Wild West Eat and Speak!

The Writing Center's most recent event was the wild west themed Eat and Speak. Competing for front row seats as early as 12:35, tons of students flooded into the library to share tasty Village Inn pie and to watch their classmates perform. A great deal of people performed songs including a performance from the Mello Divas. Even our very own Mr. Brandt read an original poem. Our MC's for the afternoon, Morgan Brazel and Amanda Montgomery kept the crowd involved and laughing with corny cowboy jokes as they introduced the acts. As usual, our Eat and Speak was successful in bringing the Upper Division together and showcasing our classmates' talents.

The National Conference on Peer Tutoring in Writing

Karaghen Hudson shares her thoughts on the conference:
Describe your favorite session:
I liked the first session I attended by the Edison student and a recent graduate about the WAC program she started. It was inspiring to see how one person made a difference and that her positive change continued to be implemented by current students. If I was to make one suggestion on how to improve the session, I would have liked them to lay out the steps of how they suggest starting the WAC program and how they continue to gain teacher support. However over all, the demonstration of a student’s effectiveness helped me see that what we learned during our self-study would be possible to create within its own environment and that our own mark could remain, even we ourselves are gone.

Describe your own experience presenting?
I enjoyed presenting immensely. Although there were only eight people in the audience, they were very engaged and responsive to what we said, unlike a few of the sessions we attended. Their positive energy combined with the commitment we had to this project got us through the session without any errors and helped ease the nerves any of us had beforehand. I presented with a big smile on my face. I was elated to be there to finally share the major aspects of our study. The forty five minutes went by quickly, and it’s hard to believe even now that it is over. But the neat thing is that the whole process has barely even started; it's just the beginning.

What did you learn from the conference as a whole?
From each individual session I learned about both effective and non-effective presentation techniques and ways to engage the audience. While meeting with the Glenbrook North students I realized how important the art of conversation truly is and how shyness can sometimes get the better of us. Although awkward at times, I felt the visit to the school was a very valuable experience. Actually being at the first place we Skyped with, from a heavily pixilated computer screen to actually standing next to their tea maker and seeing students in the room actually being tutoring, helped me see the bigger picture and the importance high school writing centers within their own community.

What did you learn overall?
The importance of long term planning and vision increased. I also learned that I could love the city, an unexpected gain from this whole process. My passion for implementation of neat ideas grew throughout this process.

Self Study Takes Chicago

After spending a few days in Chigago attending the National Conference on Peer Tutoring in Writing Karaghen Hudson shares with us the highlight of her time in Chigago:

Walking by Millennium Park and unexpectedly seeing the Bean for the first time, I was in awe. Reaching out to touch it, the interaction between the perceptions of myself and the setting made me feel like a little kid again. Walking underneath took my breath away. At these moments, I was taken aback that I was actually here in Chicago. I felt extremely happy and thankful that I was presented the opportunity to be here. I feel more apart of a bigger picture now....

357

The writing center successfully completed 357 tutorials during the 1st semester. At an average of 30 minutes per tutorial that means 10,710 minutes, or 178.5 hours were spent tutoring students. The Writing Center thanks all of you who have come to the center and all of the teachers who supported the center during the 1st semester. And last but not least, kudos to all of the tutors who take their responsibilities as a tutor seriously and strive so hard to help their peers through the challenges of the writing process.

Our tutors hard at work

Tutoring Academy Prep students

Last Tuesday, Wednesday and Thursday, the Writing Center spent their lunch tutoring 5th, 6th, and 7th graders from Academy Prep! The Berkeley tutors and Academy Prep students shared pizza and cookies while they discussed the children's personal narratives. It was tons of fun and the students learned how to improve their writing.

The 5 W's of an Academy Prep Visit

Who? Academy Prep students ranging from grades 5 to 7
What? Berkeley writing center tutors get the opportunity to tutor Academy Prep students, they bring with them a paper (short story, personal narrative, or sonnet) and the tutors proof and revise their work with them
When? November 6th, 7th, and 8th, depending on the tutor's grade, during lunch period
Where? At Berkeley, in the Aye Arboretum
Why? There is always satisfaction in tutoring a younger student, but Academy Prep students love coming to Berkeley to be tutored. There is nothing more motivating than having a tutor session with someone who truly wants to be there. Both tutor and tutee benefit from the positive interaction.

Tutorials in Marking Period 1

During marking period 1, the writing center has completed a total of 125 tutorials! Let's hope we get even more in marking period 2!

Marlow: The Writing Center Cat

Self Study's Trip to Chicago

One big event coming up in the Writing Center community is the National Conference on Peer Tutoring in Writing. This November 2^nd to the 4^th, Mr. Brandt and the self-study group, consisting of Karaghen Hudson, Emily Harwell, Hannah Jaggers, Maddie Haist, will go to this conference in Chicago to represent Berkeley’s writing center. The central purpose of this conference is to bring together teachers and students from high school, college, or graduate school as a way to enlarge the writing center community and create a forum where ideas and research on writing centers and collaborative learning can be shared. While they are there, they have been invited to present their work Skyping with other writing centers from around the country. Not only does attending this conference give our center more credibility, but it shows that we, as high school students, are doing the same types of things that college students around the country are doing, which is quite an accomplishment. Hopefully everyone will come back to Tampa with some fresh new ideas to improve our writing center!

Anatomy of a Fruitful Tutorial

The Anatomy of a Fruitful Tutorial: The Step-by-Step Dissection

Yunhan Xu 

Salutations

The very moment the Writing Center door swings open to reveal a slightly bashful student with essay woes, all tutors in the vicinity should greet that student with a warm welcome. The first step to exceptional service is a cheerful attitude and an inviting smile. If a student’s first impression of the Writing Center is positive, there is also a statistically greater chance that he/she will return for another tutorial.

Phrases to use:

“Welcome to the Writing Center! How can we help?”

“Are you looking for someone to help you with your paper?”

Setup

After you have greeted the student, set him or her up with a tutor. Though we understand that everyone has busy schedules and would love an extra study hall, please do not vocalize this in the presence of a tutee. Nothing makes tutees more uncomfortable than the belief that they are burdening their tutors.

Try to establish small talk while you are grabbing a Writing Center form (found in the tray atop the shelves by the bulletin board). This will help the student feel at ease conversing with you, especially if they are underclassmen.

Questions to ask:

“How’s your week been?”

“Did you see [insert TV show, sports event, etc.] last night?”

“Do you have any exciting plans for the weekend?”

Diagnosis

The diagnosis is the first writing-related section of the tutorial. An assessment of the tutee’s needs should not be limited to the paper itself. The better the questions you ask, the higher the quality of the tutorial. This process should also help you fill out the Writing Center form – make sure to write a brief summary of what the tutee would like to work on before you start tutoring!

Questions to ask:

“What class is this assignment for? Who’s your teacher?”

“What are the requirements for this assignment?”

“When is this assignment due? How much time do you think you’ll have before the due date to make revisions?”

“How do you feel about your paper so far?”

“Is there a particular section or aspect of your paper that you’d like to focus on today?”

“Has your teacher already given you feedback about your essay? What did he/she recommend that you improve?”

Read ‘n’ Feed

Read through the essay and offer positive and constructive feedback. Balance your criticisms with well-placed compliments – our role is not to micromanage every part of a tutee’s paper, but rather to offer helpful advice in broad strokes. Try not to read through a paper silently while the tutee looks on – be vocal! Engage the tutee as you read – point out great word choice as well as awkwardly-worded phrasing. If a tutee has expressed that he/she wants to improve a specific part of his/her paper (the conclusion, voice, etc.), try to integrate suggestions about that aspect of the paper throughout your reading.

Compliment/criticisms to combine:

“I really like the way this sentence sounds –the fluency and structure is great! If we could make the transition a bit smoother, it would sound even better.”

“This paragraph supports your thesis very strongly. The rest of the paragraphs should have specific examples just like this one does – I think that would make the whole paper more cohesive.”

Recommendations

Provide concluding remarks and suggestions. The intention of this advice should be to create tangible, overarching goals for the tutee for his/her revision process. If you noticed recurring weaknesses in the paper (redundant analysis, citation errors, etc.), mention this to the tutee. In the same vein, praise the tutee for the highlights of the paper! Combine your recommendations with reassurance about the paper’s quality, but don’t guarantee any letter grades – a splendid tutorial will not necessarily translate into a splendid grade.

Documentation

Write the verbal comments you gave on the Writing Center form while the tutee packs up. Don’t forget to record the duration, location, and period of the tutorial.

Sendoff

Give the tutee the white sheet of the form and encourage him/her to return! It’s also a nice touch to offer your email in case the tutee has any follow-up questions about the tutorial.

Phrases to use:

“It was a pleasure to read your paper!”

“I was very impressed with the points you made in this essay!”

“If you need some extra help making revisions, feel free to come in again!”

Final Eat 'N' Speak Sends Off the Class of 2012

On Wednesday, April 25^th, Upper Division students gathered in the Jean Ann Cone library to bid a final adieu to many of the musicians and entertainers who collectively defined their experiences at Eat ‘n’ Speaks for the past few years.

Graduation-themed cake was provided for all!

The final Writing Center event of the year was organized and sponsored by senior Directors George, Lizzy, and Charles, as well as junior Interns Megan and Elizabeth. In lieu of their usual imaginative themes, these students decided on a traditional graduation theme to pay tribute to the Class of 2012 and specifically the event’s senior performers.

Interns Elizabeth and Megan introduced the acts.

Senior Speak showcased a few of the less familiar musical talents on campus. Monica sang Regina Spektor’s “Fidelity,” a song she previously performed at the Middle Division Variety Show in eighth grade. Vince and Jeff strummed a few tunes on their guitars. Employing her multilingual abilities, Rachel sang a French song about mermaids.

Vince and Jeff warm up before their performance.

Monica prepares to sing "Fidelity."

To the audience’s delight, the lineup was also chock-full of perennial favorites. MC Dempsey and J. Reed, the charismatic and colorful rappers who wrote and performed rhymes at all of this year's Eat ‘n’ Speaks, rapped apropos, self-composed pieces about the end of the school year. George, Alberto, Austin, Connor, Vince, and Jeff regaled the audience with an impromptu guitar-and-piano jam session. 

MC Dempsey flaunts his lyrical genius.

Connor and Austin also reenacted their comedic musical interpretation of “A Whole New World” from Aladdin. Their pitch-perfect performance, complete with falsetto harmonizing and eccentric interpretive dancing, earned a standing ovation from the crowd. Bringing the event to its conclusion was Director George, who, after being encored unanimously by the audience, sung a breathtaking rendition of the classical operatic standard, “O Sole Mio.” As George bellowed the final “sta 'nfronte a te,” the audience rose to their feet and matched his booming voice with deafening applause.

George, Connor, Alberto, Jeff, and Vince
combine their musical skills into an epic jam session.

A gaping hole has undoubtedly formed where these captivating performers once stood by the Cone library shelves. However, as we say a bittersweet farewell to the Class of 2012, we also eagerly welcome underclassmen to fill this gap by volunteering their talents at future Eat ‘n’ Speaks. 


-Yunhan

Tutors Work with First Graders

Gathered together on a Tuesday afternoon, fellow Buccaneers filled the air with continuous chatter and many giggles. On this day, as they did in years before, Berkeley’s Writing Center tutors met with the school’s younger generation, the Class of 2023, or more commonly known as the first graders of Ms. Keller’s, McDonough’s, and McElroy’s classes.

A tutor and a first grader take a break for lunch.

Each tutor was assigned to a young first grader weeks in advance. By exchanging letters, the two of them quickly built up a relationship before ever meeting in person. Discussing about themselves and the future story the buddies were going to write together, both parties were looking forward to their upcoming lunch meeting.

A tutor and a tutee write a story together.

That day finally came on the 28^th of February.  Pizza and cookies were distributed by a few bustling Writing Center tutors. Sophomore Emily H., a pizza and cookie deliverer, noted that it was, “super-fun helping out the kids, and they were really cute!”

A tutoring session takes place in the library.

The other upperclassmen were quickly grouped with their first graders. Immediately following the exchange of smiles, strong connections were established between the tutors and tutees.  From the loud and bubbly ones to shy and quiet ones, all the first graders had ideas on their descriptive short stories that were as unique as their personalities. All laptops were opened to a new Word document in the libraries that day. What was written in this document could have been anything from a time of scoring the winning goal in a soccer game to a recent visit from the Tooth Fairy.

A Writing Center tutor types up a first grader's story.

After finishing up their stories of adventure, the tutors and tutees together got to decorate their page with colorful borders and clip art before sending it to the first grade teachers. Hannah J., a Writing Center tutor, thought, “This is such a great way to bridge a gap between our school’s upper and lower division. I love it.”   

A tutor and a first grader work on a story.

At 1:15, it was time for the two groups to say their goodbyes and hugs were exchanged. The young ones kept asking their teacher when they were going to meet their partners again.

A tutor and a first grader finish up a tutoring session.

Spending a lunch in a library was one that was well worth the time. We all got to make a positive difference within our own Berkeley family. We all got to learn about each other, and about ourselves. As tutors, we recalled a time that didn’t seem so long ago. Nine, ten, eleven years ago, we were in their shoes. Nine, ten, eleven years from now, they will be in ours, and we will be off in the big wide world.

Let us not forget what our greatest treasure is.

- Karaghen

Writing Center Hosts February Academy Prep Tutoring

Love (of writing, that is) was in the air this February when Academy Prep students and Writing Center tutors alike flocked to the Jean Ann Cone library to work on a myriad of writing assignments ranging from Shakespearean sonnets to personal narratives. Tutoring events included sophomore Writing Center tutors working with fifth graders on free verse poems, junior Writing Center tutors working with sixth graders on limericks and haikus,  and senior Writing Center tutors advising Academy Prep seventh graders on the art of composing Shakespearean love sonnets. The students channeled their inner brooding poets and wrote profound odes to subjects ranging from the abstract concept of being the final living beings on the planet to the irresistible aroma of McDonald’s fries.

A tutor and an Academy Prep student relax before the tutorial.

However, February tutoring kicked off with a special session made possible through the collaboration of Berkeley alumnus Justin Honaman, a retail sales and marketing executive at the Coca-Cola Company, and the Writing Center. Honaman, in an altruistic move to give back to his community and alma mater, decided that the Writing Center’s dedicated partnership with the students of Academy Prep deemed it a worthy organization to work with. On the first day of February, Honaman and dozens of Coca-Cola representatives arrived at Berkeley to join forces with Writing Center interns and directors and Academy Prep tutees. The momentous nature of the essay prompt given to the Academy Prep eighth graders was indubitable; they were tasked with the assignment of describing one defining moment of their lives through a personal narrative.

Coca-Cola representatives join the tutoring sessions.

The day began with various icebreakers among the Academy Prep students, Coca-Cola representatives, and Writing Center tutors. Animated conversations about baseball teams, favorite foods, and the upcoming Grammys pervaded the library until Mrs. Marcantuono, a Writing Center faculty director, began the session with a few introductory remarks. Marcantuono welcomed the guests to Berkeley and challenged both writers and tutors to employ the cardinal rules they previously learned about quality writing, including “showing, not telling,” integrating rich sensory details into descriptions, and deploying effective dialogue. She also stated that at the end of the hour, groups were welcome to share either excerpts from their narratives or lessons they learned. A mere five minutes into the session, the library was a sea of red Coca-Cola shirts, white Academy Prep polo shirts, and multicolored Berkeley uniforms hunched over rough drafts and pencils.

An Academy Prep student expresses her ideas during a tutorial.

It was difficult to determine which was more impressive: the range and depth of the personal narratives’ subject matters or the literary skills the Academy Prep students already possessed. In my group, one student chose to write about being elected the king of his school’s winter dance and how that achievement provided him with newfound confidence. Another student chose to write about the day his grandmother was diagnosed with diabetes and how that event compelled him to reevaluate and improve his own eating and exercise habits. After brainstorming briefly with our tutee about how to structure and organize his narrative, the Coca-Cola reps at our table and I watched noiselessly, exchanging looks of astonishment and awe, as he put pencil to paper and began to compose an earnest, exquisitely-written introduction about the memory of his grandmother playing classical music at 3 p.m. and baking chocolate chip cookies on Sundays. His writing exuded a maturity and responsibility unusual for his thirteen years as he continued to detail the conversation he had with his grandmother about the importance of a healthy lifestyle and his subsequent urge to research the disease and its possible cures. When the buzz of conversation, interspersed with exclamations of praise and “Oh, I get it now,” ceased at the end of the hour, one truth was evident – despite the grammatical corrections and stylistic suggestions we made, for many tutors and representatives, the lesson was ours.

-          Yunhan

Berkeley Celebrates Literary Character Day

Students arrived in their costumes for Literary Character Day.

On Thursday, February 23, the Writing Center held its annual Literary Character Day, a day when students had the option to dress up as their favorite character from literature.

One student's favorite character was Madeleine.

Once again, students participated in this event in large numbers and with passion for the literature their costumes were based upon. The variety of costumes was on ideal display in the library at 12:50 during lunch, where costumes were paraded in front of students with each student describing their costume as well as their character.

Students gather at the library on Literary Character Day.

In the library, some great treats, from village inn pies to chip to cookies and cupcakes, were served, and those who dressed up received a special addition in the form of pizza. After everyone had eaten something, the costume parade started, but not before emcee George O. kicked things off with a witty literary pun. This pun was the first of many, which were sprinkled throughout the parade.

The emcee starts off the festivities.

Some costumes looking as if they had jumped right off the page, like Shannon A.'s and Katie O.'s appearance as Stanley Yelnats and Hector “Zero” Zeroni from the classic children’s novel Holes. On the inspiration of the costume, Shannon A. said she was inspired by a Holes project from elementary school that she came across one day while going through stuff in her house. Katie O., on the other hand, cites “divine inspiration.”

Students dressed as characters from Holes.

Costumes not only represented classics from American literature, such as Elly S.'s Scout from To Kill a Mockingbird and Megan M.'s, Marie P.'s, and Elizabeth K.'s ensemble from The Great Gatsby, but also there as a large representation for British and Swedish Literature.

One student dressed as Scout from To Kill a Mockingbird.

A group of stuents dress as characters from The Great Gatsby.

British costumes, shockingly lacking any Harry Potter representation, included Thomas P.'s Sherlock Holmes, TW B.'s Willy Wonka, and Mitchel K.'s Arthur Dent from Hitchhiker’s Guide to the Galaxy.

 A student dresses as a character from Hitchhiker's Guide to the Galaxy.

 Swedish costumes included Sarah C.'s Pippy Longstocking and Lizzie W.'s Lisbeth Salander from The Girl with the Dragon Tattoo. 

Students dress as characters from Swedish literature.

Some costumes operated on a more subtle, even metaphorical, level, including Derek C.'s Yellow Brick Road and Simon M.'s “Straw Man,” a pun on the rhetorical fallacy.

Students wore subtle costumes as well.

These two costumes were part of a much larger Wizard of Oz ensemble that was made up of students from Mr. Brandt’s B Block AP Language class.

Mr. Brandt's class dressed as Wizard of Oz characters.

The choice of The Wizard of Oz came after much deliberation on the part of the class as to what would be the best choice for a class ensemble, with discarded choices including the Socs and Greasers from The Outsiders and the conspirators from Julius Caesar. The group ended up walking away with the Best Ensemble prize, so the choice they went with was clearly the best one. The award for best American Literature Costume when to Calle K. as Glimmer from The Hunger Games, and best British Literature Costume went to Thomas P.'s Sherlock Holmes.

Some of the costume contest winners.

The award for best Children's Literature Costume ended up as a tie between TW B.'s Willy Wonka and Sarah C.'s Pippy Longstocking.

One of the Children's Literature Costume prize winners.

With the caliber of costumes present, however, everyone was a winner.

The author himself participated as well.

- Charles

What is Berkeley's Writing Culture?

“The individual's whole experience is built upon the plan of his language.”

- Henri Delacroix

“The life history of the individual is first and foremost and accommodation to the patterns and standards traditionally handed down in his community.”

- Ruth Benedict

          Running through every flourishing community is a common thread of traditions, standards, and principles that intertwines the individual members into a firmly-woven, ornate tapestry. This unifying thread is a community’s culture. The symbiosis between a culture and a community is remarkably strong, perhaps to the point that the practices endorsed and encouraged by a culture are indistinguishable from the community itself. These standards are preserved by the members of the community who adhere to them, discuss them, perhaps challenge them, and ultimately, optimistically, improve them. We are defined by our values, and our values are inevitably influenced and molded by outside norms; this mantra holds true for any community and institution, whether it be a school, a sports team, a theater, a band, a family. Therefore, it is fair to say that the “writing personality” of every student at Berkeley has undergone a considerable amount of influence from Berkeley’s “writing culture.”  

Tutors Bond in a Group Activity

          Cultures are usually formed unintentionally. Despite the objectives and yearnings of community leaders who harbor ambitious agendas detailing what sort of organization they’d like to espouse, habits accrue undetected and members of a community are prone to becoming unconscious participants in their communities. Therefore, it is healthy and even necessary to assess cultures externally and prevent the passivity that grasps most organizations that adapt and evolve unwittingly. The writing community of Berkeley should be held to no different standard. The most apropos origin of this self-assessment is the Upper Division, the pinnacle of Berkeley’s language program. The simplest course of action is not to dissect our culture English course by English course, student by student, but rather, to figuratively sledgehammer the task at hand with a single provocative question: what constitutes bad writing?

          In defense of this seemingly disparaging guiding prompt, isolating the characteristics that a community denounces and criticizes, in my opinion, is the most elucidating action one can take when investigating a culture. A. Stein, a student of both AP English Literature and AP English Language, responded to this question diplomatically: “To be fair, I don’t like to dwell on negatives, to be a ‘Negative Nelly,’ or something along those lines. I think bad writing is writing that’s not focused – but there’s merit in tangential writing, too – apathetic writing, writing that doesn’t take a position, writing that is robotic and doesn’t have a voice.” Upon further contemplation, he added, “Also, writing that doesn’t use transitions.” AP Literature teacher Patricia Lukacs’ answer was more succinct: “Bad writing is a lot of words and little to no substance.” English teacher Sandrine Guez offered, “A defining characteristic for me is word choice, specifically verb choice. Bad writing doesn’t use strong action verbs that truly do justice to what the writer is thinking and trying to express.”

          Although most cultural researchers would balk at the possibility of inserting themselves into their studies, I cannot resist the opportunity to introduce my own musings on this topic (this authorial insertion is further justified by the fact that I am a member of the Berkeley writing community). First, to add some parameters to the open-ended question at hand, I think that we often conflate bad writing with bad thinking, for, as Stein eloquently put it, “writing is the means by which the intangible quality of [one’s] own thoughts can be represented.” Stylistic criticisms fall into the camp of bad writing – lack of transitions, feeble verbs, run-on sentences, or in other words, grammatical and structural bungles that dilute the overall effect of the paper and do not “do justice” to its (arguably) sound ideas. However, the usage of “got” and “went” is sometimes a mere tactical blunder governed by a flawed stratagem, a symptom of a profounder malady – “no substance.” I believe that bad writing – thinking, rather – is idea devoid of nuance, a wall of words that can easily be summarized in a catchphrase or idiom, a monotonous regurgitation of dogma lacking a single particle of originality. The ailment is simple to detect and diagnose –the difficulty is in concocting a remedy. How does one elevate and improve the quality of another individual’s thought? Is there a systematic way to accomplish this end within the temporal confines of English class?

          On the flip side, assessing what qualities of writing the community praises is comparably illuminating. According to Stein, good writing is the sort that “makes [one] think.” Regarding the process of reading other students’ essays, he stated, “I want to expect things, but at the same time, I don’t want to expect them. It’s a little paradoxical.” Similarly, Lukacs stated, “Good writing makes me think; it makes me wish that I had written it.” Guez added the criterion of clarity: “Good writing takes a complex issue and explains it in-depth in a way that is simple to understand; it doesn’t dumb the subject matter down, but just describes it thoroughly and plainly.” She added, “Naturally, strong verbs are important, too.”

          On the whole, the responses elicited from these three valued members of Berkeley’s writing community suggest that our writing culture lauds high-quality thought and content above all else. I do not use the term “community” to suggest an arbitrary conglomeration of individuals; the true thread that unites us is not our collective veneration of higher thought and attention to diction, but rather the diffusion of ideas that occurs during an English class Harkness, Writing Center tutoring sessions, or simply conversing about an essay or book with a teacher or classmate. Drawing upon my personal experiences of discussing Vergil, Dickens, and Orwell with teachers and fellow students alike, energetically participating in a community of writers and thinkers is the most effective way to sharpen your mind, exercise your discursive faculties, and broaden your perception of both literature and your immediate environs. Stein summed it up impeccably: “The ideas produced in your paper are reflections of your own thinking, and ultimately, the best paper that you could produce comes from your own contemplations. Yet there’s still merit in having people suggesting ideas and places to expand [in your writing] because their conception of an idea, or even expression of the same idea, provides different and valuable vantage points to consider.”

- Yunhan