seen from United States
seen from Singapore
seen from United States
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Charlie from spn??
already guessed :)
1.
2. Poussey Washington
3. neville longbottom
4. castiel
5. dean winchester
6. Sophia Burset
7. nicky nichols
8. will graham
9. hermione granger
10. luna lovegood
Guess my top 10 favorite characters for a promo!
Top 3 get solo picture promos. :)
(I’ll narrow it down to these fandoms: spn, hannibal, harry potter, and orange is the new black)
i just realized you changed your url and i fucking choked on my water god bless
preach
Kayla Kerr
Mr. Fontenot
AP English Lang. & Comp.—6th
15 January 2014
Modern Teens are not Ready to Graduate Two Years Earlier
Topic: Write an essay explaining whether you agree with Leon Botstein’s critique of the American High School.
In his opinion piece, “Let Teenagers Try Adulthood,” Leon Botstein discusses his belief that the American High School system is outdated and should be reconstructed to fit the needs of the constantly evolving youths of today. One of the major improvements that he suggests is to lower the graduation age from 18 to 16 because teens today seem to be developing much faster than previous generations. Although modern teenagers are beginning to physically develop earlier than their predecessors, the vast majority of them are neither emotionally nor intellectually ready to attend college and enter the real world.
Modern teenagers are easily influenced by internet and television, this allows the media to control how teens perceive themselves and their peers, if teens today were to move onto college at the age of 16, then they should have the intellectual capability to see when they are being manipulated by uninspired mass marketing techniques. With the explosion of popularity in technology in the last two decades, it is virtually impossible for easily deceived teens to avoid this “age of info-glut” (Gitlin 155). Mass media sees teens “as consumers with purchasing power and style preferences” (“Teenagers”) so they treat them accordingly. A result of this treatment is the symbiotic relationship between the marketer (mass media) and the consumer (teenagers). The media collectively realizes that teenagers are in the confusing, in-between stage where they are expected to act like young adults but they are still treated as adolescents, so naturally this confusion is exploited. “Puberty [has begun] masquerading as popular culture,” (Botstein 154) so when teens want to be seen as confident and attractive young adults, then that is what television, magazines, books, and movies give them. But what teens don’t realize when they go out to buy the skin cream that will give them the perfect complexion, the dress that will give them the perfect body, or the haircut that will compliment their face shape, is that they are being manipulated into buying that stuff simply because someone on TV had it. In reality, most young adults are either too smart to fall prey to mass media or too broke to act on any of their whims. While some teens may be intellectually ready to move on to a higher level of education at the age of sixteen, most lack the common sense and reasoning skills to see beyond something as translucent as the media’s portrayal of what teens should be. The extra two years in high school are crucial to the intellectual development of young teens and without it they would not be ready to attend college and move on to the next stage of their lives.
Teenagers at the age of sixteen are not yet fully emotionally developed and, therefore, are not yet ready to make the transition from adolescence into adulthood that graduating high school requires. Many teens today fall prey to the “superficial definitions of good looks and attractiveness, popularity and sports prowess” (Botstein 153) because they are peer-pressured into thinking those things are the most important aspect of one’s identity. It is this susceptibility to the influence of an adolescent’s peers that makes them especially emotionally vulnerable (Gardner, Margo, Steinberg). There are many stressful things going on in a sixteen year old’s life and it is not until the following two years that most teens begin to emotionally mature. Also adding to this emotional stress is the fact that “the whole process of education occurs within a social framework and is designed to perpetuate the aims of society” (Baldwin 123). While some may say that “school [seems] as ‘real’. . . as ‘the outside world’” (Mori 130) what these people don’t realize is that hormone charged teens tend to become obsessed with their social statuses and anything that can contribute to it. This obsession will often begin to totally control the teen’s life until all they care about is good looks, popularity, and grades. Consequently, the collective teenage fascination with social status is detrimental to the emotional health of developing teens, as teens can become so fixated on their inability to reach their peer’s idea of perfection that they will begin to develop self-esteem issues that could follow them into their adult life if said adult life is thrust upon them too quickly. The difference between an adult’s and a teen’s emotions is that a teenager is not able to look past their current situation (high school) and see the triviality of it relative to their lives as a whole. A major aspect of transitioning, or graduating, into adulthood is emotional control and awareness and teenagers today simply are not emotionally developed enough to make that transition.
While it is undeniable that modern teenagers are physically developing faster than ever, that does not automatically qualify them as ready to move on to the next stage of life. There are other factors to consider such as intellectual capability and emotional awareness. Until teenagers are able to develop the major aspects of adulthood at an equal pace, the graduation age of modern teens should remain the same.
Works Cited
Botstein, Leon. "Let Teenagers Try Adulthood." The Language of Composition. Eds. Renee H. Shea, Lawrence Scanlon, Robin Dissin Aufses. Boston: Bedford/St. Martin, 2008. 153-55. Print.
Gitlin, Todd. "The Liberal Arts in an Age of Info-Glut." The Language of Composition. Eds. Renee H. Shea, Lawrence Scanlon, Robin Dissin Aufses. Boston: Bedford/St. Martin, 2008. 155-57. Print.
Gardner, Margo, and Laurence Steinberg. "Peer Pressure Is a Risk for Adolescents."America's Youth. Ed. Jamuna Carroll. Detroit: Greenhaven Press, 2008. Opposing Viewpoints. Rpt. from "Peer Influence on Risk Taking, Risk Preference, and Risky Decision Making in Adolescence and Adulthood: An Experimental Study."Developmental Psychology 41.4 (July 2005): 626-632. Opposing Viewpoints in Context. Web. 8 Dec. 2013.
Mori, Kyoko. "School." The Language of Composition. Eds. Renee H. Shea, Lawrence Scanlon, Robin Dissin Aufses. Boston: Bedford/St. Martin, 2008. 130-40. Print.
Baldwin, James. "A Talk to Teachers." The Language of Composition. Eds. Renee H. Shea,
Lawrence Scanlon, Robin Dissin Aufses. Boston: Bedford/St. Martin, 2008. 123-29. Print.
SCHRUM, KELLY. "Teenagers." Encyclopedia of Children and Childhood: In History and Society. Ed. Paula S. Fass. Vol. 3. New York: Macmillan Reference USA, 2004. 808-809. Gale Virtual Reference Library. Web. 8 Dec. 2013.
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