominate my blog posts. You've been forewarned.
Dr. Dornhaus
  1. Dr. Dornhaus has done a lot of work on social insects (such as ants and bees), and that is what most of her writing is about. She studies evolutionary processes in these organisms, and her publications contain her research and results from that research.
  2. This hyperlink and this hyperlink bring you to two Google searches of Dr. Dornhaus's publications. The first link of the searches will download a PDF of the papers. These, like most of her other work, have been composed in the genre of a scientific paper. The genre is very structured. There will be headings for each little section that clearly and effectively communicate the research to a reader. Content-related, the writer needs to talk about what the question behind the research was, what their study was, what the results were, and what the results mean. .
  3. Both of the above publications were composed in 2004, but I don't think it makes a huge difference, as bee behavior trends likely won't be impacted by any events or cultural happenings with humans around those times. The audience makes a difference here, as they likely don't have much foreknowledge on the topic, and rely on Dr. Dornhaus's writing to do the teaching for them. The purpose for scientific papers is always to present the research, so this doesn't change much for her specific situation.
  4. For the first piece, the overall message is that bumblebees can convey information to one another when foraging for food. That subject was made evident consistently throughout the paper beginning at the title, and that conclusion is found by observing the results and skimming towards the end of the paper as the results are discussed. For the second, the message is that honey bees dance to communicate with one another. I know through exactly the same means as in the first paper.
  5. The purpose of the first paper was to explain how bumblebees communicate when foraging, and the second was to explain why honey bees dance to communicate.
Dr. Worobey:
  1. Dr. Worobey's work focuses on disease, and his most prominent work had to do with the flu virus back in the 1900s. Most of his publications deal with his work on understanding diseases such as the flu and similar ones.
  2. Here's a publication. Here's another. These two works are also both scientific papers. Refer to #2 above for info about the genre.
  3. Both were composed in the mid-2000s, but again much of his research is relevant as he explores what happens within a human body, and this is dependent of external events. However, his papers would be more relevant at times when viruses existed in mass. Audiences exist in those who want to learn about diseases, and the purpose is still to just communicate research that has occurred.
  4. Essentially, the topics for both was information about RNA diseases and how they behave. Again, these things are illustrated inn the title, intro, results, and discussion sections of the paper.
  5. The purpose of the first was to explain the way diseases like flu and HIV evolve, and the second was to address population distribution in a genetics context in HIV.

My Interview Subjects

Subject #1: Dr. Anna Dornhaus
(I'll add a picture if I can get one when I interview her, because none of the ones on the web have the proper license for me to repost it here.)
  • Dr. Dornhaus works as an associate professor at the University of Arizona.
  • She received her Ph.D. in Zoology from the University of Wurzburg in Germany.
  • She has been working in Ecology and Evolutionary Biology for about 14 years.
  • We will be talking at 2pm on 2/26/16 in her office in Biological Sciences East.
  • List of questions:
Subject #2: Dr, Michael Worobey
(I'll add a picture if I can get one when I interview him because none of the ones on the web have the proper license for me to repost it here.)
  • Dr. Worobey works as a research professor and is the department head of the Ecology and Evolutionary Biology department at the University of Arizona.
  • He earned his Doctorate of Philosophy in Zoology from Oxford University in 2001.
  • He's been working in the field for roughly 15 years (following the completion of his degree)
  • Dr. Worobey is out of town this week, and he told me to email him again at the start of next week to schedule.
  • List of questions:


Sunday, February 21, 2016

Brutually Honest Self-Assessment

One brutally honest reflection on Project 1, coming right up.


1. I'm really fucking nervous about the project I submitted. Honestly, I'm fairly proud of it, and I think it's a really good QRG that details the proceedings of the controversy I chose. I think I tell the story interestingly and provide a good amount of context. My major concerns come from the rubric. I feel that I covered everything I needed to cover, but I'm worried I wasn't explicit enough in explaining each element. I really hope Sean picks up what I was trying to put down. But generally, I'm fairly proud of my work. I'm just always nervous when it comes to major assignments.


2. Starting with the smallest weakness,  I feel like I should've figured out how to work in more images to adhere more closely and effectively to the QRG genre. Additionally, I'm worried I wasn't strong enough in explaining the rhetorical situation, or that I didn't explain things properly. It was also a challenge for me to revise, as I tend to make drafts that are fairly complete to begin with. So I'm not sure if I made as many revisions as would've benefitted me.


3. However, I know I have a lot of good going for me. I think my voice was effective, and that I successfully employed the QRG conventions. I retold the story in an engaging fashion, and presented the most important information as succinctly as possible. I think my word choice was superb, and that generally I achieved the purpose for Project 1.


4. Time was a little unusual for me this project. I barely managed to find a topic by the end of Pre-Production, and barely cranked out a draft I was proud of by the end of Production. I didn't do extreme amounts of revision during Post-Production, leaving the bulk of it to occur up until the last day of Release. However, the deadline system kept me from falling too extremely behind. I kept up for the most part, and feel that I'll only need to tweak mildly to have success during Project 2.

Local Revision: Variety

A way to make writing stronger is through adding variety to sentences. It adds an interest factor to the writing, and prevents the work from becoming repetitive and boring.


1. I think my use of various sentence structures is fairly effective. I don't get too repetitive for the most part, because I learned early on to try to mix it up. If anything, I may get a little carried away with it and my sentences might get a little too complicated, verging on confusing. But I think my writing flows fairly well, and I don't suffer from the inability to mix it up.
2.When it comes to essays, my paragraph structure is fairly appropriate, and constructing paragraphs poses no insurmountable struggles. For the QRG, however, I feel like I transition a bit less fluidly. From what I can observe from genre examples, however, I don't believe this is a massive problem. I conclude an idea, and begin the next by instituting a new heading. This approach (hopefully) has the effect of transitioning to a new idea, as well as adhering to genre conventions.
3. I'm decently proud of my vocab. As far as I can tell, my word choice is descriptive in all the right places, and I do my best to employ exciting verbs and adjectives. Weaknesses may include too many instances of "he is" or things of the like, but hopefully those occasions are balanced out by the more interesting and delightfully diverse sentences.

Local Revision: Pronoun Usage

Pronouns are so easy to use; why say an entire name when you could shorten it to a small, easy word? But writers should always be wary of pronouns. Having looked a little deeper into mine, I decided I feel confident in my pronoun usage.


1. I'm really grateful to see that I don't think I overuse pronouns. After a good few sentences with pronouns, I always find a way to work in the original noun, to prevent the audience from forgetting the subject. I was always taught to do this. However, my pronouns aren't so effective when I use them ambiguously. For example, I often say "It" like "It doesn't make sense how..." or things like that. I think the proper English way to craft a sentence would be to say "____ doesn't make sense". I've always been told it's a no-no to use "it" and "there" and "that" without specifically referring to things. I may need to look into a fix for this in my project.


Looking into my pronoun usage teaches me whether I'm being clear in my writing or speech. If I'm just throwing a bunch of "He"s out there, without explaining if I mean Ham or Nye, my controversy postmortem will get really confusing. It's important to double check that clarity is never compromised for my ease.


2. There are, in fact, moments where I directly refer to the audience. I think these are employed in all the right places. I address the audience in the title to hook them, in the introduction because the sentence is directly for them, and in the conclusion where I'm investing them into the controversy. These are all powerful moments of conversation between myself and the audience member.


I leave my audience out of the actual storytelling because the purpose is for me to explain the story. And if my audience wasn't there, I can't just throw them into it. I can talk to them outside of telling the controversy, and I think it's effective when I do this, but I can't just place them into the controversy if they weren't there or didn't actively play a role.

My Pronouns


 

You (specific audience member)

You (specific audience member)

It (the debate)

You (Specific audience member)

Whose (Ken Ham’s)

He (Ken Ham)

He (Ken Ham)

His (Ken Ham)

He (Ken Ham)

His (Ken Ham)

He (Ken Ham)

He (Bill Nye)

His (Bill Nye)

His (Bill Nye)

Him (Bill Nye)
He (Bill Nye)

He (Bill Nye)

It (ambiguous scientific topic)

He (Bill Nye)

Him (Bill Nye)
His (Bill Nye)

He (Ken Ham)

They (People who don’t believe in the bible)

His (Nye)
He (Nye)

His (Nye)

Their (Ham and Nye)

He (Ham)
they (Ham and Nye)

It (Evidence)

You (Anyone)

You (Anyone)

We (Everyone)

This (The fact that the two men had different meanings for the word (science)

They (Ham and Nye)

They (Ham and Nye)

Who (Nye or Ham)

It (The question “Who Won?”

This (evolution vs creationism)

It (ambiguous?)

It (ambiguous in exactly the same way)

It (why did I use ambiguous it three times in a row)

He (Nye)

He (Nye)
Him (Nye)

His (Nye)

That (having plenty of evidence)

It (ambiguous)

That (Science education)

Him (Nye)
There (Ambiguous)

This (an education without math and science)

We (America, not explicitly stated)

Our (America, not explicitly stated)

We (America, not explicitly stated)

It (ambiguous)

It (Ambiguous)
he (Ham)
His (Ham)
Them (Ham’s beliefs)

He (ham)

They (everyone)

His (Ham)

He (Ham)

He (Ham)

You (Specific audience memer)

You (Specific audience member)
There (Ambiguous)

You (Specific audience member)

It (what you can take from the debate)

It (what you can take from the debate)

It (what you can take from the debate)

Who (anyone)

We(Everyone)

Our (Everyone, all of life, all of earth)

Local Revision: Passive and Active Voice


Active (Specific)
Provided
Clashed
Hashed (hashed it out)
Watch
Break
Meet
Uphold
Came
Rose
Scream
Support 
Backing
Present
Promote
Debate
Shined
Begins
Tries
Believes
Understand
Exists
Finished
Cited
Back (as in to support)
Believes
Continues
Differs
Believe
Prevented
Thinking
Observe
Exists
Surrounding
Boiled
Defined
Defended
Compare
Operated
Represent
Understand
Stands
Stunt
Continu
Evolve
Participate
Shed (shed light)
Spreading
Worried
Perform
Consider
Converting
Believe
Flop
Further
Spend
Remember
Active (General): Know
Had
Went
Began
Seemed
Is
Agree
Is
Got
Was
Don’t
Sit
Is
Is
Came
Doesn’t
Is
Doesn’t
Is
Is
Is
Has
Bet
Is
Is
Has
Gives
Took
Is
Was
Were
Begins
Tries
Is
Is
Is
Is
Do
Do
Is
Begins
Does
Had
Did
Has
Is
Works
Had
Did
Have
Have
Did
Are
Thinking
Can
Should
Can
Is
Know
Gets
Use
Is
Be
Claims
Have
Should
Left
Done
Are
Is
Are
Makes
Was
Come
Is
Will
Give
Is
Is
Can
Is
Pick
Is
Look
Is
Is
Were
Lose
Run
Could
Do
Would
Is
Having
Back
Is
Had
Is
Is
Is
Are
Would
Would
Be
Grow
Fall
Agreed
Is
Seems
Wants
Hear
Will
become
Think
Get
Hear
Get
Would
Want
Would
Has
Say
Are
Is
Can
Is
Is
Is
Are
Is
Is
Know
Be
Can
Agree
is


Passive:

Released
Spur (like to spur something on)
Fill
Rejected
Following
Indoctrinated
Taken
Proven
Take


Reflection:
My verbs are so so so so so general, and most of my subjects are described very vaguely, apparently. I don't use much passive voice, which I know is good because it's much less descriptive and connected than active voice. However, I think I could stand to be quite a bit more specific and engaging when I describe things, especially the proceedings of the debate.


Specifically, I need to find verbs to replace some of the more dull active verbs I used. If this only goes so far, the best alterative would be to add descriptive phrases along with those to make sure I'm sufficiently describing things. Additionally, I could probably re-word some sentences and try to avoid some of the "is"-type verbs. (Although in my defense, a lot of those are used in contractions, which hopefully are legal in QRGs. I found them in the example QRGs so I'm hoping they are. It feels more conversational and less boring. But that's more of a side note.


Saturday, February 20, 2016

Local Revision: Tense Usage


Present:

Know(3)

Spur

Fill

Is (40)

Agree

Sit

Watch

Break

Meet

Uphold

Scream

Does (2)

Support

Back(2)

Present (2)

Has(7)

Bet

Promote

Gives

Debate

Begins(2)

Believes(3)

Do (3)

Understand

Exists

Works

Continues

Following

Differs

Think

Can(3)

Observe

Should(2)

need

gets

use

exists

surrounding

claims

makes

compare

come

will

give

chalk

pick

look

lose

represent

run

could

do

would (2)
flop
take
spend

Past:
Released
Had
Provided
Rejected
Clashed
Went
Began
Seemed
Got
Hashed
Rose
Took
Was(5)
Shined
Depicted
Finished
Cited
Had(2)
Did(2)
Prevented
Taken
Proven
Left
Boiled
Defined
Defended
Operated
Agreed
Shed
Future:
Watch
Continue
Will
Represent
Could
Would(5)
Should(2)
Grow
Evolve
Will
Become
Remember

Reflection:Past tense is the most prevalent tense in my draft by far. I think the present tense is really good to use, because it puts the reader into the moment of the debate and is by far more engaging than the past tense. Future wouldn't really make sense much in a postmortem analysis, so I think present is the right way to go for a great proportion of the assignment.
 But I'm worried my shifts don't exactly flow. Just going through the original list, there are sudden shifts, rather than just stretches of one tense that eventually move to another. This has always been a problem of mine. I'll be working on this as I revise.
Specifically, when I talk about the debate itself (not on the events leading up to it or anything else, just the debate), present tense would be the way to go. The entire story would be captivating if the reader could feel like they were right there in the Creation Museum watching it all go down. And I think this is what I did naturally; I just need to make it work a bit better. I need to transition more effectively and place a little more conscious effort on my tense.

My Verbs


Sorry for the unusual highlighting; this was my way of counting repeated verbs.
Know

Released

Spur (like to spur something on)

Fill

Had

Provided

Rejected

Clashed

Went

Began

Seemed

Is

Agree

Is

Got

Hashed (hashed it out)

Was

Don’t

Sit

Watch

Break

Meet

Is

Uphold

Is

Came

Rose

Scream

Doesn’t

Support

Is

Doesn’t

Is

Backing

Is

Is

Is

Know

Present

Is

Is

Is

Has

Bet

Is

Is

Has

Promote

Gives

Debate

Took

Is

Was

Were

Shined

Begins

Tries

Present

Is

Is

Believes

Is

Depicted

Is

Do

Do

Understand

Is

Exists

Begins

Finished

Does

Cited

Had

Back (as in to support)

Did

Has

Is

Works

Believes

Continues

Following

Had

Did

Have

Have

Did

Differs

Are

Believe

Prevented

Thinking

Can

Observe

Should

Taken

Can

Proven

Is

Need

Know

Gets

Use

Is

Exists

Surrounding

Be

Claims

Have

Should

Left

Done

Are

Is

Are

Boiled

Defined

Defended

Makes

Compare

Operated

Was

Come

Is

Will

Give

Chalk (chalk it up to…)

Is

Is

Can

Is

Pick

Is

Look

Is

Is

Were

Lose

Represent

Run

Could

Do

Would

Is

Having

Back

Is

Had

Is

Is

Understand

Stands

Is

Are

Would

Stunt

Would

Be

Continue

Grow

Evolve

Fall

Agreed

Participate

Shed (shed light)

Is

Spreading

Seems

Wants

Hear

Consider

Worried

Will

Become

Think

Perform

Get

Hear

Get

Consider

Converting

Believe

Would

Want

Flop

Would

Has

Say

Are

Is

Can

Take

Is

Further

Is

Is

Spend

Are

Remember

Is

Is

Know

Be

Can

Agree

Is

Tally:
Is/Conjugations of ‘is’: 55 (!)
Has/Conjugations of ‘has’: 12
Do/Conjugations of ‘do’: 11
Should: 5
Believe: 4
Begin: 3
Know: 4
Can: 4
Agree: 3
Back: 2
Be: 2
Get: 2
Hear: 2
Present: 2
Think: 2
Want: 2
Would: 2



Local Revision: Wordiness

Excerpt from Draft of Project 1:


He’s a staple of the middle school science classroom. His narrow face is accented so wonderfully by his bow tie, and his well-groomed hair is graying so eloquently. Most of us know him from his poplar TV show from the 90’s, in which he presented science in an invigorating and understandable way for kids. He’s a little quirky in the show, but he’s more than just the comedic “science guy”. Outside of the classroom set for the show, Nye is an educator, mechanical engineer, author, and inventor. Nye has a wide variety of interests, but you can bet that if it’s related to science, he’s there. The man has a goal of his own: to promote the inclusion of evolution and science in education. This gives him the motivation to debate with all his heart.


Revision:


Middle school kids recognize him by his bowtie and graying hair. He's best known for his poplar 90's TV show Bill Nye the Science Guy. He’s a little quirky, but his teaching engages kids in science. Separate from his comedic side, Nye is an educator, mechanical engineer, author, and inventor. Nye takes interest in all things science. The man has a goal of his own: to promote the inclusion of evolution and science in education. This is his motivation for the debate.


Better/Worse?

The revision is definitely quite shorter and more to-the-point. It removes a lot of fluff, which I think is good; fluff doesn't belong in a QRG. But a downside to go against that upside: because we are encouraged to describe the stakeholders vividly and paint a picture, I feel like the revision might lose a little of its descriptive quality that I had aimed for. I think as I revise, I will need to find a middle ground between the two versions of this paragraph.

Thursday, February 11, 2016

Peer Review #2

For this round of peer review, I observed Amorah Pratt's QRG (rubric here) and Nick Hernandez's podcast. (rubric here) I think these two drafts were absolutely ideal for helping me with my own draft of Project 1!
  1. Comparing among different genres really helped me see that the information needed doesn't change - all that changes is the way it's resented. Nicks podcast had the level of information that I truly hope to achieve in my QRG, even though the genre conventions vary.
  2. Issues to tackle over the weekend include information about setting and time period, level of detail and specificity, and my voice. I feel each of these can be improved, especially after reading through other drafts..
  3. Currently, the top strengths of my draft are information about the two major stakeholders, the condensation of the arguments to adhere to the QRG genre, and the way the controversy is told in order to interest the audience. I don't think I have too much to worry about in these respects, and I'm very excited for every component of  my project to become a strength as well!

Tuesday, February 9, 2016

Peer Review 1

From reviewing Alexis's draft, I definitely gained a little insight on my own. I gained confidence that I am working well within the QRG genre. I think I could use a lot of adding to my draft, a lot of filling in some holes where Alexis's draft seemed much more complete by comparison.


2 Mistakes:
  • I don't think it's her fault due to the nature of her story, but the descriptive elements could use a little boost. This may truly not be possible for her, but it is for me so it's definitely a good reminder to not do this in my own project.
  • Maybe the title could be slightly more exciting/enticing to the reader? I'm thinking about revising mine to make it as clear as hers, but I do want to keep the intrigue that I think mine has.
2 Effective Choices
  • THE PICTURES/FIGURES OH MY GOODNESS. I know my draft is definitely lacking in the visual aid department, and I think Alexis chose the most useful images to include in her QRG. Not only do they enhance the look of the guide, but they help make the guide a little easier to understand.
  • The way she summed up what happened so concisely was absolutely wonderful and genre-consistent. If there's any way to tighten mine up to resemble hers, without losing information, I'd be a happy person.
Overall, I think this first round of peer review was an absolute success! Alexis has helped me so much in determining where I could improve, and I think our QRGs received some nice boosts, due to a little help from each other!

Just a Note....

Hi peers! Just wanted to let you know that I got a little out of order with my blog posts. I do have a draft for Project 1, and I'd be so happy if someone could peer review it. It's the post that comes immediately before my "Analysis of My Soures" post. Pretty please and thank you and have a beautiful day!

Sunday, February 7, 2016

My Sources

*Takes deep, preparatory breath...*
  • Watch the Creationism vs. Evolution Debate: Ken Ham and Bill Nye
    • The source comes from National Public Radio. NPR is usually considered pretty credible as a media organization. The author of the article is named Bill Chappell, and he has a list of experience and qualifications with NPR, so he seems pretty credible. (The source also has the video embedded, so if anyone was concerned with his honesty or credibility, they could just fact-check by watching the video. Which I did, and he definitely reported the debate honestly.) The source came out on the date of the debate: February 4th, 2014. I can't find anything major that happened in the world around that time that would have had a specific impact on this controversy. This is the major source for my project, because I can watch exactly what happened in the exact way that it happened, without having to worry about accuracy and credibility. It feels good to be able to see it with my own eyes, and what better place to find information about the debate besides the debate?
  • Bill Nye: Why I'm debating creationist Ken Ham
    • The source comes from CNN's belief blog, which talks about major events from faith's perspective. This means most of the blog content is not solid fact, but that's the point. The author of the opinions piece is Bill Nye, who is definitely qualified to be talking about why Bill Nye did something. The piece was published on February 4th, 2014 - just hours before the debate took place. The piece likely got people excited about the debate that was to come, and that's how the date and time of the article is affected by what's going on in the world at the time. From this source I'll be using information about Bill Nye as a stakeholder in the event, and what he has to gain or lose from the debate.
  • Ken Ham: Why I'm debating Bill Nye about creationism
    • This source also comes from CNN's belief blog as discussed above. The author of this opinions piece is Ken Ham, who again would be the right person to discuss Ken Ham's opinions. This piece was published on February 3rd, 2014 - the day before the debate and before Bill Nye's piece was published. But it probably served the similar function of getting people hyped about the debate. Just like with Nye's piece, I can use Ham's to gather information about Ham as a stakeholder source comes from the Big think, which in the controversy.
  • Bill Nye's Debate of Creationist Ken Ham Has Some Scientists Bothered
    • The source comes from the Huffington Post, a liberal news blog. This source may not be entirely unbiased, but this specific article presents a point of view that is of interest to me, it's acceptable. The author of the piece is David Freeman, the senior science editor for the Huffington Post as well as the host of a weekly science-related NPR radio show, so he's probably one of the best science journalists - or at least on the Huffington Post. The article was originally published on February 3rd, 2014 but was last edited on the 4th to include content form the debate. From this post I can gain insight on the scientific community as a stakeholder in this specific debate.
  •  Bill Nye: Creationism Is Not Appropriate For Children
    • The sources comes from The Big Think, an internet forum that features interviews from various sources. The source itself is an interview of Bill Nye on why creationism shouldn't be exposed to children. Because Bill Nye is the speaker, he could be considered more of the author than the poster of the YouTube video. Because the source is meant to be another opinion, he is a perfectly credible source on the matter. The video was posted in August of 2012, a time when the evolution controversy didn't have much going on. This video is what drew Ken Ham's attention to Nye and resulted in the publicized debate that took place over a year later. So in a way, Nye's video sparked renewed interest in the topic. This gives me good insight both on why Ham challenged Nye to the debate, as well as why Nye accepted it, and it easily helps understand each of those two stakeholder's viewpoints just a little bit better.
  • How Bill Nye Won The Debate 
    • This source comes from a blog belonging to the National Center for Science Education. These people wholeheartedly support Nye's viewpoint and according to the article, they even helped to prepare Nye for the debate. I'm not looking for hard fact and proof from this article; I'm looking for insight on the scientific community as a stakeholder in this debate, and I gain that from this article. So again, the author Josh Roesnau is perfectly credible in discussing his views as a member of the NCSE. The article was published on the same date as the debate after it had concluded. From this article, I realized how important it is to the NCSE for Nye to have won the debate. He spoke on behalf of their side, and a win would mean more credibility for groups like them.
  • Ken Ham Responds to Bill Nye "The Humanist Guy"
    • This source comes from the Creation Museum's YouTube channel, but since it's a video on Ken Ham's beliefs with Ken Ham speaking, it's perfectly credible. The author would be Ken Ham; for credibility refer to previous sentence. The video was published as a response to Bill Nye's video about creationism, in August of 2012. Still not much was going on in that controversy at the time, besides Bill Nye's comments. This source helps me to get an insight on Ham's viewpoints and motivation in calling Nye to the debate.
    • I'm considering the entire site as a source. So it's a fairly good source for information about itself. (I'm sorry so many of my sources are so self-explanatory. I don't know if this is the case for everyone else or not.) There's no listed author or publication date. From this source I'm getting information about the setting of the debate.
    • This source comes from NBC. News settings are always questionable sources, but there's intriguing content to be gained from that one. The author is not listed, and I didn't see the date either but it was definitely sometime shortly after the debate. From this source I get an interesting tidbit; the author mentions his/her pleasure at the fact that the two individuals came together in such a positive way to have this discussion, and this gives insight into the audience's interest in the debate. The audience could be considered a stakeholder, so it definitely works.
    • I'm sorry It's Wikipedia. I tried clicking on the actual sources, and they were all on sites to which I would have to pay a hefty fee to access. So I have no choice here.
      No author and no visible date posted. But from this source I gain a variety of good information, such as quotes and opinions of the participants, reactions, and essentially everything I could possibly want to know. I may not use this source in my final project, but if I can’t find another equal source, I just may.

Draft of Project 1


To my peer editors: This is definitely a work in progress. I'm still adjusting to the QRG genre, and I know there is much to add and fix. Also, I had a chem test and a calculus test last week, so I apologize if some of this isn't my best work. But that's what the revision is for, right? It's still a complete draft. I also want you guys to look out for any instance of bias on my part. I'm not sure if I was perfectly objective, and I don't want my opinion to outshine my re-telling of the story. So please check me on that. So without further ado...
What you need to know about “Ham on Nye”

On a cold wintry night in England 1859, a certain 502-page book was released that would spur enough discussion and debate to likely fill up another 502-page book. On the Origin of the Species had some content that, though author Charles Darwin provided evidence, was rejected without a second thought – the idea of evolution through natural selection inherently clashed with ideas of intelligent design and biblical teachings. But as time went on and more and the evidence for the theory of evolution began to pile, people seemed to get a little more comfortable. Of course, there’s probably nothing in this world upon which everyone would agree. Even today, the debate among evolutionists and creationists is ever so lively. In fact, just a few years ago, two public figures in their respective fields got together and verbally hashed it out in front of everyone to see. February 4th, 2014 was an important date for scientists and creationists alike.

But if you don’t have the time to sit down and watch over 2.5 hours of debate gold, I understand. I’ll just break it down for you below.

 Meet the Challenger: Ken Ham

President and CEO of the Christian ministry Answers in Genesis, and founder of the Creation Museum, Ken Ham is a vigilant Christian whose goal it is to uphold the bible and every one of its teachings. He’s a white-haired Aussie who came to America and easily rose to become a top speaker on Christianity. His collared shirt and white hair scream experience, though he often doesn’t have much in the way of sceientifc evidence to back his claims. But his conviction is strong, and it doesn’t look like he’s anywhere close to backing down to the Science Guy.

The Opposition: Bill Nye the Science Guy

He’s a staple of the middle school science classroom. His narrow face is accented so wonderfully by his bow tie, and his well-groomed hair is graying so eloquently. Most of us know him from his poplar TV show from the 90’s, in which he presented science in an invigorating and understandable way for kids. He’s a little quirky in the show, but he’s more than just the comedic “science guy”. Outside of the classroom set for the show, Nye is an educator, mechanical engineer, author, and inventor. Nye has a wide variety of interests, but you can bet that if it’s related to science, he’s there. The man has a goal of his own: to promote the inclusion of evolution and science in education. This gives him the motivation to debate with all his heart.

The Setting:

The debate took place within the Creation Museum in Petersburg, Kentucky. Such a grandiose stage for an intriguing event; glass windows, exhibits just outside of the theater, a swanky interior, and . . . home court advantage for Ken Ham?

Maybe not. But the museum is a destination for people of all beliefs, so there was no shortage of attendees. The seats were filled with an engaged and intrigued audience. The lights shined upon Ham, Nye, and the moderator, making for a perfect debate setting.

Is biblical creation a viable model of origins in today’s scientific era?

Ham begins with an interesting thought – he tries to present the distinction between observational and historical science. According to Ham, anything testable in a lab is observational science, while anything about the past is historical science. Ham believes that science is not a term being properly used, and that origin of life as depicted literally in Genesis is the only reasonable model, but people don’t accept it because they don’t understand what historical science is. (By Ham’s own self-admission later on, the distinction only exists for him – not even for other members of Answers in Genesis.)

Nye began his opening statement with an anecdote about bow ties and finished it with the strong claim that the biblical model of origins just doesn’t work. He cited things like the Grand Canyon and America’s influence in the technological world. In truth, Nye had much more evidence to back his opening statement than Ham did. Ham has the Word of God, but the source is biased and only works if the audience believes wholeheartedly in the Bible. This trend continues throughout the remainder of the debate.

Following the opening statements, each man had thirty minutes to give a presentation on their beliefs.

Major takeaways from Ham’s presentation:

  • Because we didn’t see things happen ourselves, we have no way to know a thing about the scientific account.
  • He and Nye both have the same evidence, but what they each did with it differs
  • Students are being indoctrinated to believe in evolution and prevented from thinking critically
  • You can’t observe the age of the earth
  • The events of Genesis should be taken as truth; anything else cannot be properly proven.
  • The Bible is all you need to know the origins of life.
  • Ham’s counter: not every scientist gets the exact same date when using these dating methods, and the earth is 6,000 years old

Major takeaways from Nye’s presentation:

  • Proof of evolution exists even in the very rocks surrounding the debate venue
  • For the earth to be as young as Ham claims, we’d have to have over a hundred winters every year
  • The Great Flood in Genesis should have left a massive canyon on every continent
  • The math done by astronomers as well as the number of stars, are also strong pieces of proof
  • Nye’s counter: The bible is ‘troubling’, and the natural laws of the universe are upheld.

Essentially, the debate boiled down to not a question of origins, but a question of science. The two men on stage both defined the term differently, and consequently both defended their arguments differently. This makes it difficult to compare the men against one another; because they operated under entirely different sets of premises, there was no way they could come to an agreement.

So, Who Won?

It’s a loaded question. Most religious people will give the victory to Ham. Most scientists would chalk it up to Nye. There’s a reason this is still a hot topic of conversation today – people can’t agree. It’s hard to pick a decisive winner, but it’s easy to look at what’s at stake for each party.

For Nye, it’s a matter of two things: credibility and successful education and development in the sciences. On credibility, if he were to lose the debate (or at least not represent his beliefs properly), he would run into difficulty in further work. If people couldn’t trust him to do good, trustworthy science, his career would be over. Credibility is so important for scientists. Having evidence to back up claims is so important. Fortunately, Nye had plenty of these things in the debate, so there’s a victory in that.  

On science education, it’s important to understand where Nye stands on that. According to him, there is a strong need for engineers and scientists, and students not able to understand evolution are just like students not properly educated in math and science. This wouldn’t be a full, proper education. Additionally, if we stunt our educations, we wouldn’t be able to continue to grow and evolve, and we would fall behind internationally. Nye agreed to participate in this debate in order to shed light on the importance of these topics.

For Ham, it’s more about spreading a message. It seems that he wants people to hear his beliefs and consider them. He’s worried that individuals will become unable to critically think or properly perform science because they will become indoctrinated by evolution. To get people to hear his message would be to get more people to consider the biblical account of origins, thus converting more people to believe. He also wouldn’t want to completely flop, as doing so would result in a complete disregard to anything he consequently has to say.

What it Means to You

Whether you’re an evolutionist or a creationist, there’s something that you can take from this debate. Maybe it’s testimony to further your religious faith, thanks to Ken Ham. Or maybe it’s more evidence for your belief in evolution, thanks to Bill Nye. Or maybe it’s just something amusing on which to spend some time. Any of these things are okay. The most important thing to remember is that this debate probably isn’t slowing down any time soon. And who knows, maybe Nye on Ham will one day be a crucial stepping stone for future conversations on the subject. But for now, at least we can all agree; the controversy on our origins is still alive and kickin’.