<p> Adam Seaton WASP piece 1. Elements 2. Transitions- subtle due to lack of narration 3. Where do you get a sense of the argument, or the point of view. In the arrangement and presentation, what is the angle on the subject? Phrases/places, etc.</p><p> Intro . In the early 1940s; Set up the time frame; . The story of the women airforce service pilots  Piece  Starts with quote from Elizabeth taylor, quoting… sounds of airplane in the background  She knows what she’s talking about.  Using direct quote to pose a question most of the listeners are already asking  Bring up women singing about the airforce,  Voices of different timbres, all pilots, all speaking in pilot jargon  “we all love to fly”  transition  date that will live in infamy  they needed pilots; establish lack of pilots and dire need  never state ww2, just implied  they went to all the women with pilots lisences  usairforce theme  news coverage; triumphant about women  letters back to home  the difficulties of being a woman and a pilot  “tomorrow”  reveille  newscast; women as soldiers, in texas  “texas is horrendous”, from several different women  “equalization” music is upbeat  enormous, “mine stood by itself”   singing about the airforce once more  airplane again, news broadcast; contrasts between reports and experience  use the “ swoop” noise to indicate maneuvers that are daring and impressive  going from “too much for me” to “you get over it”  transition  Their role  Targets to shoot at; live bullets  Getting shot at  The crap jobs they had to do; teach them to do the same things over and over.  “we’re used to stuff like this” (implying good jobs for women?)  they didn’t trust us; they didn’t think we were good enough  transition  B29 description, reputation  “take two women, so easy even a woman could fly it”  engine startup; louder and different from previous ones  easy to do everything there “my gosh, two women flying this thing  trans  Roomate was killed (NO MUSIC)  Instructor left her to die  Left her roommate to take her home  38 were killed; knew many of them by name.  “wars aren’t very much fun”  everyone wanted to do as much as they possibly could.  Trans  You must understand that you wanted to fly;  Descriptions of the cloud; music is light, airy, trumpets, piano  Trans  Music ends; uselessness implied  Reading from a dispatch; no understanding of or appreciation for the feelings of the women  Speech by air force leaders “all had our hair up” despite “our women can fly as well as our men   singing  dismissal.  Trans  Nostalgia; what happened after; the losses they all felt after jobs lost; put through most favorably by “and we’re not gonna be here much longer”  More singing about the time “fly like his mommy used to do” lack of background; mournful, wistful  Loss of respect; gloss over  Trans  Piloting plane “and we’re back home again in one piece”   singing  don’t want to remember it , wanted to do it again  Angle  Angle sort of comes in after they’ve been drafted, and trained</p>