Table of Contents Dear Reader Introduction to Hidden Kittens - "A skeleton" Hidden Kittens Introduction to Mukilteo Beach - A "T-Diagram" Mukilteo Beach Introduction to Life's Meaning is a Choice Life's Meaning is a Choice - Journal #19 Introduction to Stowaways to Disneyland MWA - Stowaways to Disneyland Introduction to - Protecting Wetlands MWA - Protecting Wetlands Conclusion – Wrap Up

Conclusion - Wrap Up

To wrap things up, I have learned what I came to English 97 to learn. I have learned the basic and proper use of commas, how to recognize a complete "main clause" versus a "subordinate clause." I have learned the difference between a process paper and one that is a convincing argument (or maybe not). I have learned that to focus does not necessarily mean more detail, but a refining of what I really want to say. I have learned that attending classes on campus rather than all on-line is more fun. I've made friends and I learned a great deal, and am really glad I did this.

I hope you enjoyed my writings; however, there were many more than I could post. I was told by one of my classmates that I had already posted too much. If you get this far, I can assume you enjoyed the writing and the stories. I enjoyed doing them and sharing them now with you. Please let me know what you noticed in my writings, what you liked, disliked, and constructive criticism would also be welcome. I'm always willing to learn more!

Thank you, and God bless you.


Carla

Dear Reader:

My name is Carla, I have been married for 31 years, and I have two adult and married children. I have included pictures of my husband, two children, and our 5 dogs. I am now a returning college student, I began college thirty-three years ago; finishing three years of college with many college credits and an Associate of Technical Arts Degree (ATA), graduating with a liscense in Cosmetology. I have styled hair for 30 years now, and had many other life experiences, including watching my children grow up, marry, and move away. I decided I wanted to do something different and return to college and to go on to a four-year college to earn a teaching degree; however, there were a few credits that I never completed at the community college level. I truly wish I had known then what it would cost me now in frustration, time, money and perseverance.

I started back to college with much trepidation; then spent the first two college quarters “finding my way.” Starting right off taking some intriguing Early Education and Psychology classes, but I’m still not sure I’ve found my direction. What I do know is that my ATA Degree needs to be up-graded to an Associate of Arts Degree (AA) that would be transferable to a four-year college. An additional two quarters to fill those latent requirements are needed. I was so afraid when my first quarter began, a middle-aged lady at a Community College full of ambitious, idealistic, newly minted high school graduates. Although that was true, there were also numerous other people that had returned to college, I wasn’t an oddity at all. Continuing with the erroneous idea that I could pick-up where I left off, led me to another shattered myth causing the realization of just how much I had forgotten. I had to get serious. It was difficult to take Logic, Environmental Science, and English 101 all at the same time during Winter quarter of 2009 without any refresher courses in math or Basic English grammar. I did it, and did it well, while driving myself half-crazy trying to keep up and make good grades.

After “the super human quarter,” I decided to go easy for the Spring quarter. Deciding to take English 97. This was a much-needed refresher course. Math 78 a self motivated course that allows one to learn as fast or as slow as one can or wants to. My goal was to work through the entire required math that I needed in one quarter. Laugh-out-loud, or L.O.L. as today’s young cell-phone-texters would say, I began at the beginning of basic math, and am now working through beginning algebra. It may take me another quarter to get through the one required course “intermediate algebra.” Doing intermediate algebra or anything else is impossible until you understand the basics that come before it.

Returning to the English 97 class, people have mentioned I have a gift for writing. I have never asked what they saw in my writing that they liked. Now, I wish I had asked. It would have been nice to build on my strengths. What I found out this quarter is that I am seriously “comma challenged,” and I have a tendency to diverge off the main topic often including way to much unneeded information. “Focus, you need to focus on the subject,” repeats our instructor. This class taught me how to focus on a topic, to use my voice to write descriptively, but not to excess, how to write a process paper, and, of course, where to put or not to put commas. I’m still working on that one. Rediscovering the joy of putting my thoughts on paper in descriptive narrative, I learned about “Show Not Tell.” Using descriptions rather than just the “facts,” building interest and imagery with words to show not tell. “I typed the assignments, with the sounds of my fingernails clicking on the keys and the incessant tapping of the keyboard filling the air.” At first, I could disregard the punctuation and spelling and set the fluid words onto the black and white computer screen. Like water, the ideas and words flowed all over the place. Eventually I needed to control the flow, but not yet, not until the 2nd and 3rd drafts. The words may have flowed, but the descriptions blossomed. I love using words to paint a picture.

The selection of my writings that I have chosen will reflect my newfound control, and the joy of description. Please enjoy these short stories, and let me know what seems interesting. You can help me to answer the question, “What was it you liked about this piece?” With your insight, I can continue to build on my strengths. Come, join me on my journey of self-discovery through my writing, and thank you for reading my e-portfolio.

Just for fun I've added a "dictionary" link to the side bar of my blog, so that you may look up or challenge any of the words or usage. (This one is for Mei - JK!)

Carla

Introduction to Hidden Kittens - "A skeleton"

One of my favorite writing assignments, about mid-quarter, was the “skeleton writing.” Our instructor would give us a list of phrases, sentences, or quotes that were only the barest of outlines for a story; hence the skeleton. The skeleton piece I chose to share with you is called “Hidden Kittens.” These were the supplied phrases; look for them in my story:
“I never told anyone.”
“Oh yeah? Then who did?”
“How should I know?”
“Shut up! Someone’s coming.”
“It’s not my problem.”
“You’re gonna be sorry.”

Everyone who did this assignment wrote different stories, based solely on their own imagination. This story is loosely based on my own childhood, my brothers names are Steve and Rob and my sister’s name was Debbie. This is only a snippet of a potential story, but in spite of being brief it tells a story of childhood, and the inter-dynamics of siblings. “Steve, the oldest, looked accusingly at his younger brother, Rob. Quick to his own defense, Rob whispered, “I never told anyone.” Debbie seemed to know right where they were hidden . . .” I chose this piece because it shows that I am able to fill out an outline, use descriptive language, and tell a story in a narrative style.

Hidden Kittens

The two children were hunched down under the old stairs leading to the back door. Before them was a dilapidated, old box containing a worn, old, wool blanket, a mother cat, and three tiny kittens. As they crouched balancing on their toes over the box and watching the nursing kittens, they heard their names called out by Debbie, their little sister. Steve, the oldest, looked accusingly at his younger brother, Rob.

Quick to his own defense, Rob whispered, “I never told anyone.”

Debbie seemed to know right where they were hidden, calling out their names, “I’m going to tell Mom on you, Steve and Rob.”

Steve, glaring at his younger brother, asked, “Oh yeah? Then who did?”

Rob fearfully started to back away from the box and his brother, responding, “How should I know?”

Steve gathered up the corners of the blanket and tucked them inside to keep the kittens warm and safe, both boys hurrying to hide the cat and her kittens. Rob started to explain again that he hadn’t told anyone.

“Shut up! Someone’s coming.” Steve warned Rob.

Just then, the screen door screeched as it opened, their mother stepping out on the porch blocking the slanted lines of afternoon sun streaking through the floorboards.

“Debbie where are your brothers?” Mother asked, more interested in the flowers in the window box than the little girl.

Debbie slowing in her advance on the two hidden under the porch veers off to the tree swing and sings out, “I dunno.”

Her mother, drying her hands on a towel responds, “Find Steven, and tell him he has to do his homework.” Debbie nods as she again fastens her eyes on the two boys under the stairs.

Rob begins to realize that Debbie knows where they are, but not necessarily about the kittens and asks Steve, “How are we going to keep Debbie from mauling the babies.”

Steven, in a huff crawls to the loose boards framing the stairs the entrance to their hidden cave, and whispers, “It’s not my problem,” he turns to his brother and says, “I have homework to do.”

Rob, reaches for the box, and starts to drag it further back under the house. With genuine concern about the kittens, he tells his exiting brother, “You’re gonna be sorry.”

Steve intercepts his aggressive little sister, picks her up, playfully tosses her over his shoulder, and carries her into the house saying, “Mom wants you to come in too.” Steve’s voice trails off as he opens the screen door, “Did you know about the big, hairy, spiders that live under the house?”

Introduction to Mukilteo Beach - A "T-Diagram"

I have chosen this first piece called “Mukilteo Beach” because it was an exercise in descriptive writing. We were asked to use a “T” to diagram an outline with descriptive language. First, we chose a place; I chose Mukilteo Beach placing it on top of the horizontal line of the t-diagram. On the left side of the vertical line of the “T,” we listed several things that we would find at this location. Finally, on the right side we were to use descriptive words to describe, or paint a picture of these things. For example, I listed “sand: grainy residue of ancient granite mountains . . ., ocean: The sun glittering off the waters of the bay, framing the ferries as they make their temporary trails in the ever-shifting waves . . .” With these descriptive phrases we were to construct a paragraph. I enjoyed this exercise of playing with words and using sensory details. This piece shows my ability to use words to paint a picture. "The dogs, running, urging their people leashed to them to run faster, the birds, the waves, the very air is exciting to them." One of my friends commented, “This paragraph just draws the reader along.” I hope you enjoy this short piece and are also drawn along.

Mukilteo Beach

The sun glittering off the waters of the bay, framing the ferries as they make their temporary trails in the ever-shifting waves. We walk on the sand the grainy residue of ancient granite mountains, balancing one foot at a time on the rounded beach rocks, being careful to avoid stepping in the tide pools that lurk in each sanded bowl depression of the land-bound boulders. Stooping to look at the tide pools, we spy the tiny sparkle of glittering fry as they dart by, hiding behind the feathery sea anemones. The pools are teaming with a variety of sea life, scuttling little crabs darting away as the rocks are shifted, the leathery rough skin of the sea stars dining on black, iridescent mussels, a prickly sea cucumber swelling when touched to appear larger, and the elusive sea slug, putting its land bound relative to shame with its vibrant colors of yellow, red, and white. The shadow of a seagull soaring on the currents of the wind passes over the pool, and the Sand Pipers run by agitating the sand fleas that form clouds hovering over the sand. The dogs, running, urging their people leashed to them to run faster, the birds, the waves, the very air is exciting to them. Couples stop to laugh at the dogs with their wet smelly fur and sandy noses, and children run into the ever-frigid waters of the Puget Sound squealing at the shock of cold. The very thin and old folk huddle in their coats while sitting at the picnic tables reading books and guarding the lunches from the ever-greedy gulls. Over our heads, the sounds of flapping kites waft in the breezes. Some proud-tailed kites sail as skillfully as the gulls. Some kites threaten to dive to the ground afraid of each gusty draft, tails spiraling in defeat. We walk, smelling the sea and tasting the salt in the air, rejuvenated by the walk on Mukilteo Beach.

Introduction to Life's Meaning is a Choice

This second piece is one of the many journals we used as creative writing exercises in our English class. The topic was, “How to live a meaningful life.” I titled my journal entry “Life’s Meaning is a Choice.” This particular journal felt meaningful because it gives an example of a very concise organization and process paper. This was written after many other efforts to ‘focus’ on the topic. I think it shows my newfound and developing skills in writing a process paper with a specific focus. For example, “For a meaningful life, you need to choose your own value and make it come true: First, accept that you are of value and have meaning, everyone does.” I hope you enjoy reading this piece as well as find the intended encouragement for yourself.

Life's Meaning is a Choice - Journal #19

A meaningful life is a deliberate life. You need to make deliberate choices concerning your own meaning. Many people question the meaning of life, and so many come up with no answer. However, there is meaning. There is meaning in my relationships with my family, friends, and my God. I find that I can help, support, serve, and find value in both others and myself. God says we became meaningful as we were created. There is value in each life and each person. Sometimes the significance of a life is so profound that it’s hard to miss, such as Mother Theresa. Contrasting is the quiet mother, who raises her children to be honest and well-adjusted contributors to society. This mother may not realize the importance of her life, if she undervalues her work and accomplishments. A man who has lost his job and has based his worth on his job alone can lose all meaning to his life. This loss value is often what leads to depression.

A meaningful life requires accepting your inherent value and living in the truth of it:
1. Accept that you are significant and have purpose, everyone does.
2. Find what you love to do. Whether that is a prominent leadership role, or a quiet behind the scenes service role; take pride in what you do. Don’t let anyone tell you that your job or hobby isn’t as important as someone else’s.
3. Create your own happiness. Don’t wait for others to make you happy, it may never happen. Find joy in each day: watch a movie, read a book, serve at a community soup kitchen, take a walk, call a friend, walk a dog . . . whatever makes you happy.
4. Put value on your work. Recognize what you did that day and take pride in your accomplishments.
5. Set goals, both short term and long term. Be flexible so that if things change your goals can change with them. Any focus can work; they do not have to be lofty goals. A simple goal might be, “I’m going to pamper myself with time to read a book today.”
6. Respect yourself and be considerate of others. You will naturally value and give to others; thus, earning their high opinion.

No one is an island; we need relationships. Do not isolate yourself; find reasons to reach out and spend time with friends and family. Work, play, relax together, and life will be meaningful. Seek your own meaning establishing in your heart the absolute certainty of your importance in God’s plan, and you will have found that life can be good.

Introduction to Stowaways to Disneyland

As part of the class, we were expected to write many short essays to build our writing skills. We used these new skills to write what our instructor called an “MWA;” this is an acronym for “Major Writing Assignment.” These assignments were written in a specific style, using many drafts to perfect them, and to refine the narration style of this paper. I have chosen my second MWA, “Stowaways to Disneyland” to share with you, because it shows a chronological order of events as well as dialog that adds to the story giving it a sense of completeness and of interest. I also chose it because it may make you smile, even though it seems so unbelievable. With this paper I needed to be refreshed on how to write a narrative, this paper shows my efforts to include other peoples voices in the story. I would have gone on for pages if I had also included more sensory details, such as "it was dark when we left home, and blazing mid-day when we arrived in L.A." This is a story about not telling our children that we were on a trip to Disneyland, and how long that secret was drawn out: “Mike and I were grinning and thought the game was up, but continued to play, telling them, ‘If they haven’t noticed us already they probably won’t. Don’t worry; they do not toss people off of planes in mid-flight.’” With highly imaginative and trusting children, this became a demonstration of trust, one that I will not soon forget.

MWA - Stowaways to Disneyland

It was fall of 1992, and the plans for a trip to Disneyland were set months in advance. A week before the trip, Mike was unexpectedly unemployed. We struggled with the decision to go on the trip or not, deciding we were going to go no matter what. We kept our plans to take a Disneyland vacation a secret from our children, so as not to overexcite them; however, it turned out to be a study in trust.

Whitney was eight, and Eric was nine years old. Both children were old enough to get overly excited and not sleep before a trip to Disneyland if I had told them of the plans. Before I sent the children to bed, I started the deception. “We will be picking up Uncle Steve at the airport tonight. We will be taking you with us.” Neither trusting child found that unusual because we had done the same in the past.

Mike and I had surreptitiously packed the suitcases and loaded the car after the children were soundly asleep. When it was time to go to the airport, each of us woke up a sleeping child, quietly dressed them, and tucked them into the car to fall back asleep. Mike and I were grinning because the plan to keep them calm was working so well. At the airport, Mike checked us onto our flight. The sleepy children never saw the tickets or the luggage. We went to our gate and “waited” for Uncle Steve. We were amazed they had not caught on, and we began to have fun with the idea of just how far could we go with not telling these kids of our plans. I heard our row number called, and we needed to board. I suggested we go onto the airplane to see if Uncle Steve was still on-board. Those two good little kids just followed me like ducks in a row. When Uncle Steve was not on board, Mike suggested we take a seat and wait awhile. Until now, these words and actions elicited no response from my otherwise inquisitive children. I must say however, as the plane started to roll away from the terminal both, children started to realize something was strange.

What I had not considered was the influence my reading aloud to them would have. At home, we had just finished the book Treasure Island, the classic pirate tale of treasure and stowaways. In the book, the pirates made the stowaways walk the plank and jump into the sure death of the open ocean.

Whitney began to fuss and cry. “They will catch us, we are stowaways, and they’ll throw us off the plane.”

Eric, much more pragmatic, questioned, “What will happen to us if we are caught without tickets?”

Mike and I grinning thought the game was up, but continued to play telling them, “If they haven’t noticed us already they probably won’t. Don’t worry; they do not toss people off of planes in mid-flight.”

I reminded the children that walking the plank was not an option in today’s world. That settled the kids down somewhat but they kept asking questions: “How will we get home,” “How much will it cost to get home,” and “You can have all my money.” I tried to appeal to the trusting nature of the concerned children; consequently, I told them that we would be fine, it would all work out, we were their parents, and we would take care of them. I tried to direct their concerns away from the seeming crisis and toward the adventure of the unknown. The desire to tell the children of the hoax was always present, but Mike was a more dedicated tease than I was, and he kept telling me to wait just a bit more.

When the plane started down over L.A. and the kids spotted palm trees, they again began to say things like, “This isn’t Washington,” and “We are a long way from home.”

“Dad will rent a car, and we will drive home.” I encouraged the children not to worry.

Mike collected the bags, the pre-arranged rental car, and he met us at the door. We loaded the now curious children into the tiny budget car. Before we reached our destination, we decided to stop for breakfast at a Denny’s. After we had eaten, Mike teasingly told the children that they would have to do dishes to pay for breakfast.

Whitney burst into tears, and wailed, “I don’t want to do dishes.” She was inconsolable.

I had to gather up the crying child and tell her several times, “Dad will pay for breakfast, and you will not have to do any dishes.” Only after we left the restaurant did she calm down.

Eric, my little hero, would have gone in to wash dishes if it would help us out; however, no one was required to do dishes.

As we passed the entrance to Disneyland, I asked the kids, “Shall we go to Disneyland while we are here?” Both sets of eyes grew much bigger at the possibility of the adventure followed by their eager acquiescence.

When we arrived at the hotel, Mike went in to see “if they had any rooms available,” or so we told the children. It was when we got to our reserved room, that I could no longer stand keeping the secret; although, I was amazed they had trusted us so far. I told them of all the trickery and why. We wanted them well rested because they would get less sleep while we were here at Disneyland. “Even though Dad was out of a job, it was something we wanted to do.” It took a bit of convincing, but you should have seen their faces at the Disney Park that day. They were so amazed, or more likely in shock. They enjoyed every minute of the next five days. I would not suggest that you lie to your children, or keep a secret so long. This adventure was a study in trust that children have for their parents that was ultimately very revealing to me. Do not abuse that trust, but do have fun!

Introduction to - Protecting Wetlands

I chose this last piece “Protecting Wetlands,” because it is a process paper with a topic I feel strongly about. I wrote this paper as the last “MWA” or “major writing assignment” of the class. It contains information worth sharing. I was able to give the facts, explain the process and purpose of wetlands, while using writing skills to demonstrate clearly the co-dependence we have with our environment. With this paper we were to formulate a thesis then prove it. “We need to understand wetlands and how to protect them so that they can continue to do what they do naturally, clean our water.” I could have chosen a more basic topic, but I tend to choose things that are difficult, and this paper proved to be just that, difficult. I kept giving too much information confusing the issues. Learning to “focus” once again, I was able to choose basic points that would help a reader to understand " Next, we can protect our wetlands and waterways, realizing how our actions contribute to their pollution. Limiting the polluting nutrients that we allow to flow into our wetlands is up to each of us. We not only have a choice of products, but also we choose to use them properly or not."

As another example of a process paper, I have posted on my blog a piece titled, "How to Buy Produce," that one was easy, "Protecting the Wetlands" was much more difficult. Our un-named professor (per her request) suggested that I think of details too much, and that I need to think more globally. Hummmm.... I'm going to have to keep working on that one. I hope you enjoy this piece, and let me know if you learned anything new.

MWA - Protecting Wetlands

Of the original 215 million acres of wetlands that existed 200 years ago in the continental United States, less than 100 million acres remain.[i] The U.S.A. has lost more than 50% of its original wetlands, and, in some areas of our country, 99 percent of all the wetlands have been dredged, filled in, or built over for human use. Traditionally wetlands have been thought of as useless, muck-filled breeding grounds for mosquitoes, rats, and dangerous diseases. However, wetlands truly are important to the health of our waterways and planet. Bill Mitsch of Ohio State University said, "Wetlands act as the earth's kidneys, purifying the water that flows through them." [ii] We need to understand wetlands, and how to protect them so that they can continue to do what they do naturally, clean our water.

The first step towards protection of wetlands is to define and recognize a wetland. Not all wetlands are covered with water. Some wetlands are covered or saturated with water and functioning for as little as 2-3 months of the year, while others are full of water and support the surrounding environments year round. In the Northwest, it is easy to recognize wetlands. They are visible along the sloughs and rivers full of cattails, ducks, and the croaking of frogs.

There are actually many different kinds of wetlands: salt water estuaries affected by tides, wooded area swamps, marshes with bushy plants and grasses found along many of our rivers and streams, and flood plains. From I-5 and Hwy. 9 the floodplains, appear as shallow lakes in the Snohomish Valley. To better understand and be familiar with our local wetlands visit these local Snohomish County wetland reserves. Narbeck Wetlands, is an intercity sanctuary and interpretive center. Narbeck is a re-creation of previously destroyed fresh water wetland. This rebuilding effort has minimized the further diminishing of these wetlands due to human activities. The untouched original marshes were destroyed to make room for the expansion of Paine Field. [iii] Spencer Island Wetlands, is also a reclaimed wetland, formerly farmed, where the waters of the Snohomish River meet the salt water of Possession Sound. This is an estuary of 412 acres of grassy marsh and sloughs, provides home to hundreds of different kinds of birds and mammals.[iv] Other local wetlands of note include Jetty Island, a municipal marine/estuarine park on a 2-mile long island, and Langus Riverfront Park and Nature Trail, reclaimed from former farmland. The Langus properties wind along Union Slough and the lower Snohomish River, one of Puget Sound's largest estuaries.

Secondly, we need to understand how pollution affects wetlands and how they function. The Puget Sound area is rife with wetlands, and they all need protection from toxins and destruction as more landfill and building sites because they serve as an important barrier between the health of an area and unhealthy area. Obviously to preserve a wetland is best, but to rebuild a wetland is also important, returning the natural balance and function of natures “kidneys.” Continuing with Bill Mitsch analogy, wetlands clean the water that feeds our world. Without this cleaning action, the waters are poisoned, and unfit for consumption by people or animals. For these reasons, wetlands in our state should be protected to benefit environmental health and a natural clean water supply that prospers everyone. Without wetlands we not only would have more flooding, and landslides, but also polluted water, allowing pathogens, heavy metals, and poisons to continue their journey uninhibited into our rivers, lakes, and oceans.

Wetlands function to receive water from a variety of sources. They accept and hold excess rain and spring melt from snow packs. The rain waters that wash our roads and land carry excess fertilizers, pesticides, detergents, animal and human feces, and organic products such as grass clippings, harmful bacteria, and litter. The natural water cleansing systems of nature, trap, this influx of saturated runoff. If the influx of nutrients and pollutants are more than a wetland can process, it’s akin to pouring a thick liquid into a fine mesh strainer. If the flow is too fast or more than the strainer can hold, the thick, unfiltered liquid overflows, contaminating the previously strained liquid. If there is a balance of influx, equal to the wetlands potential, all is well; however, if there is an excess it become contaminated, passing beyond the wetlands and downstream randomly polluting.

Within the wetlands there are three identifiable sections: the uplands, the riparian, and the aquatic. The highest elevation level is the uplands; these contain the trees, woody vegetation, bushes, and grasses. The vegetation slows the force of the water flowing into the wetlands beginning the filtration process. The roots and grasses trap the heavier particles of the sediment, soil, rock, and toxic heavy metals. These metals willingly attach themselves to clay; consequently, they settle to the ground as inert material. The second level of the wetland is the riparian marsh. This waterlogged level is covered heavily with the vegetation of water loving grasses.

Algal blooms can present problems for ecosystems and human society. It provides habitat to a great many of the aquatic birds and animals that need protection from predators and weather. In spite of the toxins, these animals are an integral part of the water cleaning process because they consume or absorb much of the nutrients carried into the wetlands. The third level of the wetlands is the aquatic zone. These are the deeper waters that have less vegetation, and more open water, providing habitat for fish and other wild life. The aquatic level is shallow at its edges rarely getting deeper than 6 feet. This is where the excess nutrients begin to cause real problems such as algae blooms. Algae are surface aquatic plants that reproduce rapidly feeding off the available nutrients in the water; this not only removes much of the nutrients carried into the wetland, but also adds a great quantity of natural nutrients back into the water. The prolific algal blooms block sunlight and oxygen from penetrating the water. As the short-lived algae rapidly die off, increasing the need for more decomposers, suffocating of plants and fish. These “dead zone” areas are unable to support aquatic life. We must limit the pollutants entering our wetlands.

Next, we can protect our wetlands and waterways, realizing how our actions contribute to their pollution. Limiting the polluting nutrients that we allow to flow into our wetlands is up to each of us. We not only have a choice of products, but also we choose to use them properly or not. We can dispose of them so they do not enter our wetlands, or we can contribute to the contamination of our communities.

Proper disposal of our household toxic wastes and garbage as well as awareness of the products that we use is important to environmental health. Wash your car at a carwash where they are required to filter water to keep harmful contaminates out of the water systems. Put car oil in a container and take it to an automotive business that will recycle the oil. Kitchen produced fats, oil, and grease need to be cooled completely then placed in a sealed non-recyclable container and discarded with your regular garbage. Use paper towels to wipe residual grease or oil off dishes, pots, and pans prior to washing them. These fats and oils need to be contained so they cannot enter the water systems because they coat the water and block the sunlight and oxygen from penetrating into the water. For pet waste scoop the poop, bag it, and place it in the trash. Composting and burial are not good ideas for pet waste. They may seem practical, but they do not kill hazardous pathogens that may be in the waste and can pollute water. There are numerous toxic household waste products. To name a very few; paint, household chemicals, herbicides used to minimize weeds, and fertilizers that encourage plant growth. For more information on safe disposal of these products refer to “Household Hazardous Waste and How to Dispose of It”: Washington State Toxic Coalition at <http://www.watoxics.org/homes-and-gardens/fastfacts/fastfacts-disposal.

The non-water soluble pollutants like grease and oil form a scum on the surface waters blocking sunlight that is needed to kill pathogenic bacteria that cause sickness and disease. Moreover, the water has to be clear and shallow for the purifying sun process to work. Algae blooms and oils together can quickly destroy the effectiveness of a wetland. Not only learn how to use non-polluting or organic products, and learn the proper way of disposing of hazardous materials such as paint, batteries, light bulbs, and cleaning supplies, but also encourage neighbors and your community to begin direct intervention.[v]

It is critical to preserve wetlands, and to minimize the use of contaminates and waste flowing into our waterways. Wetlands are the most efficient water purification system available and although there is still a reputation of breeding grounds for mosquitoes and disease, that is changing as the need to manage wastewater, and preserve our planet becomes increasingly more important. It is essential to protect what they do naturally, clean our water.

Works Cited:

[i] Wetlands Campaign - National Audubon Society, page 1 <http://www.audubon.org/campaign/wetland/destroy.html>

[ii] Bill Mitsch, professor of natural resources at The Ohio State University. <http://www.osu.edu/osu/newsrel/Archive/00-04-12_Earth_Day_Special:_Wetlands.html> Ohio State News, April 12, 2000, page 1

[iii] Narbeck Wetlands: Western Snohomish County 921 Seaway Blvd. Everett, Washington - Away.com <http://vacation.away.com/attractions/travel-ad-cid324967-everett-attid286921-narbeck-wetland-sanctuary-attraction.html>

[iv] Spencer Island Wetlands, Jetty Island, Langus River Front Park - See Washington State Tourism at <http://www.experiencewa.com/attraction.aspx?id=314>

[v] Household hazardous waste and how to dispose of it: See the Washington State Toxic Coalition at <http://www.watoxics.org/homes-and-gardens/fastfacts/fastfacts-disposal>