Sunday, September 27, 2015
REMEMBER...THE RESTAURANT REVIEW IS DUE BY TOMORROW, MONDAY, THE 28TH, AT MIDNIGHT...
Be sure it is turned in to turnitin by that time!!!
WEEK THREE BLOG ENTRY
1. What is the greatest single song of all time and why?
2. Do you have a memory that is directly linked to a song?
For example, you are on your first date and the Katy Perry song Dark Horse plays on the radio three separate times during the evening. So now whenever you think of the date, you are reminded of the song, and vice versa.
2. Do you have a memory that is directly linked to a song?
For example, you are on your first date and the Katy Perry song Dark Horse plays on the radio three separate times during the evening. So now whenever you think of the date, you are reminded of the song, and vice versa.
WEEK THREE READING
Is Music the Key to Success?
By JOANNE LIPMAN
CONDOLEEZZA RICE trained to be a concert pianist. Alan Greenspan, former chairman of the Federal Reserve, was a professional clarinet and saxophone player. The hedge fund billionaire Bruce Kovner is a pianist who took classes at Juilliard.
Multiple studies link music study to academic achievement. But what is it about serious music training that seems to correlate with outsize success in other fields?
The connection isn’t a coincidence. I know because I asked. I put the question to top-flight professionals in industries from tech to finance to media, all of whom had serious (if often little-known) past lives as musicians. Almost all made a connection between their music training and their professional achievements.
The phenomenon extends beyond the math-music association. Strikingly, many high achievers told me music opened up the pathways to creative thinking. And their experiences suggest that music training sharpens other qualities: Collaboration. The ability to listen. A way of thinking that weaves together disparate ideas. The power to focus on the present and the future simultaneously.
Will your school music program turn your kid into a Paul Allen, the billionaire co-founder of Microsoft (guitar)? Or a Woody Allen (clarinet)? Probably not. These are singular achievers. But the way these and other visionaries I spoke to process music is intriguing. As is the way many of them apply music’s lessons of focus and discipline into new ways of thinking and communicating — even problem solving.
Look carefully and you’ll find musicians at the top of almost any industry. Woody Allen performs weekly with a jazz band. The television broadcaster Paula Zahn (cello) and the NBC chief White House correspondent Chuck Todd (French horn) attended college on music scholarships; NBC’s Andrea Mitchell trained to become a professional violinist. Both Microsoft’s Mr. Allen and the venture capitalist Roger McNamee have rock bands. Larry Page, a co-founder of Google, played saxophone in high school. Steven Spielberg is a clarinetist and son of a pianist. The former World Bank president James D. Wolfensohn has played cello at Carnegie Hall.
“It’s not a coincidence,” says Mr. Greenspan, who gave up jazz clarinet but still dabbles at the baby grand in his living room. “I can tell you as a statistician, the probability that that is mere chance is extremely small.” The cautious former Fed chief adds, “That’s all that you can judge about the facts. The crucial question is: why does that connection exist?”
Paul Allen offers an answer. He says music “reinforces your confidence in the ability to create.” Mr. Allen began playing the violin at age 7 and switched to the guitar as a teenager. Even in the early days of Microsoft, he would pick up his guitar at the end of marathon days of programming. The music was the emotional analog to his day job, with each channeling a different type of creative impulse. In both, he says, “something is pushing you to look beyond what currently exists and express yourself in a new way.”
Mr. Todd says there is a connection between years of practice and competition and what he calls the “drive for perfection.” The veteran advertising executive Steve Hayden credits his background as a cellist for his most famous work, the Apple “1984” commercial depicting rebellion against a dictator. “I was thinking of Stravinsky when I came up with that idea,” he says. He adds that his cello performance background helps him work collaboratively: “Ensemble playing trains you, quite literally, to play well with others, to know when to solo and when to follow.”
For many of the high achievers I spoke with, music functions as a “hidden language,” as Mr. Wolfensohn calls it, one that enhances the ability to connect disparate or even contradictory ideas. When he ran the World Bank, Mr. Wolfensohn traveled to more than 100 countries, often taking in local performances (and occasionally joining in on a borrowed cello), which helped him understand “the culture of people, as distinct from their balance sheet.”
It’s in that context that the much-discussed connection between math and music resonates most. Both are at heart modes of expression. Bruce Kovner, the founder of the hedge fund Caxton Associates and chairman of the board of Juilliard, says he sees similarities between his piano playing and investing strategy; as he says, both “relate to pattern recognition, and some people extend these paradigms across different senses.”
Mr. Kovner and the concert pianist Robert Taub both describe a sort of synesthesia — they perceive patterns in a three-dimensional way. Mr. Taub, who gained fame for his Beethoven recordings and has since founded a music software company, MuseAmi, says that when he performs, he can “visualize all of the notes and their interrelationships,” a skill that translates intellectually into making “multiple connections in multiple spheres.”
For others I spoke to, their passion for music is more notable than their talent. Woody Allen told me bluntly, “I’m not an accomplished musician. I get total traction from the fact that I’m in movies.”
Mr. Allen sees music as a diversion, unconnected to his day job. He likens himself to “a weekend tennis player who comes in once a week to play. I don’t have a particularly good ear at all or a particularly good sense of timing. In comedy, I’ve got a good instinct for rhythm. In music, I don’t, really.”
Still, he practices the clarinet at least half an hour every day, because wind players will lose their embouchure (mouth position) if they don’t: “If you want to play at all you have to practice. I have to practice every single day to be as bad as I am.” He performs regularly, even touring internationally with his New Orleans jazz band. “I never thought I would be playing in concert halls of the world to 5,000, 6,000 people,” he says. “I will say, quite unexpectedly, it enriched my life tremendously.”
Music provides balance, explains Mr. Wolfensohn, who began cello lessons as an adult. “You aren’t trying to win any races or be the leader of this or the leader of that. You’re enjoying it because of the satisfaction and joy you get out of music, which is totally unrelated to your professional status.”
For Roger McNamee, whose Elevation Partners is perhaps best known for its early investment in Facebook, “music and technology have converged,” he says. He became expert on Facebook by using it to promote his band, Moonalice, and now is focusing on video by live-streaming its concerts. He says musicians and top professionals share “the almost desperate need to dive deep.” This capacity to obsess seems to unite top performers in music and other fields.
Ms. Zahn remembers spending up to four hours a day “holed up in cramped practice rooms trying to master a phrase” on her cello. Mr. Todd, now 41, recounted in detail the solo audition at age 17 when he got the second-highest mark rather than the highest mark — though he still was principal horn in Florida’s All-State Orchestra.
“I’ve always believed the reason I’ve gotten ahead is by outworking other people,” he says. It’s a skill learned by “playing that solo one more time, working on that one little section one more time,” and it translates into “working on something over and over again, or double-checking or triple-checking.” He adds, “There’s nothing like music to teach you that eventually if you work hard enough, it does get better. You see the results.”
That’s an observation worth remembering at a time when music as a serious pursuit — and music education — is in decline in this country.
Consider the qualities these high achievers say music has sharpened: collaboration, creativity, discipline and the capacity to reconcile conflicting ideas. All are qualities notably absent from public life. Music may not make you a genius, or rich, or even a better person. But it helps train you to think differently, to process different points of view — and most important, to take pleasure in listening.
Joanne Lipman is a co-author, with Melanie Kupchynsky, of the book “Strings Attached: One Tough Teacher and the Gift of Great Expectations.”
http://www.nytimes.com/2013/10/13/opinion/sunday/is-music-the-key-to-success.html?pagewanted=all&_r=0
By JOANNE LIPMAN
CONDOLEEZZA RICE trained to be a concert pianist. Alan Greenspan, former chairman of the Federal Reserve, was a professional clarinet and saxophone player. The hedge fund billionaire Bruce Kovner is a pianist who took classes at Juilliard.
Multiple studies link music study to academic achievement. But what is it about serious music training that seems to correlate with outsize success in other fields?
The connection isn’t a coincidence. I know because I asked. I put the question to top-flight professionals in industries from tech to finance to media, all of whom had serious (if often little-known) past lives as musicians. Almost all made a connection between their music training and their professional achievements.
The phenomenon extends beyond the math-music association. Strikingly, many high achievers told me music opened up the pathways to creative thinking. And their experiences suggest that music training sharpens other qualities: Collaboration. The ability to listen. A way of thinking that weaves together disparate ideas. The power to focus on the present and the future simultaneously.
Will your school music program turn your kid into a Paul Allen, the billionaire co-founder of Microsoft (guitar)? Or a Woody Allen (clarinet)? Probably not. These are singular achievers. But the way these and other visionaries I spoke to process music is intriguing. As is the way many of them apply music’s lessons of focus and discipline into new ways of thinking and communicating — even problem solving.
Look carefully and you’ll find musicians at the top of almost any industry. Woody Allen performs weekly with a jazz band. The television broadcaster Paula Zahn (cello) and the NBC chief White House correspondent Chuck Todd (French horn) attended college on music scholarships; NBC’s Andrea Mitchell trained to become a professional violinist. Both Microsoft’s Mr. Allen and the venture capitalist Roger McNamee have rock bands. Larry Page, a co-founder of Google, played saxophone in high school. Steven Spielberg is a clarinetist and son of a pianist. The former World Bank president James D. Wolfensohn has played cello at Carnegie Hall.
“It’s not a coincidence,” says Mr. Greenspan, who gave up jazz clarinet but still dabbles at the baby grand in his living room. “I can tell you as a statistician, the probability that that is mere chance is extremely small.” The cautious former Fed chief adds, “That’s all that you can judge about the facts. The crucial question is: why does that connection exist?”
Paul Allen offers an answer. He says music “reinforces your confidence in the ability to create.” Mr. Allen began playing the violin at age 7 and switched to the guitar as a teenager. Even in the early days of Microsoft, he would pick up his guitar at the end of marathon days of programming. The music was the emotional analog to his day job, with each channeling a different type of creative impulse. In both, he says, “something is pushing you to look beyond what currently exists and express yourself in a new way.”
Mr. Todd says there is a connection between years of practice and competition and what he calls the “drive for perfection.” The veteran advertising executive Steve Hayden credits his background as a cellist for his most famous work, the Apple “1984” commercial depicting rebellion against a dictator. “I was thinking of Stravinsky when I came up with that idea,” he says. He adds that his cello performance background helps him work collaboratively: “Ensemble playing trains you, quite literally, to play well with others, to know when to solo and when to follow.”
For many of the high achievers I spoke with, music functions as a “hidden language,” as Mr. Wolfensohn calls it, one that enhances the ability to connect disparate or even contradictory ideas. When he ran the World Bank, Mr. Wolfensohn traveled to more than 100 countries, often taking in local performances (and occasionally joining in on a borrowed cello), which helped him understand “the culture of people, as distinct from their balance sheet.”
It’s in that context that the much-discussed connection between math and music resonates most. Both are at heart modes of expression. Bruce Kovner, the founder of the hedge fund Caxton Associates and chairman of the board of Juilliard, says he sees similarities between his piano playing and investing strategy; as he says, both “relate to pattern recognition, and some people extend these paradigms across different senses.”
Mr. Kovner and the concert pianist Robert Taub both describe a sort of synesthesia — they perceive patterns in a three-dimensional way. Mr. Taub, who gained fame for his Beethoven recordings and has since founded a music software company, MuseAmi, says that when he performs, he can “visualize all of the notes and their interrelationships,” a skill that translates intellectually into making “multiple connections in multiple spheres.”
For others I spoke to, their passion for music is more notable than their talent. Woody Allen told me bluntly, “I’m not an accomplished musician. I get total traction from the fact that I’m in movies.”
Mr. Allen sees music as a diversion, unconnected to his day job. He likens himself to “a weekend tennis player who comes in once a week to play. I don’t have a particularly good ear at all or a particularly good sense of timing. In comedy, I’ve got a good instinct for rhythm. In music, I don’t, really.”
Still, he practices the clarinet at least half an hour every day, because wind players will lose their embouchure (mouth position) if they don’t: “If you want to play at all you have to practice. I have to practice every single day to be as bad as I am.” He performs regularly, even touring internationally with his New Orleans jazz band. “I never thought I would be playing in concert halls of the world to 5,000, 6,000 people,” he says. “I will say, quite unexpectedly, it enriched my life tremendously.”
Music provides balance, explains Mr. Wolfensohn, who began cello lessons as an adult. “You aren’t trying to win any races or be the leader of this or the leader of that. You’re enjoying it because of the satisfaction and joy you get out of music, which is totally unrelated to your professional status.”
For Roger McNamee, whose Elevation Partners is perhaps best known for its early investment in Facebook, “music and technology have converged,” he says. He became expert on Facebook by using it to promote his band, Moonalice, and now is focusing on video by live-streaming its concerts. He says musicians and top professionals share “the almost desperate need to dive deep.” This capacity to obsess seems to unite top performers in music and other fields.
Ms. Zahn remembers spending up to four hours a day “holed up in cramped practice rooms trying to master a phrase” on her cello. Mr. Todd, now 41, recounted in detail the solo audition at age 17 when he got the second-highest mark rather than the highest mark — though he still was principal horn in Florida’s All-State Orchestra.
“I’ve always believed the reason I’ve gotten ahead is by outworking other people,” he says. It’s a skill learned by “playing that solo one more time, working on that one little section one more time,” and it translates into “working on something over and over again, or double-checking or triple-checking.” He adds, “There’s nothing like music to teach you that eventually if you work hard enough, it does get better. You see the results.”
That’s an observation worth remembering at a time when music as a serious pursuit — and music education — is in decline in this country.
Consider the qualities these high achievers say music has sharpened: collaboration, creativity, discipline and the capacity to reconcile conflicting ideas. All are qualities notably absent from public life. Music may not make you a genius, or rich, or even a better person. But it helps train you to think differently, to process different points of view — and most important, to take pleasure in listening.
Joanne Lipman is a co-author, with Melanie Kupchynsky, of the book “Strings Attached: One Tough Teacher and the Gift of Great Expectations.”
http://www.nytimes.com/2013/10/13/opinion/sunday/is-music-the-key-to-success.html?pagewanted=all&_r=0
WEEK THREE WRITING ABOUT WHAT YOU READ
Is music the key to success?
--or--
How has music impacted your experience of or thinking about life?
--or--
How has music impacted your experience of or thinking about life?
Tuesday, September 22, 2015
COURSE SYLLABUS
Hi there,
Hopefully you are now fully acquainted with the blog and getting into the rhythm of the course.
I now post our blog. It has some due dates and assignment descriptions...enjoy!
As always, if you have any questions about it, email me at bschmoll@csub.edu.
Hopefully you are now fully acquainted with the blog and getting into the rhythm of the course.
I now post our blog. It has some due dates and assignment descriptions...enjoy!
As always, if you have any questions about it, email me at bschmoll@csub.edu.
COURSE SYLLABUS
REQUIRED READING:
The
Tipping Point by Malcolm Gladwell
The
Tortilla Curtain by TC Boyle
MAJOR ASSIGNMENTS/GRADING SCALE/DUE DATES:
BLOG: (10%) DUE
WEEKLY
WRITING ABOUT WHAT
YOU READ: (10%) DUE WEEKLY
RESTAURANT REVIEW:
25% DUE SEPTEMBER 28TH
IN CLASS ESSAY: 25%
OCTOBER 10TH FROM 9-NOON AT CSUB
TIPPING POINT FINAL DRAFT: 30% DUE NOVEMBER 20TH
TIPPING POINT FINAL DRAFT: 30% DUE NOVEMBER 20TH
GRADED COURSEWORK EXPLAINED A BIT MORE:
BLOG: Each week there will be a question on the blog. You
will write at least 250 words(a long and brilliant paragraph) in response to
that question. You must also respond to your classmates’ writing at least
twice(with at least a one sentence response) each week. The best thing to do is
to write your response to the blog prompt, respond to someone else’s blog
entry, and then wait a few hours or a day before coming back to see what others
have said about your blog entry. Then, respond to that. The more you write, the
better. Each week, I will chime in at least once(and usually more) with my own
response. Bu remember, this is NON GRADED WRITING. Studies have made it very
clear that the more you write in non-judged ways, the better your writing
becomes. So simply write!
WRITING ABOUT WHAT
YOU READ: After you read each week’s
selection, you will respond to a question about the reading. These should also
be about 250 words. You do not need to respond to other’s work in this area.
However, you may find someone else’s work so interesting that you want to
respond.
RESTAURANT REVIEW: THIS IS OUR FIRST ASSIGNMENT. Go to any
restaurant in town. As you eat, take notes on the ambiance, the food, and the
service. You may choose any restaurant (from Taco Bell to Café Med), but you
should use this writing assignment to explore your descriptive capabilities.
Use sound, touch, taste, smell, and the look of the food and surroundings. The
review should be approximately three pages(typed, double-spaced) in length. You
may use the first-person in this review. Again, I will email you this
assignment separately, but you might start thinking now about which restaurant
you want to try.
TIPPING POINT FINAL DRAFT: (30%) For this assignment, you
will email me the final draft copy of your essay. THIS IS FINAL ESSAY OF THE
COURSE, SO DO NOT RUSH OUT AND START IT NOW!
The essay should be attached as a Microsoft Word document
and should be 4 pages in length, double spaced.
There are two essay topics to choose from.
Write a 4 page double spaced essay on one of the following
topics:
1. How might one or more of the ideas in the book The
Tipping Point apply to your chosen profession?
2. Locate a trend [social, political, cultural, other] that
seems to exhibit a "tipping point" phenomenon. Provide a brief
explanation of why you think this phenomenon meets Gladwell's three criteria
for tipping point phenomenon: a) contagiousness b) little causes having big
effects c) not gradual but dramatic change.
IN CLASS ESSAY: (15%)
We will take this in class essay during our face to face
meeting at CSUB. This is our one mandatory meeting. Since this course satisfies
the GWAR, you must pass one in class essay to be eligible to pass the course.
That essay will be given during our face to face meeting. If you do not pass
this assignment, you can come to my office to take a “demand” essay. This essay will be written about the book TORTILLA CURTAIN . We will discuss this
in detail as we approach that date.
OTHER COURSE POLICIES:
Passing Grade Requirement: Students must earn a grade of C
or higher in this course to satisfy the Graduation Writing Assessment
Requirement (GWAR). In addition, this course can fulfill the GWAR only if a
student has completed 90 or more quarter units of college work before taking
it.
To be eligible for a C in English 305, students must earn a
C or higher on at least one in-class writing assignment and a C average on all
other course assignments. Since this is an online class, in-class writing
assignments may be given at the first meeting or the last.
English 305 Waiting List/Drop Policy Statement
Students enrolled in English 305 must attend the first
Saturday orientation session. Students who miss this session will be dropped so
that other students may add the course. There is no make-up orientation
session.
Students who wish to add the course once the class is full
can contact the instructor before the quarter begins and ask to be put on a
waiting list. These students must attend the first Saturday session to remain
eligible for a seat, and these students can only be added if a spot in the
class becomes available.
Course Description:
An online/hybrid course in effective expository writing.
Emphasis on writing as a process. This course counts toward the Teacher
Preparation programs in English, Liberal Studies, and Child Development but
does not count toward the major or minor. Fulfills the GWAR.
Course Learning Outcomes
Students in GWAR courses should advance their mastery of
the following learning outcomes:
Goal 1: Reading
Skills
Objective 1:
Analyze a rhetorical situation (purpose, audience, tone) and how a
writer’s rhetorical choices (e.g. bias, rhetorical modes, syntax, diction)
inform a text.
Objective 2:
Analyze a text’s structure and conventional parts (introduction, thesis,
main ideas, body paragraphs, conclusion), and how the parts work together.
Objective 3:
Analyze a text’s logic and reasoning.
Objective 4:
Effectively critique the effectiveness of a writer’s rhetorical choices,
organization, and logic.
Goal 2: Writing
Skills
Objective 1: Effectively adapt the writing process to
various rhetorical situations, anticipating the needs of purpose and audience.
Objective 2: Analyze more complex and/or abstract writing
prompts, and stay on task.
Objective 3: Create effective thesis statements, and use
a variety of appropriate and compelling rhetorical strategies to support the
thesis.
Objective 4: Effectively structure essays, evaluating how
the parts work together to create meaning.
Objective 5: Avoid logical fallacies, and use precise
logical reasoning to develop essays.
Objective 6: Use correct and college-level,
discourse-appropriate syntax, diction, grammar, and mechanics.
Goal 3: Research
Skills
Objective 1: Effectively use summary, paraphrase, and
direct quotes to smoothly synthesize sources into own writing.
Objective 2: Master a documentation style, and avoid
plagiarism.
Objective 3: Use research methods to find reputable
sources.
Writing Requirements
Assignments will gradually increase in difficulty, and each
assignment will include both a rough draft and a final essay. Writing
assignments may be distributed as follows:
● at least one in-class assignment, during the first or
last meeting
● writing to inform
● writing to amuse or move the reader emotionally
● writing to persuade
● writing to analyze literature and/or art
Participation
Students will be required to participate in peer revision
and discussion on a blog set up exclusively for this class.
WEEKLY GOALS
WEEK ONE
This week I hope you will be able to effectively adapt the
writing process to various rhetorical situations, anticipating the needs of
purpose and audience. (Goal 2, Objective 1)
WEEK TWO
This week I hope you will be able to analyze a rhetorical
situation (purpose, audience, tone) and how a writer’s rhetorical choices (e.g.
bias, rhetorical modes, syntax, diction) inform a text. (Goal 1, Objective 1)
WEEK THREE
This week I hope you will be able to effectively structure
essays, evaluating how the parts work together to create meaning. (Goal 2,
Objective 4)
WEEK FOUR
This week I hope you will be able to avoid logical
fallacies, and use precise logical reasoning to develop essays. (Goal 2,
Objective 5)
WEEK FIVE
This week I hope you will be able to use correct and
college-level, discourse-appropriate syntax, diction, grammar, and mechanics.
(Goal 2, Objective 6)
WEEK SIX
This week I hope you will be able to analyze a text’s
structure and conventional parts (introduction, thesis, main ideas, body
paragraphs, conclusion), and how the parts work together. (Goal 1, Objective 2)
WEEK SEVEN
This week I hope you will be able to analyze a text’s logic
and reasoning. (Goal 1, Objective 3)
WEEK EIGHT
This week I hope you will be able to effectively use summary,
paraphrase, and direct quotes to smoothly synthesize sources into own writing.
(Goal 3, Objective 1)
WEEK NINE
This week I hope you will be able to master a documentation
style, and avoid plagiarism. (Goal 3, Objective 2) and Use research methods to
find reputable sources. (Goal 3, Objective 3)
WEEK TEN
This week I hope you will be able to create effective
thesis statements, and use a variety of appropriate and compelling rhetorical
strategies to support the thesis. (Goal 2, Objective 3)
Sunday, September 20, 2015
RESTAURANT REVIEW DESCRIPTIVE ESSAY ASSIGNMENT
RESTAURANT REVIEW: DUE September 28th
Go to any restaurant. As you eat, take notes on the ambiance, the food, and the service. You may choose any restaurant (from Taco Bell to Café Med), but you should use this writing assignment to explore your descriptive capabilities. Use sound, touch, taste, smell, and the look of the food and surroundings.
The review should be approximately two to
three pages in length(double-spaced). You may use the
first-person in this review. And in fact, you should include something about
the social experience of eating. What part did your company play in making this
an essay worthy food experience?
Basically, you should go to a restaurant and capture the experience on paper. You may write this one in a fairly informal tone. This is due on September 28th, by midnight.
HERE'S HOW YOU TURN THIS PAPER IN:
Once your essay is finished, you will upload the final draft to turnitin.com at any time on or before the 28th.
If you have not used this site before, you will go to turnitin.com and sign in using your own information. To enroll in the class, you will need the CLASS ID and password. They are below:
CLASS ID: 10751457
Basically, you should go to a restaurant and capture the experience on paper. You may write this one in a fairly informal tone. This is due on September 28th, by midnight.
HERE'S HOW YOU TURN THIS PAPER IN:
Once your essay is finished, you will upload the final draft to turnitin.com at any time on or before the 28th.
If you have not used this site before, you will go to turnitin.com and sign in using your own information. To enroll in the class, you will need the CLASS ID and password. They are below:
CLASS ID: 10751457
PASSWORD: english
Once you are signed in, you will click on Restaurant Review, which is the only available assignment right now. You will submit your paper there. That is it. If you have trouble with this, let me know.
Again, that assignment is due on the 28th and will be turned in only at turnitin.com.
Best,
dr. s
Once you are signed in, you will click on Restaurant Review, which is the only available assignment right now. You will submit your paper there. That is it. If you have trouble with this, let me know.
Again, that assignment is due on the 28th and will be turned in only at turnitin.com.
Best,
dr. s
WEEK TWO BLOG ENTRY
(just a reminder, write
your entry and then come back and respond to others)
What is the strangest
thing you have ever eaten? Ants from Columbia? Pancreas from Spain? Cow heart
from Peru? Deep fried grilled cheese from the Kern County Fair?
Alternatively, if you are not that kind of eater or have not tried such culinary oddities, what is one food you would never eat?
Alternatively, if you are not that kind of eater or have not tried such culinary oddities, what is one food you would never eat?
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