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Reading Journals

A Cumulation of ENG 2105

Unit 1

Trey Nicholas

Dr. Gill-Mayberry

ENG 2105

6 October 2020

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“The best writing is rewriting:” 2 Draft(s); 1 Tutorial(s) WC Tyler Walker; 0 Teacher conference(s)

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(Provocative Title) Dr. Gill’s Objectives for ENG 2105

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       (Unity/Topic Sentence) For her students to be successful in her class, Dr. Gill constructed a thorough syllabus covering the ENG 2105 course description, expectations, assignments, and more. (Adequate Development/Body) In the “Course Description” section, Dr. Gill claims this “course is designed to prepare students in the methods and forms of communication used in business and professional environments, with special attention paid to the new demands of electronic communication skills” by practicing argumentative and expository writing techniques. In the “Class Overview” section, students will see the various tasks they will need to complete throughout the semester including four papers, a home page, revisions, reading journals, quizzes, and more. In the “Course Objectives” section, students will learn to appreciate the characteristics of effective writing, apply principles of unity and coherence in essays, and formulate clear thesis statements upon completion of this course. In the “Required Materials” section, students are made aware of the sources required to succeed in ENG 2105 including Everything’s an Argument, The Little, Brown Handbook, and an EFL Writing Guide Folder. In the “Online Office Hours” section, students can use Mac Lab Office Hours to ask questions or get feedback on their work. In the “Writing Center” section, students can acquire additional writing practice by scheduling an appointment with the Writing Center and how to approach online mentors professionally. In the “Student Services for Freshmen” section, Dr. Gill offers information about the university’s student support services including the Math Center, Reading Center, and Disability Programs and Services. In the “Course Requirements and Expectations” section, Dr. Gill expects her students to complete all homework by their due dates, communicate in the class discussion, and learn concepts presented in assigned readings. In the “Communication Guidelines for Students” section, Dr. Gill desires her students to feel comfortable expressing their ideas in the discussion forum, but cautions them to use proper netiquette when responding to peers. In the “Extra Credit Opportunities” section, students will earn extra credit by helping the instructor improve the course by revising instructions. Another opportunity for students to earn extra credit is responding to the “Need Help?” discussion forum. In the “Instructor Participation/Response to Email and Discussion” section, Dr. Gill clarifies the most effective means to contact her involves telephoning or text messaging at her cellular number. In the “About Assignment Due Dates: Zero Tolerance Policy” Section, students are expected to post their homework by the due date as no extensions will be offered. In the “What I Expect from Students” section, Dr. Gill simply expects everyone to participate with courtesy and consideration, express academic honesty, and understand the policy on plagiarism. In the “Academic Responsibility and Integrity” section, Dr. Gill requires all students to complete the assignments in order to pass the class. Furthermore, technical difficulties will not excuse students from late work; if it is late, it is late. In the “Methods of Evaluation” section, the standards for a student to earn a minimum passing grade in ENG 2105 includes writing a concrete thesis statement, having minor lapses of unity, and revealing strong, logical thought. In the “Assignments” section, students are graded on participation, essays, and research paper or electronic portfolio. In the “Calculating your Grade” section, Dr. Gill will discuss students’ grades during teacher conferences. Finally, in the “Participation in Discussions” section, Dr. Gill deems discussion participation mandatory, and students must demonstrate critical thinking, planning, and knowledge of the course material in their responses. (Coherence/Conclusion) In conclusion, by adhering to Dr. Gill’s thorough information page on the ENG 2105 syllabus, students will be successful in her class. 

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Trey Nicholas

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“The best writing is rewriting:” 2 Draft(s); 1 Tutorial(s) WC Tyler Walker; 0 Teacher conference(s)

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(Provocative Title) The Autoethnography: Evaluation

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       (Unity/Topic Sentence) In Unit 1, Lesson 1 of ENG 2105, students will write an autoethnography observing themselves inside a culture, and hypothesize about that culture’s meaning. (Adequate Development/Body) To begin, the student must select a discourse community that has its own customs and reveals the purpose of the community with a narrative-like structure. Students are required to dig deep and grasp the larger issues, including individuality and socialization, that may be present beyond the narrative itself. Furthermore, students will need to describe how the discourse has shaped their identity. Next, students should think extensively about their ideas before writing anything down. To achieve a good flow of ideas, students are recommended to prewrite; only then can they begin their draft. After completing their draft, students are evaluated on the depth of their critical analysis, and how much they expressed their vulnerability to the reader. By expressing such vulnerability, students will be genuine in divulging their inner thoughts and feelings. Students also need to express an academic writing style and use basic MLA formatting. Furthermore, the developed points must maintain coherence so the students’ papers are thoughtful and well-structured. In the second part of the writing assignment, students must select a graphic that represents them and explain how it relates to their personality. Following the explanation, students will express what they hope to achieve by taking ENG 2105. Finally, students will publish their draft on a website so that others may view it. (Coherence/Conclusion) After understanding the instructions provided in Unit 1, Lesson 1 of ENG 2105, students will be able to write a thoughtful and personal autoethnography. 

 

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Trey Nicholas

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“The best writing is rewriting:” 2 Draft(s); 1 Tutorial(s) WC Tyler Walker; 0 Teacher conference(s)

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(Provocative Title) Assignment 1: Getting Started on your First Writing Assignment

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       (Unity/Topic Sentence) For ENG 2105’s, “Assignment 1: Building your own Homepage,” students will familiarize themselves with the class management system, acquaint peers, and get started on the writing process. (Adequate Development/Body) In Phase One, students are required to add an avatar to their Blackboard profile to make our virtual appearances more genuine. In Phase Two, students must construct their homepage on a website; free website-building platforms Dr. Gill recommends include wix.com, webs.com, and tumblr.com. During Phase Two, students are required to introduce themselves on the homepage through their pet, friend, or family’s perspective. Since this portion of the assignment is written from the third-person perspective, students must refrain from using “I.” In Phase Three, students will add a graphic that represents their identity. If the graphic is from an external source, it must be cited. After uploading the graphic, students must add to their introductions how the graphic they chose represents them. Furthermore, students must articulate what they hope to gain from taking ENG 2105. After eliminating any grammatical errors within their draft, students will publish their work on the website so others may view it. (Coherence/Conclusion) By adhering to all phases of the assignment, students will have created their own homepage, feel more comfortable with how the class operates, and acquaint with peers.    

 

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Trey Nicholas

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“The best writing is rewriting:” 2 Draft(s); 1 Tutorial(s) WC Tyler Walker; 0 Teacher conference(s)

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(Provocative Title) Lesson 2 - Reading Journals: The Key to Better Writing

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       (Unity/Topic Sentence) While taking ENG 2105, keeping a reading journal throughout the semester will enhance students’ reading and writing skills. (Adequate Development/Body) To begin a reading journal, students should prepare by analyzing their reactions to a certain work. To properly analyze, students should consider how coherent the writer’s central idea is to the evidence, the tone, and logic present in the argument. Now knowing how to construct reading journals, Dr. Gill will collect students’ reading journals periodically and expect students to read essays to improve writing. Furthermore, Dr. Gill recommends students to keep a personal journal for additional writing practice; these journals can consist of dream journals, private journals, or learning journals. Finally, Dr. Gill encourages students to be expressive when writing journals; therefore writing errors should not be a concern. (Coherence/Conclusion) In conclusion, students will constantly add on to their reading journals to grow more comfortable with the writing process. 

 

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Trey Nicholas

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“The best writing is rewriting:” 2 Draft(s); 1 Tutorial(s) WC Tyler Walker; 0 Teacher conference(s)

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(Provocative Title) Lesson 2 - Student Directed Discussions: Leading a Discussion

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       (Unity/Topic Sentence) On the ENG 2105 class website, the “Student Directed Discussions” section will help students express their perspective on readings and discuss those concepts with their peers. (Adequate Development/Body) To begin, all students are expected to lead a discussion at least once this semester and offer thoughtful posts consisting of minimal grammatical errors. Next, students will coordinate with the professor to determine when they will formulate discussion questions that the rest of the class will respond to. As a discussion director, students are responsible for leading their own discussion. Furthermore, directors must develop critical thinking questions for their assigned chapter. After covering students’ responsibilities during a student-directed discussion, details from the section offer sample questions evoking critical thinking we should express. Following the sample questions, students are given the evaluation sheet in which credit is given based on how perceptive and thoughtful students are. (Coherence/Conclusion) After reviewing the “Student Directed Discussions” sections on the ENG 2105 class website, students know how to conduct a discussion and what is expected of them. 

 

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Trey Nicholas

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“The best writing is rewriting:” 2 Draft(s); 1 Tutorial(s) WC Tyler Walker; 0 Teacher conference(s)

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(Provocative Title) Lessons 2 and 3 - Familiarizing the Qualities of an Effective Writing

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       (Unity/Topic Sentence) In the “Sample Paper Handout” section of the ENG 2105 class website, students will review four different papers and evaluate which grade each earned. (Adequate Development/Body) First, “Sample Paper 1: Protecting Children,” is a “C” paper. The student engaged the topic appropriately and, as the reader, I understood the writer’s claim — every community should implement Megan’s Law. The writer provides adequate detail and evidence surrounding his or her topic and displays it clearly. Even though the paper is strong in these fields, the paper lacks necessary transitions, and in some places, support is absent. Second, “Sample Paper 2: Parenting,” is a “D” paper. The writer had good faith when compiling his or her ideas, but the proofreading is inadequate. The central idea is far too shallow and sometimes lost as the paper does not include any transitions to promote its coherence. The plan of development feels rushed and not entirely thought out and sentence structure is wordy and awkward. Third, “Sample Paper 3: Vlad the Impaler,” is a “B” paper. The relevance and scope of this paper offers entertaining and insightful ideas. The organization and coherence is easy to follow because of good transitions between paragraphs. The development offers a clear explanation of the history and is elaborative. The weakness of this paper includes a few stubborn errors and improper citations. Finally, “Sample Paper 4: Oral Hygiene,” is an “F” paper. The paper lacks credible detail, examples, and outside sources. Paragraphs show serious errors with syntax and spelling and lack coherence completely. Given there are no quotes, the paper is plagiarized; thus it earns an “F.” (Coherence/Conclusion) Overall, after reviewing all papers on the “Sample Paper Handouts” section of the ENG 2105 website, I have applied the Teacher’s Grading Criteria and displayed the strengths and weaknesses of each paper. 

 

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Trey Nicholas

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“The best writing is rewriting:” 2 Draft(s); 1 Tutorial(s) WC Tyler Walker; 0 Teacher conference(s)

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(Provocative Title) Lesson 2 - Reporting our Errors

       (Unity/Topic Sentence) In Step 4 of Lesson 2, Dr. Gill requires students to construct editing logs to document their errors in writing for the semester in order to eliminate immature writing patterns brought from high school to college. (Adequate Development/Body) First, when structuring an editing log, students must label what assignment it is for at the top of the log. Second, students will label the principle they failed to conceive in their writing; information on the principles are found in the EFL Writing Guide. Third, students will copy and paste their original error below the principle. Fourth, students will revise the error and copy and paste the reformed sentence below the original error. (Coherence/Conclusion) With all this in mind, students can effectively create editing logs for each assignment to record their flaws and ultimately eliminate them.

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Trey Nicholas

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“The best writing is rewriting:” 2 Draft(s); 1 Tutorial(s) WC Tyler Walker; 0 Teacher conference(s)

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(Provocative Title) Lesson 2 - Dartmouth’s Reading Techniques

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       (Unity/Topic Sentence) Linked in the class website, Dartmouth offers various reading techniques to assist with Dr. Gill’s assigned readings to absorb information efficiently. (Adequate Development/Body) In the first section, Dartmouth covers the SQ3R method for thorough study which involves surveying, questioning, reading, reviewing, and recalling. The SQ3R method concludes with constructing a mental picture of the author’s purpose in a reading. In the Second Section, Dartmouth elaborates the effectivity of varying your reading pace. You want to decrease reading speed when confronted with an unknown word or abstract ideas. You want to increase reading speed when confronted with simple material and generalized ideas. In the third section, Dartmouth requires attention to pivotal words including cause and effect words, order words, and time words to understand transitions throughout a piece. In the final section, Dartmouth offers several free digital resources designed to increase reading speed. Sources include Spritz, Beeline Reader, and Text Compactor. (Coherence/Conclusion) In conclusion, you will become an efficient reader by following the guide set by Dartmouth. 

 

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Trey Nicholas

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“The best writing is rewriting:” 2 Draft(s); 1 Tutorial(s) WC Tyler Walker; 0 Teacher conference(s)

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(Provocative Title) Lesson 2 - Understanding the Foundations of an Argument

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       (Unity/Topic Sentence) In Chapters 1-3 of Everything’s an Argument, students learn the fundamentals on constructing a worthy argument. (Adequate Development/Body) In Chapter 1, the textbook introduces itself explaining how everything is an argument. The textbook states, “[all] language, whether written or spoken, visual or textual, expresses a point of view.” Next, the chapter delves into the various forms of arguments including informative, persuasive, and exploratory. Chapter 1 concludes with the emotional, ethical, and logical appeals a writer must possess in order to lead an audience with their claim. In Chapter 2, the textbook delves into arguments based on emotion: Pathos. Pathos includes using humor or personal experiences to lead an argument. Weaving emotion in arguments effectively will build bridges with readers to connect at a deeper level with the writer. In Chapter 3, the textbook delves into arguments based on character: Ethos. Arguments based on ethos depend on trust — credibility, authority, and clear motives. Building ethos requires repetition by connecting your own beliefs to core principles and making concessions to readers. (Coherence/Conclusion) In conclusion, Chapters 1-3 of Everything’s an Argument teach students the foundations of an argument.

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Trey Nicholas

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“The best writing is rewriting:” 2 Draft(s); 1 Tutorial(s) WC Tyler Walker; 0 Teacher conference(s)

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(Provocative Title) Lesson 2 - Understanding the Virtual World

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       (Unity/Topic Sentence) In “Part III: Using Computers Critically” of The Little, Brown Handbook, students will understand how to navigate the virtual world to produce meaningful works for all to see. (Adequate Development/Body) In Chapter 8, students learn how to effectively manage their files, work critically with options such as grammar checkers, writing email, and using the Web when utilizing a word processor. As a writer, the Web is the central hub in collaborating with others and conducting research. In Chapter 9, students learn about the principles of design that can help present their documents effectively. Students must familiarize with academic disciplines including MLA, Chicago, APA, and CSE in order to establish a pattern the eye can follow. In Chapter 10, students learn how to compose Web pages. When creating original sites, students must develop structure and content, achieve flow, ensure easy navigation, and use images. In Chapter 11, students learn strategies for online collaboration. In this case, students will consider Blackboard. Collaborating online grants students the opportunity to form bonds by participating in discussions and using e-mail effectively. (Coherence/Conclusion) In all, “Part III: Using Computers Critically” offers students the knowledge to present their work in the virtual world for evaluation.

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Trey Nicholas

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“The best writing is rewriting:” 3 Draft(s); 2 Tutorial(s) (Peer Mentor Robert, Tyler Walker (WC)); 0 Teacher conference(s)

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(Provocative Title) EFL Writing Guide: Eliminating Mistakes

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       (Unity/Topic Sentence) The EFL Writing Guide is a perfect tool in preventing writing mistakes brought from high school to college by using correction symbols and offering basic definitions of sentence structure. (Adequate Development/Body) Under “Some Basic Definitions” of the EFL Writing Guide are the various clauses used to develop our sentences. A subordinate clause is a clause that begins with a subordinating conjunction such as, “Although.” An example of a subordinate clause is: “Although the homework is challenging.” This clause is incapable of being a complete sentence, but a main clause is able to stand alone as a sentence. When combined, the two clauses can produce a dynamic sentence expressing the competence of the writer. Under “Correction Symbols” of the EFL Writing Guide are the various markings for writing mistakes. First, “agr” refers to a faulty agreement between an adjective and its noun, a verb and its subject, and a pronoun with its antecedent. Failure of the verb to agree with its subject includes, “Sarah run five miles everyday.” Second, “ap” refers to either needing an apostrophe, or removing an apostrophe. Apostrophes are typically used to indicate possession or contraction. Examples include, “the author’s title” and “wouldn’t.” Third, “awk” refers to awkward sentence structure. This is demonstrated by incorrect use of prepositions such as, “I go to the mall for buying clothes.” Fourth, “coh” refers to a lack of clarity between sentences. To have coherent connections between sentences, include transitional expressions such as, “Next.” Fifth, “CS” refers to comma splice — the joining of two main clauses by a comma. An example of comma splice includes, “You cannot leave, you must follow the rules.” Sixth, “frag” refers to a sentence fragment — a group of words that lack a subject or a verb. An example includes, “went for a walk to the park.” Seventh, “FS” refers to a fused sentence — two main clauses joined without the proper punctuation. An example includes, “I did not do my homework I failed the test.” Lastly, “//” refers to faulty parallel structure. An example includes, “Guns are scary, bad, and they are deadly.” The student should maintain a parallel grammatical structure to express a smooth flow of ideas. (Coherence/Conclusion) Overall, the EFL Writing Guide will point students in the right direction to eliminate their mistakes brought from high school to college. 

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Trey Nicholas

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“The best writing is rewriting:” 3 Draft(s); 1 Tutorial(s) (Robert); 0 Teacher conference(s)

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(Provocative Title) The Amassed Layers of English 2105

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        (Unity/Topic Sentence) In ENG 2105, a student must complete each of the four units’ lessons to become a developed writer. (Adequate Development/Body) Unit One includes three lessons that serve as the student’s gateway of understanding Blackboard and beginning reading journals. The lessons emphasize the importance reading journals offer as it enhances the student’s skill into becoming not merely a student who writes, but a writer. Unit Two will persuade the student to apply basic skills in writing with the topic of the Ebonics Debate through two lessons. Here, the student will delve into various writing and reading activities. Unit Three consists of five lessons and focuses on images, media, and privacy, where the student will begin expressing his writing through an electronic portfolio. The lessons will teach the student to grow more comfortable with organizing and gathering information and how to use paraphrasing and direct quotations in conjunction with MLA Format. Unit Four consists of five lessons focusing on research. The student will learn how to evaluate research materials effectively, improve syntax, and master MLA Format. (Coherence/Conclusion) The amassed layers of English 2105 ensures that its students will become developed writers capable of directing any argument they may choose. 

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Trey Nicholas

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“The best writing is rewriting:” 3 Draft(s); 1 Tutorial(s) (Robert); 0 Teacher conference(s)

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(Provocative Title) The Little, Brown Handbook may not be so Little

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       (Unity/Topic Sentence) Page 72 of The Little, Brown Handbook emphasizes the importance of unity, adequate development, and coherence when constructing a paragraph. (Adequate Development/Body) Applying the qualities of an effective paragraph assists both the writer and the reader as it reveals the thesis, examples, evidence, and development without ambiguity. The writer must respect the process of paragraph unity to clearly elaborate a particular point. To promote the credibility of the writer’s idea, adequate development must be provided via evidence throughout the body. Coherence is equally important as it synthesizes everything together, leaving both the reader and the writer satisfied. (Coherence/Conclusion) The Little, Brown Handbook may be little, but it demonstrates methods that can produce a very competent writer. 

Unit 2

Trey Nicholas

Dr. Gill

ENG 2105

29 October 2020

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“The best writing is rewriting:” 2 Draft(s); 0 Tutorial(s) ; 0 Teacher conference(s)

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(Provocative Title) Conducting Research Methodically in Arguments

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       (Unity/Topic Sentence) In Part 4: Research and Arguments of Everything’s an Argument (EAA), chapters 19-22 thoroughly discuss how students should interpret and cite their sources correctly in an argument. (Adequate Development/Body) In Chapter 19: Evaluating Sources, EAA reminds students that different sources can contribute in various ways including “reliable sources that provide accurate information or that clearly and persuasively express opinions that might serve as evidence for a case you’re making” or “material that expresses ideas or attitudes—how people are thinking and feeling at a given time” (457). Furthermore, this chapter urges students to consider their selected source’s relevance, accuracy, and credential of the author before applying the source in their argument. In Chapter 20: Using Sources, EAA reminds students even though they may gather an impressive amount of evidence for their argument, “[y]ou still have to turn that data into credible information that will be persuasive to your intended audiences” (466). Furthermore, this chapter claims, “A competent paraphrase proves you have read material or data carefully” to demonstrate students’ knowledge of their source (466). In Chapter 21: Plagiarism and Academic Integrity, EAA reminds students “[a]s a conscientious researcher and writer, you simply need to give your best effort in letting readers know what sources you have used. Being careful in such matters will have a big payoff: when you give full credit to your sources, you enhance your ethos in academic arguments” (486). Furthermore, Chapter 21 claims, “[c]rediting your sources also proves that you have done your homework: you demonstrate that you understand what others have written about the topic and encourage others to join the intellectual conversation,” thereby allowing the student to think critically about how to use their collected evidence (486). In Chapter 22: Documenting Sources, EAA reminds students the sources they choose become part of their argument, “showing that he/she has done some research, knows what others have said about the topic, and understands how to use these items as support for a claim” (487). Furthermore, Chapter 22 addresses MLA, the proper format for ENG 2105, and how to use “in-text citations in the body of an argument to document sources of quotations, paraphrases, summaries, and so on…” (487). (Coherence/Conclusion) In conclusion, chapters 19-22 of EAA reminds students how to effectively use their sources when constructing an argument. 

 

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Trey Nicholas

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“The best writing is rewriting:” 2 Draft(s); 0 Tutorial(s) ; 0 Teacher conference(s)

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(Provocative Title) Lesson 5 and 12 - Fallacies: A Crutch for Weak Arguments

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       (Unity/Topic Sentence) In Part 1: Reading and Understanding Arguments in Everything’s an Argument (EAA), Chapter 5: Fallacies of Argument denounces the various fallacies of emotional, ethical, and logical argument. (Adequate Development/Body) To begin, EAA defines fallacies as “ argumentative moves flawed by their nature or structure. Because such tactics can make principled arguments more difficult, they potentially hurt everyone involved, including the people responsible for them” (78). Understanding a fallacy, EAA delves into writers who use emotional fallacies which “pull on… readers’ heartstrings or raise their blood pressure too often—or who oversentimentalize—can violate the good faith on which legitimate argument depends” (80). For example, EAA claim politicians, advertisers, and public figures ploy scare tactics to “[frighten] people and [exaggerate] possible dangers well beyond their statistical likelihood… because it’s easier to imagine something terrible happening than to appreciate its rarity” (80). Next, EAA delves into writers who use ethical fallacies and “[assert] or [assume] that a particular position is the only one that is conceivably acceptable is expressing not all the devices that writers use to gain the attention and confidence of readers are admirable” (84). For Example, EAA includes the ethical fallacy, dogmatism, “a fallacy of character that undermines the trust that must exist between those who make and listen to arguments” to express how unadmirable the writer is when he or she does not explore what is at stake for both sides of an argument (85). Finally, EAA delves into writers who use logical fallacies—often reasonable and natural arguments that “pose a challenge to civil argument” (86). For Example, EAA includes the logical fallacy, hasty generalization, “an inference drawn from insufficient evidence” and “basis for most stereotypes about people or institutions.” (86). Hasty generalizations are avoided by placing such claims in context and tagging them with sensible qualifiers including “some, a few, many, most, occasionally, rarely…” (86). (Coherence/Conclusion) In conclusion, Chapter 5 of EAA exploits the various argumentative fallacies and guides the reader to avoiding them.

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Trey Nicholas

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“The best writing is rewriting:” 4 Draft(s); 3 Tutorial(s) Peer Mentor Robert, WC Tyler Walker; 0 Teacher conference(s)

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Bok, Derek. “Protecting Freedom of Expression at Harvard.” 25 Mar. 1991.

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(Provocative Title) Growing Tougher Skin

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       (Unity/topic Sentence) Address concerns over freedom of speech, Derek Bok, author of “Protecting Freedom of Speech at Harvard,” argues, “[o]ne reason why the power of censorship is so dangerous is that it is extremely difficult to decide when a particular communication is offensive enough to warrant prohibition or to weigh the degree of offensiveness against the potential value of communication. If we begin to forbid flags, it is only a short step to prohibiting offensive speakers” (2). (Adequate Development/Body) According to Bok, “...the display of swastikas or Confederate flags clearly falls within the protection of the free speech clause of the First Amendment and cannot be forbidden simply because it offends the feelings of many members of the community” (2). Yours truly agrees with Bok’s claim because freedom of speech is a fundamental U.S. right. Without this freedom, a dystopia identical to George Orwell’s 1984 will take pursuit and catalyze America’s regression as a developed country. Bok effectively confirms, “...once we start to declare certain things ‘offensive,’ with all the excitement and attention that will follow, [he] [fears] that much ingenuity will be exerted trying to test the limits,... and the resulting publicity will eventually attract more attention to the offensive material than would ever have occurred otherwise” (2). Additionally, Bok offers solutions to what is at stake by asking those who are offended “to ignore [offensive material], since students would then have little reason to create such displays and would soon abandon them” and having “[a]ppropriate officials and faculty members… take the lead… [i]n talking with students” (2-3). Although yours truly agrees with Bok’s argument, he relies on the hasty generalization fallacy. Many of Bok’s points derive from pure speculation, including phrases like, “I suspect…” and “I fear…” without offering specific evidence where his thoughts derive from. Bok hastily generalizes, “once we start to declare certain things ‘offensive,’ with all the excitement and attention that will follow, I fear that much ingenuity will be exerted trying to test the limits, much time will be expended trying to draw tenuous distinctions, and the resulting publicity will eventually attract more attention to the offensive material than would ever have occurred otherwise” (2). Bok uses logic in this speculation about declaring things “offensive,” however, there is no evidence pointing to why he believes in his logic. (Coherence/Conclusion) In conclusion, Bok urges individuals to rethink what is at stake by putting freedom of speech on the line because, in the long-run, Americans will only be inheriting Orwell’s dystopia in becoming expressionless individuals.

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Trey Nicholas

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Baldwin, James. “If Black English Isn't a Language, Then Tell Me, What Is?” The New York Times, The New York Times, 29 July 1979, www.nytimes.com/books/98/03/29/specials/baldwin-english.html

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“The best writing is rewriting:” 2 Draft(s); 1 Tutorial(s) WC Maria Acero; 0 Teacher conference(s)

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(Provocative Title) Language Defines Us

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       (Unity/Topic Sentence) In response to the Ebonics debate, James Baldwin, author of, “If Black Language Isn’t a Language, Then Tell Me, What Is?” claims, “Language, incontestably, reveals the speaker. Language, also, far more dubiously, is meant to define the other--and, in this case, the other is refusing to be defined by a language that has never been able to recognize him” (1). (Adequate Development/Body) After referencing various languages including French, Welsh, and Irish, Baldwin argues, “language is also a political instrument, means, and proof of power. It is the most vivid and crucial key to identify: It reveals the private identity, and connects one with, or divorces one from, the larger, public, or communal identity;” the great range of accents can be coherent to some, but completely incomprehensible to others (1). When African American slaves were hauled onto U.S. soil, chained together from separate tribes, Baldwin claims Black English dialect came into existence “by means of brutal necessity, and the rules of the language are dictated by what the language must convey” (1). With these Black American slaves possessing “the mighty achievement of having brought a people utterly unknown to, or despised by ‘history’--to have brought this people to their present, troubled, troubling, and unassailable and unanswerable place,” Baldwin contends Black English dialect classifies as an official language. Rather than Black language being at stake, Black experience is at stake by the White Americans having no “interest in educating Black people” (1). Baldwin contends Black people will “enter a limbo in which [they] will no longer be black, and in which [they] [know] that [they] can never become white” (1). (Coherence/Conclusion) In conclusion, Baldwin essentially argues language shapes cultures into their identity, and the Black English dialect must be preserved to keep the Black experience intact.

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Trey Nicholas

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“The best writing is rewriting:” 3 Draft(s); 2 Tutorial(s) WC Maria Acero, WC Tyler Walker; 0 Teacher conference(s)

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Picower, Bree. Teaching Outside One's Race. Radical Teacher,

https://research.steinhardt.nyu.edu/scmsAdmin/uploads/000/743/teaching%20outside%20published.pdf

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(Provocative Title) Ebonics: The Gateway to Preserving Culture

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       (Unity/Topic Sentence) Bree Picower, faculty of Prescott Elementary and author of “Teaching Outside One’s Race,” essentially argues, “what the media reports as teaching Ebonics is contrasting to what is really being done at Oakland schools” (11). (Adequate Development/Body) First, Picower announces the Afrocentric environment and culturally relevant teaching Prescott Elementary offers with its plethora of “multicultural texts… paintings, posters, and photographs dedicated to telling the story of African American people” (12). Supporting Ebonics, Picower includes the case of Carrie Secret, a renowned teacher at Prescott Elementary whose “success [seemed] to be a product precisely of her deep continuing study to expand her knowledge of her subjects, African history and culture, and the study of racism and its manifestations,... and to save African people, and others, from the negative fate that awaits many of them” (13). Secret’s case “[sparked] the genius in African American students,” but also “ignited… racial disruption during the national debate on Ebonics” (13). Prescott Elementary’s inclusion of SEP — Standard English Program — took the “vernacular into account in helping students achieve mastery of standard English,” yet the “media misrepresented the District’s decision to use SEP to improve the achievement gap,” stating the school’s intention is to “[teach] the home language of students” (14). However, Secret counters the media claiming, “[students] come to us speaking the language” (14). Furthermore, Picower claims SEP “emphasizes  language and content and encompasses all areas of curriculum” to embrace the children’s culture and essence (15). To reflect, Picower “learned a great deal about that particular community and, more generally, how to live with, work with, respect, and be respected by people of color” (16). (Coherence/Conclusion) Ultimately, According to Picower, the media misrepresents the true power Ebonics has on students and teachers as Ebonics preserves culture and respects demographic history.

Unit 3

Trey Nicholas

Dr. Gill

ENG 2105

29 October 2020

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“The best writing is rewriting:” 2 Draft(s); 0 Tutorial(s); 0 Teacher conference(s)

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(Provocative Title) Lesson 6 - Understanding how to Approach Arguments

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       (Unity/Topic Sentence) In Part 2: Writing Arguments of Everything’s An Argument (EAA), chapters 10-12 educate students how to develop an evaluation, causal argument, and proposals in their writing. (Adequate Development/Body) In Chapter 10, EAA delves into evaluations: everyday arguments. EAA claims, “[a]rguments of evaluation can produce simple rankings and winners or can lead to profound decisions about our lives, but they always involve standards. The particular standards we establish for judging anything—whether a political candidate, consumer product, work of art, or career strategy—are called criteria of evaluation.” (226). EAA asserts evaluations require reflection and understanding of criteria, claims, and evidence when developing an evaluative argument. In Chapter 11, EAA delves into causal arguments: “an argument that seeks to explain the effects of a cause, the cause(s) of an effect, or a causal chain” (786). EAA claims, “[o]ne reason that causal arguments are complex is that they often depend on careful definitions… Until you can provide definitions for all key terms in a causal claim, you should proceed cautiously with your argument” (263). EAA asserts causal arguments require assessment of links between causal relationships and how accurate and probable they are via evidence. In Chapter 12, EAA delves into proposals: “an argument in which a claim is made in favor of or opposing a specific course of action” (790). EAA claims proposals “call for change,... focus on the future,... [and] center on the audience” (288). EAA asserts proposals require defining a problem that lacks an effective solution and convince audiences the topic deserves attention. The claim should be feasible and “an action directed at the future” (292). (Coherence/Conclusion) In conclusion, chapters 10-12 of EAA guide students in effectively constructing evaluative, causal, and proposal arguments in their writing. 

 

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Trey Nicholas

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“The best writing is rewriting:” 2 Draft(s); 0 Tutorial(s); 0 Teacher conference(s)

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(Provocative Title) Lesson 7 - Language: What Shapes Our World

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       (Unity/Topic Sentence) In Part 5: Arguments of Everything’s An Argument (EAA), Chapters 23 and 25 assess how popular culture and language shape students into their identity. (Adequate Development/Body) In Chapter 23: How Does Popular Culture Stereotype You?, EAA delves into several examples in which stereotyping in popular culture has challenged people to analyze unsavory stereotypes and how to resolve stereotypes to truly understand a group’s complexity in society. Specifically, EAA refers to “Shooting Guns: It’s Rather Fun, Actually,” an article published on the economist.com, to crush the stereotype that guns are only designed for violence. In reality, individuals of varying backgrounds shoot guns and “the idea of guns as a means to kill somebody was absent” while at a gun range (544).  In Chapter 25: How Does Language Influence Our World?, EAA delves into several examples of human usage of language—”a system of communication that permits us to talk about the past, to imagine a future, and to create extremely complex individual and group identities for ourselves and others”—to analyze the language we use and how it defines us. Specifically, EAA refers to “They Should Stop: In Defense of the Singular They,” an article by Ernie Smith, a social media journalist based in Washington, D.C., claiming, “In the past year, new expressions of gender identity have generated a deal of discussion, and singular they has become a particularly significant element of that conversation” (651). Smith articulates the singular they “cuts no ice with [editors] that linguists have demonstrated widespread use by reputable writers for centuries” as the singular they’s presence caused society to rethink the singular plural senses properly to not offend anyone (654). (Coherence/Conclusion) In conclusion, chapters 23 and 25 of EAA describe how popular culture and language have influenced students' identities.

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Trey Nicholas

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“The best writing is rewriting:” 2 Draft(s); 0 Tutorial(s); 0 Teacher conference(s)

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(Provocative Title) Lesson 8 - Driving Forces in Our Arguments

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       (Unity/Topic Sentence) In Chapters 2, 13, and 24 of ENG 2105 required text, Everything’s an Argument (EAA), EAA asserts appealing to pathos, stylistic structures, and understanding how what we eat defines us are crucial components in constructing an effective argument. (Adequate Development/Body) In Chapter 2 - Arguments Based on Emotion: Pathos, EAA claims, “[e]motional appeals (appeals to pathos) are powerful tools for influencing what people think and believe” (32). EAA asserts audiences are guided to make decisions based on how an argument is emotionally conveyed as pathos builds a bridge of trust to connect the audience with the writer. Therefore, pathos is essential in constructing an effective argument. In Chapter 13 - Style in Arguments, EAA claims, “...in persuasive situations, style is… a matter of the specific choices [writers] make—strategically and self-consciously—to influence audiences. And today, style is arguably more important than ever before in getting messages across” (321). EAA asserts specific stylistic choices, such as careful word choice, syntax and figurative language, encourage readers to identify with the writer personally and with the ideas the writer advocates, thereby constructing an effective argument. In Chapter 24 - How Does What We Eat Define Who We Are?, EAA encourages the reader to think about “how what we eat reflects and ultimately defines who we are—and aren’t” (592). Specifically, EAA asserts food and foodways are intimately linked with American culture, offering various methods of discovery which is an important component in constructing an effective argument. (Coherence/Conclusion) In conclusion, Chapters 2, 13, and 24 of EAA offer the driving forces in our arguments: pathos, stylistic structures, and understanding how what we eat defines us. 

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Trey Nicholas

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“The best writing is rewriting:” 2 Draft(s); 0 Tutorial(s); 0 Teacher conference(s)

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(Provocative Title) Lesson 9 - Arguments Surrounding Stereotypes and Privacy

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       (Unity/Topic Sentence) In Part 5: Arguments of Everything’s an Argument (EAA), Chapters 23 and 26 educate students regarding specific claims made about the manipulative pop culture and intrusive internet in United States (US) society. (Adequate Development/Body) In Chapter 23 - How Does Popular Culture Stereotype You?, EAA delves into several examples in which stereotyping in popular culture has challenged people to analyze unsavory stereotypes and how to resolve stereotypes to truly understand a group’s complexity in society. Specifically, EAA refers to a work titled, “Breakfast Series” made by Sonny Assu, an award-winning contemporary Canadian artist from British Columbia, to express these unsavory stereotypes currently in place in US society. Assu took popular brands of breakfast cereal as a “starting point for raising hot-button issues in indigenous communities across North America, including Native land rights, treaties, and cultural foodways” (576). In Chapter 26 - Has the internet destroyed Privacy?, EAA delves into how “[o]ver the past three decades, the Internet has changed many aspects of daily life in the United States and around the world” and asks, “[w]ho can get access to your accounts? How easily? For what purposes?” (696). Specifically, EAA refers to visual arguments that focus on aspects of privacy online and how “employers use information about individuals available online to screen applicants, whether screening them out because of information on social media or screening them in because of how they’ve presented their online selves to relevant employers” (696). EAA asserts the privacy issues in the context of employment relate ultimately to one’s ethos to reveal what sort of potential employee one can appear as. (Coherence/Conclusion) In conclusion, Chapters 23 and 26 of EAA educate students regarding specific claims surrounding stereotypes and privacy. 

 

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Trey Nicholas

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“The best writing is rewriting:” 2 Draft(s); 0 Tutorial(s); 0 Teacher conference(s)

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(Provocative Title) Lesson 10 - Presenting Arguments: Understanding and Applying

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       (Unity/Topic Sentence) In Chapters 14, 15, and 27 of Everything’s an Argument (EAA), EAA offers insight in how to present arguments effectively along with applied situations in presenting arguments. (Adequate Development/Body) In Chapter 14 - Visual Rhetoric, EAA claims, “[g]iven the power of images, it’s only natural that you would use them in your own composing” (349). EAA asserts when students use visuals, readers will appreciate how delicate and meticulous students are when choosing appropriate visuals and multimedia text. Furthermore, visuals assist students in successfully analyzing their own arguments. Additionally, EAA asserts applying visuals promote students’ arguments because visuals appeal to ethos, pathos, and logos as “[g]ood visual design can work the same way in an argument by conveying evidence, data, and other information without elaborate instructions” (358). In Chapter 15 - Presenting Arguments, EAA claims, “the ability to explain material clearly to an audience is a skill much admired by potential employers and partly because so much information today is shared orally, online or off” (366). Furthermore, EAA asserts capable presenters attribute their success to “[making] sure they know their subjects thoroughly,… [paying] attention to the values, ideas, and needs of their listeners,... and [using] language, patterns, gestures, eye contact, and style to make their spoken arguments easy to follow” (366). Additionally, the presenter must assess the rhetorical situation including the audience and the facts to present an effective argument that will move the audience. In Chapter 27 - How Free Should Campus Speech Be?, EAA claims, “[t]he selections in this chapter provide strong evidence that [free speech issues]… still dominate campus discussions today even though the terms in which those debates are framed have shifted” (728). Specifically, EAA delves into “Safe Spaces, Brave Spaces: Diversity and Free Expression in Education,” written by John Palfrey, educator and legal scholar, claiming, “the value of living in and learning from the tensions between supporting free speech and finding ways to create campus communities where people from all sorts of backgrounds and of all sorts of perspectives [need to] feel they are heard” (729). According to EAA, Palfrey’s argument demonstrates that students are committed “to support free speech while promoting an inclusive society welcoming of diverse groups” by analyzing the rhetorical situation and paying attention to the values and needs of his listeners (729). (Coherence/Conclusion) In Conclusion, Chapters 14, 15, and 27 of EAA teach students effective methods in presenting arguments and offer significant examples in expressing those techniques. 

Unit 4

Trey Nicholas

Dr. Gill

ENG 2105

29 October 2020

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“The best writing is rewriting:” 2 Draft(s); 1 Tutorial(s) WC Maria Acero); 0 Teacher conference(s)

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(Provocative Title) Lesson 11 - The Nature of Finding Evidence

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        (Unity/Topic Sentence) In Part 4: Research and Arguments of ENG 2105 required text, Everything’s an Argument (EAA), Chapter 18: Finding Evidence claims, “finding ‘good’ evidence for a research project is rarely a simple matter” (438). (Adequate Development/Body) To support their claim, EAA states “evidence may not always travel well from one field to another. Nor does it always travel easily from culture to culture. Differing notions of evidence can lead to arguments that go nowhere fast” (439). Furthermore, EAA urges students to understand how to conduct successful academic research by exploring library resources and “[reading] enough sources to feel comfortable discussing it with someone with more knowledge than you” (443). However, EAA also claims “[n]ot all… supporting materials for an academic argument must come from print or online sources. You can present research that you have carried out yourself or been closely involved with” (446). EAA asserts performing experiments, making observations, conducting interviews, conducting surveys, and drawing upon personal experience are effective means in collecting data to support an argument. (Coherence/Conclusion) In conclusion, Chapter 18: Finding Evidence of EAA delves into the meticulous process in finding evidence for a research paper in order to construct a reliable and strong argument. 

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Trey Nicholas

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“The best writing is rewriting:” 2 Draft(s); 0 Tutorial(s) ; 0 Teacher conference(s)

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(Provocative Title) Lesson 5 and 12 - Fallacies: A Crutch for Weak Arguments

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       (Unity/Topic Sentence) In Part 1: Reading and Understanding Arguments in Everything’s an Argument (EAA), Chapter 5: Fallacies of Argument denounces the various fallacies of emotional, ethical, and logical argument. (Adequate Development/Body) To begin, EAA defines fallacies as “ argumentative moves flawed by their nature or structure. Because such tactics can make principled arguments more difficult, they potentially hurt everyone involved, including the people responsible for them” (78). Understanding a fallacy, EAA delves into writers who use emotional fallacies which “pull on… readers’ heartstrings or raise their blood pressure too often—or who oversentimentalize—can violate the good faith on which legitimate argument depends” (80). For example, EAA claim politicians, advertisers, and public figures ploy scare tactics to “[frighten] people and [exaggerate] possible dangers well beyond their statistical likelihood… because it’s easier to imagine something terrible happening than to appreciate its rarity” (80). Next, EAA delves into writers who use ethical fallacies and “[assert] or [assume] that a particular position is the only one that is conceivably acceptable is expressing not all the devices that writers use to gain the attention and confidence of readers are admirable” (84). For Example, EAA includes the ethical fallacy, dogmatism, “a fallacy of character that undermines the trust that must exist between those who make and listen to arguments” to express how unadmirable the writer is when he or she does not explore what is at stake for both sides of an argument (85). Finally, EAA delves into writers who use logical fallacies—often reasonable and natural arguments that “pose a challenge to civil argument” (86). For Example, EAA includes the logical fallacy, hasty generalization, “an inference drawn from insufficient evidence” and “basis for most stereotypes about people or institutions.” (86). Hasty generalizations are avoided by placing such claims in context and tagging them with sensible qualifiers including “some, a few, many, most, occasionally, rarely…” (86). (Coherence/Conclusion) In conclusion, Chapter 5 of EAA exploits the various argumentative fallacies and guides the reader to avoiding them.

Trumpism vs. Globalism Pros & Cons

Trey Nicholas

Dr. Gill

ENG 2105

3 November 2020

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“The best writing is rewriting:” 2 Draft(s); 1 Tutorial(s) Peer Mentor Robert; 0 Teacher conference(s)

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Con #1:

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Richardson, Henry S. “Noncognitivist Trumpism: Partisanship and Political Reasoning.” Wiley Online Library, Journal of Social Philosophy, 12 Dec. 2019, https://onlinelibrary-wiley-com.proxy.library.cpp.edu/doi/full/10.1111/josp.12312

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Key Quote: “A commitment to promoting certain outcomes irrespectively of the reasons for and against them will, in strategic contexts such as electoral politics, rationally motivate people to fudge their expression of the reasons so as to promote the outcome they want” (1).

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(Provocative Title) Manipulation Through Fear

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       (Unity/Topic Sentence) In response to President Trump’s political agenda, Henry Richardson, professor of philosophy at Georgetown University and in “Noncognitivist Trumpism: Partisanship and Political Reasoning,” claims, “[a] commitment to promoting certain outcomes irrespectively of the reasons for and against them will, in strategic contexts such as electoral politics, rationally motivate people to fudge their expression of the reasons so as to promote the outcome they want” (1). (Adequate Development/Body) Further characterizing Trumpism, Richardson claims, “Trumpism involves what we might call a ‘shoutcome’ orientation: the establishment of a friend/enemy distinction combined with securing good ‘ratings’ among those one designates as friends” (1). Richardson asserts the destructive nature of shoutcome orientation will effectively destroy the possibility of all citizens reasoning together. To support his stance, Richardson relates to Stephen Miller, White House senior policy adviser, who “threatened to cut off the billions of dollars in aid that the United States provides to El Salvador, Honduras, Guatemala, and Mexico, unless, per impossibile, they stopped the flow of illegal drugs to the United States” back in February, 2018 (1). Richardson asserts Miller’s threat was absent of a justified negotiation vital to democratic reasoning. Additionally, without inviting a reasoned compromise, Richardson claims, “[Miller’s] threat… with an avoidance condition that is impossible to satisfy, cannot serve such a constructive role” for United States (US) society (1). Richardson asserts Miller’s flawed approach to policy implementation frustrates collective reasoning by offering no room for arguments. (Coherence/Conclusion) Clearly, Richardson suggests US citizens cannot rule democratically because policy advisers like Stephen Miller are manipulating people’s reasoning.

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Trey Nicholas

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“The best writing is rewriting:” 1 Draft(s); 1 Tutorial(s) Peer Mentor Robert; 0 Teacher conference(s)

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Con #2: 

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Blitzer, Jonathan. “Get Out.” EBSCOhost, The New Yorker, 2 Mar. 2020, https://web.b.ebscohost.com.proxy.library.cpp.edu/ehost/detail/detail?vid=34&sid=3da45d50-70cd-4585-b2db-91ca1933ab3d%40pdc-v-sessmgr05&bdata=JkF1dGhUeXBlPWlwLHVpZCZzaXRlPWVob3N0LWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=aph&AN=141855006

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Key Quote: “Miller's obsession with restricting immigration and punishing immigrants has become the defining characteristic of the Trump White House, to the extent that campaigning and governing on the issue are no longer distinguishable” (1).

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(Provocative Title) Eradicating Immigration

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         (Unity/Topic Sentence) Alarmed by immigration policies in United States (US) society, Jonathan Blitzer, associate of The New Yorker and author of “Get Out,” claims, “[Stephen] Miller's obsession with restricting immigration and punishing immigrants has become the defining characteristic of the Trump White House, to the extent that campaigning and governing on the issue are no longer distinguishable” (1). (Adequate Development/Body) Throughout Donald Trump’s presidential term, Blitzer claims, “the Trump Administration has dismantled immigration policies and precedents that took shape in the course of decades, using current laws to intensify enforcement against illegal immigration and pursuing new ones to reduce legal immigration” (1). To support his stance, Blitzer refers to Miller “[slashing] the refugee program; virtually [ending] asylum at the southern border; and [writing] a rule denying green cards to families who might receive public benefits” in US society (1). Blitzer asserts Miller imposes such brutal immigration policies to inflict fear of separation among immigrant families. To support his claim, Blitzer refers to 2013, where “an official at ICE had suggested separating parents and children once they reached the border, in the hope of deterring other families from travelling north” (1). Although the White House dismissed the inhumane proposal, Blitzer claims Miller continued advocating for the brutal policy. Additionally, Blitzer claims, “Miller advocated ICE officers to pull children out of school” to drive the separating force in “[convincing] other [immigrant] parents to stop trying to come with [their] [children]” on US soil (1). (Coherence/Conclusion) In conclusion, Blitzer asserts Miller’s immigration policies contributing to Trumpism provoke an inhumane US society by separating and abandoning immigrant families. 


 

 

Trey Nicholas

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“The best writing is rewriting:” 1 Draft(s); 0 Tutorial(s); 0 Teacher conference(s)

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Con #3:

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Haberman, Maggie. “Aide Who Whispered Immigration Agenda in Trump's Ear Is Still at It.” Gale in Context, The New York Times, 5 Nov. 2018, https://go-gale-com.proxy.library.cpp.edu/ps/retrieve.do?tabID=News

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Key Quote: “The president has sought to sow fear of immigrants by focusing on a caravan of people fleeing violence and poverty in their Central American countries, deploying active-duty members of the military to the border with Mexico and extolling the beauty of barbed wire as a deterrent” (1).

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(Provocative Title) Sowing Fear of Immigrants

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       (Unity/Topic Sentence) In response to Stephen Miller’s political agenda, Maggie Haberman, associate of The New York Times and author of “Aide Who Whispered Immigration Agenda in Trump's Ear Is Still at It,” claims, “[t]he president has sought to sow fear of immigrants by focusing on a caravan of people fleeing violence and poverty in their Central American countries, deploying active-duty members of the military to the border with Mexico and extolling the beauty of barbed wire as a deterrent” (1). (Adequate Development/Body) According to Haberman, Stephen Miller, choreographer of United States (US) immigration policies, has “become known… for amassing frightening news articles and isolated statistics about immigration” (1). With Miller installing a group of like-minded aides at the Department of Homeland Security, the State Department, and the Justice Department, Haberman claims, “[they] have helped [Miller] pursue his agenda” in fueling Trumpism by implementing unbreakable immigration policies (1). Haberman concedes with Miller claiming, “unauthorized immigrants cost Americans jobs and [are] a drain on resources” (1). However, Haberman assert Miller’s agenda is overreaching because he “[advocates] curbing the flow not just of undocumented immigrants, but of legal ones as well, through measures like reducing refugee numbers. He… also pushed to change the rules by which immigrants who are legal residents can receive public benefits” (1). Additionally, Haberman claims Miller desires to “[eliminate] automatic citizenship for those born in the United States, [triple] the number of Immigration and Customs Enforcement officers and [defund] so-called sanctuary cities” (1). (Coherence/Conclusion) In conclusion, although Haberman suggests Miller’s methods in dividing immigrant families serve to fuel Trumpism with vivifying the US economy, Haberman asserts Miller’s inhumane propositions impose unnecessary fear on immigrant families entering US society. 

 

 

Trey Nicholas

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“The best writing is rewriting:” 1 Draft(s); 0 Tutorial(s); 0 Teacher conference(s)

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Con #4:

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González, Emma. “Listen Up.” EBSCOhost, TIME Magazine, 3 Feb. 2020, https://web.b.ebscohost.com.proxy.library.cpp.edu/ehost/pdfviewer/pdfviewer?vid=24&sid=3da45d50-70cd-4585-b2db-91ca1933ab3d%40pdc-v-sessmgr05

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Key Quote: “If you are in a position of power, you need to aim to make the world a better place for everyone living here, not just yourself and your donors. That means fewer guns, less plastic, more therapy, more education” (54).

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(Provocative Title) The Path to a Brighter America: Listening to the Young

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       (Unity/Topic Sentence) In response to Stephen Miller’s political agenda, Emma González, a young Latino American leader, claims, “[i]f you are in a position of power, you need to aim to make the world a better place for everyone living here, not just yourself and your donors. That means fewer guns, less plastic, more therapy, more education” (54). (Adequate Development/Body) With Miller facilitating the economy for the wealthy by restricting legal and illegal immigration in US society, González claims, “[w]e are losing our futures, our sanity and our lives, all because you want more money and more power” (54). Additionally, González offers solutions suggesting people of power in US society to “help people of color, women, LGBT+ people, young people, disabled and differently abled people, and immigrants obtain an education, food, clean water, safe housing, jobs, health care and political power” to achieve a stable and progressive US society (54). However, Miller’s facilitation of Trumpism in US society does not consider the well-being of immigrants and US citizens themselves according to González. (Coherence/Conclusion) In conclusion, González advocates for American political advisers like Stephen Miller to reconsider the values of US inhabitants and listen to the young generation to implement positive change for US society. 
 

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Trey Nicholas

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“The best writing is rewriting:” 1 Draft(s); 0 Tutorial(s); 0 Teacher conference(s)

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Con #5:

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Hasan, Mehdi. “Stephen Miller Is ‘Trump’s Brain’ and, Like His Boss, He Is Obsessed with Muslims and Mexicans.” EBSCOhost, New Statesman, 11 Aug. 2017, https://web.a.ebscohost.com.proxy.library.cpp.edu/ehost/pdfviewer/pdfviewer?vid=20&sid=3752caba-4df6-4bbe-8ba3-95026a78aabf%40sdc-v-sessmgr02

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Key Quote: “...the Trump administration’s plans to cut legal immigration in half and prioritise the speaking of English by new applicants have nothing to do with economics or national security and everything to do with Making America White Again” (25). 

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(Provocative Title) Making America White Again

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         (Unity/Topic Sentence) In response to US immigration policies, Medhi Hasan, New Statesman contributing editor in Washington, DC and author of “Stephen Miller Is ‘Trump’s Brain’ and, Like His Boss, He Is Obsessed with Muslims and Mexicans,” claims, “...the Trump administration’s plans to cut legal immigration in half and prioritise the speaking of English by new applicants have nothing to do with economics or national security and everything to do with Making America White Again” (25). (Adequate Development/Body) To establish context, Hasan claims Stephen Miller, White House senior policy adviser, “wrote the president’s first speech to Congress, with its hyperbolic references to “lawless chaos” and “radical Islamic terrorism”. He was the co-architect, with Steve Bannon, of Executive Order 13679, better known as the “Muslim ban”, and went on cable news to denounce the federal judges who ruled against it, claiming: ‘The powers of the president to protect our country are very substantial and will not be questioned’” (25). Hasan articulates Stephen Miller’s hypocrisy in establishing immigration bills claiming, “the president’s grandfather Friedrich Trump arrived in the US from Germany in 1885, unable to speak English, while according to the 1910 census, Miller’s great-grandmother could speak only Yiddish” (25). With Miller’s ambitiously corruptive immigration policies guiding US society and facilitating Trumpism, Hasan claims, “[the] White House… indulges and panders to far-right bigots and nativists in both coded and not-so-coded language; a government of white nationalists, by white nationalists, for white nationalists” (25). (Coherence/Conclusion) In conclusion, the astonishing dysfunction of Miller’s immigration policies regresses US society to its white nationalists ideals according to Hasan. 

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Trey Nicholas

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“The best writing is rewriting:” 1 Draft(s); 0 Tutorial(s); 0 Teacher conference(s)

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Con #6: 

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Komlos, John, and Hermann Schubert. “Reaganomics – Pioneer of Trumpism.” Wirtschaftsdienst, Springer Link, Jan. 2020, www.wirtschaftsdienst.eu/inhalt/jahr/2020/heft/1/beitrag/reaganomics-wegbereiter-des-trumpismus-6072.html

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Key Quote: “Instead of promoting balanced, inclusive growth, the tax cuts led to enormous budget deficits, the reduction in state social benefits and a sudden and permanent change in income distribution in favor of the super-rich. Meanwhile, the problems of the underprivileged and poorly educated US citizens fell from the focus of the subsequent governments” (1).

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(Provocative Title) Favoring the Wealthy Over Equality

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       (Unity/Topic Sentence) With President Trump’s Reaganomics aspirations, John Komlos, professor of economic history and economics at the Ludwig Maximilians University in Munich, and Hermann Schubert, professor of economics at the International School of Management in Stuttgart and authors of “Reaganomics – Pioneer of Trumpism,” claim, “Instead of promoting balanced, inclusive growth, the tax cuts led to…  the reduction in state social benefits and a sudden and permanent change in income distribution in favor of the super-rich. Meanwhile, the problems of the underprivileged and poorly educated US citizens fell from the focus of the subsequent governments” (1). (Adequate Development/Body) Komlos and Schubert assert Trumpism adopted Reaganomics’ “harmful influence on social and institutional development as well as income distribution and the education system” (1). According to Komlos and Schubert, the tax cuts Trump put in place inadvertently “increased the economic power of the rich immensely and enabled them to influence society, the economy and politics increasingly according to their own interests,” thereby allowing US policy advisers including Stephen Miller to implement brutal and uncanny laws against immigration in US society. With many immigrants being poor, Komlos and Schubert assert the great difficulty immigrants will have to be successful in a society guided by elite white nationalists. Additionally, Komlos and Schubert claim, “[t]he super-rich [forms] a distribution coalition with the world of large multinational corporations, which further [strengthens] their position of power in order to steer society in the right direction to their advantage” (1). (Coherence/Conclusion) In conclusion, Komlos and Schubert suggest Trump’s adoption of Reaganomics has uplifted politicians including Miller to have a greater influence on US society. 

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Trey Nicholas

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“The best writing is rewriting:” 1 Draft(s); 0 Tutorial(s); 0 Teacher conference(s)

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Con #7:

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Morris, Edwin Kent. “Inversion, Paradox, and Liberal Disintegration: Towards a Conceptual Framework of Trumpism.” EBSCOhost, New Political Science, 1 Mar. 2019, https://web.b.ebscohost.com.proxy.library.cpp.edu/ehost/pdfviewer/pdfviewer?vid=4&sid=35699318-7d2a-43e7-b0cf-d1ef8962155c%40pdc-v-sessmgr05

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Key Quote: “...Trumpism leaves American government and foreign policy in a state of uncertainty, and, ultimately, puts all of us (in the US and globally) in a state of ‘precarity,’ which Judith Butler describes as a ‘politically induced condition in which certain populations suffer from failing social and economic networks of support and become differentially exposed to injury, violence, and death’” (17-8).

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(Provocative Title) Reigniting White Nationalism

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       (Unity/Topic Sentence) In response to Trumpism, Edwin Kent Morris, a Ph.D. in Social, Political, Ethical, and Cultural Thought from the ASPECT (Alliance for the Social, Political Ethical, and Cultural Thought) interdisciplinary doctoral program at Virginia Tech, claims, “...Trumpism leaves American government and foreign policy in a state of uncertainty, and, ultimately, puts all of us (in the US and globally) in a state of ‘precarity,’ which Judith Butler describes as a ‘politically induced condition in which certain populations suffer from failing social and economic networks of support and become differentially exposed to injury, violence, and death’” (17-8). (Adequate Development/Body) According to Morris, “President Trump’s lackadaisical efforts to distance himself away from the wide-range of neo-Nazi and white nationalist groups the Alt-Right movement signifies” confirm white nationalism’s transparency in Trumpism (21). Additionally, Morris claims, “Trumpism favors the needs of the wealthy few over the many in its inverted populist-nationalist appeals. These appeals are aimed at mobilizing white racial and economic insecurities through discourses built on themes of desperation, destruction, degradation, and dangers of the Other” (26). Specifically, Stephen Miller, White House senior policy adviser, advocates “exploiting the racial and economic anxieties of white America” with his excessive immigration policies according to Morris (28). Although Morris concedes with Miller claiming, “the approach of Trumpism’s economic nationalism… [revitalized] the American job force,” Morris refutes, claiming that it costed “environmental degradation… and globalism” (30). Furthermore, Morris claims that US society’s transactional politics guided by Trumpism “are a politics of dehumanization and precarity, leaving all [US inhabitants] exposed to the power and violence of state-sponsored male, white corporate oppression” (32). Morris asserts Miller advocates the dehumanizing politics in the form of his oppressing immigration policies. (Coherence/Conclusion) In conclusion, Morris asserts Trumpism reignites the white nationalist tendencies US society inherited in the past and is continuing to oppress non-White citizens globally. 

 

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Trey Nicholas

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“The best writing is rewriting:” 1 Draft(s); 0 Tutorial(s); 0 Teacher conference(s)

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Con #8:

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Cottle, Michelle. "Stephen Miller Can't Act Alone." New York Times, 10 Apr. 2019, p. A22(L). Gale In Context: Opposing Viewpoints, https://link.gale.com/apps/doc/A581826945/OVIC?u=los53368&sid=OVIC&xid=4a0aa296. Accessed 5 Nov. 2020.

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Key Quote: Stephen Miller is a man whose anti-immigration zeal remains unfettered by concern for the law, international norms or basic humanity. (1)

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(Provocative Title) Stephen Miller’s Supreme Political Power

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        (Unity/Topic Sentence) In response to Stephen Miller, Michelle Cottle, associate of New York Times and author of “Stephen Miller Can't Act Alone,” claims, “Stephen Miller is a man whose anti-immigration zeal remains unfettered by concern for the law, international norms or basic humanity” (1). (Adequate Development/Body) To establish context, Cottle lists Miller’s approach to immigration and border security claiming, “[h]e was a chief architect of the travel ban on citizens from Muslim-majority countries… He's agitating to end the 20-day limit on detaining migrant children. And he wants to reinstate the practice of snatching migrant children from their families -- though this time he'd like to give parents a ‘binary choice’ of having their kids taken from them or held with them in detention indefinitely” (1). As listed above, Cottle asserts Miller facilitates the white nationalism ideology apparent in Trumpism by targeting immigrant families and establishing severe consequences if they immigrate to America, specifically through separation. With Miller’s ruthless firings at the Department of Homeland Security, Cottle claims Miller is establishing a permanent influence to “remake the department in his image” and continue separating immigrant families to satisfy the needs of Trumpism (1). (Coherence/Conclusion) In conclusion, Cottle claims Miller’s rise in political power will catalyze US society’s dehumanization of immigrant families inhabiting US society, thereby regressing US society to it white nationalism ideology. 
 

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Trey Nicholas

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“The best writing is rewriting:” 1 Draft(s); 0 Tutorial(s); 0 Teacher conference(s)

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Con #9:

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Shear, Michael D, and Julie Hirschfeld Davis. “Out of Chaos, Trump Reshapes Immigration.” ProQuest, New York Times, 24 Dec. 2017, https://www-proquest-com.proxy.library.cpp.edu/docview/1979885283?accountid=10357

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Key Quote: “Seizing on immigration as the cause of countless social and economic problems, Mr. Trump entered office with an agenda of symbolic but incompletely thought-out goals, the product not of rigorous policy debate but of emotionally charged personal interactions and an instinct for tapping into the nativist views of white working-class Americans” (1). 

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(Provocative Title) Anti-Immigration: A False Response Economic Growth

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       (Unity/Topic Sentence) In response to US society’s anti-immigration policies, Michael Shear and Julie Davis, associates of New York Times and authors of “Out of Chaos, Trump Reshapes Immigration,” claim, “[s]eizing on immigration as the cause of countless social and economic problems, Mr. Trump entered office with an agenda of symbolic but incompletely thought-out goals” (1). (Adequate Development/Body) With Trump’s advisor, Stephen Miller, choreographing US society’s immigration policies, Shear and Davis argue, “the president’s immigration agenda is motivated by racism” (1). Shear and Davis include an excerpt by Frank Sharry, the executive director of America’s Voice, a pro-immigration group, claiming, “[the president is] basically saying, ‘You people of color coming to America seeking the American dream are a threat to the white people,... [h]e's come into office with an aggressive strategy of trying to reverse the demographic changes underway in America,” preventing immigrants from achieving economic stability (1). Shear and Davis assert Miller frames the economical issues correlate with immigration claiming, “[immigrants are] bringing drugs; [immigrants are] bringing crime; [immigrants are] rapists” (1). Additionally, Shear and Davis claim, “Miller cited statistics from the restrictionist Center for Immigration Studies that indicated that resettling refugees in the United States was far costlier than helping them in their own region” (1). However, Shear and Davis assert State Department officials found refugees brought a net benefit to US society’s economy, but Miller prevented the study from reaching the White House, thereby facilitating Miller’s contribution to Trumpism and white nationalism. (Coherence/Conclusion) In conclusion, Shear and Davis articulate the influx of Miller’s biased research on anti-immigration indicates US society’s economy and immigration are not correlated.   

 

 

Trey Nicholas

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“The best writing is rewriting:” 1 Draft(s); 0 Tutorial(s); 0 Teacher conference(s)

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Pro #1:

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Miroff, Nick, and Josh Dawsey. "How Stephen Miller Authors Trump's Immigration Policy." Washingtonpost.com, 17 Aug. 2019. Gale In Context: Opposing Viewpoints, https://link.gale.com/apps/doc/A596681589/OVIC?u=los53368&sid=OVIC&xid=dac0def1.

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Key Quote: “‘Immigration is an issue that affects all others,’... It touches upon everything, but the goal is to create an immigration system that enhances the vibrancy, the unity, the togetherness and the strength of our society’” (1).

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(Provocative Title) Strengthening US Society with Anti-Immigration

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      (Unity/Topic Sentence) Moved by speculated US immigration policies, Nick Miroff and Josh Dawsey, associates of The Washington Post and authors of “How Stephen Miller Authors Trump’s Immigration Policy,” claim, “‘[i]mmigration is an issue that affects all others,’... It touches upon everything, but the goal is to create an immigration system that enhances the vibrancy, the unity, the togetherness and the strength of our society’” (1). (Adequate Development/Body) Miroff and Dawsey stresses the importance of Miller’s immigration policy in US society because “[i]mmigration affects our health-care system. Immigration affects our education system. Immigration affects our public safety, it affects our national security, it affects our economy and our financial system” (1). Additionally, Miroff and Dawsey assert Miller’s immigration agenda is negatively misconceived because “the immigration debate is less about the plight of illegal immigrants and more about what's in the best interests of the United States” (1). Furthermore, Miroff and Dawsey essentially claim, “Miller’s restrictionist immigration agenda has lent a degree of intellectual and ideological coherence” to President Trump’s “Make America Great Again” message (1). To support their claim, Miroff and Dawsey refer to Miller’s “zero tolerance” prosecution effort in 2018 authorizing border agents “[taking] children away from migrant parents and [sending] the adults to court for prosecution” to serve as a “migrant deterrent” (1). With nearly 2600 immigrant families separated in the span of six weeks with Miller’s policy, Miroff and Dawsey commend Miller’s “zero tolerance” prosecution effort because it secured US society’s public safety, economy, and education system. (Coherence/Conclusion) In conclusion, Miroff and Dawsey contend anti-immigration policies are the best solution in strengthening US society’s unity and security. 

 

Trey Nicholas

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“The best writing is rewriting:” 1 Draft(s); 0 Tutorial(s); 0 Teacher conference(s)

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Pro #2:

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Green, Joshua. “One. Hundred. Percent.” EBSCOhost, Bloomberg Businessweek, 6 Mar. 2017, https://web.a.ebscohost.com.proxy.library.cpp.edu/ehost/pdfviewer/pdfviewer?vid=7&sid=3752caba-4df6-4bbe-8ba3-95026a78aabf%40sdc-v-sessmgr02.

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Key Quote: “Economic nationalism… would seize the levers of government and the presidential bully pulpit to direct resources to helping marginalized U.S. workers” (55).

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(Provocative Title) Immigration: The Rejection of US Values

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       (Unity/Topic Sentence) In response to immigration, Joshua Green, associate of Bloomberg Businessweek and author of “One. Hundred. Percent.”, claims, “[e]conomic nationalism… would seize the levers of government and the presidential bully pulpit to direct resources to helping marginalized U.S. workers” (55). (Adequate Development/Body) Alarmed by the plethora of noncitizens in US society who are registered to vote, Green claims illegal immigration is a catalyst for “...[scandals]. [US society] should stop the presses” (52). Additionally, Green commends Stephen Miller, White House senior policy adviser, and his response to Obama’s executive order in November 2014 “shielding millions of undocumented immigrants from deportation” (54). Although Green concedes Obama’s order “[granted] five million illegal immigrants work permits, Social Security, Medicare, and free tax credits,” Green refutes claiming Obama’s order “[took] jobs and benefits directly from struggling American workers (54). Additionally, Green claims Miller viewed Obama’s order as a “deleterious [effect] on the economy” (54). Furthermore, Green claims that Miller “believes that the media is complicit with Democrats in hiding the negative aspects of both legal and illegal immigration—everything from the downward effect on wages caused by a surplus of workers to the danger posed by the 925,000 undocumented residents (170,000 with criminal convictions) whom U.S. Immigration and Customs Enforcement officials say were issued orders to leave the country but still remain” (54). Green asserts illegal immigrantion hinders economic nationalism in US society. Rather, to help marginalized US workers, Green claims that Miller’s approach in “tightening the labor market by restricting immigration and deporting those here illegally; reducing refugee admissions and reallocating funds to domestic initiatives; renegotiating trade deals; reforming the H-1B visa program;... stripping away business and environmental regulations to spur economic growth; and reducing corporate tax rates through a border-adjusted tax that would favor domestic production and discourage U.S. companies from moving their headquarters abroad” will greatly subsidize struggling, legal US citizen workers (55). (Coherence/Conclusion) In conclusion, Green asserts Miller’s plan in achieving economic nationalism requires US society to reject immigrants who do not support US society’s values or way of living. 

 

 

Trey Nicholas

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“The best writing is rewriting:” 1 Draft(s); 0 Tutorial(s); 0 Teacher conference(s)

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Pro #3:

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Smith, Noah. “Trump's Immigration Plan Is Half-Right, Half-Wrong.” EBSCOhost, Bloomberg View, 3 Aug. 2017, https://web.a.ebscohost.com.proxy.library.cpp.edu/ehost/detail/detail?vid=25&sid=3752caba-4df6-4bbe-8ba3-95026a78aabf%40sdc-v-sessmgr02&bdata=JkF1dGhUeXBlPWlwLHVpZCZzaXRlPWVob3N0LWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#AN=140796721&db=buh

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Key Quote: “The plan, known as the Reforming American Immigration for Strong Employment (RAISE) Act, [introduces] a merit-based system that would admit immigrants according to their education level, language skills and professional qualifications… [which] is a very good idea” (1).

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(Provocative Title) The Proper Response to Immigration

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       (Unity/Topic Sentence) In response to the Reforming American Immigration for Strong Employment (RAISE) Act, Noah Smith, associate of Bloomberg View and author of “Trump’s Immigration Plan is Half-Right, Half-Wrong,” claims, “...(RAISE) Act, [introduces] a merit-based system that would admit immigrants according to their education level, language skills and professional qualifications… [which] is a very good idea” (1). (Adequate Development/Body) With the RAISE Act developed by Stephen Miller, White House senior policy adviser, Smith contends the RAISE Act serves as a pivotal component in reforming United States (US) society’s immigration policy by “[introducing] a merit-based system that would admit immigrants according to their education level, language skills and professional qualifications, similar to what Canada and Australia use” (1). Smith claims “[h]igh-skilled immigrants… actually raise the wages of their high-skilled U.S. peers. This probably happens because knowledge industries rely crucially on new ideas -- the more smart people we have creating new ideas, the more other smart people can take those ideas and use them for other applications” (1). To refute those who claim immigrants of any skill should be accepted in America, Smith contends, “low-skilled immigrants -- manual laborers, blue-collar workers and the like -- create a small… amount of wage and job competition for native-born Americans” and do not “have much of an impact on government finances” (1). Additionally, Smith contends the RAISE Act will “create a strong positive fiscal boost” for US society and “pay for native-born Americans to have a comfortable retirement” by admitting high-skilled immigrants (1). Finally, Smith claims, “skilled immigrants are a bit quicker to integrate into American culture. That means they will enjoy rapid mobility, and won't become a permanent outsider class” unlike low-skilled immigrants entering US society (1). (Coherence/Conclusion) In conclusion, Smith articulates Miller’s RAISE Act is the proper compromise to US immigration policy as it still admits immigrants, but specifically immigrants who will promote the economic well-being in US society. 

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