Annotations!

Aiken, Katherine G. "Superhero History: Using Comic Books To Teach U.S. History." OAH Magazine Of History 24.2 (2010): 41-47. Academic Search Premier. Web. 15 Feb. 2012.

"Superhero History: Using Comic Books To Teach U.S. History" (2010) by Katherine Aiken asserts that comic books are a source of popular culture from American history, and can be implemented in the classroom to teach children. Aiken uses visual aids of comic book covers from several war time periods, shows several different super heroes in action against popular real-life villains, and ties them together with how they could teach History. In order to put new and exciting ways to teach in action, Aiken wrote the article. The intended audience is her peers: teachers, professors, and history buffs. This will be an example of the number of ways comics educate kids in a way they will remember.




Clarkson, Alexander. "Virtual Heroes: Boys, Masculinity And Historical Memory In War Comics 1945 - 1995." Thymos: Journal Of Boyhood Studies 2.2 (2008): 175-185. SocINDEX with Full Text. Web. 15 Feb. 2012.

"Virtual Heroes: Boys, Masculinity And Historical Memory In War Comics 1945 - 1995." (2008) by Alexander Clarkson claims that though comics are for the most part directed to boys, it carries on with men, making them question the world around them, making them want to make the world moral again, like their friendly Marvel heroes did, inspiring masculinity. To prove his point, Clarkson makes a timeline of comics from the forties to the nineties, making the moral values of each one and comparing each with boyhood and the underdog. In order to understand the male persona through comics, this article was written. The intended audience is sociological studiers, psychology buffs, and historians of culture. I will use this to implement the ideas of long term positive effects comics have on readers.

Dittmer, Jason. "Captain America's Empire: Reflections On Identity, Popular Culture, And Post-9/11 Geopolitics." Annals Of The Association Of American Geographers 95.3 (2005): 626-643. SocINDEX with Full Text. Web. 15 Feb. 2012.

Jason Dittmer comments on the popular comic avenger Captain America in "Captain America's Empire: Reflections On Identity, Popular Culture, And Post-9/11 Geopolitics." (2005) stating that the hero was a statement on nationalism after 9/11. He uses the occasion of the comic books written, visual aids, excerpts of panels from Captain America, and explanations of Cap's actions with how they affect the way national identity is represented. In order to further explain nationalism and its vision in my media, preferably in comics, this article was written. The intended audience could be history buffs, 9/11 researches, and comic inspired individuals. This article will help prove the point in my paper that comics represent a big picture of moral standings throughout history and help children understand what has gone on in the past.

Dubose, Mike. "Holding Out For A Hero: Reaganism, Comic Book Vigilantes, And Captain America." Journal Of Popular Culture 40.6 (2007): 915-935. SocINDEX with Full Text. Web. 15 Feb. 2012."

"Holding Out For A Hero: Reaganism, Comic Book Vigilantes, And Captain America." (2007) written by Mike Dubose analyzes superheroes in the eighties and asserts the hero ship of the decade using popular characters such as Captain America. To prove his point, he breaks down popular comics such as Watchmen and Batman and brings out the deep meaning of vigilantes, heroes, and how it was reflected onto the faith America had in itself in the eighties. In order to educate readers of the state of America in the eighties, this article was written. The audience is clearly for historians and/or comic buffs, though professors and students could find it a good read. This will further represent the popular culture being represented and the story it tells for history, and how students can dig deep to find the meaning, enhancing history skills, as well as literacy.

Emad, Mitra C. "Reading Wonder Woman's Body: Mythologies Of Gender And Nation." Journal Of Popular Culture 39.6 (2006): 954-984. SocINDEX with Full Text. Web. 15 Feb. 2012.

Mitra Emad explains how comics reflect cultural meaning of the present day and demonstrates specific nationhood with "Reading Wonder Woman's Body: Mythologies Of Gender And Nation" (2006). Through Wonder Woman, Emad demonstrates how American mythologies are being represented through the super hero with a time line of Wonder Woman's adventures (and what occasions in was published during) and visual aids of Wonder Woman panels. In order to dig into America's nationalism throughout the years, Emad uses this unconventional way to represent the topic. The intended audience is historians and social media analyzers. I will use this to my advantage to bring something besides Marvel to the table, to bring a balanced dynamic of examples of comics representing nationalism and nobleness.

Genter, Robert. "'With Great Power Comes Great Responsibility': Cold War Culture And The Birth Of Marvel Comics." Journal Of Popular Culture 40.6 (2007): 953-978. SocINDEX with Full Text. Web. 15 Feb. 2012.

In "'With Great Power Comes Great Responsibility': Cold War Culture And The Birth Of Marvel Comics" (2007) Robert Genter explains the coming of Marvel and how it relates to the Cold War. Genter explains how Lee developed the characters of Marvel and gives background information in order to further explain the correlation with the Cold War. In order to educate people on the deep roots of Marvel reading, this paper was written. The audience is comic buffs and/or historians, due to the deep background of the two. This will be used in a number ways in my paper; it will give the background information on Marvel so my reader knows what I am talking about, and it will help my opinion that comics are educational and are deep rooted sentimental reads.

Porcaro, J. P. "The Pokémon Generation." School Library Journal 56.5 (2010): 24-25. Academic Search Premier. Web. 15 Feb. 2012.
"The Pokémon Generation" (2010) by JP Porcaro expresses that using Pokémon in the classroom could turn out to be a valuable teaching tool. He implements several ideas on launching the curriculum in a school setting, giving examples and classroom applications. His apparent purpose is to introduce new and effective ways in reach children in primary schools. The audience is clearly teachers, librarians, and his collogues, due to his job being a librarian and the curriculums he introduces in the article. This will be a reference in my paper to the unlikely heroes of the boring teaching style, going along with my thesis that comics have a positive effect on children in a number of different ways.

Wanzo, Rebecca. "Wearing Hero-Face: Black Citizens And Melancholic Patriotism In Truth: Red, White, And Black." Journal Of Popular Culture 42.2 (2009): 339-362. Academic Search Premier. Web. 15 Feb. 2012.

Rebecca Wanzo writes a comic response in "Wearing Hero-Face: Black Citizens And Melancholic Patriotism In Truth: Red, White, And Black." stating that the African American Captain America in "Truth: Red, White, And Black" represents a citizen that inspires and represents black males of the time period. She makes her point comparing the occasion of the time period (World War II) and goes through the comic and the pathos of the main character, a usual white man, who is turned into a black Captain America. In order to express her opinion on African Americans in the media in history, she wrote this article. The intended audience is history buffs, and ones interested in the unusual African American branch of it. I will use this article to prove that comics have had a valid influence (and an educated one) on not just kids, but many; the influence being educated and one of moral standards, inspiring all.

Oh, Hey, Working Thesis

Comic Books give a positive affect on children in a number of ways, contrary to popular belief. They teach proper morals, bravery, and when reading comics of the past, they teach of the social climate of America during past wars, depressions, and elections.

Kids Get a Taste of Live Action History with Captain America, Wonder Woman, and Spider Man

Katherine G. Aiken purposes a history teaching strategy unlike any other through her article, Superhero History: Using Comic Books to Teach U.S. History, asserting that Captain America, Wonder Woman, and Spiderman mirroring american society during the time periods being studied. Aiken uses several comic references including cover pages of past issues, connecting the issue's story line with the occasion of the time period, the writer's past, and as well as the illustrator's. Aiken wrote this article in order to bring something new to the table with fellow teachers looking for a certain edge to keep their students' minds sharp. The audience is fellow teachers.

Questions on Comic Books!

1) How have comics changed throughout history?
2) What have the influences of comics been?
3) How have children been affected?
4) Has there been any research on if comics have helped improve reading scores?
5) What audience is interested in comics?
6) What occasions have inspired certain comics?
7) What troubles is the comic industry facing present day?
8) Who is the real Captain America?
9) Is there enough racial diversity in comic books?
10) Who is Stan Lee?

Putting Good Reason into Action Makes My Writing Feel Like Superman

Faigley and Selzer are at it again in "Good Reasons" (2012) asserting multiple approaches to giving the purpose of a paper along with the structure of an argument and using several types to give a paper a good edge for the reader. The authors use bullet points of good topics to add conversation to, to inspire the college writer to get the creative and assertive juices pumpin'. The authors wrote this article to improve college student writing. The audience, of course, is college students and professors.

Oh, What's Up, Chapter Four?!

Chapter Four of "Good Reasons" by Selzer and Faigley (2012) describes drafting and revising arguments using outlines and careful inspection. The notorious authors use examples, steps, and strong breakdown of the proper augmentative paper. The purpose of the chapter was to inform and teach college kids like me, looking to improve writing and make my very nice professor happy with the works I create. The audience is scholarly professionals and up-and-coming college students looking for some guidance and an A on all their papers. :)

Response to Recent Articles

I would just like to say that the internet is a grand thing. There are literally millions of links and information at the  will of my fingertips. School is easier to stay interested in, homework is easier to do, and it's almost too easy to keep in touch with my fellow humans around the world. But, how can something so useful, be so detrimental to the world of stealing, learning, and composing your own thoughts? Back in my pops day, the closest thing he had to a computer was his type writer and the library, there was a lot of work involved with research, plagiarism wasn't as big of a problem. Today, there is just too many resources for kids these days NOT to take advantage of. I mean, if there is a website I found, what is the chance that my professor will know to check this website out of ALL of the millions on the topic on the internet? Piracy, for example, is just another way of taking too much advantage of the internet. That video that was just for "promotional use" is now at my disposal and has taken a sit on my computer for the long haul. Is it fair? No. But it's just like leaving a car unlocked in front of a car thief. If you wanted it so badly, you would've kept it locked. Direct that mentality to all the articles, music, and resources on the internet. It' just too good and easy for us to pass up, especially since easy is all college kids and students want. Is there a way to stop it? Even in my scholarly article pick, it explains that any way we try to censor out the plagiarism and piracy, it violates basic rights. Looks like this stuff is in it for the long haul, no matter what these authors have to say.

Policy and Issues in Deploying Automated Plagiarism

Chi Hon Cheong's "Policy and Issues" (2011) describes how automated plagiarism detectors could be adding to the problem, and are a waste of funds/how plagiarism makes things difficult in a learning environment. The author (and partners) use recent examples, heavy logos, and explanations of how to detect plagiarism without a automated system. The article was written to give the author's peers something to consider and learn about how to make a better learning setting. The audience is for fellow teachers/professors.

Good Reasons Chapter Three

Faigley and Selzer are back at it again in this thrilling chapter in their book "Good Reasons" (2012) this crazy pair are inspiring in the most educated way possible, asserting the ways to find things to argue about. The duo build up this chapter with examples of ways people can get mad at each other, and saying obvious things that are naturally assumed if you're a human functioning in society- if you know how to have a conversation, you don't need this chapter. In order to educate students on how to speak like a robot, the pair wrote this excruciating chapter which seems like it is meant for small children. The audience, of course, is college students- although, I could be convinced it's for elementary school kids just learning how to pick up a pen... In a nutshell, the dynamic duo didn't stir up much thought in this chapter- it was dull and painly obvious.

Digital Age And Sampling The Product-- How Do They Tie Together?

In the age we and my peers grew up in, it's really difficult to know when something is stolen, or just simply borrowed. Everything is so available to us, it's hard to tell when stealing is stealing. Internet, netflix, hulu, and databases make it all to easy for the line of Plagiarism to be blurred and crossed. The internet makes everything way too available and out there, and with us growing up with it, it's a natural occurance. I'm getting this CD for free online, but I don't really think twice about it being stealing for the record label because it's so easy to do, and I've been doing it for so long. Millions of kids think this way, I have since I was in middle school. All this transfers into academics, when students get their information, they feel they don't need to site it because it's so easily found. Just like I didn't think twice about that free CD, I didn't think twice about quoting that article, either. What's the point? If it was that important to own (and for people to buy), it wouldn't b posted so freely on the internet. Th article by Gabriel even states, "Digital technology makes copying and pasting easy, of course. But that is the least of it. The Internet may also be redefining how students — who came of age with music file-sharing,Wikipedia and Web-linking — understand the concept of authorship and the singularity of any text or image." Everything is business, every website, every article we read, every illegal track we download is all apart of one big grand scheme of things- all about making money. It's difficult to transfer that mindset in the intangible world of the internet. It doesn't feel like this "sample track" that is only for promotional use being downloaded to my computer is exactly like taking a CD from Target. The same for articles we don't cite: It doesn't feel like I'm copying from this person because it's so freely put right in my face, on the internet. It doesn't feel as if I'm ripping out an article from a magazine at the supermarket and turning that paper in for a grade at school. The internet is the most free and easy thing ever created, with that, we're going to have to deal with the strings.