Watching Anthony Jack’s take on diversity in higher education definitely opened up my mind on diversity and accessibility in schools that I’d never thought about before. Going past admission, the privilege of understanding the social structure of higher education is a privilege that can be seen as invaluable. Poverty and inequality doesn’t stop once you’ve gotten into your dream school, in fact, sometimes being in such privileged schools like ivy leagues will widen the social inequality gap between students. The experience and comfort of being able to engage with faculty and teachers, utilize office hours and make those deeper connections with the school can make or break one’s career and education possibilities. I feel as if this is an an issue that has thus far not been so widely understood or accommodated for. I for one feel as if my experience in public high school made my transition to USF a bit rockier than my private school alumni counterparts. This is in part by my lacking understanding of how to utilize the advantages of better faculty accessibility. I am still personally quite uncomfortable with reaching out to my professors when I am in need of help, but can still see how much better accommodated my friends are with their choosing experience as they are comfortable with their professors and accessing the schools resources for help when needed.

Jack’s speech goes beyond racism, and actually connects to classist patterns of society as well. One aspect of this that’s actually never even occurred to me before was when he discusses spring break. I consider myself lucky to be able to access my home, a place of safety, so easily as my family lives in the surrounding Bay Area, in San Jose. I’ve never considered school shutting down for a week in the spring to be a misfortune for anyone, only an opportunity to be free. However, that opportunity is certainly a privilege that isn’t available to everyone. 

Let’s quickly review arguing for social cause ideas; you can see the assignment prompt for Essay 3 for some ideas to start with.

Think of some ideas that you want to include in research and argument multimodal essay and do a freewriting for 10 min. As you do this freewriting, keep on writing without worrying about grammar, sentence structure, and word choice; it can be anything you can think of on your tentative ideas regarding rhetorical analysis and the ways you plan to use certain strategies for an effective analysis.

Once you finish, look at some words, phrases, ideas that you think can be developed further to include in your Essay Two. Then create an outline of your essay based on your freewriting.

After reading the assignment prompt for Essay 3, I immediately began evaluating the various ways discrimination has affected my life thus far. I do not mean me directly when saying this, but rather the way it has impacted my environment; whether that be injustices done to the ones around me, the ones I love, or even myself. I’m currently a bit confused on the multimodal formatting of the essay, as it’s hard for me to visualize solely based off of its description. Maybe when I see the example it will be cleared up for me. I’m also a little worried with the use of Adobe Creative Cloud express. During the first essay, I wished that Adobe Spark offered more creative flexibility for my project. I wonder if there’s another platform I can use out there that results in the same medium? So far I am thinking of Canva, Keynote, or even Google Slides recorded with a voice over.

The topic of social issues is very broad, and I’m currently having a hard time trying to decide what topic I want to write about. I might even write about the opioid crisis again? Or I can go more towards the cultural route and analyze themes such as #oscarssowhite, or in general the pattern of white preference in pop culture and society. As a psychology major, it might also be interesting to write about something in that field as well. Maybe racial patterns in psychology/the racial/cultural gap of people getting mental health services? Or the Asian American identity crisis, as we have been discussing it my philosophy class recently. As a child of two independent business owners, I also can’t help to think about public policies such as healthcare. As my parents ran their own business, my family wasn’t allowed the privilege of company benefits. Especially when it came to insurance or healthcare. Public policy and affordable healthcare go hand in hand with classism; as an immigrant family business household, I personally experienced the gaps in government insurance. Some of which still exist today, such as gaps in mental health coverage or recovery coverage.

Essay Outline:

Introduction to topic

• background information; context
• why is it important?
• claim

Analysis of topic

• evidence and explanations
• answer why it’s important question

Defeat the counter argument/opposing viewpoint

• some might say          , however,            

 

Conclusion

• reinforce why the issue is important, backed up with analysis and address of counter argument

The cartoon shows an old, white man who would not give the boy money for school; even though he has some in his other pocket. The boy is wearing a Chicago Cubs baseball hat, indicating the setting of the cartoon. Chicago is infamous for having one of the highest crime rates in the nation. The white man has no money for the kid in school yet has an abundance of money for Tax Increment Financing (TIF). TIF is a way for governments to improve infrastructure, and raise property value. This cartoon is a criticism of how the city neglected its public schooling systems to prioritize the surface value of their land. The way the Chicago government prioritized the “face” of their city rather than their youth was a classist and racist move. As the majority of lower-income families in Chicago are people of color, who don’t even have the types of funds to even benefit from TIF, they only continue to struggle as the government continues to allocate money to make the rich richer, and keep the poor people poor. 

By: Xena Neira, Parker Qualls, Briana Do

Excerpt from page 23 of an article in 2011 by William Ellis entitled “Culture in Transition.”

World problems such as poverty, pollution, war, and hunger are inherent in the current system of world order based on nation-states and economic competition. They can be solved if people know and understand one another on a global, grass-roots basis.  By developing people-to- people linkages irrespective of national borders, we can start to ameliorate global tensions and inequities.

Student versions:

Is this plagiarism or not?  Y or N

    Y     William Ellis asserts that world problems such as poverty, pollution, war, and hunger are inherent in the current system of world order based on nation-states and economic competition (p. 23).

Needs to add publication date for APA. ex: Ellis (2011). Since this is a direct quote, there needs to be quotation marks. 

    Y     Global tensions and inequities can be solved if people begin to help one another on a grass-roots basis, moving beyond the current world order of economic competition (Ellis 23).

Add date of publication. Student cited the author, and did not directly quote, so there is no need for quotation marks. Incorrect citation (Ellis, 2001, p.23)

    N     Ellis (2011) argues that global problems are often a result of exploitation inherent in economic competition.  He contends that “grass roots….people-to people linkages irrespective of national borders” can do much to ease global tensions (p. 23).

Student added publication date, quotation marks for direct quotes, and page number. 

    N     Economic competition is at the basis of many of the world’s problems (Ellis 23). Only by seeing ourselves as a single family without the separation of national boundaries can world tensions begin to be eased.

Add publication date.

    Y     Ellis (2011) argues that world problems are caused by overpopulation and that the only possible solution is an enforced tax on families who have more than one child (p. 23).

Wrong information, correct citations. 

1. Original Text:

Alaska’s wetlands provide many benefits including: food and habitat for wildlife, fish and shellfish species, natural products for human use and subsistence, shoreline erosion and sediment control, flood protection, and opportunities for recreation and esthetic appreciation.

Hall, Jonathan V., W. E. Frayer, and Bill O. Wilen. Status of Alaska Wetlands. 4 Nov. 1997. Web. 12 Mar. 2011.

Student Version:

Alaskan wetlands offer advantages such as erosion and flood control, homes and food for wildlife, and natural beauty and products for humans’ benefit.

Not plagiarism; information is factual and can’t be claimed. Common knowledge

2. Original Text:

Assertive individuals tend to feel more in control of their lives, derive more satisfactions from their relationships and achieve their goals more often. They also will obtain more respect from, and inspire confidence in, those with whom they interact since they tend to be viewed as strong characters who will not be easily swayed.

Hargie, O., Saunders, C., & Dickson, D. (2000). Social Skills in Interpersonal Communication. London: Routledge, p. 271.

Student Version:

Because they are not readily influenced, assertive people gain respect from others, and they experience success in guiding their own lives, nurturing good relationships, and achieving their goals (Hargie, Saunders, and Dickson, 2000, p. 271).

Not plagiarism; incorrect citation, use et al. for 3+ authors, information is paraphrased not need for quotation marks.

3. Original Text:

A new way to recycle bald tires has been developed by researchers at the University of Georgia Agricultural Experiment Station. Instead of hanging them on trees as swings, they’re using them as mulch around the base.

“Tires Return as Mulch.” Popular Mechanics 94.2 (2000): 22. LEXIX-NEXIS. Web. 31 July 2011.

Student Version:

A Popular Mechanics article notes that University of Georgia researchers have found a new use for worn tires: instead of having them on trees as swings, they’re using them as mulch (“Tires Return”).

Plagiarism, need to add quotation marks on direct quote and publication date on citation.

 

Reference List

Hall, Jonathan V., W. E. Frayer, and Bill O. Wilen. Status of Alaska Wetlands. 4 Nov. 1997. Web. 12 Mar. 2011.

Hargie, O., Saunders, C., & Dickson, D. (2000). Social Skills in Interpersonal Communication. London: Routledge, p. 271.

“Tires Return as Mulch.” Popular Mechanics 94.2 (2000): 22. LEXIX-NEXIS. Web. 31 July 2011.

 

By: AJ Corral, Izabella Williams, Briana Do

Please read only one of your peers’ reading responses for April5, and critically analyze what you see as key ideas from the reading. You may start with describe (state in a few sentences what the main ideas of the response are and how they offer – or not – textual examples to support their points), analyze (how they relate to your own response, what similar or different points you notice), and share learning (what ideas you learn or find new). Also, don’t forget to mention the name of the peer whose response you read.

Taryn Coe mentions that the students and faculty of color in a school do not hold the expectation of teaching white students and faculty of racism. In fact, it is the responsibility of these white students and educators themselves to learn about the systematic injustices the exist in our society to disadvantage people of color. Rather than hearing the experiences of people of color to “understand their experiences,” it is more beneficial, and fair, for white people to do their own hard work of acknowledging and understanding how they benefit from the systematic racism that plagues our country. Recognizing their own privilege is ultimately more beneficial for everyone. It is in the expectations of having people of color be all knowing in race dynamics that further singles them out. When white people are just as much, if not more of a contributor to the inequalities of our society, in an attempt for equality, doesn’t it make more sense for them to be the ones to learn, to make up the difference? Why does the responsibility once again fall onto the shoulders of the minority? Coe also speaks of neutrality; more specifically, how it is not neutral at all. How silence in fact encourages the oppressor, and never helps the victims. Her reference to Elie Wiesel was was memorable as he Wass a figure I had previously learned about. These statements of Coe’s helped me further understand the perspective that Kynard writes from.

Coe also speaks of how her work as a white woman in understanding the way racism underlies many of our social systems has also helped ground her understanding of her environment as a person as well. And in that sense, it has made her a better teacher and parent. Coe’s mention of turning her students’ studies into action was also a similarity I found with the Kynard essay. As much as one can learn about equality and racism, what doesn’t it really amount to if it is information held in silence? Thinking about the ways we can apply our knowledge makes one think beyond just their knowledge of racism and toward how one can change racism.

A wise old gentleman retired and bought a home near a middle school. He mainly spent his summers in his cottage. Then the school year began, and his peace and quiet came to a sudden halt.

On the first day of school three boys came down. The alley beating merrily on every trash can they see, and the same thing happens the next day and the next, and the noise started driving the wise old man crazy. Time for action.

On the first day of school, three boys came down the alley. They merrily beat on every trash can they saw and the same thing happened the following days. The noise started driving the wise old man crazy and he decided it was time for action. 

The next afternoon, he stopped the drummers as they banged their way down the street. He said, “You kids are a lot of fun! I love hearing your drumming because it is so cheerful and it reminds me of what I used to do at your age. Will you do me a favor?”

The boys looked at him suspiciously. “What?” they asked, “I’ll give you a dollar if you promise to come around every single day and keep beating on those trash cans,” said the man.

The boys were thrilled. Everyday they pounded on trash cans and collected a dollar.

After about a week, the wise old man stopped the boys again and this time he looked a little bit sad. “I still love your drumming,” he said to the boys, “however, I’m afraid spending a dollar a day is hard on me because I’m on a fixed income. From now on, I’m only going to be able to pay you 50 cents to beat on the cans.”

The boys weren’t too happy, but they decided to accept 50 cents a day, and they continued beating on all the trash cans. After another week, the clever old man stopped the boys again. “I’ve got more bad news,” he said. “My Social Security check hasn’t come yet, so I’m not going to be able to give you more than 25 cents a day. Is that all right?”

“Are you kidding?” said one of the boys. “We’re not going to waste our time beating on those trash cans only for a lousy quarter! We quit!”

The wise old man smiled, enjoying his peace and quiet.

By: Briana Do, Chinaza Hughes, Abhiraj Gill

A minister walking down a country lane sees a young farmer. Struggling to load hay back onto a cart. “You look hot, my son”. said the minister. “Rest a moment and let me give you a hand.”

A minister walking down a country lane sees a young farmer struggling to load hay back onto a cart. The minister says to him, “You look hot, my son. Rest a moment and let me give you a hand.”

“No thanks.” Said the young man. “My father wouldn’t like it.”

“No thanks,” says the young man. “My father wouldn’t like it.”

“I’m sure he wouldn’t mind,” the minister said. “Everyone is entitled to a brake. Come and have a drink of water.” Again the young man said that his father would be upset.

“I’m sure he wouldn’t mind,” the minister said. “Everyone is entitled to a break. Come and have a drink of water.” Again, the young man said that his father would be upset.

Loosing his patience, the minister said, “Your father must be a real slave driver. I’d like to give him a piece of my mind. Tell me where I can find him!”

Losing his patience, the minister said, “Your father must be a real slave driver. I’d like to give him a piece of my mind! Tell me, where can I find him?”

“Well”, replied the young farmer, “look down. He’s under the load of hey.”

“Well,” replied the young farmer, “look down. He’s under the load of hay.”

By: Briana Do, Abhiraj Gill

Group Members: Briana Do, AJ Corral, Izabella Williams

1. The reality show follows the lives of Bruce and Kris Jenner’s combined family. Most of the episodes focus on the three oldest daughters, Kourtney, Kim, and Khloé Kardashian. 
   • The reality show follows the lives of Bruce and Kris Jenner´s combined family, but most of the episodes focus on the three oldest daughters, Kourtney, Kim, and Khloé Kardashian.
2. Bruce Jenner was famous for breaking the world record and winning a gold medal in the decathlon at the 1976 Olympics. His sons from a previous marriage, Brandon and Brody, have also appeared on their own reality shows.
   • Bruce Jenner, father of reality stars Brandon and Brody, was famous for breaking the world record and winning a gold medal in the decathlon at the 1976 Olympics. 
3. The Kardashians’ father, the late attorney Robert Kardashian, was famous for representing O. J. Simpson. His daughters gained recognition as American socialites.
   • The Kardashians’ father, the late attorney Robert Kardashian, was famous for representing O. J. Simpson; his daughters gained recognition as American socialites. 
4. Kim came into the national spotlight in 2007 after a sex- tape scandal and resulting Playboy appearance. The Kardashian fame grew into a profitable reality series. 
   • Kim came into the national spotlight in 2007 after a sex- tape scandal and resulting Playboy appearance; the Kardashian fame then grew into a profitable reality series. 
5. The show depicts the daily routine of the Kardashians. Spin- off shows feature Kourtney, Kim, and Khloé’s attempts to build their line of fashion boutiques. 
   • The show depicts the daily routine of the Kardashians; the spin- off shows feature Kourtney, Kim, and Khloé’s attempts to build their line of fashion boutiques. 
6. The Kardashians’ behavior at first seemed outrageous. They are a loving family.
   • The Kardashians’ behavior seemed outrageous at first, but they are a loving family. 
7. The Kardashians squabble like typical siblings. Kris, the mother, holds the family together. 
   • The Kardashians squabble like typical siblings, but their mother, Kris, holds the family together.
8. Kim’s $ 10 million wedding to pro basketball player Kris Humphries in 2011 was seen by an estimated 10.5 million viewers. The marriage lasted only 72 days.
   • Kim’s $10 million wedding to pro basketball player Kris Humphries in 2011 was seen by an estimated 10.5 million viewers, yet the marriage lasted only 72 days.

 

Group Members: Briana Do, Zushan Liu

1. Drunk drivers are involved in more than 50 percent of traffic deaths.
   • Hard evidence – direct facts are included in statement
2. DNA tests of skin found under the victim’s fingernails suggest that the defendant was responsible for the assault.
   • Hard evidence – dna test results
   • Constructed argument – suggestion that the defendant is guilty
3. A psychologist testified that teenage violence could not be blamed on video games.
   • Constructed argument
4. The crowds at President Trump’s inauguration were the largest on record.
   • Constructed argument – no supporting, direct numerical value of crowd at Trump’s inauguration compared to previous inaugurations
5. “The only thing we have to fear is fear itself.”
   • Constructed argument – this is an opinion
6. Air bags ought to be removed from vehicles because they can kill young children and small-framed adults. (Based on the activities in Lunsford, p. 63)
   • Constructed argument – no evidence or factual statements to back up claim