Monday, January 12, 2009

Shadowy Lines Questions

Worksheet for "Shadowy Line That Still Divide"

  1. In what ways has the country "gone a long way toward an appearance of classlessness"?


 

  1. In what areas has class come to play a greater role in American life over the past 30 years?


 

  1. What is mobility?


 

  1. What does new research on mobility show?


 

  1. How does the concept of mobility relate to the concept of the American dream?


 

  1. What has "replaced the old system of inherited privilege"? Why is this a paradox?


 

  1. According to a recent New York Times poll on class, how do Americans feel about "their prospects for getting ahead"?


 

  1. According to the poll, what do Americans believe will help them attain a higher status?


 

  1. How do most Americans, according to the poll, feel their standard of living relates to that of their parents?


 

  1. How does the article use an analogy of a hand of cards to explain how to think of a person's position in society?


 

  1. According to the poll, how do Americans view their mobility and class status?


 

  1. What did initial mobility studies say, and what do economists say about those studies now?


 

  1. What do the new studies of mobility say?


 

  1. What is the "broad consensus about what an optimal range of mobility is"?


 

  1. How does mobility in the United States rate to that in other countries, and why?


 

  1. How have globalization and technology impacted class?


 

  1. How does educational level come into play when discussing class?


 

  1. How are class differences in health widening?


 

  1. How does family structure differ along class lines?


 

  1. The article asks, "Will the trends that have reinforced class lines while papering over the distinctions persist?" How does it answer that question?


 

  1. Why does "the idea of fixed class positions, on the other hand, rubs many the wrong way"?


 

  1. The article ends with a paragraph about optimism. In your own words, what does that paragraph mean? How does optimism relate to the concept of class and social mobility?

Friday, January 09, 2009

Unemployment

Hits a 16 Year High

Study Guide to Scrubbing and Selling

Scrubbing in Maine

  1. Ehrenreich writes, "The main thing I learn from the job-hunting process is that, despite all the help-wanted ads and job fairs, Portland is just another $6-$7-an-hour town. This should be as startling to economists as a burst of exotic radiation is to astronomers" (59-60).
  • What does she mean?
  • And why is it so?
  1. None of Ehrenreich's jobs in Nickel and Dimed lends her much dignity, but her position with The Maids turns out to be particularly demeaning in certain ways. She explains, "Maids, as an occupational group, are not visible, and when we are seen, we are often sorry for it"(99).
  • In what ways are she and her co-workers at The Maids not visible?
  • Why do you think she includes herself here, using "we" to designate those who work in this area?
  1. In one episode with The Maids, Ehrenreich takes up for one of her coworkers, pointing out that she need not feel such allegiance to Ted, the manager.

     "What's all this worrying about Ted? He'll find someone else. He'll take anyone who can manage to show up sober at 7:30 in the morning. Sober and standing upright."

    "No," Holly finally interjects. "That's not true. Not everybody can get this job. You have to pass the test."

    The test? The Accutrac test? "The Test," I practically yell, "is BULLSHIT! Anyone can pass that test!" (113)

    Ehrenreich sees this as a moment of solidarity with her coworker, Holly. However, the moment proves to sever what has been a good relationship between them.

  • Why might that be the case?
  • In what ways might Ehrenreich have been misguided in her effort to empower and support Holly?

 
 

  • The author gives us a pretty cynically humorous account of a visit to a tent revival in Portland, commenting that "Christ crucified rules, and it may be that the true business of modern Christianity is to crucify him again and again so that he can never get a word out of his mouth" (68-69).
    • What is Ehrenreich saying about the roots of Christianity and the way it's practiced today? Give examples from N&D to illustrate her point.


     

    Selling in Minnesota

  • Are you from a small town or even a neighborhood in a city into which Wal-Mart or a similar mega-chain has come?
    • What has been the effect on your community?
    • Do the plusses outweigh the minuses?


     

  • Ehrenreich heads to Minneapolis for her third job as a minimum wage worker, applying at Wal-Mart. She really dislikes the employment "survey" which, she asserts, requires applicants "to lie up to 50 times in the space of 15 minutes." The compulsory drug testing also "rankles" in that its results can trump her many other "engaging qualities"—qualities that would likely make her an excellent employee.
    • Have you ever had to participate in such surveys or testing for a job?
    • How did the process make you feel?
  • Ehrenreich's footnote (p. 128) reports that drug testing does not, in fact, insure productivity, its justification according to management.
    • Which kind of evidence do you find more persuasive: the author's personal anecdotes and feelings — or— footnoted statistics and facts? Why?
  • Thinking about language— what sorts of euphemisms do Wal-Mart and other such companies employ to describe who they are and what they do? For ex: customers = "guests" and workers = "associates (p. 154).
    • What is the effect of such a practice on employees and on customers?

    What does it suggest about the company?

Day 5

Lesson Plan English 102 Day 5

  1. New way of taking attendance
  2. Bonus Points?
  3. Return Prereading
    1. This is how I'll grade these: Full credit for full effort. Partial credit for partial effort or incomplete work.
    2. What's the right answer to question 5? What about local v. chain? What does, PRICE/BARGAINS etc. mean in the big picture?
    3. Sometimes this is called, the race to the bottom.
    4. Sometimes it's a luxury, a snobbery.
  4. Quiz Names/Faces
    1. Correct
  5. Quiz Intro and Serving
    1. Correct
  6. Serving in Florida questions
  7. Continue with Serving in Florida annotations (29-49)
    1. Second job
    2. Co-Workers?
    3. Living conditions for her and others—This may have to wait.
  8. Right now, what are your top choices for essay options?
    1. Last spring, I only assigned question 1.
    2. The most popular before that has been affordable housing question.
    3. The most easily researched is the minimum wage question.
      1. That does not mean they are easy. Good writing is seldom easy.
    4. Brief conversation at your tables

Homework: Read "Shadowy Lines That Still Divide" and "15 Years on the Bottom Rung" from Class Matters
AND "Scrubbbing in Maine" in N&D'd to page 86.

Thursday, January 08, 2009

Day 4

Lesson Plan Day 4

  1. Who still needs Class Matters?
  2. Homework: Finish Serving and complete the questions.
  3. No late work accepted, quizzes especially. No exceptions, but chances to dig out of the hole on the daily work. Not so much with essays.
  4. Useful links
  5. Essay options
    1. Appearance v Reality
      1. Why is there a gap in our perception in class differences?
      2. What makes it harder to determine a person's class?
    2. Living v. Minimum Wage Debate:
      1. Pros and Cons
      2. Living Wage Calculator
    3. YakVegas Rent
      1. Let's do the math
  6. If there's time- Find quotes that…
    1. Describe the living conditions
    2. Describe the boss(es)
    3. Describe the physical work/working conditions
    4. Describe the mental effort
    5. Describe the coworkers

An interesting footnote

Useful Links

Book Web Site
LOADS here.

Wikipedia site

NPR Interview

Another NPR Interview

NYTimes

Wednesday, January 07, 2009

30 days on Minimum Wage

30 Days - Minimum Wage

Day 3

  1. Questions for me.
  2. YHR Annotations/How to Read in College
    1. Quote for higher minimum wage
    2. Quote against higher minimum wage.
    3. Interesting stat/fact.
    4. Hand in Prereading questions.
  3. Essay Options.
  4. N&D intro questions/discussion
  5. Reading the next two weeks:

For Thursday Serving in Florida to 29

For Friday: Serving in Florida to end. Quiz on Intro and Serving. Worksheets due. Quiz on Names/Faces

For Monday: Shadowy Lines and 15 Years. In Class Writing Assignment.
For Tuesday: Scrubbing in Maine to 86
For Wednesday: Scrubbing in Maine to End
For Thursday: Selling in Minnesota to 150
For Friday: Selling in Minnesota to end. Scrubbing and Selling worksheet due.
For Monday: Evaluation Chapter.

Essay Options

Essay Options, English 102 Winter 09. Nickel and Dimed

Rough: January 21st (Bring 4 copies)

Final: January 27th (Bring 2 copies)

  • 3-5 pages. Typed drafts. Double spaced, 12 point font.
  • Use N&D and Class Matters as sources.
  • Use three additional sources from the web or elsewhere. Start with "One Search."
  • Thesis and support for your main point.
  • Explain criticism of your main point.
    • Refine/Defend/Concede/Expand your main point.
  • We are looking for good solid ideas—original and well supported.

We are looking for real questions and real answers because these are issues that affect our lives every day. You are in school because of the issues raised in this book. Keys to your future, whatever kind of future it may be, are in this book. That's what we're looking for.

Essay Options:

  1. Perception Versus Reality

According to Class Matters:

  • on the surface, class is less of an issue,
  • while in reality the divisions between classes run deeper than ever.
  • And, this is unlikely to change.

Provide examples for first two points from Nickel and Dimed and "15 Years on the Bottom Rung."

Then, explain why there is a difference between our perception of class and the reality. Finally, explain why you think the gap between classes will grow, shrink or stay the same. Evidence from "Shadowy Lines" as well as the Evalutation chapter in N&D'd will help here.

  1. Living/Minimum Wage Debate (A traditional argument)

Should we have a national "Living Wage"? Should there even be a minimum wage? What is fair? What is best for the country?

Pick a dog in the fight and back it up with well researched evidence.

Check the online living wage calculator.

Consider the economic crisis.

Consider kids working.

Consider working with kids.

There is recent legislation on this at the federal and state level. There will be information about this from the president, too.

  1. YakTown (For the investigative journalists in the class)

    Figure 30% of Minimum wage in Washington State. Get the math right first.

    What does that rent in Yakima? Investigate and report. COMPARE THIS TO N&D.

  • What do your findings mean to the premise in N&D that housing held back many people? This will be your thesis.

Photos help. Actually going there and taking pictures.

Where are you going to get the information? The Big Picture? The best evidence?

How about "first, last, and deposit" issue in Yakima? What is the norm?

What do the motels rent for by the week? Where are they?

Safety concerns?

  1. What is to be done? (This one gets more philosophical. )

The book is great at pointing out the problem. But when it comes to solutions, it glosses over objections. If you agree with the book's ideas, help Ehrenreich by addressing these objections to her solutions, and maybe add to the suggestions. If you disagree with the ideas, expand on the objections and offer your own solutions.

Background:

This question will deal with the "Evaluation" chapter a great deal.

People who work 40 hours a week should be able to survive. Right now, they live on or over the edge. How do we fix this problem?

Here's a quote from Salon Magazine:

But [the book] also half-raises questions without truly answering them….[She] shoos them off again without letting us get a really good look at them and generally shies away from admitting that however intolerable the conditions …may be, any viable alternative to tolerating them is far from obvious.

They're right. Ehrenreich's evaluation has some flaws. What she observed is pretty convincing, but when she attempts solutions or when she confronts criticism, she is vague.

That may mean there's a problem with her premise. It might simply mean that she fumbles the final push but that the issues are still real.

Here's what I'll be looking for in a good paper:

  • What are the problems she identifies?
  • What are her solutions?
  • What counter arguments does she deal with?
  • How does she address these objections?
  • Now, you take over the argument.
    • What should be done?

Maybe she should have said, You're right.

If you tend to be more conservative, this might be a good option for you to write about. What would the conservative write for an "Evaluation" of the events in N&D'd?

Or, maybe she should have explained why the criticisms were wrong. Defend her points where she has left them open.

Maybe the criticisms, being partly right, don't change the fact that there's a problem, they just point out adjustments needed to your argument, to the solution.

Once you think you've got it all figured out, ask: What are the objections to your ideas?

Tuesday, January 06, 2009

Minimum wage poll







<a href="http://www.buzzdash.com/polls/what-should-the-federal-minimum-wage-be-141943/">What should the federal minimum wage be?</a> | <a href="http://www.buzzdash.com">BuzzDash polls</a>

Day 2

English 102 Lesson Plan Day 2

  • Names/Faces
  • Bonus Points
  • Question about the Class/Teacher.
  • Interview in groups of 3
    • Worst jobs/Worst Bosses
      • What made it bad
    • Something we don't expect when we see you. Something we couldn't tell by looking at you.
  • In Groups of 4 Prereading questions and Annotating YHR article.

Reading the next two weeks:

For Wednesday: N&D Intro

For Thursday Serving in Florida to 29

For Friday: Serving in Florida to end. Quiz on Intro and Serving. Worksheets due. Quiz on Names/Faces

For Monday: Shadowy Lines and 15 Years. In Class Writing Assignment.

For Tuesday: Scrubbing in Maine to 86

For Wednesday: Scrubbing in Maine to End

For Thursday: Selling in Minnesota to 150

For Friday: Selling in Minnesota to end. Scrubbing and Selling worksheet due.

For Monday: Evaluation Chapter.

Post for Discussion (and BP)

What should the minimum wage be for the USA?
Use YHR article as a reference for your conversation.
Should there be a minimum wage?

How to Read in College


Here's a great site from Penn State.

Sometimes it's called "annotating"

Here's my short take on it:

Why do it?
Save time.
Better evidence.
Better comprehension.
More interesting.

1. Don't read in bed.
and don't read with TV/Music
2. Don't use a highlighter in the book.
3. Look for things going in.
4. Make assumptions.
5. Ask questions.
6. In N&D, the footnotes are full of gold.

Here's what my book looks like.

6. At outline stage, go back through and make a list of pages and quotes.

Intro and Serving Study Guides

Introduction: Getting Ready

1)    Why had Barbara Ehrenreich avoided "run of the mill low paid job[s]" in the past?

2)    Why does Ehrenreich deny herself the skills her education has afforded her in seeking employment?

What rules does she set up?

  1. Ehrenreich believes "there's no way [she] was going to "experience poverty'"(6). How can she say this, given that she fully plans to force herself to eat, sleep, and get by on the money she earns from minimum wage jobs?

What do you think of the "reassuring limits" she puts on any impending hardship she'll encounter?

4)     What advantages does Ehrenreich have that she believe mean that she has "everything going for her" (7) in terms of her chances for meeting with success in living on the minimum wage?

Do these advantages matter as much as she thinks they do, in your opinion?

  1. The general response of Ehrenreich's coworkers in the course of the three individual tests she makes of living on the minimum wage is to find what she is doing unremarkable and "anticlimactic": "My favorite response [was], "Does this mean you're not going to be back next week?'"(9). What does such a response show us about these co-workers? Why do they not find her adventure compelling, given that their very lives are what she is studying?
  2. How relevant to their lives do you think Nickel and Dimed might be?

Serving in Florida

1)    In what ways is the process of interviewing that Ehrenreich encounters demeaning or unappreciative of workers' individuality?

Would you be willing to go through what she does to get a job?

2)    How do managers and assistant managers, as Ehrenreich depicts them, function as adversaries to those beneath them?

3) What might explain the managers' behavior and mentality given that most of those in such positions came from the same jobs their employees fill and that they themselves for the most part make very little money?

4) Have you formed an opinion of those in managerial positions from your own experiences? Does it correspond to what Ehrenreich observes?

5)    How do the brief vignettes (25-6) about her coworkers' living quarters add to Ehrenreich's tale of her own experiences?

6) One point that Ehrenreich makes throughout the book is that "starting conditions are everything" (27).

  1. What does she mean by this, and why does she make this point more than once?

Think about your own situation of starting college, as you are right now. Is there a similar experience in relation to the effort you are undertaking?

Monday, January 05, 2009

Bonus Point Opportunity Number 1

Go here for an account.
Each comment more than 15 words is worth a point.
Hand them in monthly. Cut and paste?
I'm not keeping track or reading them, so please police yourself and let me know if it's abusive.

Day 1



English 102 Lesson Plan Day 1

  1. Question to your right. Question about the class. Question about the teacher.

  2. Ask question to the right.

  3. Pictures

  4. To the left: shirts and shoes on side? board

  5. Careers, current/anticipated on board

  6. Syllabus read. Revise question based on syllabus.

  7. A couple of additions: yvccenglish102.blogspot.com

  8. Office Hour 830-930

  9. Frequent BP offered, but only up to 100% of prewriting grade

Homework: Read Handout: "Two Sides of Minimum Wage Coin" and complete "Nickel and Dimed before you read"

Syllabus

Yakima Valley Community College-- English Composition 102:

The Valley and The World

Dan Peters, Instructor (dpeters@yvcc.edu 574.6800.3194)

Winter 2009



Course Description:

The second of two college-level courses, English 102, will continue to require clear, unified, coherent, and well-developed essays of increasing complexity. While consideration of audience is an inherent part of the writing required in English 101, students in English 102 will learn to consider more explicitly the role that audience plays when they write. In seeking to gain credibility with their audience and to persuade others to their point of view, students will write extended arguments. Through reading, writing, and discussion, students will continue to examine their own assumptions and opinions and to consider the facts and reasoning of others. In their writing they will bring to bear a variety of texts to support their arguments as they learn basic research techniques and the documentation conventions of the Modern Language Association or comparable style sheets from other disciplines. Extended research, the province of English 203, will not be required.

Prerequisites:

English 101

Course Outcomes:

Upon completion of the course, the student will be able to

  • Write clear, unified, coherent, and well-developed extended essays that employ primary and secondary sources in writing
  • Demonstrate an understanding of those sources and their relevance to the arguments being advanced
  • Employ documentation conventions, as specified by the Modern Language Association or other style sheets, in support of extended arguments
  • Conduct research using a variety of sources, such as library collections, electronic databases, and/or other sources in support of extended arguments

Abilities:

  1. Students will have the opportunity to practice the following Abilities as they meet course objectives: Analytical Reasoning (AR) and Communication (C).

Required Texts

  • Class Matters, Bill Keller, ed.
  • Nickel and Dimed, Barbara Ehrenreich
  • The World is Flat, version 3.0 Friedman
  • A copy of a reputable college dictionary
  • A Writers Reference, Sixth Edition, Hacker
  • Suggested: 3 ring binder, highlighter pens, blue & black ink pens, email address, thumb drive, computer at home with internet connection, Microsoft word.

Required Work

  • Three complete assignment sequences. Sequences will center on Globalization and the Yakima Valley. These sequences will include various prewriting activities, a rough draft and a second draft of all three essays.
  • Preparation for class activities, often by reading outside of class.
  • Participation in class discussions and activities.
  • Attendance.
  • Quizzes over readings.
  • Various homework assignments, as needed.
  • Publish/Present your work.

End of Quarter Grade:

40% Work before Final Draft

60% Final Drafts

93= A 90= A- 87= B+ 83= B 80= B- 77= C+ 73=C 70=C- 67=D+ 60=D 59 and below= F

General Requirements for essays

  1. All essays/exercises are due on the date assigned.
    1. No late work accepted. Email, friends= fine.
  2. Essays will vary in length. They should be double-spaced, in a normal sized (10-12 point) font or type comparable to Times New Roman. Essays not meeting the minimum length requirement, and/or the use of a larger than normal font, or large margins, will have a reduced grade, depending on the amount of text missing. Works Cited pages, graphics, charts, etc. do not count toward the minimum page requirement.
  3. All essays must be typed or printed on a computer printer.
  4. Essays must be typed in MLA format.
  5. Keep a HARD COPY of your essay, so that you will have a back-up in case of loss, disk crash, etc.. Anyone working on computer should have a back-up copy of his/her essay on disk.
  6. Do not expect to receive the same grades on these papers that you have received in the past. My criteria for grading are very different and possibly more demanding than those with which you have worked previously. Moreover, while effort tends to improve the quality of the paper,

your grade will be based on the quality of your paper alone,

not the amount of effort you put into it.

There is no final exam.

Be Here, Now

If you miss 5 classes for any reason, you will lose one letter grade.

If you miss 8 classes you will lose two letter grades.

If you miss 10 classes, you will be withdrawn from the course.


An absence will be recorded if you arrive 15 minutes late or leave 15 minutes early.

Please, turn off the electronics, come on time and lean in.

Course Adaptation: If you need course adaptations or accommodations because of a disability, if you have emergency medical information to share, or if you need special arrangements in case the building must be evacuated, please talk with me as soon as possible.

Before you read questions

Nickel and Dimed, before you read.

  1. What is the current minimum wage in Washington? What is the federal minimum wage?
  2. What kinds of jobs have you held? What were the conditions like? Did you take the job under circumstances of true need or just to pick up some extra spending money?
  3. If you have had a job, what were the impacts of this experience on you as a person? Did the job increase your confidence? Make you feel demeaned in any way? Did the job improve your sense of yourself, worsen it, or have little to no influence?
  4. How much time, if any, have you spent thinking about the minimum wage and those who must live on it? Does this seem like an important matter, here at a point when you are starting college—presumably with the goal of earning considerably more than the minimum wage when you graduate?
  5. What is your first priority when you shop?
  6. Do you consider how the workers are treated when deciding where to shop?

Friday, June 06, 2008

Last Day

  1. H/I Cover Letter
  2. H/I "Second Chance" Draft?
  3. Essays must include my comments
  4. Paper clips/staples
  5. Due Monday by Noon at my office.
  6. Complete Feedback.
  7. Return of Essays, etc
    1. First week of Summer Quarter—ask Kelley in English Department.
    2. Grades mostly.
    3. For more feedback from me, bring your essay in and we'll go over it.
  8. Grades due Next Friday, posted online under schedule that day
  9. My schedule
    1. Fall: English 101x3 and Creative Writing.
    2. Winter 102x3
    3. Spring 70 x2 and Creative Writing
       
  10. Also, you can ask about anything anytime.
  11. You can say hi to me on campus. Say your name and I'll say mine.
  12. You can say hi to each other.
  13. Andy Blevins' story.
    1. One in there Americans in their mid-twenties attended but did not finish college.
       
    2. Only 41 percent of low-income students entering a four year college managed to graduate within five years. (66% of high income did).
    3. 75 percent of students enrolling in community colleges said they hoped to transfer to a four year institution. But only 17 percent of those made the switch within five year. The rest were out working or still studying toward the two year degree.
    4. This is not the path you are on.

 This is the path you are on.

Tuesday, June 03, 2008

Business Letter Format

Here's one.
Here's another.

Steak Knives

Round One

Monday: Final, Final Draft of One Essay Due. You MUST INCLUDE with it the draft with my comments (Draft 2) and the rubric with your score for this essay to be considered.

  1. H/I Portfolio Revision Worksheet.
  2. MLA DeathMatch 2008.
    1. Four Teams enter, one team leaves
    2. First Prize: 5 BP
    3. Second Prize: Steak Knives
    4. Third Prize: You're fired
    5. It's on…
  3. The Final Week—Special Guest Leon Lett will be here Wednesday
    1. Wednesday: Peer Editing, Bring two copies of Final, Final Rough Draft or Cover letter
    2. Thursday: MLA DeathMatch 2008, Round Two



Round One

Monday: Final, Final Draft of One Essay Due. You MUST INCLUDE with it the draft with my comments (Draft 2) and the rubric with your score for this essay to be considered.

  1. H/I Portfolio Revision Worksheet.
  2. MLA DeathMatch 2008.
    1. Four Teams enter, one team leaves
    2. First Prize: 5 BP
    3. Second Prize: Steak Knives
    4. Third Prize: You're fired
    5. It's on…
  3. The Final Week—Special Guest Leon Lett will be here Wednesday
    1. Wednesday: Peer Editing, Bring two copies of Final, Final Rough Draft or Cover letter
    2. Thursday: MLA DeathMatch 2008, Round Two



Monday, June 02, 2008

Cost of War part 2

http://www.nytimes.com/2007/01/17/business/17leonhardt.html?_r=1&scp=1&sq=what+trillion+could+buy&st=nyt&oref=slogin

Cost of War

http://www.nationalpriorities.org/costofwar_home

Day 42

English 102 Lesson Plan Day 42 Spring 2008

Race/Addiction/Delayed Gratification

College Money


Monday:

Revision Notes

Work on Portfolio Revision Worksheet


"How Can We Duplicate" revision is due
ONLY IF you are interested in using this essay as your final, final essay. This gives me time to respond and you time to revise it.


If you KNOW you are revising a different essay, (N &D or TWIF) Revised "How Can We Duplicate" Essay is not due until THURSDAY.


Either way, it's 40 points.


Tuesday: MLADM2K8R1, Revision Worksheet due.


Wednesday: Peer Editing—either cover letter or final, final draft.


Thursday: MLADM2K8R2: The Reckoning. Plus: Revised "How Can We Duplicate" Essay due.


Friday: Last Day of class, Cover Letter Due


Monday (June 9th): Second Chance essays due by noon.


What we can do to increase mobility?

Pick and choose from all three books

  1. What can the government do? Why do we like this answer?
  2. What can the culture do?
  3. What is up to the individual?
  4. What can't we duplicate?
  5. What's wrong with saying: Marriage
    1. Why are we afraid of saying, Get married?
  6. What's wrong with saying: Public Housing/Childcare/Transportation
    1. Why are we cheap on these issues?
    2. Where would the money come from?


These will be form your thesis and should be your topic sentences.

Then, as secondary support, use examples from the texts to show how these ideas would have/do help actual people on the bottom rung. (Angela Whitiker, Juan Peralta, Holly, Gail, Barbara Ehrenreich etc)


MLA In text and Works Cited expected in revised draft.

Friday, May 30, 2008

Day 41

English 102 Lesson Plan Day 41 Spring 2008

Bonus Points: The Tempest

Friday: Sample Essay, Revision Instructions

Monday:

THIS IS A CHANGE: "How Can We Duplicate" revision is due
ONLY IF you are interested in using this essay as your final, final essay. This gives me time to respond and you time to revise it. And it's saner.

If you KNOW you are revising a different essay, (N &D or TWIF) Revised "How Can We Duplicate" Essay is not due until THURSDAY.

Either way, it's 40 points.

Tuesday: MLADM2K8R1, Revision Worksheet due.

Wednesday: Peer Editing—either cover letter or final, final draft.

Thursday: MLADM2K8R2: The Reckoning. Plus: Revised "How Can We Duplicate" Essay due.

Friday: Last Day of class, Cover Letter Due


Monday (June 9th): Final, final essays due by noon.

On the surface.
In reality.
Likely.
Unlikely.

What we can do to increase mobility.

Pick and choose from all three books

  1. What can the government do? Why do we like this answer?
  2. What can the culture do?
  3. What is up to the individual?
  4. What can't we duplicate?
  5. What's wrong with saying: Marriage
    1. Why are we afraid of saying, Get married?
  6. What's wrong with saying: Public Housing/Childcare/Transportation
    1. Why are we cheap on these issues?
    2. Where would the money come from?

These will be form your thesis and should be your topic sentences.

Then, as secondary support, use examples from the texts to show how these ideas would have/do help actual people on the bottom rung. (Angela Whitiker, Juan Peralta, Holly, Gail, Barbara Ehrenreich etc)

MLA In text and Works Cited expected in revised draft.

Sample Essay: Duplicating Angela

BS

Mr. Peters

English 102

6 March 2008

Up and Out of Poverty:

    While sitting in your apartment and studying your bullet-hole ridden dining room table, you realize this is not the life you want to live. So you go to college and try to get a degree, but you aren't able to feed your five children and yourself, pay all the bills, work, and go to college at the same time. This was Angela Whitiker's life; an example of a single, poor mother trying to raise her children and move out of poverty at the same time. There are a few things that the government can do to make it easier for the poor to work their way out of poverty, as well as a few things that society could do to change our culture. However, there are still a few things that are up to the individual for them to work their way out of poverty. Duplicating Angela's success is difficult, but there are a few ways to increase the ability of people to move out of poverty.

    Moving out of poverty is ultimately up to the individuals. They themselves have to be the ones to push themselves to work hard to improve themselves so they can move out of poverty. For some of the poor, ambition is a major problem because they don't want to spend the time to improve themselves. "[A] rising number of young Americans in recent years [have] spent their free time watching television and surfing the Internet" (Friedman 354). It would be more beneficial if these people would read and study on their own to better themselves rather than sitting in front of the TV doing nothing. But there are a few that want to move out of poverty and are willing to work towards their goal. Those people, like Angela Whitiker, find that moving out of poverty is very difficult and help from society and the government would be greatly helpful.

The government could make it easier for the poor to work their way out of poverty. According to Class Matters, 39 percent of people who are hired for a job climb their way out of poverty (Muhammad 231). So if the government increased the availability of jobs, such as by hiring poor people for a highway cleanup crew, it would greatly increase the chance of the hired people moving out of poverty. In Nickel and Dimed, Barbara Ehrenreich suggests that the working poor need higher wages just to survive. Today, low wage workers are earning less than they did 27 years ago (Ehrenreich 203). "In the first quarter of 2000, the poorest 10 percent of workers were earning only 91 percent of what they earned in the distant era of Watergate and disco music" (Ehrenreich 203).

However, an increase in the minimum wage is also a double edge sword. The wage increase would immediately benefit the poor and would give them the opportunity to move up in class. On the other hand, it would discourage specialization such as a college degree because the poor would not see a need for a higher education since they would be doing fine without it. Education is very valuable in order to move out of poverty and we should not discourage it by increasing minimum wages. Thirty-five percent of the poor who get at least a two year college degree move out of poverty (Muhammad 231). If more scholarships and grants were awarded to the poor, more of them would rise out of poverty and we would hear more success stories similar to Angela Whitiker's.

In addition, the government could also provide a way for the poor to get affordable child care and housing. For many minimum wage workers, paying for child care and housing is just too much. In Nickel and Dimed, Ehrenreich mentions how many other countries compensate workers lack of descent wages with benefits such as childcare and affordable housing:

Most civilized nations compensate for the inadequacy of wages by providing relatively generous public services such as health insurance, free or subsidized child care, subsidized housing, and effective public transportation. But the United States, for all its wealth, leaves its citizens to fend for themselves-facing market-based rents, for example on their wages alone. (Ehrenreich 214)

Since the poor have to fend for themselves, there is no way a single mother without any help could get out of poverty. Today, "reliable child care is just too expensive, even for middle class families" (Ehrenreich 214). It's no wonder that it took Whitiker six years to get a two year degree at a community college when she had to constantly take care of her five children. Affordable housing is another major problem of the poor, and for some "[t]he home is a car or a van" (Ehrenreich 214). With government help, the poor could live in actual houses instead of cars, in some cases, and those who want to go to college would be able to in a timely manner because they wouldn't have to constantly take care of their children.

    Another way to help the poor move out of poverty is to increase social capital. For the poor, having someone to help share costs is very beneficial. In Whitiker's case, having a husband allowed her to finish her college degree, which led to a better paying job and therefore she moved out of poverty and into the middle class of America. "[O]f poor single mothers who marry, 56 percent are lifted out of poverty" (Muhammad 231). If a poor, single mother is able to marry a supportive husband, there is a good chance that they will move up in class and out of poverty. However, this is not a very common occurrence and should not be heavily relied upon. Only 1.4 percent of poor, single mothers actually get married every year, so if you do the math, only 0.78 percent, or 78 of every 10,000 poor mothers actually get married and move out of poverty every year.

        Overall, duplicating Angela Whitiker's success is difficult, and much of the responsibility to move up in class is on themselves. Those of the poor that do desire to work their way out of poverty and chose not to live the low class life find that moving up is incredibly difficult, and the government and society should lend a helping hand to those struggling out of the hole of social disparity. With a helping hand, the poor that are willing can and will move out of poverty and we will have successfully duplicated Angela Whitiker's inspiring success.

Thursday, May 29, 2008

Day 40

English 102 Lesson Plan Day 40 Spring 2008

  1. Quiz on Research skills
  2. Correct quiz
  3. Return in-class essay—not bad, overall. Mostly, time was an issue.
  4. Timeline:

Friday: Sample Essays, Revision Instructions

Monday: Final Draft of How We Can Duplicate Angela's Success. Two copies. /40 points towards Final Draft Score. I'm not going to try to get us to put them all together except in class.

Tuesday: How We Can Duplicate returned, MLA Death Match Round One

Wednesday: Peer Editing

Thursday: MLA Death Match Round Two

Friday: Last Day of class, Cover Letter Due

Monday (June 9th): Revised essays due by noon.


 

On the surface.

In reality.

Likely.

Unlikely.

What we can do to increase mobility.

Pick and choose from all three books

  1. What can the government do? Why do we like this answer?
  2. What can the culture do?
  3. What is up to the individual?
  4. What can't we duplicate?
  5. What's wrong with saying: Marriage
    1. Why are we afraid of saying, Get married?
  6. What's wrong with saying: Public Housing/Childcare/Transportation
    1. Why are we cheap on these issues?

Where would the money come from?

Wednesday, May 28, 2008

WWU Thesis

Here's a link from Western on thesis statements that's helpful.

Thesis Checklist

Thesis Checklist


 

  • Does my thesis sentence attempt to answer (or explore) a challenging intellectual question?


 

  • Is the point I'm making one that would generate discussion and argument, or is it one that would leave people asking "So What?"

  • Is my thesis too vague? Too general? Should I focus on some more specific aspect of my topic?


 

  • Does my thesis indicate the direction of my argument? Does it suggest a structure for my paper?


 

  • Does my introductory paragraph define terms important to my thesis?


     


     

  • Is the language in my thesis vivid and clear?


 


 

Qualifiers: MORE PRECISE AND HONEST

Limit your claim; control the terms of the argument


 

Ex: Efforts to reduce drug use have failed.

v.

Most efforts in Texas to reduce marijuana use among high school students have failed.


 

 

Few

Rarely

Some

Sometimes

In some cases

Mainly

It is possible

It seems

It may be

More or less

Many

Routinely

Most

Often

Under these conditions

For the most part

One might argue

Perhaps

Possibly

If it were so

Day 38

English Lesson Plan Day 38

  1. Handing back essays
    1. Disappointing, overall
      1. We shouldn't be talking about thesis statements today.
    2. Even the best writers had things to work on.
    3. Losing to Pullman High School my sophmore year.
  2. Grades so far (-BP and –ABS)
  3. Average Score
  4. Thesis statements, this is an issue for your In Class Essays as well
    1. Review
    2. Review
    3. Exercise
  5. MLA Death Match 2K8 next week
  6. In class essays returned tomorrow along with schedule for the rest of the quarter.
  7. Homework: Read R1-R2 Hacker (Conducting Research and Evaluating Sources)
  8. Quiz over this and thesis statements tomorrow.

Tuesday, May 27, 2008

In Class Essay

English 102 In Class Writing:
KEEP AN EYE ON THE TIME


Using ideas and examples from the texts we've studied in class so far, how can we duplicate Angela Whitiker's success?

The best answers will focus on Class Matters primarily but also draw from Nickel and Dimed and The World is Flat.

The best answers will include direct quotes and page numbers.

The best answers will include a counter-argument.

The best answers will have an introduction and conclusion.

The best answers will take the ideas and apply them to the example of Whitiker and/or other individuals as described in the books.

Friday, May 23, 2008

NYTimes

Here's the site for the NYTimes readers' comments on how to help Angela Whitiker.

Day 36

English 102 Lesson Plan Day 36 Spring 2008

  1. English Electives Fall Quarter
  2. In class writing assignment

On the surface.
In reality.
Likely/Unlikely to change?

In Class Writing Assignment for Tuesday.

Meet in C226

20 points towards "final draft score"

How can we duplicate Angela's success? What's the best way to increase mobility?

  1. Human capital?
  2. Social Capital?
  • What part can we solve through government?
  • What part can we solve through changes to culture?
  • What part is up to the individual?


Lots has been discussed in the NYTimes comments section.

Consider a brief C-A.

What does Class Matters say?
What does TWIF say?
What does N&D say? Where's the friction?

What makes the most sense to you?

By the end of the quarter, we will merge our first and final essays.

In other words, what you do on Tuesday will be revised similarly to what you did at the start of the quarter, but the in-class part is worth more.

This is new for me so I don't know the dates yet.

Wednesday, May 21, 2008

Day 34

English 102 Lesson Plan Day 34 Spring 2008

  1. English Electives Fall Quarter
  2. Collect Richest Worksheet from 830
  3. AW's Rise Climb Part One: Worksheet
  4. Homework: Read Angela Whitaker's Rise to end
    1. Thursday: AW's Climb part two
    2. Friday: Bring all three books.
      1. How do we duplicate her success?
    3. Tuesday: In-class writing assignment (20 points towards "Final Draft")

Wednesday: We start putting together first essay with In-Class Essay #2

Tuesday, May 20, 2008

Day 33

English 102 Lesson Plan Day 33 Spring 2008

  1. What different types of services do taxpayers pay for? List at least ten services and/or programs. Then write about whether you agree or disagree with the following statement, and why: Those who earn more money should pay more taxes." After a few minutes, allow students to share their responses.
  2. As a class, discuss the article "Richest Are Leaving Even the Rich Far Behind" focusing on the following questions:
    a. What are the income characteristics of the "hyper-rich" compared to the "very rich"?
    b. According to the article, how are the Bush administration's tax cuts predicted to affect certain groups of taxpayers over its first fifteen years after 2001?
    c. How did The New York Times analyze how these tax cuts would affect the very richest of Americans?
    d. What were some of the newspaper's findings, through this analysis?
    e. What is the alternative minimum tax?
    f. Why is some income not subject to taxation?
    g. What are some examples of how the Bush tax cuts will affect different income earners over the next decade?
    h. How might the widening gap between the hyper-rich and everyone else affect society, according to various experts?
    i. What has been the trend in economic mobility in the United States in recent years?
    1. anything on the graphs?
  3. Homework: Read Angela Whitaker's Rise 202-218
  4. The next week plus
    1. Wednesday: AW's Climb part one
    2. Thursday: AW's Climb part two
    3. Friday: How do we duplicate her success?

Tuesday: In-class writing assignment (20 points towards "Final Draft")

Monday, May 19, 2008

Day 32

English 102 Lesson Plan Day 32 Spring 2008

  1. Finish O/R of essay 2
  2. Read last pages of TWIF
  3. There once was a rich man from Nantucket
  4. What different types of services do taxpayers pay for? List at least ten services and/or programs. Then write about whether you agree or disagree with the following statement, and why: Those who earn more money should pay more taxes." After a few minutes, allow students to share their responses.
  5. As a class, read and discuss the article "Richest Are Leaving Even the Rich Far Behind" (http://www.nytimes.com/learning/students/pop/articles/20050607tuesday.html), focusing on the following questions:
    a. What are the income characteristics of the "hyper-rich" compared to the "very rich"?
    b. According to the article, how are the Bush administration's tax cuts predicted to affect certain groups of taxpayers over its first fifteen years after 2001?
    c. How did The New York Times analyze how these tax cuts would affect the very richest of Americans?
    d. What were some of the newspaper's findings, through this analysis?
    e. What is the alternative minimum tax?
    f. Why is some income not subject to taxation?
    g. What are some examples of how the Bush tax cuts will affect different income earners over the next decade?
    h. How might the widening gap between the hyper-rich and everyone else affect society, according to various experts?
    i. What has been the trend in economic mobility in the United States in recent years?

Complete study sheet for tomorrow

Links over the weekend

Seattle PI on Gap at the Top

Japan running out of engineers

And this:

Please Don't Go To College
17 May 2008 07:04 pm

From the new issue, an article on post-secondary education by a professor who fails many of his students:

America, ever-idealistic, seems wary of the vocational-education track. We are not comfortable limiting anyone’s options. Telling someone that college is not for him seems harsh and classist and British, as though we were sentencing him to a life in the coal mines. I sympathize with this stance; I subscribe to the American ideal. Unfortunately, it is with me and my red pen that that ideal crashes and burns.

Sending everyone under the sun to college is a noble initiative. Academia is all for it, naturally. Industry is all for it; some companies even help with tuition costs. Government is all for it; the truly needy have lots of opportunities for financial aid. The media applauds it—try to imagine someone speaking out against the idea. To oppose such a scheme of inclusion would be positively churlish. But one piece of the puzzle hasn’t been figured into the equation, to use the sort of phrase I encounter in the papers submitted by my English 101 students. The zeitgeist of academic possibility is a great inverted pyramid, and its rather sharp point is poking, uncomfortably, a spot just about midway between my shoulder blades.

For I, who teach these low-level, must-pass, no-multiple-choice-test classes, am the one who ultimately delivers the news to those unfit for college: that they lack the most-basic skills and have no sense of the volume of work required; that they are in some cases barely literate; that they are so bereft of schemata, so dispossessed of contexts in which to place newly acquired knowledge, that every bit of information simply raises more questions. They are not ready for high school, some of them, much less for college.I am the man who has to lower the hammer.

Thursday, May 15, 2008

Day 31

English 102 Lesson Plan Day 31 Spring 2008

  1. Bonus Points this week
  2. Quiz 11/9 v 9/11
  3. Grading Essay Two
  4. Complete notes on This is Not a Test (930)
  5. Mexico and China
    1. Democracy
      1. Bottom up
    2. patronage
      1. ruling party interests
    3. education
      1. India and China each have 50k in US
      2. Mexico: 10k
    4. language
    5. Still discussing prehistory
    6. Needs higher taxes
    7. After China joined the WTO, Mexico lost 270k jobs
    8. Mexico: 58 days to start a business/ Singapore: 8
    9. Even if you're on the right track, you'll get run over if you are just sitting there. –Will Rogers
  6. The Unflat World notes
    1. Too
      1. Sick (tb, for ex)
      2. Disempowered (1/2 flat)—rural v. cities
      3. Frustrated (terrorism)
      4. Many Toyotas (ecology)
      5. Others?


     

Tomorrow: Essays due. Two copies. Stapled

Wednesday, May 14, 2008

Day 30

English 102 Lesson Plan Day 30 Spring 2008

  1. Bonus Points this week
  2. H2-A
  3. Gregoire at YVCC
  4. Notes on This is Not a Test
  5. The Unflat World notes
    1. Too
      1. Sick (tb, for ex)
      2. Disempowered (1/2 flat)—rural v. cities
      3. Frustrated (terrorism)
      4. Many Toyotas (ecology)
      5. Others?
  6. Mexico and China
    1. Democracy
      1. Bottom up
    2. patronage
      1. ruling party interests
    3. education
      1. India and China each have 50k in US
      2. Mexico: 10k
    4. language
    5. Still discussing prehistory
    6. Needs higher taxes
    7. After China joined the WTO, Mexico lost 270k jobs
    8. Mexico: 58 days to start a business/ Singapore: 8
    9. Even if you're on the right track, you'll get run over if you are just sitting there. –Will Rogers

Tomorrow: Quiz on 11/9 v. 9/11

This is Not a Test

This is Not a Test


 

The main challenge in the cold war came from extreme communism. The challenge in the flat world is extreme capitalism. (277)


 

It requires a president who will push science, math, engineering.


 

Compassionate Flatism


 

Cold War: Nation at risk.= easy to rally US

Flat World: Individuals at risk= harder to rally US (278)


 

Being an American, I am most focused on my own country. (280)


 

Compassionate Flatism- five categories:

  1. Leadership
  2. Muscle building
  3. Cushioning
  4. Social Activism
  5. Parenting


 

1. Leadership

  • Chinese politicians are all math.
  • We're all lawyers set on making us stupid, disabled
  • W cut National Science Foundation $
  • Short term pay offs are the only ones voters seem to want.


 

282: Replace the idea of lifetime employment with idea of lifetime employability.

Give access to knowledge, but share the responsibility to take advantage of it.


 

Politicians can make us more fearful or they can inspire us.


 

Energy Independence is our moon shot.

    284—combines global war on terror with education race/flat world

    (and he misses his guess on 284)


 


 

  1. Muscles
    1. New kinds of muscles are needed.
    2. Portable Benefits
      1. Pensions/Healtcare
    3. Lifelong learning
      1. In house and K-14
        1. Locke/Clinton
    4. Immigration should be controlled to protect wages of low wage workers.
    5. Immigration and PhD's


 


 

  1. Good Fat
    1. Wage Insurance,
      1. Displaced
      2. 2 years on the job
      3. Found new job


 

  1. Be compassionate because without it, you are asking for social unrest. (296)
  2. AKA: Enlightened Self Interest
  3. "If you want to live like a republican, vote like a democrat." (297)


 


 


 


 

  1. Social Activism
    1. Global Companies need moral conscience.
      1. Environment and Farmers (298)
      2. Collaborate between activists and companies. Not just gov.
      3. Computer makers (299)
      4. Not just the local rules should apply.
      5. Consumers make value decisions, moral choices, when they buy (301).


 


 


 

  1. Parenting
    1. Time for tough love.
    2. Time to teach kids to delay gratification (303) for the future.
    3. Ambition comes from the parent (304)
    4. COSBY!
      1. Everybody knows it's important to speak English except these knuckleheads. You can't be a doctor with that kind of crap coming out of your mouth.
      2. Too much protection from hurt/ego/self esteem.
      3. Dodge ball? No cut sports? Grades?
      4. We need to level the playing field by lifting ourselves up, not pulling others down. (305)
      5. I am suggesting that we do more to push our young people to go beyond their comfort zones, to do things right and to be ready to suffer some short term pain for longer gain.
      6. The crisis is in slow motion (305)
      7. We aren't going to catch up by going slower.


 

Tuesday, May 13, 2008

Day 29

English 102 Lesson Plan Day 29 Spring 2008

  1. Bonus Points this week
  2. Talent and Practice.
  3. KEEP THE ENERGY UP
  4. What we're doing today
    1. Group of 4 according to topic
      1. Education
      2. Business
      3. Immigration
    2. Author reads the essay aloud
    3. Complete the form for peers as well as your own essay
    4. Repeat
    5. I'll walk around and be up front, too.

Homework: Complete forms for remaining essays.

Monday, May 12, 2008

Day 27

English 102 Lesson Plan Day 27 Spring 2008

  1. Bonus Points this week
  2. The powerpoint you never saw…
    1. Sample Intros
  3. Talent and Practice.
  4. What we're doing today
    1. Group of 4 according to topic
      1. Education
      2. Business
      3. Immigration
    2. Author reads the essay aloud
    3. Complete the form for peers as well as your own essay
    4. Repeat
    5. I'll walk around and be up front, too.
  5. Homework

Second essay done

Friday, May 09, 2008

Day 27

English 102 Lesson Plan Day 27 Spring 2008

  1. Rough Drafts Due MONDAY
    1. KEEP RESEARCHING
  2. Untouchables
  3. How Businesses Cope
  4. This is Not a Test
  5. Intros and Conclusions
  6. Counter Argument?
  7. Reading schedule:
    1. 11/9 v 9/11 by Monday 5.12
  8. Rough Draft Due Monday
    1. Bring Four Copies

Don't print them in the writing center

Thursday, May 08, 2008

Counter Argument

Here's Harvard's take.

Here's University of North Carolina Writing Center

Counterargument

One way to strengthen your argument and show that you have a deep understanding of the issue you are discussing is to anticipate and address counterarguments or objections. By considering what someone who disagrees with your position might have to say about your argument, you show that you have thought things through, and you dispose of some of the reasons your audience might have for not accepting your argument. Recall our discussion of student seating in the Dean Dome. To make the most effective argument possible, you should consider not only what students would say about seating but also what alumni who have paid a lot to get good seats might say.

You can generate counterarguments by asking yourself how someone who disagrees with you might respond to each of the points you've made or your position as a whole. If you can't immediately imagine another position, here are some strategies to try:

Do some research. It may seem to you that no one could possibly disagree with the position you are arguing, but someone probably has. For example, some people argue that the American Civil War never ended. If you are making an argument concerning, for example, the outcomes of the Civil War, you might wish to see what some of these people have to say.

Talk with a friend or with your teacher. Another person may be able to imagine counterarguments that haven't occurred to you.

Consider your conclusion or claim and the premises of your argument and imagine someone who denies each of them. For example, if you argued "Cats make the best pets. This is because they are clean and independent," you might imagine someone saying "Cats do not make the best pets. They are dirty and needy."

Once you have thought up some counterarguments, consider how you will respond to them—will you concede that your opponent has a point but explain why your audience should nonetheless accept your argument? Will you reject the counterargument and explain why it is mistaken? Either way, you will want to leave your reader with a sense that your argument is stronger than opposing arguments.

When you are summarizing opposing arguments, be charitable. Present each argument fairly and objectively, rather than trying to make it look foolish. You want to show that you have seriously considered the many sides of the issue and that you are not simply attacking or caricaturing your opponents.

It is usually better to consider one or two serious counterarguments in some depth, rather than to give a long but superficial list of many different counterarguments and replies.

Be sure that your reply is consistent with your original argument. If considering a counterargument changes your position, you will need to go back and revise your original argument accordingly.

Here's University of California San Diego's CA


Overcoming possible objections to your argument can thus take several forms. You might try to win your parents over entirely to your view, or you might find some way of accommodating their argument while still getting to have your car at school. You might, for instance, compromise on some parts of their concerns by conceding that your parents’ worries are justified, or by agreeing to install an alarm system to prevent burglary. Counterarguing, then, may involve some of all of the following:

• Anticipating your readers’ concerns: to persuade readers that your argument is reasonable, you need to begin by anticipating how they might think differently from you. What questions or doubts might they have? What alternative interpretations or arguments might they be tempted to find convincing?

• Refuting those concerns: You might argue strongly against the premises or the reasoning of an argument in order to convince someone that your position is preferable.

• Accommodating those concerns: You might find a way to agree with part of someone’s opposing argument without weakening your own argument.

• Conceding a point in light of those concerns: You might concede that someone’s concerns are justified and yet go on to show why those concerns need not matter or need not damage your main argument.

Day 26

English 102 Lesson Plan Day 26 Spring 2008

  1. Rough Drafts Due MONDAY
    1. KEEP RESEARCHING
  2. Untouchables
  3. How Businesses Cope
  4. How to organize the essay
    1. Education topics
    2. Agriculture Topics
    3. New Business Topics
    4. Immigration Topics
  5. Freewrite 5 minutes on your topic

The Right Stuff and Quiet Crisis

  1. Reading schedule:
    1. The Untouchables to end by Thursday 5.8
    2. 11/9 v 9/11 by Monday 5.12

Look at America and Free Trade, Untouchables and How Companies Cope for Business, Ag.

Wednesday, May 07, 2008

Con Dream Act

Here's one

Here's one, sort of

Pro Dream Act

Here's one
Here's another
and another

Washington Learns

Here's the final report (pg 51 for CA)

Here's a PPT of the stats

Here's the search page from Seattle Papers

Here's an Editorial from Seattle PI

Weakest Link in WA Learns

Beyond Washington Learns

Seattle Times on WA Learns

One more on College Education and the scholarship offer

Washington Learns and funding

Teachers and Washington Learns

More on Financing

WA Learns and Math and Science

Day 25

English 102 Lesson Plan Day 25 Spring 2008

  1. Robots!
  2. Rough Drafts Due MONDAY
    1. KEEP RESEARCHING
  3. Sample Essay?
  4. How to organize the essay
    1. Education topics
    2. Agriculture Topics
    3. New Business Topics
    4. Immigration Topics
  5. Freewrite 5 minutes on your topic

The Right Stuff and Quiet Crisis

Education

  1. East Yakima Early Learning Yakima, ESD 105 and Gates
  2. The DREAM Act
  3. Washington Learns
  4. The role of YVCC/Community Colleges overall (new buildings/collaborations)

The future of Agriculture in Yakima

  1. Aspargus and South American trade agreements
  2. The Apple Juice Capital of the World? Selah?
  3. Trademarks/patents and inventions—ROBOTS!

Immigration:

  1. McCain-Kennedy Immigration bill
  2. Changes to H2A and H1B
    1. Zirkle
    2. Global Horizon
    3. Microsoft
  3. Nativist movements such as Grassroots Yakima and The Minutemen.

Propose a new business model based on what you have read.
What will be the new niche in Yakima? How can Yakima use the Flat World to our advantage?

  1. Tourism as economic base in Yakima? Wine? Black Rock?
  2. Jail beds as an economic base in Yakima?
  1. Reading schedule:
    1. The Untouchables to end by Thursday 5.8
    2. 11/9 v 9/11 by Friday 5.9

Look at Untouchables and maybe How Companies Cope for Business, Ag.